Keywords: Politics

Insult to Intelligence: The Bureaucratic Invasion of Our Classroom by Frank Smith

"Politics and Proof in Basic Writing" by Gail Sygall

Smith, Frank. Insult to Intelligence: The Bureaucratic Invasion of Our Classroom. Portsmouth, NH: Heinemann, 1986.

Smith's main concern presented in Insult to Intelligence is that the learning processes encouraged in educational systems do not coincide with actual student learning processes. Instead, Smith believes that politicians, administrators, and educators are blinded by a "bureaucratic myth"-a myth that "learning is guaranteed if instruction is delivered systematically, one small piece at a time, with frequent tests to ensure that students and teachers stay on task." This myth is further perpetuated by the belief that "outside experts" can make better educational decisions than the teachers who actually work with students on a daily basis. A quote from Smith's preface reveals the urgent tone that is maintained throughout the book, as well as Smith's purpose for writing the book: "I will catalog stupidities committed by ignorant though often well-intentioned people who impose meaningless tasks and demeaning tests on students in the expectation that worthwhile learning will occur. But I will also demonstrate the fluent way in which all children-and older students-are naturally capable of learning. And I will show how teachers and parents can protect students from programmatic instruction."

Smith's first chapter, "Meet the R_bbit," warns against computer-based instructional programs that are for the most part developed by those who know how to write computer programs, not those who teach or understand children's learning processes. Chapter 2, "The Learners' Clubs," is then devoted to a discussion of how children actually learn to understand and use language. Smith points out that all children learn constantly, partly through demonstration by others who use language, and that they generally learn what makes sense to them. However, most schools focus on "what confuses children."

In his third chapter, Smith provides some reasons as to "Why Learning Sometimes Fails." Although we generally learn to use language best by engaging in actual, authentic language activities, many schools devote time to "nonsense activities" like rote memorization. Children then become bored and distracted; but "instead of regarding such behavior as clear signs that something is wrong with our schools, it is decided that something is wrong with children's brains." Unfortunately, most schools don't facilitate what Smith dubs "literacy clubs"-clubs involving people who use written language in meaningful ways. Smith next goes on in this chapter to introduce his "Learner's Manifesto," where he discusses conditions that must be present "if worthwhile learning is to be ensured," or if "literacy clubs" are to be established and maintained. Some elements of the manifesto include a belief that "the brain is always learning," that learning "does not require coercion or irrelevant reward," that "learning must be meaningful," that "learning is collaborative," and that "learning must be free of risk."

Smith uses chapters four, five, and six to discuss the dangers of decontextualized learning and evaluation by numbers. These practices, he says, are widespread and are perhaps a result of the "systems approach created by Sputnik." Smith believes that "the myth of how to create an expert" was spurred on by two other myths-the myth of "quality-controlled education" and "the myth of the omniscient outsider." In other words, there exists a strong, institutionalized belief that learning will occur if it is parceled out to all students in a systematic way and if all students are tested and monitored along the way, and that outsiders can make better educational decisions than those who work closely with students. Smith laments the pervasiveness of evaluation by scores and numbers, noting that "the endeavor to remove the personal and possibly prejudicial from educational evaluation has resulted in the totally arbitrary and distorted procedure of teaching and testing only those things that can be cleanly scored and counted."

Smith's final three chapters focus on hopeful "solutions." He reiterates that teachers, who are for the most part interested in their subject and their students' learning, should be encouraged to promote "literacy clubs" with no grades and no coercion. In addition, computer programs should be carefully analyzed to determine if they promote truly collaborative learning activities, or if they just waste time and bore students. His final chapter focuses on "Protecting Children and Schools." Here, he provides three stages "in the transformation of teachers from classroom managers to effective leaders in learning situations." First, teachers should learn to distinguish between activities that are decontextualized and lockstep and those that promote authentic learning. Next, teachers should do what they can to eradicate those decontextualized practices. Finally, they should "protect themselves and students against the nonsense that remains."

Stygall, Gail. "Politics and Proof in Basic Writing." Journal of Basic Writing 7.2 (Fall 1988): 28-41.

Stygall provides a discussion of how to justify the existence of a Basic Writing program against legislators who question if such a program should even exist in colleges and universities. She includes a discussion of the Basic Writing program at Miami University, with before and after assessment standards, a description of the program, and the results of the program. She concludes with a statement on the need of directors of Basic Writing programs to publish the results.