In the 1970’s, “open space education” was the rage. In the ning, ’80’s, it was “whole language education.” IN the 90’s, “learning styles” and “multiple intelligences” were the buzzword. The last 10 years have seen “brain-based education” and several other fads hit the field of education with full force. (A disttrict in which I taught bought in, a few years ago, to the “Capturing Kids Hearts” program offered by motivational speaker Flip Flippen. It was junked within two years.)
Even critics note these ideas have valid points. But they were often adopted without data – without balancing the claims of competing teaching techniques – and then taken to extremes. That resulting pendulum swings are prompting a reevaluation of how educators adopt new practices in the classroom.
One reason the author sees for the field of education’s quick trigger in adapting unproven fads, is that “[a] large number of unjuried professional journals let inadequate research pass uncritically. Key decisionmakers, like urban superintendents, typically hold jobs for three years and feel pressed to show results fast.’
I have several other speculations to add to the list in order to explain education’s peculiar susceptibility to the latest and greatest fads.
First, as a teacher myself, I know firsthand how overwhelming and “full tilt” a profession teaching is. Even the best teachers are often fighting uphill battles day in and day out, trying to get this student engaged, that student to catch up to the class, and this student to stop throwing pencils across the room. Now, imagine someone – a rhetorically savy speaker with a service to sell – telling us that they have the program that will save us the headaches and heartaches.
Of course, we are all a little susceptible to programs – weight loss, addiction, etc – that offer a magic fix. And education, being a field beset by constant uphill struggles, is rife with ready consumers. Just tell us what the magic pill is and we’ll swallow it. (more…)