Comments on: Recommended listening: education, democracy and the meaning of intelligence http://bloggingbelmont.com/2010/01/recommended-listening-education-democracy-and-the-meaning-of-intelligence/ Citizen Powered Journalism In The Town Of Homes Thu, 17 May 2012 15:11:35 +0000 hourly 1 http://wordpress.org/?v=3.3.2 By: Seminary http://bloggingbelmont.com/2010/01/recommended-listening-education-democracy-and-the-meaning-of-intelligence/comment-page-1/#comment-807 Seminary Thu, 11 Mar 2010 22:51:01 +0000 http://bloggingbelmont.com/?p=2755#comment-807 We at the <a href="http://www.rts.edu/" rel="nofollow">Reformed Theological Seminary</a> have programs to mold and help students on their personal growth. We at the Reformed Theological Seminary have programs to mold and help students on their personal growth.

]]> By: John Bowe http://bloggingbelmont.com/2010/01/recommended-listening-education-democracy-and-the-meaning-of-intelligence/comment-page-1/#comment-781 John Bowe Fri, 15 Jan 2010 23:12:31 +0000 http://bloggingbelmont.com/?p=2755#comment-781 One thing that stands out the past few years is the Town's (right, not just our town) "race to the minimum". Let's figure out what is required by law (for schools, council on aging, health dept, library support, ...) and go no further. For the schools in particular we've been forced into the position of only supporting what NCLB dictates, what is tested on MCAS, what will avoid sanctions (loss of state and fed funding), etc. We no longer even mention the "whole child". Having spent 6 years on Belmont's School Committee, I know this very well. It is very disheartening to hear community members (especially finance people) try to avoid supporting arts, any afterschool activities, foreign languages, advanced high school electives, a youth commission, etc., as if they are not important for Belmont or society in general.<br><br>You ask for "why" and how it relates to democracy and and the next century. Let's look back 230 years. The Massachusetts Consititution, Chapter V, Section II, "The Encouragement of Literature, etc." (<a href="http://www.mass.gov/legis/const.htm#cp25s2.htm" rel="nofollow">http://www.mass.gov/legis/const.htm#cp25s2.htm</a>) seems to summarize my view. It's a single (long) sentence:<br><br>Wisdom, and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of legislatures and magistrates, in all future periods of this commonwealth, to cherish the interests of literature and the sciences, and all seminaries of them; especially the university at Cambridge, public schools and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings; sincerity, good humor, and all social affections, and generous sentiments among the people.<br><br>Some of the key thoughts: "diffused generally among the body of the people" - to me means not concentrated in the select few; the wide list of areas, including the arts, academic endeavors, and practical (trades) - not just ivy-bound and not a narrow view of what "educated" means; "humanity and general benevolence" - good citizens. They're all still imperative today. One thing that stands out the past few years is the Town's (right, not just our town) “race to the minimum”. Let's figure out what is required by law (for schools, council on aging, health dept, library support, …) and go no further. For the schools in particular we've been forced into the position of only supporting what NCLB dictates, what is tested on MCAS, what will avoid sanctions (loss of state and fed funding), etc. We no longer even mention the “whole child”. Having spent 6 years on Belmont's School Committee, I know this very well. It is very disheartening to hear community members (especially finance people) try to avoid supporting arts, any afterschool activities, foreign languages, advanced high school electives, a youth commission, etc., as if they are not important for Belmont or society in general.

You ask for “why” and how it relates to democracy and and the next century. Let's look back 230 years. The Massachusetts Consititution, Chapter V, Section II, “The Encouragement of Literature, etc.” (http://www.mass.gov/legis/const.htm#cp25s2.htm) seems to summarize my view. It's a single (long) sentence:

Wisdom, and knowledge, as well as virtue, diffused generally among the body of the people, being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in the various parts of the country, and among the different orders of the people, it shall be the duty of legislatures and magistrates, in all future periods of this commonwealth, to cherish the interests of literature and the sciences, and all seminaries of them; especially the university at Cambridge, public schools and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings; sincerity, good humor, and all social affections, and generous sentiments among the people.

Some of the key thoughts: “diffused generally among the body of the people” – to me means not concentrated in the select few; the wide list of areas, including the arts, academic endeavors, and practical (trades) – not just ivy-bound and not a narrow view of what “educated” means; “humanity and general benevolence” – good citizens. They're all still imperative today.

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