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• W30402540 abstract "The time for discussing this modest proposal has come, says Mr. Bussler. RECENTLY found a bag of fast-food garbage in my front yard. As was picking it up, began to think about who had thrown it there and why. Was it an accident, or did someone actually learn to do it? Did that individual learn to do it in school? In this article consider this last question and offer a potential solution regarding messes that many of us are forced to clean up. A step toward a solution just might lie in our schools. In May 1994 Kappan, Donal Sacken proposed that there be No More Principals.1 The idea is not Sacken's alone. For example, Minnesota legislature has established right of local school districts to determine whether their schools should have principals. If position of principal is being reconsidered in schools, it would seem logical to reconsider other positions as well. And my purpose here is just that. Specifically, propose that we consider more Before you stop reading and turn page, should remind you that there is a definite value to am proposing, not to mention significant financial implications. For several months have brought up idea informally and watched for reactions. The immediate reactions - always nonverbal - have been similar: facial expressions ranging from What? to I never heard of such a thing! Indeed, on first encounter, this idea may strike some readers as so absurd that they question my sanity. But idea did not originate with me. am reminded of a graduate student who recently wrote a paper on change in American schools and concluded that what goes around comes around. Her premise was a perennialist idea that really important things do not change. To some extent, agree with her. For example, my first six years of formal education were stimulating, challenging, and fulfilling years in a one-room country school. We had no electricity, no running water - and no custodian. We students did cleaning of building, of grounds, and of outdoor toilets. Thus, when think about idea of no custodians in our schools, am merely revisiting an old idea. But there is a difference, and this is where part with my graduate student's premise. The idea may not be new, but reason for returning to idea is. And this difference is heart of my proposal, which has to do with value of idea. Some readers might assume from I've written so far that don't like custodians. Quite contrary; I've been one. Others might assume that don't respect work that custodians do. Again, not so. In fact, believe work that custodians do is so valuable that want all of us to do it, especially our students. The value of this work is its power to help us become more responsible citizens with regard to our environment. In short, we need to learn to clean up our own messes! From a philosophical perspective, basis of my view can be found in two positions. The first is pragmatism, which holds that one of best methods of learning is through experience. The second perspective is that of educational reconstructionism, which holds that schools must not only transmit culture but transform it. Having students clean their own schools can transmit cultural value of being responsible in our own space; it can also transform our culture, which appears to be in process of losing that value. contend that we are teaching our students in schools is that keeping our space clean and in good order is job of someone paid to do it: custodian. Of course, we don't teach this directly. We don't have courses titled How to Be Messy or How to Leave My Mess for Someone Else to Clean Up. We have relied on much more powerful teaching method of hidden curriculum. In Life in Schools, Peter McLaren defines hidden curriculum as the unintended outcomes of schooling process. …" @default.
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• W30402540 title "No More Principals! No More Custodians!." @default.
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