SCHOOLING FOR LIFE
Reclaiming the Essence
of Learning
SUMMARY:
In the book, Schooling for Life, Jacqueline G.
Brooks presents a case for constructivism (2002). Through interesting anecdotes and passionate
words, she encourages educators to see school as more than just a place where
kids spend time; school must be a place where true learning occurs, and school
is seen as a real part of life. Brooks
illustrates some problems that are happening in today’s schools, such as the overboard
focus on standards, classrooms with constant lecturing, and schools in which
students have no decisions or choices.
She also proposes solutions to these problems and inspires teachers
everywhere to go on a mission to make educational experiences more meaningful
and desirable for all students.
HIGHLIGHTS:
“Learning
isn’t simple. When learning is not
sought, but pursued passively and perfunctorily, it is most often shallow,
incomplete, and short-lived. But when
sought and pursued actively and mindfully, it is energizing, dynamic, and
cherished.” (p. 11)
“It
is often difficult to recognize, but in subtle, socially encouraged ways, too
many of our schools teach children to be passive and without passion, to accept
what is taught without questions critical to true understanding, and to slip
into anonymity.”(p. 49)
“Learning
is richest when teachers and students strive for excellence within the context
of mutually defined goals.” (p. 43)
“Structure
in the constructivist classroom is based on principles of learning. The teacher establishes norms, procedures,
and policies, and then negotiates them with students in ways that could easily
go unnoticed by the novice eye.” (p. 134)
“Students
need to be treated as whole people whose ideal selves emerge from accepting,
challenging environments that do not try to impose where students will end up
and how they will look when they get there.” (p. 78)
“Our
schools task is to create educational contexts that are engaging enough to
prompt students to show up and follow directions, as well as to design, create,
plan, devise, propose, build, produce, generate and engage in all other
activities in which showing up and following directions are just pieces of a
larger puzzle.” (p. 69)
“Unfortunately,
in most school settings, to acknowledge that we don’t know something is a sign
of failure rather than a starting point for learning.” (p. 20)
“I
have been told that parents will get nervous, administrators will be bored, and
in general, everyone will be confused if that nefarious word is spoken. In response to this predicted confusion, I
ask, “What’s wrong with confusion?”
Being confused is the necessary beginning for great learning. If you’re not confused about something, where
is the spur to investigate it?” (p. 127)
“Living
a life with standards…living a life with questions…living a life in search of
meaning. These are not quests. These are present realities. Schools are for learners already living a
life, not preparing to live a life. The
lives they are presently living must be honored. And we can’t do that unless we look beyond
common thinking, bring real life back to school life,
and in doing so, reclaim the essence of learning.” (p. 144)
“We can continue to teach the way we do now and lament that students learn only for the test, which they do. Or we can change the way we teach and lament the subsequent problems that such changes will provoke, which, indeed they will. Or we can change the way we teach – and savor the rebellion.” (p. 132)
CRITICAL
ANALYSIS:
The anecdotes that Brooks uses make
the reading both fun and easy, and she incorporates and analyzes the anecdotes
very well to demonstrate her main points.
Those main points revolve around constructivism, and all are valid and
important if teachers are to change the underlying structure of education to
focus on the students and the students’ learning (as opposed to regurgitation)
first. However, all of Brooks’ ideas
have been stated before by other authors, and the literature circle found very
little new information to draw from this book.
Aside from being redundant insofar as
repeating what others have written, Brooks is redundant within her own book,
rephrasing many of the same concepts time and again throughout the entire
piece. Furthermore, these concepts tend
to take the form of broad vague statements; not until chapter seven (there are
ten chapters) does one encounter any significant discussion of possible
application of Brooks’ ideas. More about
direct application would be helpful.
Based on its style and content, this book
would best serve any traditionalist teacher, or a constructivist teacher who
needs some motivation or inspiration to move beyond the doldrums and
disillusionment of teaching that can often overtake any teacher. As far as students in the C-I 304/504
classroom, a focus on chapters seven through ten would yield the most fruitful
and efficient reading of this text.