Significant change usually comes about not by introduction of something new but by reinterpretation of something old. Among the more interesting illustrations of this premise is that of Arthur C. Clarke, who in 2001: A Space Odyssey uses it to account for no less than the evolution of mankind. Back eons of time, so the story goes, herbivorous man-apes roamed the parched savannas of Africa in search of food, a search that had brought them to the brink of extinction. Their miraous transformation from man-apes to ape-men did not come about until they realized that they were slowly starving to death in the midst of plenty, that the grassy plain on which they search in vain for berries and fruit was overrun with sucent meat. Such meat was not so much beyond mankind's reach as it was beyond his imagination. To negotiate the necessary transition, the man-apes had to reinterpret their environment.
The history of education can also be wed as a sustained series of reinterpretations, which, because they remain human, retain remnants of the man-apes primeval flaw - a certain primordial rigidity of the imagination that renders us unable to grasp what lies immediately at hand because it fails to correspond with what comes habitually to mind.
When it comes time to characterize the educational environment of the past few decades, it will undoubtedly be remembered as an era of reform. Cries for reform in education are by no means new to schools, of course, but seldom are they the focus of such prolonged and concerted attention as they have lately received. Not since the days of Sputnik have we witnessed such massive concern about what was happening or not happening in the nation's classrooms. In the sixties the thrust of reform focussed on the teaching of science and mathematics and spawned a period of curriar innovation that carried us well through the seventies.
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Wilcox Thomas has been a lumberjack, a roughneck on an oil rig, a lifeguard, a salesman, and a Marine, but primarily he is a veteran high school teacher who has taught in a prep school, a public school, and a charter school, as well as schools in Africa and Asia. A teacher of English and graduate of Princeton and Harvard, he is also author of Schoolmastery: Notes on Teaching & Learning available from Xlibris. He lives with his wife in Bedford, Massachusetts, and sails his boat on the ocean in summer.
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