The Cornerstones

In my mind, the purpose of schooling is to help students develop the ability to;

1) Understand the cultural heritage that drives our way of life.

2) Make appropriate decisions based on, clear thinking and, an understanding of the natural world.

3) Communicate with others effectively in multiple ways.

4) Live by a set of common moral values.

If any one of these four cornerstones of education is missing, the school has failed to meet its obligation to the students it graduated. In order to accomplish the goals listed above, students must acquire a set of skills which include, but are not limited to; reading, writing, speaking, observing, and calculating.

Understanding The Cultural Heritage That Drives Our Way of Life

I do not believe that students should be taught a particular culture, but rather, they should be exposed to any and all cultures that have a significant impact on their lives. Certainly the European, African, Hispanic, Native American, and Asian cultures have had a significant impact on the way all of us live. But I would not limit exposure to only those. To achieve this goal, students would have to be exposed to music, dance, story telling, food, laws, geography, and the literature common to each. The big idea here is that our present laws and culture have been influenced by many others.



Make Appropriate Decisions Based on, Clear Thinking and, an Understanding of the Natural World.

Should I invest money for my retirement? If so, where should I put it? Should the government fund and control health care or should we be responsible for those ourselves? Is abortion wrong and immoral, or is it a right of women? What environmental damage is acceptable in order to maintain a certain standard of living? What powers should the police have over us? Which treatment should I choose for my cancer or heart condition? What information do people need in order to answer these questions? Only a population versed in History, Science, Mathematics, and Social Science can make such important decisions. Or are we all too happy to let political parties make this type of decision for us?

History gives us a perspective in which to frame each decision. Science and Math help us evaluate information used to persuade (or brain-wash) us into leaning one way or the other. Social science helps us understand our motivation and predict the effect our decisions will have on others.

Communicate With Others Effectively in Multiple Ways.

The educated person should be able to write effectively and read with understanding. I would not limit communication skills to just those. The educated person should speak clearly, listen with an open mind, and understand the powerful messages transmitted through the arts. They should know how to use a computer to research information as well as communicate with others. Language, speech, theater, and art would all be necessary to build these skills.

Live By a Set of Common Moral Values

Except for fostering the idea that one’s health is to be valued, this is the one area where many public schools drop the ball most often. Modern educators are often uncomfortable teaching “morals”, they should not be. Not teaching morals is in fact teaching morals. When we don’t help students develop an understanding of right and wrong, we are in fact teaching that right and wrong are relative—a moral value. I’m not talking here about Religion, I would not favor teaching Religion in public schools, but I would favor teaching what is right and what is wrong. Our framework for making those decisions should be the constitution and laws of this country. Would you not teach that murder and theft are wrong just because there is a “commandment” against them? I am a Roman Catholic, but I would not favor a law making it illegal to eat meat on Friday in lent, or get a divorce. Schools must teach about government and laws, as well as the religious framework upon which these were generated—this does not mean they would teach religion. A clear distinction between what is moral and what is legal must be the driving question that is explored here.



Assuming that students went to high school for four years and there were 7 classes each day, for a total of 28 credits, and I would require students to take 4- 1 credit summer classes for a total upon graduation of 32 credits, I would require the following for graduation. Some particular courses might be ½ or even 1/4 credit.
4 credits in Science (including biology, chemistry, and physics)
4 credits in math (including Algebra (basic and advanced), Geometry, Trigonometry, and Statistics)
4 credits in Social Studies (including both US and world history, government, Geography, Psychology and Sociology)
4 credits in English Language Arts (including Writing, Literature, Drama, and Speech)
4 credits in Life Skills (including physical education, health, nutrition, personal finance, investing, and basic computer skills.
4 credits in Foreign Language and Culture (including foreign languages, world cultures and religions)
4 credits in Moral Development (including religious studies, and our legal and moral responsibilities as citizens.
2 credits in Fine Arts (including art, music, dance, theater, and film)
2 credits in electives

I would consider this schedule a minimum, general educational program. I would allow, even encourage students to pass out of required courses in order to take more electives, personalizing their curriculum. Highly capable students could fulfill some of these requirements in Junior High School and pass out of requirements easily. Others might do independent study to fulfill the requirements.

I would not force curriculum to conform to the 5-day per week schedule. Physical Education would be taken every year. In my school the gym would be more like a health club. Students would “work-out” three days a week all year for ½ credit. On the two off days they could take a 1/4 credit class if it meet for a semester. For example, health, nutrition, personal finance, basic computer skills could be taught 2 days a week for a semester and count for1/4 credit,. Some classes, chemistry for example, might meet three days a week for a double period in order to accommodate extended lab periods, while the other two days might be two ½ credit classes or one full credit class that meet twice a week.