Common sense: a new approach for society?

A wise person is made, not born. So then, what are the virtues of a wise person? King Solomon (c 1011-931 BC) described a wise person as one who is clever and has a discerning mind to judge the difference between a right and wrong decision. A wise person learns from wise teachers. Wisdom depends on experience and not just any experience: you need the time to get to know the people you are serving; permission to be allowed to improvise; the ability to try new things; and the ability to learn from failures. Without wisdom, brilliance is not enough.

The education system in Chicago is structured such that every teacher must be on the same page of the curricula, on the same day and instructions are given as to what teachers are to say and which questions to avoid. Such a system is an insurance policy against complete failure, but stifles wisdom, lacks virtue and doesn’t instil character into students. This is why when legislators say students need to focus on reading, writing and maths, then science, history and the arts get swept under the rug and the US stands astonished that European students who attain a proper well-rounded education surpass the American students on exams and performance.

The cutting edge in America has been creativity and the ability to make dreams happen to not collapse when the antagonists say nay. This entrepreneurial spirit is what creates the American Dream. Barry Schwartz mentions two tools society uses when rules fail: (i) more rules and (ii) change the incentives. Neither of which tap: virtue, morality, character or common sense. When one class fails, the rules are tightened, the curriculum becomes more rigid and the pay structure reflects not wavering from the prescribed text. Pretty soon the mould is cast and to think outside the box is undesirable. It is no surprise that with limited science and foreign language classes in formative years, few American students pursue careers in those directions. An over focus on reading and writing has not produced great readers or authors, but college drop-outs who never acquired a virtuous passion for learning. This is where rules and incentives have failed.

The solution is to provide students early on with as wide a range of learning categories as possible and empower teachers to use their wisdom to inspire students to engage in subjects which fits their interest and aptitude. A child may hate reading, until s/he discovers a book on NASA, outer-space and rockets. Without question certain subjects must be taught and within those there are important texts which are of the utmost importance to be learnt. The American elementary curricula should not be so rigid as to not allow giving students the incentive to want to learn or not allowing a teacher go into more depth when doing so is only for the benefit of the students. A little more common sense would be appropriate in a society driven by more rules and traditional incentives.