The University of Gloucestershire has been in its current organization since 2001, though its history stretches back about 200 years. The University has three campuses in Cheltenham, one in Gloucester – and what a beautiful place that is – with another in London.

Check out the video below to get a sense of the people and setting.

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I rarely speak or write of the NEA in a way that would warm the cockles of that organization’s heart. Their lobbying efforts don’t warrant it.

Individual teachers, however, shouldn’t be punished for their union’s misgivings. That’s why the NEA-sponsored Thank a Teacher website is worth a moment:

On May 4th, NEA unveiled the [teacher thanks] mural at The Cannon House, the oldest congressional office building in Washington, DC. NEA and national leaders joined hundreds of local public school students, their teachers and teachers of the year for the event.

It’s a simple thing – a mural of thank you notes and cards to our teachers, specific and general. Leave one for a teacher you know or for teachers in general.

Praise is a funny thing. I don’t think much of effusive praise for the simplest, most mundane achievements. Teachers shouldn’t be patted on the back for pulling in $60,000 + full benefits, as many middle-of-the-road teachers in my local district do, for showing up to work [summers not included, obviously] and fulfilling the obligations of their contract. As professionals, they shouldn’t want praise for doing the bare minimum. Teachers aren’t heroes for choosing the profession; they’re heroes when they do their job well.

But everyone needs a ‘thank you’ or show of appreciation now and again, no matter the profession. It doesn’t matter whether you’re a parent who thanks his kid’s teacher for communicating well or for your kid having an all-around good day, or you’re just a taxpayer who appreciates that your school taxes are paying the salary of an asset to your community. It doesn’t need to be much – just thank a teacher now and again.

And you can start ye olde thank teacher project by hopping over to the NEA’s site.

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Yes, yes – ‘education is the civil rights issue of our time.’ If the 40,000 variations on that theme didn’t sink in during the 2008 campaign season, I get 140-character reminders often enough via Twitter.

And when was the last time we saw any sort of civil rights crowd that didn’t have a well-coifed Al Sharpton at the front – or trying to muscle his way to the front – with one eye searching for the media and the other eye searching for a mirror?

Get used to Al in Education, folks. That ‘Strong Schools’ bit last year was the calm before the annoying, prolonged, ineffectual drizzle that’s a Sharpton storm.

Here’s a press release/e-mail I got the other day. I’ll parse it.

Hi Matthew,

Did you see that Al Sharpton, Mike Bloomberg, and Newt Gingrich came together today — and at the White House of all places?  The meeting was to discuss education equality and how to improve our nation’s schools.  It was a remarkable gathering and you can read about the event here: http://voices.washingtonpost.com/44/2009/05/07/gingrich_bloomberg_and_sharpto.html?wprss=44

Trios are good. Sometimes individually great men combine to make something greater – like the Three Tenors, or even Bryan Adams, Rod Stewart and Sting singing “All for One [and All for Love]” on The Three Musketeers soundtrack.

This combination – unlike the two cited above – has a weak, embarrassing link. Gingrich could be a classic Kenny Rogers and Bloomberg one of those successful but ever-evolving David Bowie types. Sharpton, however, is not to be taken seriously. He’s a bit like the ukulele player Tiny Tim, God rest his soul.

Can you imagine what song we’d get from Kenny Rogers, David Bowie and Tiny Tim?

And you can see footage of the event here: http://www.politico.com/politico44/perm/0509/unlikely_trio_at_the_w_h_444542bd-4539-431b-abf6-f06fca3f1f77.html or here http://www.edequality.org

I’d rather hear the song.

The meeting was in advance of education equality day, which will feature thousands of people coming together to demand education equality in Washington DC on May 16th:  http://edequality.org/page/s/eepday

Let me know if you have any questions.

Here’s one: Why does anyone in education take Al Sharpton seriously? How quickly we’ve forgotten his actions in the Tawana Brawley case, his outright racism and his lifelong defense of his actions. Don’t bother Googling for Sharpton’s apologies to Stephen Pagones, the others he accused of rape, defilement and hatred, New York State or the public. He’s never uttered any.

And how spineless we’ve become, especially in public education, not to hold a man like Sharpton to account. Sharpton’s prominent involvement in education issues shows how weak the field of education leaders really is – and how badly we need some respectable, heroic leaders.

I’m getting tired of scoundrels like Al Sharpton, but I’m more tired of the milquetoasts who let it slide. I’ll pass on “Education Equality Day” in lieu of celebrating “High Standards and Integrity Day.”

Some of us celebrate that one every day. Do you?

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Western International University is popping up in the sidebars of quite a few newsletters and websites lately. WIU is just one of that massive wave of distance education services that have become more prominent in recent years, though they’ve been around for a few decades. The opportunities for outfits like WIntU to offer both brick-and-mortar and online / distance options to working adults – who seem to be increasingly pressured to get a degree, any degree at all, as quickly as possible – have combined with a rapidly growing market to ensure that we see a great deal more of them, and with greater legitimacy, than in the past.

WIntU, like others, offers a long list of degree programs and online degrees as well as individual courses that may or may not be transferable. They’re a larger operation with campuses from Arizona to India.

As I’ve written before, whether you personally are interested in online or distance education makes no difference. It doesn’t even matter whether it’s good or bad. What matters is that as a teacher, parent, student, or generally responsible person, you understand what’s out there – and especially what’s being sold to willing consumers.

Read the ads, pitches and websites for places like WIntU, regardless of your stance, if you want to keep on top of education. Tens of thousands of consumers do – and for their sake, you need to understand what these schools/businesses are about.

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Greg Lippman and Jennifer Andaluz together provided the brains, muscle and elbow grease to found Downtown College Prep, the subject of Joanne Jacobs’ “Our School: The Inspiring Story of Two Teachers, One Big Idea, and the School That Beat the Odds”. To get the ball rolling, they created a small summer institute that would establish and test the themes that would drive DCP. From page 25:

“To connect with potential students and parents and try out their ideas, Lippman and Andaluz organized Summer Bridge, a free skill-building program for underachieving middle schoolers. Lippman’s parents donated the money for the program; San Jose State provided classroom space. Middle school counselors in San Jose recommended students, mostly Hispanic, who were struggling in school.

Expecting the usual summer snooze, Bridge students found themselves sweating through reading and math skills in an academic boot camp with Lippman and Andaluz as their drill sergeants. But, once they got over the shock, students got hooked on the attention and the sense of purpose. Their parents wanted more. Bridge parents began meeting with Lippman and Andaluz to discuss a charter high school.”

They did that without a fat, taxpayer-driven bank account. Makes you wonder what a public school with a $27,000 per-pupil budget is capable of – and why were aren’t seeing it.

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Chapter 1 of Joanne Jacobs’ “Our School: The Inspiring Story of Two Teachers, One Big Idea, and the School That Beat the Odds” introduces San Jose’s Downtown College Prep, a charter school serving mostly Mexican immigrant families. DCP takes underperformers and develops them to succeed at a 4-year college or university. From page 9:

“”At DCP [Downtown College Prep], low achievers aren’t told they’re doing well; they’re told they can do better, if they work hard. The school doesn’t boost self-esteem with empty praise. Instead, Lippman and his teachers encourage what is known as “efficacious thinking,” the belief that what a person does has an effect. If you study, you’ll do better on the test than if you goof off. Work hard in school, and you can get to college. You have control over your future. So, stop making excuses and get your act together. The complete lack of sugarcoating may seem harsh to outsiders, but students seem to appreciate the honesty.”

Kids are the best fraud detectors alive. Honesty shows love and sincere concern. It’s no wonder that students at DCP – or anywhere, for that matter – prefer respectful honesty as they develop.

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From the introduction [p. 2] of Joanne Jacobs’ “Our School: The Inspiring Story of Two Teachers, One Big Idea, and the School That Beat the Odds” comes the following passage. It’s sober, honest commentary on the reality of failing schools.

“Parents who have money can exercise school choice, either by buying a home in an area with good public schools or by paying tuition.

But less-affluent parents are stuck with what they get. If the local school is led by a distant bureaucrat, staffed by inexperienced or burned-out teachers, whipsawed by education fads, and dominated by bullies, parents are told reforms are on the way: Just wait a few years, and then a few more.

If the school is just second-rate, parents are fed happy talk about how everyone’s special and those nasty test scores don’t indicate the real learning kids are doing. Why, they’re going to be lifelong learners! It doesn’t matter that they’ve learned nothing so far. They can look it up on the internet.

Nobody says: “Juan can’t read or write well enough to fill out a job application; he doesn’t have the math to qualify as an apprentice carpenter, electrician or plumber. He can go to community college, because they’ll take anybody with a pulse. But he’ll be stuck in remedial classes to learn what he was supposed to learn in elementary or middle school. The odds are he’ll get discouraged and quit.” That, they don’t say.

… and when someone does say it, the victimized cry foul. Not the truly victimized, either.

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Dan Willingham has written a must-read piece about third-rate huckster Alfie Kohn. But we’ll get to that later.

The gall, the gall! says Andy Rotherham. In “Breaking News: Psychologist Dan Willingham has a pain fetish,” Rotherham writes:

Seriously.  Why else would he take this on?

That’s the extent of the post.

Rotherham is apparently so stunned, so shocked and so confused about why one would enter this debate that I think he deserves a brief explanation. Here goes:

Dear Mr. Rotherham,

Professor Willingham will ‘take on’ this topic because he has a commitment to intellectual honesty and a strain of courage which a great deal of education thinkers lack.

Sincerely,

Matthew K. Tabor

It’s that simple, Mr. Rotherham.

Criticizing the likes of Kohn is fairly painless. The professional blowback is a bit like being attacked by thousands of self-professed educators wielding peacock feathers. It never hurts, but occasionally it tickles so darn much that you strain a muscle or two from the laughter.

UPDATE: DW isn’t the first to deliver a few inconvenient truths to Kohn – D-Ed Reckoning weighed in on Kohn back in 2006. Read’em both.

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A teaser:

“If I thought for a second that this Forum was an objective, non-partisan opportunity to discuss problems in public education instead of an ideological pow-wow, I would likely participate.

Again, thanks for the heads up – and I look forward to any more announcements you might have. Please tell Ms. Darling-Hammond, Ms. Meier and Mr. Noguera that I said hi.”

I receive many e-mails a day with press releases, requests for exposure, requests for help/organization/administration/web design – lots of things. I can’t always oblige, but I appreciate them. They keep me informed and alert me to blips on the massive radar of public education that I might otherwise miss.

And some of these notices are garbage. Well, not the notices/press releases themselves, but the events and initiatives they describe. The PR firms almost always do an excellent job.

Consider the following from the Forum for Education & Democracy, which is introducing a campaign called “Will We Really?” My e-mail response is after the jump.

NEW NATIONAL CAMPAIGN URGES OBAMA ADMINISTRATION AND THE PUBLIC TO IMPROVE PUBLIC EDUCATION

January 6, 2009 (Washington, DC) – Just days before President-elect Barack Obama takes the oath of office, a major education group is launching a national web-based campaign that challenges all Americans to transform the optimism of the election season into the promise of collective action to improve public education.

“Our goal is to build on the “Yes We Can” hopefulness of the Obama campaign, address the shared anxiety about our uncertain future, and channel both sets of feelings into actions that will help support our nation’s schools,” said Sam Chaltain, National Director of the Forum for Education & Democracy, which is sponsoring the campaign.

A short web film, an homage to the “Yes We Can” will.i.am-produced video that has been viewed nearly 15 million times on YouTube, sets in motion a national petition drive, available at www.willwereally.com, in which all signers commit to work with President Obama to honor four promises that must be fulfilled if we are serious about supporting young people and public schools:

1. Every child deserves a 21st Century education.

To honor America’s ongoing commitment to a democratic way of life, we must provide all young people with a high-quality, free education in schools that are designed to help students develop the skills and abilities they need to exercise a powerful voice in shaping their own lives — and our nation’s future.

2. Every community deserves an equal chance.

To honor America’s founding promise of “liberty and justice for all,” we must provide equal access to a high-quality education to all young people, regardless of their family’s money, race or power.

3. Every child deserves a well-supported teacher.

To honor America’s commitment to its public schools, we must ensure that all young people have the same opportunity to learn from well-prepared, well-supported teachers, who are in turn empowered to exercise their professional judgment, and not just follow a script, when it comes to helping students learn.

4. Every child deserves high-quality health care.

To honor America’s responsibility to take care of its youngest citizens – and to acknowledge the myriad out-of-school forces that impact a child’s capacity to learn – we must ensure that all young people are free from want, and have access to high-quality health care.

To encourage action on the local level, the Forum provides a list of easy steps people can undertake individually and at the community level in support of each promise.

There’s more, but I’ll spare you. What I pasted above is the tofu and soy-flakes [meat and potatoes didn't seem appropriate]. Here’s my e-mail response:

Thanks for the heads-up here, I appreciate it a great deal. It’s not easy to stay in the loop – even with the internet – without being in one of those policy centers like New York City or Washington.

But I’m going to pass on this one other than posting the press release [and this e-mail] on my website. This initiative is tripe.

Please share that, along with the following opinions, with the folks at the Forum for Education and Democracy.

Here’s a bullet-point review of the initiative’s four core principles:

1. Every child deserves a 21st Century education. The rhetoric in support of that point is baseless, useless and unclear. FfE&D hasn’t a clue what a “21st Century education” is – and hot air about a “powerful voice” means even less.

Stop that.

2. Every community deserves an equal chance. That’s one we all agree on, and I’ve yet to meet a serious thinker in education, on a large or small scale, who thinks otherwise.

The bit about “power” may work well in a college freshman’s Sociology 101 paper – or perhaps in an introduction to a Teachers College Press book, if we throw in a few typos – but it’s not to be taken seriously outside of either. If you want to talk about failed pedagogy [Whole Language or 'Investigations'-style math], abysmal teacher education programs and the fiscal mismanagement that keeps so many communities from the equality we’d all like to see, I will welcome the discussion [provided that the conversation doesn't include will.i.am videos].

Not “power,” though. Take that one up with Maxine Greene, a third-rate grad student or one of the distinguished conveners.

3. Every child deserves a well-supported teacher. Agreed. Nothing in the description, however, suggests that this Forum will take a hard look at teacher preparation programs – or the realities of teacher practice. I won’t join you folks in railing against ’scripted’ curricula because some of it is very good, and some teachers desperately need it. These points are tendentious rhetoric, not critical analysis of pedagogy or administration. When the Forum cares more about objective analysis than the storybook dignity it’s invented for practitioners in public education, perhaps we can talk.

4. Every child deserves high-quality health care. Again, we agree – though points about keeping children healthy are low-hanging fruits. Unfortunately, this has almost nothing to do with education. The failures that have necessitated the Forum’s examination of points 1-3, albeit a misguided examination, don’t bode well for our ability to solve healthcare problems short of increasing already-bloated per pupil expenditure by an obscene amount.

I’d go into more detail on that point, but the fiscal responsibilities and the financial realities on which points 1-4 depend were not elements of the proposed discussions.

If I thought for a second that this Forum was an objective, non-partisan opportunity to discuss problems in public education instead of an ideological pow-wow, I would likely participate.

Again, thanks for the heads up – and I look forward to any more announcements you might have, and I hope the next one will be for a fairer, higher-quality initiative.

Please tell Ms. Darling-Hammond, Ms. Meier and Mr. Noguera that I said hi.

Best,

Matthew
mktabor@gmail.com
www.matthewktabor.com

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From the Columbus Dispatch, we’ve got some good news about success with the Ohio High School Transformation Initiative – thanks to the KnowledgeWorks Foundation.

Graduation rates improved from 62% to 82% and the graduation gap has narrowed. Perhaps the best news is not only that this model has positive effects, but that the Foundation says it’ll be cheaper to replicate.

Ohio High School Transformation Initiative

Program raises graduation rates

Poor districts succeed with smaller schools, rigorous classes

Wednesday, December 24, 2008 3:10 AM

By Catherine Candisky

THE COLUMBUS DISPATCH

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I don’t have any of those classic Ellis Island immigrant stories in my family. We’ve been here for centuries, literally – and we were Mayflower types to start. It’s interesting to process American history in such a consistent, linear way relative to others’ jutting, surprise-filled family trees.

But, as with all things, there are negatives to that lineage. One is that the richness of languages that pervade so many American families largely bypassed my clan. No Italian grandparents muttering Old Countryisms in the kitchen, etc.

So, language acquisition/training was never my strength – partly due to little exposure, partly because I pick it up at a slower pace than most. I’m still trying, and I’m always interested in new software and new services that have the potential to introduce languages to the willing.

Transparent.com has all sorts of features for individuals, businesses and teachers. Their language suites include audio and video, while their website appears to include blogs to help learn 8 different languages. Check out a few of their common programs – the default tab is for that language’s blog:

• Learn Italian
• Learn Spanish
• Learn Chinese

Does anyone know how Transparent compares with other popular suites/programs? Any success stories, any criticism? Any indications of its effectiveness from a quick glimpse at the site?

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‘Tis the season, folks. For family, friends and joy, some say.

Others seize the opportunity to hoist the banner of the Establishment Clause to persecute those who dare to recognize any bit of Christmas in public schools.

Over at Dangerously Irrelevant, Dr. Scott McLeod, Director of the Center of Advanced Study of Leadership in Education [CASTLE], announced a game called “Spot That Holiday Violation!” The contest, judged by McLeod, Jon Becker and Justin Bathon, is meant to highlight egregious violations of that delicate religion/public institution balance.

Here’s their pitch and explanation of the rules:

SPOT THAT HOLIDAY VIOLATION!

Here are the rules:

1. Only American public schools are eligible. [sorry, international readers]
2. Identify a possible violation of the Establishment Clause of the United States Constitution in your local school system. The Establishment Clause requires that schools not favor a) one religion (e.g., Christianity) over another religion, or b) religion over no religion. Government-sponsored religious displays or activities are pretty much always unconstitutional.
3. Leave your description of the possible violation in the comments section of this post. If you’re not sure if it’s a violation or not, leave it anyway and we’ll chime in as needed. Possible violations may include teacher- or school-sponsored activities, displays, or other actions.
4. The most egregious violation [as judged by myself, Justin Bathon (at CASTLE’s brother blog, EdJurist), and Jon Becker (of Educational Insanity)] wins a yet-to-be-determined prize!
5. Deadline for entries is December 23, 2008.

Violations of the Establishment Clause are not to be taken lightly. We’ve got a unique setup here in the United States – though founded clearly on Judeo-Christian/Western principles, we aren’t a thuggish, iron-fisted theocracy that forces the minority to join the mission of the majority.

Some, however – and this includes the CASTLErs with this initiative – interpret the Establishment Clause as it relates to public schools to mean that the ‘freedom from’ is near absolute.

I described this particular contest as “glib, ideologically-driven tripe” – and at least one good soul in the blogosphere appreciated that. If you read the comments, you’ll see why the “Spot That Holiday Violation!” contest exhibits twice the zealotry they’re working so hard to point out.

And, to co-opt a fashionable education term, this contest facilitates that anti-Christmas zealotry.

One of the first gripes details public school religion horrors that include Christmas trees, reindeer on the walls [that "suggests that one religion's folklore is more accepted than any other"] and – brace yourselves, folks, this is the worst:

“We even have a Christmas tree in our commons area with Christmas wishes for needy families written on angels that hang on the tree for people to take and grant (Nothing for our needy families that don’t celebrate Christmas).”

It’s sad that one approaches the world in this way – that the holiday season is such an offensive encroachment on liberty as to become mean-spirited and exclusionary. I replied:

“Well done spotting the subtle suggestion that these Christian zealots want to spend December 25th beating needy pagans into a bloody pulp with their well-thumped Bibles – while passing on good tidings only to fellow believers, that is.”

That well-wishing for the needy was directed only to the Christian needy is about as plausible as “don we now our gay apparel” actually referring to a costume appropriate for the Folsom Street Fair. But this is the reality of how progressive educators and their torch-bearers view the intersection of religion, Western culture and our schools.

Not a terribly constructive tone, I’ll admit, but at the time I posted that comment, I didn’t think anyone would take the initiative seriously.

Here’s another protest from a teacher forced to endure a faculty talent show at which performers sang some Christmas-themed songs:

“Yesterday, our faculty was forced to sit through a 2-hour luncheon, during which our administration hosted an open-mic talent session. 7 different faculty members sang religious Christmas songs (and not all of them very well.) During the singing, the cafeteria frequently broke out with “Amens” and “Tell it brother/sister.” It was really painful;; I felt like I was at church. My snarky colleagues and I joked about volunteering to sing the Dradle song.”

How she managed to survive is beyond me. I replied to “ms”:

“The setting she describes is an open event – presumably any show of ‘talent’ would have been acceptable. The free responses were not coerced and were of the audience’s own volition.

ms jokes that she could have given a rendition of “I Have a Little Dreidel” – a song which I learned as a child in my rural, public school, and a song which I otherwise would not have encountered. She could have performed it but she chose not to. Instead, she joked with colleagues and then, as we can see above, posted about it on the CASTLE blog. That she was held against her will without any chance to opt out could have been challenged – and likely upheld.

There are egregious examples of political and religious coercion that exist in public schools. We’ve got urban legends, trusted testimonials and, in some cases, video evidence. No one denies that.

But the examples cited above – including CASTLE’s bizarre, intellectually/socially misguided mission here – fail to recognize the difference between the indoctrination of values and common cultural literacy.

It would be ridiculous to suggest that spending time on songs of the American Civil Rights movement and its social protest is a violation of the Establishment Clause even when those songs are heavily religious [and Christian, no less!]. Take, for example, “We Shall Overcome,” a staple of that era. Our jurists here fail to protest that such demonstrations of our culture are really religious evangelism. In that example they recognize a difference between culture and indoctrination – and they’ve reached the proper conclusion. Even so, there’s no reason to pretend that their selective discrimination is not based on their political and social preferences.

They are, in a phrase, intellectually dishonest. If they were truly committed to tying these commonplace celebrations of Christmas to that list of Establishment Clause violations, they’d plop Joel Osteen and Rosa Parks in the same category.

Mr. Anderson and the CASTLErs – as well as future commenters, surely – seem to suggest that celebrating, or even recognizing, these cultural elements constitutes a rejection of all others. This simply isn’t true. That suggestion isn’t any more valid than if one attempted to make the case that our celebration of American Independence Day every July 4th carried with it a contemptuous attitude toward countries with different histories or forms of government.

There’s a reason that most calendars include the Commonwealth countries’ Boxing Day, and it isn’t because we’re filled with hate toward celebrations that aren’t our own.”

That’s the beauty of holiday celebrations – and all celebrations, really. Talk show host and religious scholar Dennis Prager likens it to a goodwill celebration of another’s birthday. It isn’t our own day, we really have no stake in it. We celebrate with him, nonetheless, because we share that joy. It’s common decency, it’s common culture. Anyone who has spent a significant amount of time in another country [or even in a different part of the United States] has likely had great fun – and increased their appreciation of that culture – by sharing in celebrations that weren’t their own.

One issue was troubling to a CASTLE judge – “messiah” being the ‘word of the day’ in a school district:

“A public school here has a word of the day, which is a definition of a particular, pre-chosen word. Well, a couple weeks ago the word was “Messiah.” The definition for Messiah was something to the effect of “in the Christian tradition, Jesus Christ, who is their savior and redeemer. Who came to Earth and was born in a manger and Christmas, and died to save the world’s sins.” No mention of other messiahs, no mention of other religions. It was a pretty clear intentional crossing of the line in this otherwise innocuous word of the day. My question was, Messiah is fine with me to define, but why not just use an actual dictionary definition instead of making one up that turned into a definition of why you should worship Jesus Christ? Anyway, I know that is not going to qualify as the “most egregious,” but nevertheless I thought it was a cute violation.”

On Twitter and other media, I’ve been candid about the CASTLE attitude toward Establishment Clause violations screaming of ignorance. I said, in a tongue-in-cheek Tweet, that “3 JDs < 1 BA” with an implied reference to our three judges. Here was my response to Mr. Bathon regarding “messiah”:

“Justin,

I’m going to parse your comment to make it a little easier.

“The definition for Messiah was something to the effect of “in the Christian tradition, Jesus Christ, who is their savior and redeemer. Who came to Earth and was born in a manger and Christmas, and died to save the world’s sins.”

The Messiah is primarily a Christian/Hebrew concept as the term originates in the Old Testament. What was given was a very specific definition – if you want to take issue with that, go ahead. My guess is that it was presented this way because of time/medium constraints. How would you define “Messiah” in a 140 character tweet?

“No mention of other messiahs, no mention of other religions”

Perhaps that’s because there aren’t as many as you might think. The Jews have yet to get theirs. The Christians recognize Jesus Christ as the Messiah. It would have been valuable – and an inch closer to that special goal of all-things-diversity, yes? – to mention that the Koran/Islam recognizes Jesus as the Messiah, too.

Put simply, going on about the Rastafari Messiah et al. would have covered all the bases – at the expense of time and practical concerns.

“It was a pretty clear intentional crossing of the line in this otherwise innocuous word of the day”

You have failed to make a case that there was an “intentional crossing of the line” in this example. I’ve just shown you why your argument is folly.

“Messiah is fine with me to define, but why not just use an actual dictionary definition instead of making one up that turned into a definition of why you should worship Jesus Christ?”

http://dictionary.reference.com/browse/messiah

First, peep that definition. You’ll find that what you heard – and complained about here – isn’t different than what’s found in a dictionary.

Second, that you saw it as a “definition of why you should worship Jesus Christ” is a deliberate misinterpretation. This time it’s a mix of dishonesty and abysmal comprehension. Unless there’s more to the situation than what you described, no sensible person would hear that and think it was evangelism. Highly-specific description that fails to take into account other relevant facets of the definition, such as the Jews waiting on their Messiah? Yes. Christian evalngelism? No.

You folks should have spent less time in inadequate Constitutional Law courses and more time in core Western Civilization classes. It would’ve saved all of us a lot of time.”

I didn’t touch on his use of messiah vs. Messiah, but I should have.

These, folks, are the education leaders’n'lawyers who are determining what you can and can’t do in public schools. Unfortunately, they know precious little about religion, Western culture and tradition. In a response to my comment, Mr. Bathon continues:

“Let’s get some more … this is fun (and educational for me too).”

It isn’t fun for me.

It’s depressing to see such deliberate misinterpretation and misapplication of Constitutional principles with regard to public schools. It’s even worse to see it injected into one of the happier times of the year – especially for kids. It’s zealotry mixed with fearmongering, and at the foundation is a profound ignorance of Western culture.

A commenter suggested in a not-so-subtle way that this was a personal issue for me. It isn’t. One of the few things my local school does right, assuming it hasn’t changed much, is the holidays – that’s why I’ve got a neat dreidel story.

I’d like every kid to share in the joy of the holiday season even if the celebrations aren’t his own. It’s far healthier than a deranged protest that one be entitled to a freedom from all things that aren’t dear to him.

One approach is selfish, arrogant, and narcissistic. The other rests on tolerance, shared joy, diversity and community. You decide which is better.

So, in that way, I suppose it is a personal issue for me. Healthy kids and healthy, diverse communities that recognize and share one another’s traditions are the communities we need.

And though I consider threats to that climate largely irrelevant, I do consider them dangerous.

UPDATE at 3.26pm, 12.22.08:

An astute commenter suggested privately that the CASTLErs heed Matthew 7:3:

“”Why do you see the speck in your brother’s eye but fail to notice the beam in your own eye?”

A good, applicable question.

UPDATE at 4.17pm, 12.22.08:

Dr. Becker has given me some heat on Twitter because of my following tweet:

@[name removed] also, i’ll be damned if i’m going to let some dolt who has to look up the word “messiah” profess to me on “ceremonial deism”

Yes, Dr. Bathon, I called you a dolt because you had the gall to dictate what does and does not pass for overt religious displays when you showed ignorance of Christianity and Western tradition – and then giggled like a schoolboy at the fun of the debate.

Here’s the rest of the exchange:

jonbecker @matthewktabor Sir, I wll NOT stand for you referring to my friends/colleagues as “dolts.” That’s absolutely offensive and wrong!!! 9 minutes ago from TweetDeck in reply to matthewktabor

matthewktabor @jonbecker jeering those who celebrate Christmas in schools is fine, calling someone a dolt is horriffic? i guess i see it differently 7 minutes ago from TwitKit in reply to jonbecker

jonbecker @matthewktabor YES, calling someone a “dolt”, especially in a space where they can’t reply, is horrific.

@jonbecker you’re welcome to forward the message to him – actually, hold, i’ll update my blog, he can respond there 4 minutes ago from TwitKit in reply to jonbecker

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It’s official – Chicago’s Arne Duncan will be the new Secretary of Education.

The Twittersphere is abuzz as are the blogs. There’s no shortage of Duncan-related link dumps. You can get started on your own personal Duncan Familiarity Web Research Project over at Mr. Russo’s This Week in Education. Oil your scroll wheels, kids – there’s a lot to see.

I’ve pulled two clips that represent the two camps pow-wowing on Twitter.

First, the “progressives,” who feel betrayed and saddened that a charter stooge like Duncan will run the DoE in President-Elect Obama’s Land of Hopenchange:

I see four little scamps in the video – I’ve named them Constructiraptor, CharterRage, Unionmartyr and Dewey. I’d be remiss if I didn’t honor ed school ideology properly with a little Dewey-worship.

Actually, strike that – our fuzzy little Dewey’s had a name change. He’s now Hornswaggle.

And boy, are they panicking. I assume that piece of food is a piece of medium-rare public teat.

Look at’em fight!

But the progressives aren’t alone. There’s horror on the other side, too. Ms. Malkin, a favorite of mine, has missed the mark badly. Following E.M.’s lead, she’s popped three Alka-Seltzers in her mouth – Bill Ayers, Everyday Math and the Annenberg Challenge – taken a gulp of blog-soda and shaken her head vigorously. Here’s the resulting Duncan-drool from Malkin and E.M..

I’m as sympathetic to those arguments as anyone, especially on the Conservative side. I don’t, however, conflate three problems into criticizing Duncan’s appointment – Malkin et al. have made a mistake.

These scream queens sum up the Conservative reaction:

And then there are the more sensible folks like the Democrats for Education Reform. Peep their statement on Duncan’s selection.

Me? Well, I wouldn’t have chosen him, but we could’ve gotten much, much worse. Like Linda Darling-Hammond worse.

We’re in for a wild ride. I’ll criticize Duncan’s poor ideas and praise the good ones.

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“We must have hit a nerve,” sayeth one of those Tampa-area bloggers. I believe that blogger is right.

I also believe that it won’t be long before Ms. Faliero et al. try to silence Tampa education bloggers officially, or at least try to intimidate them into submission.

I might be wrong. I hope I’m wrong.

I wrote a lengthy guest piece for the UMiami Education Students blog about Hillsborough County Schools and blogging. You can read about Jennifer Faliero foaming at the mouth about misinformation and lies on blogs – and read her call for the St. Pete Times to literally employ someone to monitor blog comments “round-the-clock.”

Oh, and she wants to “force” commenters to register in a verifiable way – and one has to assume Faliero would want that information accessible to HCPS. Good Lord, it’s almost as if she’s a union boss.

Faliero puts a panicked, high-pitched, uptalk “eeee!” in the phrase “Free press.”

Here’s are a few lines from my piece titled “Hillsborough County Schools’ Blog Problem is About Communication“:

“A [growing] segment of the Hillsborough public doesn’t trust the district. That takes time to erase. But in the meantime, trust can be built by using these channels of communication rather than complaining about them.”

It’s probably true of your district, too. I suggest you read the whole thing.

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