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Carbondale’s community
supported, weekly newspaper
Volume 5, Number 32 | September 26, 2013
Dreaming big for the schools By Debbie Bruell Sopris Sun Correspondent
403 Main Street Carbondale (970) 963-4498
The weather was perfect for the second annual Carbondale Chamber of Commerce golf tournament and ball drop at Aspen Glen on Sept. 20. We’re talking a cloudless blue sky and early afternoon temperatures in the low 70s. Tournament winners were: first place (gross score) Cheney Plumbing; first place (net score) Apex Brown Foreman #1; second place (net score) Alpine Bank. Longest men’s drive, E. McVoy; longest women’s drive, M. Ochs; closest to pin (#8), E. McVoy; closest to pin (#14), Becky Ciani. Ball drop winners: Donny Isenhart ($1,500), Maureen Stepp (a cruiser bike), M. Burt ($250 restaurant gift certificate package). Photo by Lynn Burton
“There is a country where students start school at a later age ... spend less time in school per day ... have barely any homework ... are rarely tested … .” So begins a video showcasing Finland: the country whose education system consistently ranks at the top of the world by almost every measure. Portions of this video and others were screened last Monday at an event organized by Our Children, Our Schools (OCOS) — an ad hoc group of parents from local private, charter and public schools and other community members who are working to spark conversations about innovative ideas in education. Among the many contrasts between schools in Finland and the United States, the video highlights the difference in their approach to the teaching profession. Whereas U.S. teachers today must comply with an onslaught of accountability measures, Finland’s teachers are trusted to work as professionals. “If people are trusted then they want to be worth that trust,” states one Finnish educator. “People perform better when they are trusted. … They are not controlled.” In another video screened on Monday, Sir Ken Robinson, a world-renowned education and creativity expert, criticizes our education system’s narrow definition of what it means to be smart. By drawing a line between “academic” and “non-academic” ability, Robinson argues, the arts and other engaging activities get devalued. Instead, Robinson says, our schools should embrace “aesthetic experiences” -- experiences in which “our senses are operating at their peak, when you are present in the current moment, when you are resonating with the excitement of this thing that you’re experiencing, when you are fully alive.” By providing these kinds of experiences, Robinson believes our schools could be “waking (children) up to what they have inside of themselves.” Unfortunately, instead of providing aesthetic experiences, Robinson says, we tend to “anaesthetize” our children, deadening their senses with “boring stuff” in classes and even SCHOOLS page 19
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