Description
In the tradition of Jonathan Kozol, this little (4.5x7.25") book is driven by big questions. What does it mean to be educated? How should we think about intelligence, education, and opportunity in an open society? Why is a commitment to the public sphere central to the way we answer these questions? Drawing on forty years of teaching and research in history, the psychology of learning, and the politics of education, Rose (Graduate School of Education and Information Studies, University of California-Los Angeles) addresses these issues. He decries the current narrow focus of educational policy, and calls on readers to reconsider fundamental beliefs about education. Some topics discussed are remedial education, soldiers in the classroom, and reform efforts from the business community. Vignettes from many types of school, community, and work settings show how beliefs and policies affect daily life. There is no subject index. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
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In the tradition of Jonathan Kozol, this little book is driven by big questions. What does it mean to be educated? What is intelligence? How should we think about intelligence, education, and opportunity in an open society? Why is a commitment to the public sphere central to the way we answer these questions?Drawing on forty years of teaching and research, from primary school to adult education and workplace training, award-winning author Mike Rose reflects on these and other questions related to public schooling in America. He answers them in beautifully written chapters that are both rich in detail—a first-grader conducting a science experiment, a carpenter solving a problem on the fly, a college student’s encounter with a story by James Joyce—and informed by a deep and powerful understanding of history, the psychology of learning, and the politics of education.Rose decries the narrow focus of educational policy in our time: the drumbeat of test scores and economic competition. Why School? will be embraced by parents and teachers alike, and readers everywhere will be captivated by Rose’s eloquent call for a bountiful democratic vision of the purpose of schooling.
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