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Read my review instead, my review is substantially better than his book, and that's not my way of saying that my review is especially good.
Something else deBoer wrote recently really resonated with me, and seems relevant:
Most educators don't give half a damn about genuinely improving the minds of the children they educate. Sure, they'll performatively care, they can talk a good game because that's the kind of signaling they are expected to deliver. But if you released, say, an adaptive computer program that could deliver a K-12 curriculum to a child at their own pace, with as good or better results than the average K-12 in-person education, without the need to leave their house or pay for school buildings or pay teachers--you would not change American public education in any perceptible way. K-12 school exist primarily to provide free daycare, and secondarily to give teachers government jobs. The movement to "educate children" is entirely captured by people who are extracting resources from the public for their own personal and political gain. That doesn't mean there aren't teachers involved who genuinely care about kids! But their care is largely incidental, except as it improves their ability to signal "cooperate" to the people running the show.
And the show in question is anti body. It has been this way from the beginning--read Socrates complaining about sex and tasty food as distractions from the really important stuff, like pure mathematics, and then check the latest memes on horny jail or eating bugs to save the planet and tell me how far we've really come, 25 centuries later. Once we were promised transcendence through death and salvation; today we are hoping for transcendence through mind uploads. "Disregard body, elevate mind" has certainly gotten occasional pushback (e.g. Epicurus, or more recently the free-love hippies) but attending to the well being of whole humans is not, and has not for most of history been, the goal of the greatest thinkers. In fact many of today's purportedly greatest thinkers will pretend to be deeply offended if you suggest e.g. that being born "into" a geno- and phenotypically female body is in any way pertinent to one's personal, human identity.
In that world, looking for ways to give kids more "physical, sensory experiences" isn't just low-status, it's downright subversive (and indeed: self-improvement through physical exercise is often negatively coded, especially when it arises in masculinity-building contexts).
Thank you for the links, the review was helpful.
I've recently become more aware of the extent to which school decisions are governed by things like bus schedules, physical infrastructure, and unwieldy scheduling -- elementary school lunch rooms that can only accommodate one grade level at a time, combined gym/auditorium/lunchroom set ups, so it's extremely difficult to have whole school assemblies, and everything is in tightly scheduled batches, five or six day specials rotations, complex pull-out schedules with mandatory blocks when they can't be pulled out, and so on. Within an existing school or district, almost everything is necessity, almost nothing possibility.
I was substitute teaching for a while at a high school with a culinary arts class that had a real, professional kitchen. The teens seemed genuinely very happy about it, and would bring me tasty fresh food sometimes, so I was also happy about it. It was the kinds of foods teens actually enjoy eating together -- beignets and omelettes and quesadillas. Even if not many of them ended up working in restaurants, I'm sure their families and friends were happy about it. At another school, we made ribbon skirts, and painted a culturally traditional mural. This was also lovely. If I were education czar, and it seemed likely I would probably include "make more beignets" as an initiative, even if the long term goal was Communism.
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