The Shame of American Education by B.F. Skinner’s article addresses the erosion of the quality educational system in this country. This article addresses the flaws of ritualistic beliefs of human behavior and development. Dr. Skinner states that our educational foundations are being eroded by a commitment to laymanship and to theories of human behavior which simply do not lead to effective teaching(Skinner, 1984b, 1984c). The article points to concerns with inadequately prepared teachers, inadequate pay for teachers as well as a lack of respect for the profession. He also included in this list of concerns, the assumption that all students learn at the same pace. Skinner even addresses a possible cause for our shame could be a result of the American culture.
Admittedly, all of these concerns are justifiable problems which have contributed to the current state of education in America. Therefore what if anything can be done? Skinner believes that teachers should be certified to teach the subjects they teach (Skinner, 1984c) , considering the responsibilities of our teachers it is a crime what they are paid. Many find the need to obtain additional jobs to support a family.(Skinner, 1984b). Once we acquire the certified teacher equip them with the necessary resources to enable their success. Support teachers with technology additional personnel and training. The article indicates that a useful tool would be to create and implement program instruction. This particular concept is usually met with some resistance. Teaching is a skill, and many believe that programmed instruction has no value, not so states Dr. Skinner.
Dr. Skinner indicates that the problem stem from negating how students learn and what they learn. Dr. Skinner effectively addresses that students learn more than isolated facts; they learn how facts are related to each other; students relate that they are learning to what they already know. Success and progress are the very stuff on which programmed instruction feeds. This is the value if programmed instruction. Students must not only learn but know that they are learning, so teachers must not only teach but know that they are teaching (Skinner, 1984c). According to Skinner the solutions may lie in the following approach; (Skinner, 1984a)
· Be clear about what is to be taught.
· Teach first things first. It is tempting to move too quickly to final products. Skinner believe s that there are two useless goals for education "excellence and creativity.”
· Stop making all students advance at essentially the same rate. Students are still expected to move from kindergarten through high school in 12 years, and we all know what is wrong: Those who could move faster are held back, and those who need more time fall farther and farther behind. We could double the efficiency of education with one change alone—by letting each student move at his or her own pace (Skinner, 1984b). This maybe a very daunting task given the culture of our current educational system. This would require a complete overhaul of the educational system that would require enormous resources, not to mention a shift of public understanding and acceptance of this new concept.
· Program the subject matter. Skinner argues that in a well designed instructional program, students gobble up their assignments.
So how did we get here what caused the shift from believing that we had the greatest educational system to one in which we are now ashamed of? Public and media opinion believes that the cause of the problem is mediocrity. Skinner challenges whether mediocrity is the problem but a rather a symptom. Skinner at this point appears to shift in his position regarding education when discussing possible problems.
Here he seems to abandon his position regarding allowing students to proceed at their own pace. He seems to negate component which indicates that some students may need more time to learn concepts. He discusses teaching more, in half the time. So instead of students having twelve years, if the program is instituted properly then all should finish in less than the twelve years slated. He lists several possible culprits for failings facing our education such as students, teacher, schools of education and culture. He then questions how do you punish the culprits? Specifically how do you punish a culture? Dr. Skinner points to punishment of culture is addressed in his book Beyond Freedom and Dignity, culture that is not willing to accept scientific advances in the understanding of human behavior, together with the technology which emerges from these advances, will eventually be replaced by a culture that is(Skinner, 1984c). This indictment regarding our resistance to technological change is profound. I agree with Dr. Skinner that a good program of instruction guarantees a great deal of successful action(Skinner, 1984c). When students move through well-constructed programs at their own pace, the so-called problem of motivation is automatically solved. Success and progress are the very stuff on which programmed instruction feeds. They should also be the stuff that makes teaching worthwhile as a profession (Skinner, 1984c). I believe that most teachers that enter the profession do so because of their desire to impact lives and society in a positive way. Unfortunately our current system has constructed within it devices which allows for abuse and often control by those that are not responsible for implementation of the program. Taxpayer have bought into the hype that kids are not learning and standardized test indicate that we do not compete competitively in the worlds academic arena. We have created achievement gaps which in my opinion highlight our long neglect of the poor and under privilege kids. All this has resulted in qualified teacher leaving the profession. Dr. Skinner discusses burnout being a result of abusive kids. I don’t believe that the burnout that teachers face is a result of abusive kids. I believe that the burnout teachers now face is due to the constant threat of losing their jobs or increased scrutiny to produce. Teachers are more and more concerned with producing acceptable data rather than focusing on skills that allow students to progress at their own pace. We live in society that expects and demands that children at the same age progress at the same pace. Dr. Skinner discusses a better way. Teacher must continue to love the profession, kids benefit when they have teacher that are prepared and capable of making a difference. Society must get back to understanding what is truly important and doing what is best for our kids.
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