Abstract:

The objective of this interactive oral paper session is to provide the opportunity for participants to actively reflect about the significance of divergence in American education. The educational and cultural imperatives for this “constructivist” approach in education will be highlighted using a variety of stimulating references, with a special focus on multiple intelligences. In addition, an original poem written by the presenter will cogently express the views of thousands of educators, parents and students with whom he has discussed educational convergence and the academic standards movement during the past five decades
Several references that support the democratic traditions of divergence in education will be initially presented to establish the philosophical and pragmatic need to be vigilant about the standards movement and state and federal policies in the that focus on convergence in teaching and learning and their ramifications to the rest of our global village. In addition, the poem titled: “US Educators Refuse Leaving Any Student Behind…But,” will be a key focus of the presentation. It was created on behalf of American educators, parents and students who subscribe to the general accountability concepts associated with the current “No Child Left Behind” legislation but have concerns about knowledge convergence being required throughout the United States to comply with it. It is hoped, for the sake of our student creativity and intellectual curiosity that such convergent legislation does not become the norm worldwide.

US Educators Refuse Leaving Any Student Behind… But,

US educators refuse leaving any student behind
vis-à-vis individual development!
But, we will not promulgate
standardization
because each person is unique
and possesses special gifts and talents.

We refuse leaving any student behind
vis-à-vis intellectual development.
But, we won’t restrict
thinking
since each person is unique
and some knowledge is incalculable.

We refuse leaving any student behind
vis-à-vis artistic development.
But, we won’t pre-frame
expressions
since each person is unique
and beauty is in the beholder’s eye.

We refuse leaving any student behind
vis-à-vis musical development.
But, we won’t pre-set
rhythms
since each person is unique
and apt music is in the listener’s ear.


We refuse leaving any student behind
vis-à-vis physical development.
But, we won’t pre-judge
athleticism
because each person is unique
and body prowess takes many forms.


We refuse leaving any student behind
vis-à-vis analytical development.
But, we won’t pre-figure
problem-solving
since each person is unique
and divergent solutions show creativity.

We refuse leaving any student behind
vis-à-vis curiosity development.
But, we won’t pre-fix
explorations
since each person is unique
and our universe needs more discovery.

We refuse leaving any student behind
vis-à-vis patriotic development.
But, we won’t subvert
dissent
since each person is unique
and history epitomizes our independence.

We refuse leaving any student behind
vis-à-vis cultural development.
But, we won’t proclaim
assimilation
since each person is unique
and enriched citizenship is multifaceted.

US educators, thus, refuse leaving any student behind
vis-à-vis educational development!
But, we will not abdicate
individualization
because each person is unique
and differences are hallmarks of our society.
Author/Presenter (1/19/09)

Keywords:

constructivism, differentiation of instruction, curriculum divergence.