Table Of ContentFor What Child
For What Child
L. Lawrence Riccio
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6209-597-7 (paperback)
ISBN: 978-94-6209-598-4 (hardback)
ISBN: 978-94-6209-599-1 (e-book)
Published by: Sense Publishers,
P.O. Box 21858,
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The Netherlands
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All Rights Reserved © Copyright 2014 L Lawrence Riccio, EdD. Printed with
permission under license to Sense Publishers.
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TABLE OF CONTENTS
Preface vii
Introduction 1
Chapter 1: Fundamentals of Education: From the Status Quo to
a Child-First Approach 3
Chapter 2: The Child & his Capacity to Learn: For What Child? 21
Chapter 3: The Child & her Environment: For What Time in the Child’s Life? 43
Chapter 4: The Child Under Pressure: For What Purpose? 59
Chapter 5: Using Basic Assumptions: A Learning Manager’s Guide to Action 67
Chapter 6: The New Order of Education: A Radically Different World 89
References 99
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PREFACE
In Washington, DC in 1975, during my graduate school studies in education, the
department’s special education coordinator mentioned that in order to appropriately
serve a child, we must first take a look at the “whole picture”. You see, education is
more than just reading, writing, and arithmetic—education is about securing one’s
own place in the world community. It is about helping individuals and communities
grow, evolve, and succeed in the global economy. Much more is at stake in the
education equation than simply learning to read or memorizing timetables.
As I moved on from graduate school to become a school psychologist for the
Federal government, I took the ideas I had learned in my doctoral program and
made them my mantra. I soon realized in order to affect a true teaching and learning
experience for any child one only needs to focus on the child, on his or her immediate
environment, and on the rationale for instruction. If we look at the whole picture,
and understand that each child has a right to learn and is unique, then instruction
itself must take many atypical forms, which need to be malleable and appropriate,
time-sensitive and goal-oriented. Furthermore, if each child is exceptional, then each
child in a classroom should be seen as an individual—not just a body on a seat, but a
living, breathing being with experiences, skills, values, talents, and dreams that need
to be investigated and understood before education can begin.
As the years went by, and as my work became more focused on the child (on
each child individually), I formalized three principle questions, or statements, to
help educators understand the whole child—well beyond the traditional name, age,
and grade-level inquiries. While I moved on to teach higher education, I advocated
for my students (teachers) to apply the three statements and to evaluate the results.
Many of the teachers found it easy and practical to put all their course objectives
and assignments into the three-question formula. For decades, I have adhered to this
triumvirate of fundamental principles, collectively, my north star, and my raison
d’être in education. And they have become the basis for this book:
1. For what child?
2. For what time in the child’s life?
3. For what purpose?
Over the past 15 years, we have seen an explosion of new technology that has
engendered a boundless, virtual symposium of the exchange of ideas. In addition
to this modern forum—equipped with immediate communication and social
interaction—technology has made it possible for the world to reach an echelon of
connectivity that was never before within reach. This technological revolution is
shifting the facade of society and many institutions, which were built at the time with
the general needs of the populace in mind. As time has progressed, it is safe to note,
that the norms and values, needs and desires held by many individuals today differ
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PREFACE
from those prominently upheld only a decade ago, thus outdating the objectives of
many rigidly established societal institutions.
While the many changes affecting our lives have repercussions on education in
schools, the system of contemporary education in the United States seems beat,
behind its time, in need of a complete makeover. Although traditional methods of
adapting to change in the school/classroom environment might seem practical, they
are no longer as effective as they might have been previously. Indeed, education and
the need for it to be more individualized and relevant to the new changing paradigm
of our global society has evolved more in the past decade than it had since the modern
school was created by the introduction of the modern school. It is safe to say that the
children who come to school today have different skills and requirements than they
did in the past, and as you know, many are not realizing their promise. Countless
youth who simply are not able to read society’s written (and unwritten) rules/codes
of conduct are falling behind.
In schools, many nonconforming children are singled out for “special” treatment,
while others choose to drop out altogether having come to the conclusion that school
is inappropriate—sometimes due to individual financial constraints/the need to find
a job, young parenthood, poverty, dysfunctional families, boredom, and the list goes
on. We need to examine how each child can learn, or does not learn, with a less
intellectual, more realistic scope of what is really happening to and with the child,
and in his or her family and community. To provide each child with true learning
experiences, we must change with the change at hand. Educators, administrators,
and other decision-makers must shift the paradigm so that we can reach each child,
and assist him or her in reaching their potential.
Consequently, For What Child (Riccio, 1991) poses an innovative, yet logical
approach to reforming the teaching and learning process—this handbook is about
how to get through to each child and the questions to ask in doing so, with the
ultimate goal of facilitating the child’s achievement in the school environment, and
in the global community. The information contained herein highlights the need for
education reforms that must be implemented now to meet the challenges that face
each child in today’s world, and the work to be done on each child’s behalf by
educators and by society.
For What Child is simply one means to the end; there is no one absolute way
forward, but rather an inordinate number of paths to the same reward (a cultured child
who positively contributes to society, and who is fair and just in his or her actions
with others). There are countless studies on the “best” or most innovative approach to
education, or the most promising technique for teaching reading or math to six-year-
olds; in fact, there are thousands of books, websites, and philosophies on teaching
and learning, much of which is based on information that might sound appropriate.
Thus, it is up to you, the reader, the end user, to navigate the wealth of available
knowledge—despite its tendency to be overwhelming—and to use your common
sense when deciding whose opinions, philosophies, or advice you will follow.
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PREFACE
Many educators have said to themselves “I am going to make a difference”, but
then they find themselves struggling to fulfill that promise. Despite the books on
education that they have read, many young teachers resign from their posts within
a few years. Why? Because the kids, the system, the families, the community, the
neighborhood, the Federal Government, the local government (…and the list goes
on), all seem to conspire to ensure that the hopeful educator, and his or her students
do not succeed.
It sounds debilitating but it does not have to be. As you read through this book
you may find some ideas, approaches, or even a new philosophy that you can latch
onto, which may help you deal with the critical challenge that our government
(and most parents) feel is most important—getting each child to be proficient in
reading, writing, and arithmetic, and to become a contributing member of the global
community and economy.
For What Child seeks to provide a lens to see the issues and a sifter to strain the
educational and other related models for educating each child; we do not intend
to supply all of the answers—nor should you as an educator expect to provide all
of the answers to the child’s unique situation. There is no intention to make you
the “expert”. In fact, sometimes you may find it necessary to seek help from, or
collaborate on the child’s situation with relevant authorities. Thus, keep in mind
that you do not necessarily have to fully comprehend the situation in order to be of
assistance to the child, you will probably be only one of several individuals involved.
If you allow yourself the time, and have the energy and the fortitude to fight
for each child you serve, and to answer the three fundamental questions discussed
in detail in the following chapters—For what child? For what time in the child’s
life? For what purpose?—you may just find that you have the wherewithal to
make a difference for a child—or for many children. Your goal is to bring out each
child’s ability to perform academically and socially, and, more importantly, to
move effortlessly in the new social milieu between his or her home (community,
neighborhood, school) and into the wider community of the world.
Once you find that you have pedagogic skills to impact the education (aka.
life) of each child in your care, you will want to review your basic assumptions
about teaching and learning and see where you fit on the continuum of education,
development, political theory, and practice, because, to create a new paradigm of
education, we must be aware of where we stand.
Therefore, For What Child focuses on the palpable and necessary steps that
need to be taken to educate each individual child, and is built on a foundation of
[basic assumptions], or fundamental beliefs, scattered throughout the pages that
follow. These basic assumptions will become more relevant in time as society moves
forward, and as being educated becomes more concretely linked to ensuring a vibrant
and economically sufficient society.
For What Child will also underscore factors affecting changes taking place in
education today in the United States and, from time to time, will reference other
countries and their policies and practices. It will address such issues as advances
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