Students in a Pickle?

Reflecting on the role of an educator in society can be a truly daunting task. To an extent, society is reliant on educators to provide the citizens of tomorrow with the skills to be productive members of society. The Saber-Tooth Curriculum suggests that this is certainly the case. An inefficient education system yields citizens who are unable to solve the even the most elementary problems. Thus arises the debate, what should be taught in schools? There is, however, an even better way to think about this question. How do we design to ensure that students become productive citizens later? How can learning be linked with daily living? How can society maximize this potential? This past weekend, I attended the Washington Redskins and Philadelphia Eagles (Fly Eagles Fly!) football game and associated tailgate. I was actually consuming a pickle when the following thought crossed my mind: Just as a great sandwich at a needs pickles to maximize its goodness, students need the pickle to maximize their productivity in society.

Clearly, the concept of linking living and learning is not always the highest priority in modern schools. The notion does cause one to ponder the following question: why do we teach what we teach? Do teachers teach specific pieces of content because they are forced to do so? Do teachers have a specific intention in mind when designing for their classrooms? Does the design provide students with something useful for the future? Sometimes, it becomes all too easy to fall into the trap of the elders, and drill students on skills that may or may not serve them in their next year of schooling, or life in general.

This complacency observed in the Saber-Tooth Curriculum should make educators consider if what they are teaching is meeting the needs of their students and of society. Society should not be pushed to the extremes noted in the Saber-Tooth Curriculum. Finding the balance between content and design is an important skill for teachers to master.  There are several concrete examples of finding the balance between content and design that immediately come to mind. Social studies teachers (particularly those who teach U.S. History) typically teach a unit on The Constitution of the United States. Obviously, it isn’t necessary to remember the exact language of every single amendment. While it may be entertaining to remember that the 18th and 21st Amendments cancel each other out, this does not provide students with the opportunity to get the pickle. The Constitution is a living document that we should not expect to memorize; rather, students should learn how to read the document critically. My example of the Constitution presents a perfect opportunity for teachers to help their students each get a pickle. Designing around the Constitution presents opportunities to read critically, gather information, problem solve, and observe how others solved problems. One reason that I love studying the Constitution with students is that students can actually see how the founding fathers solved problems that were prevalent after The American Revolution. When students realize they are engaging with the founding fathers, they generally enjoy the experience more. Also, just as eating a pickle is an enjoyable experience, leading students to the pickle should be an enjoyable experience for all.