Learning and teaching

Where does Einstein's concept of learning about "service of our

fellow man" enter into our discussions about student achievement?
By George Manthey

M
y work as an instructional leader was trans- rather more as a type of endangerment to his natural rights,
formed by an "Aha!" that sprang to my con- or even his economic existence."
sciousness while a student in Carolyn Downey's And he suggested an antidote: namely, an "education
walkthrough workshop. When I attempt to explain this geared toward social goals. Alongside the development
transformation I'm embarrassed, because it seems now so of individual abilities, the education of the individual as-
patently obvious. It was simply, and profoundly, this: con- pires to revive an ideal that is geared toward the service
centrate on the students, not the teacher, of our fellow man, and that needs to take
when observing in classrooms. Which, Although it may be considered the place of the glorification of power and
with my apologies to the editor, is why I outer success."
must opine that the theme of this month's a radicai thought in this age of Where does learning about "service
Leadership is backwards. We should stop of our fellow man" enter into our discus-
using the phrase "Teaching and learning" accountability, it only takes sions about learning and teaching? Is it a
and start using the phrase "Learning and
a cursory glance at history topic discussed at collaborative curricular
teaching." meetings or in our discussions of test score
Having confessed that I used to put the to see how the origins of results — I mean, student achievement?
teacher's actions ahead of the students' Although it may be considered a radical
learnings, I might as well reveal another
American education center thought in this age of accountability, it
personal lack of insight. In October or on the concept of service. only takes a cursory glance at history to
November of my first year of teaching, see how the origins of American educa-
I summoned the courage to ask a colleague, "What should tion center on the concept of service.
the students be learning?" I really had very little idea, even "The highest principles for our aspirations and judg-
though I'd been teaching away and everything, basically, ments are ... a very high goal: free and responsible devel-
seemed to be going pretty well. opment of the individual, so that he may place his powers
In 2005, of course, there's a pretty easy answer to that freely and gladly in the service of all mankind" (Einstein,
question, "What should students be learning?" We can 1954). Such an idea provides an expanded context to the
just point to the state content standards, neatly arranged by phrase, no child left behind.
content and grade level: those are what students should be Aha! •
learning! And, they are, but are the standards what ought Einstein quotes from: Einstein, Albert, 1954, "An Ideal of
to come first? Service to Mankind," retrievedfrom the "This I Believe" Web
Albert Einstein wrote in 1954 of what he considered an site maintained by National Public Radio.
evil of modern life — that the "individual feels more than
ever dependent on society, but it is not felt in the positive
sense, as an organic connectivity or a sense of security, but George Manthey is a professional learning executive forACSA.

November/December 2005 23