Tag Archives: Critical thinking

Politically Competent

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Were political posturing and other hidden interests put aside, I wager the current immigration crisis would to a great extent just fade away. A transparent objective look at the subject also requires losing the emotional baggage instigated by the flood of Central American children to the US border.

The plight of the children is serious and cause of great concern. However, we far too often see children pushed into the spotlight as adults lose the capacity for dialogue. Indeed, throughout the world, we are increasingly resorting to using victims as a substitute for debate. Should this tendency reach the point of actually provoking victimization in order to make a point, we will have arrived at a new depth of inhumanity. Some would affirm we are already there. Aspects of the current US border crisis do suggest we have reached a threshold in that respect.

I was told by a friend a few days ago that parts of his family immigrated back during the Second World War. Apparently the shortage of industrial labor force in US factories actually provoked the need to recruit workers from south of the border.

No expert on immigration, I am not clear of how the situation evolved over the years. What is perfectly clear is that, in spite of current legality issues and physical obstacles, everyone who gets through gets a job. One can only assume the existence of a real job market.

As to the reason behind not recognizing that demand or need, we would need to enter into the shadowland of interests, greed and political maneuvering. The “illegality status” creates an underworld of parallel, unregulated and highly profitable financial and commercial structures.

It also creates family rupture as parents cannot freely travel back home and periodically see their children. This is one of the main contributing factors to the current child immigration situation, in my opinion. I know people in this situation. They went to the USA for the employment opportunity and as the means of providing for their families. They had no intention of staying on, but the economy got tough so it is taking longer than originally planned. They are worried about their children, with all the bad news coming out and they are being forced to make the decision to stay or leave. Staying means bringing in the family.

Canada takes a different approach. Employment opportunities, complete with strict requirements, are published by the embassy. Recruitment, selection and work visas are coordinated through diplomatic channels. Employees travel by air, just like the rest of us. They enjoy vacation periods and are able to visit home periodically. Quite the contrast…

So, why is it that we cannot publically acknowledge what we actually are doing; what we actually need? Cannot we understand that the “out of sight, out of mind” attitude comes with a pricetag; we only favor dark interests when we refuse to see reality. It also opens us up to be manipulated and that generally is brought to bear on our emotions. The “plight of the children” is in fact very real. But have we had a part in creating the crisis because we refuse to respond to any other stimulus?

How much control have we given away, in exchange for not being bothered? Have we noticed how Politically Correct gets twisted into Politically Convenient? Perhaps we need to ask ourselves whether we are actually Politically Competent. Perhaps all of us, on both sides of the border, need to take back some control and responsibility… and leave the kids alone.

Dangerous Education

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For some people all changes in our educational systems bring the inherent danger of loss of control. We love it when an alternative program results showcasing talent, or what we recognize as talent, in our children. We are willing to invest time, energy and resources into extracurricular activities and even the odd “unconventional” digression some teachers are permitted to employ.

But what happens when our children begin to think for themselves? Not the cute parroting of preconceived opinions, but creating their own world view. What happens when our children suddenly become more knowledgeable in some areas than we, those charged with their upbringing? At what point do we feel threatened by our children´s achievements, views and positions? “Nonsense,” you may say, “I would never feel that way about my child.”

But when superiority in a child starts to become apparent in emotional maturity, in life vision and belief systems, watch out. That is the real test of commitment to building an educational model that frees the human spirit rather than clipping wings. Now that is a dangerous education.

This is just one of the real-world challenges in building an educational model designed to change the status quo in Morazán. The area has been traditionally marginalized, suffered complete destruction of infrastructure and displacement of the civil population during the Civil War (1981-1992) and currently holds the dubious honor of maintaining both the highest poverty levels and the lowest academic achievement in all of El Salvador.

The socioeconomic conditions in Morazán create a fertile setting for implementing alternative solutions, as it is very clear to all that current programs are not making a dent in poverty indicators or academic standards. At the same time, this does establish a fairly low threshold in expectations and skills required to maintain status quo.

At Amún Shéa, we are seeing a process, starting about the fifth grade where our students begin to surpass teachers and parents in analysis, synthesis and establishing goals. By the eighth grade, the maturing process has entered the emotional turf, making for some very interesting and dramatic situations.

As we expand by one grade per year, we are looking forward to ninth through twelfth grades as a tremendous challenge and a fantastic opportunity to deal with this issue, not just in theory but in real life.

Amún Shéa, Center for Integrated Development is a project of Perkin Educational Opportunities Foundation, located in the northeast corner of El Salvador, in Central America.

Reality Check

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javier bannerWe founded Amún Shéa, Center for Integrated Development as a correction to a programmed failure. The problem-based learning curriculum focuses on real-world and local developmental issues. And we started young, with a K through third grade program in 2008, expanding one grade per year. Our students do not study subjects; they study problems and create solutions. Math, Science and other subjects are used as tools in the application of solutions, consulted as needed to get the job done.

I assume a large dose of denial is present when a school system carries on as normal during a decade long civil war. Cumbersome bureaucracy and tradition perhaps explain carrying on with no real adjustment in direction while achievement bottoms out and competence only exists in test scores. The current teacher body was largely educated during the civil war, which obviously has an influence of importance.

The local public high school in Perquín turns out over 100 ill trained accountants and secretaries each year. In an area with practically no openings for these vocations, this only motivates migration out of the area in search of opportunity. At the same time, if one needs an electrician, a plumber, an agricultural engineer or technicians of any stripe or specialty, there are none to be found except in the larger cities.

Obstacles abound but progress is undeniable; we´re building a new model. Come along with us at Amún Shéa.