DESIGN PRINCIPLE 2: THE ENDS PRINCIPLE & THE SABER-TOOTH CURRICULUM

While reading the satire called "The Saber-Tooth Curriculum", published in 1939 I was struck how this curriculum debate still exists in education today.  The book is about a former student seeing his highly admired professor, Dr. Peddiwell, years later in a bar in Tijuana and the five-day seminar in the history of paleolithic education ensues.  The student remembers that Peddiwell "liked critical ability in his students" (p. 12.) If teaching today, (I think that Dr. Peddiwell would support the design notion of including critical thinking and problem solving). Peddiwell shares his studies of stone-age curriculum and the first great educational theorist and practitioner, New-Fist.  He refers to New-Fist as an educated man- both a doer and a thinker. "He knew how to do things his community needed to have done, and he had the energy and will to go ahead and do them. Then, as now, there were few lengths to which men would not go to avoid the labor and pain of thought."  (p. 25) New Fist pushed himself beyond those lengths, became strongly dissatisfied with the accustomed ways of his tribe. Upon observing ways in which life might be made better for himself, his family, and his group the concept of a conscious systematic education was born.  First he set up an educational goal, then proceeded to construct a curriculum for reaching that goal.  The curriculum consisted of "Fish Grabbing with the Bare Hands" and "saber-tooth Tiger Chasing with Fire." The practical value of the courses was obvious, until the Ice Age where the climate changed- the lakes dried up and Saber-tooth tigers migrated to warmer places.  Still there were traditionalists, the Elders, who argued that the great ideas embedded in these courses should be preserved for all generations because they were necessary for building the mind.  The book goes on to show the failure of educational systems and the lack of responsiveness and resistance to change, even when needed.  There were two main learnings from the book. The first was to define the purpose of education- to educate students to better one’s life, his community, and the lives of others.  The second point was the importance of educational systems to be able to change and adapt to changes in conditions of our world.

The book referred to New Fist as an educated man.  Being "educated" is a tern that is all relative to the time period in which you live, where you are, and the community that you are a part of.  When curriculum is designed and revised, it should be done with the recognition that being "educated" involves much more than knowing skills, but understanding the process and figuring out how to apply it to life. Lessons need to be authentic. The purpose of education is to prepare students to become successful, contributing, civic members of society in which they live. Learning should include active engagement of students in purposeful, authentic practices.  The activities should allow and encourage students to develop critical thinking, an ability to question… Basically teach one HOW to think, not WHAT to think. The mirrors articulated this very well in the book on p. 48 stating, “They do not teach us to learn what we live and live what we learn.” This is the second design principle- The Ends Principle.  "Good learning designs prepare learners to meet community needs by linking living and learning to the PICKLE (problem-solving, information using, community participation, knowledge, literacy, and ethical decision making).

The elementary school where I work strives to support “Community Participation” and “Ethical Decision Making” as we live the “7 Habits for Happy Kids” from The Leader in Me by Sean Covey.  We live and model the habits everyday as educators and educate the students to Be Proactive; Begin with the End in Mind; Put First Things First; Think Win-Win; Seek First to Understand, Then Be Understood; Synergize; and Sharpen the Saw. We provide students opportunities to develop their full potential while teaching them 21^st Century leadership and life skills such as responsibility, accountability, problem solving, communication, collaboration, initiative and self-direction, creativity, cross-cultural skills, and teamwork. The Leader in Me is also aligned to many national and state academic standards, but the process teaches students the skills needed for academic success in any setting.  These skills include critical thinking, goal setting, listening and speaking, self-directed learning, presentation-making and the ability to work in groups.  As a librarian/media specialist, my curriculum covers “Information Using” and Literacy.  I am the lead facilitator for obtaining our school’s Digital Citizenship certification through Common Sense Media®.  I am responsible for educating both staff and students with Information literacy, Web searching, Citing sources, Evaluating sources, and Web safety.  I have also stepped up as a technology resource leader in my building to help facilitate the integration of technology as a tool in learning.

Such conflict over the purposes of education and curriculum outcomes will probably always continue, and this conflict gives rise to healthy discussion and progress.