Doug Noon added a post to his blog, Borderland, that addresses important but complex ideas.  His basic argument is that our current model for schools is outdated and probably past the point where mere "reform" can help.  Instead, we need to let go of the old model and construct a new one.  Unfortunately, there’s no consensus yet on what that new model should look like.  In his words:

We’re asking [schools] to do what they were never designed to do. We probably need to let them die in order to move forward … The real problem is that we haven’t yet arrived at consensus for what kids should be doing while their parents are at work. We don’t have a replacement vision.

I agree … the old model isn’t working and it’s about time for a new one.  I also agree that, at this point, there’s no established alternative.

Technology seems to move forward the way I wish schools could.  When a technology becomes outdated, "beta" versions of new technology develop, are tested, the bugs are found and removed, the "1.0" is released, and the process starts all over again.  Unfortunately, schools don’t have that flexibility (and shouldn’t … I mostly agree with critics who say that the classroom should not be a pietre dish for the latest educational experiments).

Nevertheless, it’s becoming more and more obvious to anyone who will look and think that schools no longer adequately mirror or prepare students for our current society.  So how should change happen?

I’m reminded of oil tycoons who will soon be faced with a revolution.  Of course they will want to hold on to old models for fuel and energy because it has worked for them for so long.  I anticipate one of three responses as the energy revolution progresses: 1) fight to hold onto the old ways through legal manuevering and control of the market, 2) abandon old models and become the leaders of alternative energy solutions, or 3) simply disappear.

I think schools will soon be faced with the same options.  Currently, most are fighting to hold onto the old models (or at best, offering small "reforms," but no real change).  Where are the schools that will become leaders of the new models?  And what will happen to the public school system if it continues to resist change?  Will it simply collapse under its own weight and, like the dinosaurs, disapper?  And what, if anything, can we salvage from those dinosaurs to fuel the future movements?  These are big questions with no easy answers.

Currently, the major alternatives are private schools and charter schools, but both have their own struggles as well.  I’m sure technology plays a large part in this transformation, but not yet sure what that part might be.

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