The following is a Counterpoint column:
By Gay Cheney and Jody Sutlive
We are educators who, like Svi Shapiro, believe that the federal testing has nothing to do with what a child has learned or what education is really all about. It only has to do with what is forced into a child who is sent through the same knothole that every other child is forced through. They are taught to conform to the very narrow values of some determining board.
Education is about the whole child, about loving learning, being creative, thinking about important issues and responding with candor and thoughtfulness. For example, in one class they study a country by hearing and singing its music, dancing its dances, learning its language, reading its poetry and literature, cooking and eating the food of the country, reading directions and following them through to the feast. None of this is on the test.
In another class, they contemplate the matter of meaning. They read, discuss, argue, come to reasonable conclusions, write them out. This is not on the test either, but we certainly consider this education. Don't you?
Why does each child have to be excellent in what the test requires? In a partnership, often one keeps the checkbook while the other writes poetry; one does the plumbing and electricity while the other is a gourmet cook. Why are we insisting that all children be the same, have the same knowledge and abilities? Basic English and math, yes, but what about all the rest?
The pressure on students, teachers, parents and principals to "pass the tests" is incredible, inescapable and unreasonable. And the media, with their constant "failure" headlines, just exacerbate the situation.
No Child Left Behind has nothing to do with the whole child. We hope in some schools, education does.
Gay Cheney is professor emeritus, UNCG. Jody Sutlive is a reading and art specialist, Winston-Salem schools.