Hasso Hering, Professional Educator

It's been a long time since any of Hering's columns have made me laugh without also making me angry. So good on you, Hasso.

That's not to say I agree with Hasso's latest; in fact, I think it does a marvelous job of reaching his usual standard of incoherence and/or irrelevance. I am waiting with baited breath for someone above him in the Lee Enterprises hierarchy to notice.

It gets better - this column is on what should be taught in schools. Let's look at Hasso's list:

Teach them what? Well, how about reading, writing and enough arithmetic and math to know if their computers or calculators are kidding them when they want to know how much tile to buy to cover the bathroom floor.

...

Our own history is crucial but not enough. Our students must know something about the world as well, including its geography and history.

People are hard pressed to have a conversation, let alone enjoy life, if they haven’t been exposed to music, literature and the arts, preferably by learning to play an instrument and attempting a painting or a sculpture, even if it’s only an earthen pot.

...

Whether it’s Spanish or Chinese or Arabic, by 2030 it may be crucial to know at least one or two other tongues.

...

Schools need an identity, one that lets children and teenagers know they are part of something larger, something that has a wholesome and valued tradition. Athletic competition can provide this as long as it also reinforces virtues such as sportsmanship, meaning manners and ethical conduct.

What Oregon needs are young people who are optimistic instead of glum about the prospects of the country and their own selves. They can have that confidence if their schools teach them well.

Wow... that list is indicative of the cutting of pedagogical theory...from the 1950s. Possibly earlier. Very Eurocentric. One suspects unapologetically so.

Also, I believe the Albany School District - according to Hasso - asked for values, not subject areas. All he did was recite a list of subject areas (math, "the science on which our society is built," history, reading, writing, literature, the arts, foreign languages) with the inclusion of 'school spirit' as a value.

This is insulting to anyone even remotely involved with education. Hering should have devoted his editorial space to a column or op-ed by someone with ANY knowledge of pedagogy or the role of schools in modern society. That might have been interesting, or at least relevant. What Hering wrote is absolute rubbish on the merits.

Besides, as mentioned, he just talks about subjects, not values. 'School spirit' might be a value, but it's becoming increasingly clear that it's not really sustainable or even a good idea (as it serves as a model for learning patriotism).

Instead, why don't we teach students to think critically about themselves and the world? Why not teach them to have the ability to learn, so we don't necessarily have to teach them all about the content, but they can - with some guidance and advice - teach themselves and keep learning far after they leave school? I know that the 'lecture' model of learning does not work well for me, and I know I'm not alone. Also, those are values - and applicable to all subject areas to boot!

Anyway, Hering also reveals his ignorance in other ways besides ignoring the parameters of the assignment:

What Oregon needs are young people who are optimistic instead of glum about the prospects of the country and their own selves. They can have that confidence if their schools teach them well.

I suppose it never occurred to Hering that there might be even a shred of good sense behind the glumness of young people. Obviously, they just need better indoctrination socialization! That line also reeks of a linear model of history in which one's own can do no wrong. Eurocentrism what?

Also, because optimism TOTALLY trumps corporate globalization and the creation of a feudalistic service economy. Who knew Hering was so New Age?

I hope the Albany School District's employees got a good laugh out of this. That's about all it's good for.