As you read this document and reflect on its validity, consider the report published by the American Academy of Pediatrics on "The Importance of Play,"declaring play a "birthright." http://www.aap.org/pressroom/playFINAL.pdf
THESE are dark days in the land of American Education. The topography is flat, institutional, lifeless, humorless, and all business. It is the lack of a pulse—humor, identity, and risk-taking creative vision—that afflicts our learning culture. Children are pushed, piled upon, and tested. Teachers ‘manage' their classrooms and ‘teach the curriculum of the day’—a short sighted, short-answer, short-leash, standardized, dominated reality. Teachers are no longer encouraged to be clever or artful. Instead, they are harassed, marched, gagged and hamstrung in school systems that conform to policies of zero-tolerance and accountability in their routine dealings with children and parents. Sadly, many young teachers, unaware of these developments, accept this condition as normal. Poor teachers are comfortable with this structure because it allows them to do their job by the numbers. The state of Education is owned and operated by a culture of publishers, academicians, test-makers and institutional controllers. Within this matrix we have imprisoned the most creative and innovative of ourselves—our children—in a system run by the least imaginative. The state of American education persists as a disenfranchised ghetto confined to a second-class ‘teach and test’ existence. Our learning culture is toxic breeding ground for disaffection and bullying--and a nation at risk.
Instead of growing a garden based on the unique qualities of our American character—our diversity, innovation, imagination, and enthusiasm—we pack children into boxes and relegate their education to an academic contest in which the winners and losers are predetermined according to race and income. Finally, America’s system of education has lost, if indeed it has ever possessed, an enlightened understanding of the young and the needs and requirements of the developing brain. It remains for Americans to lay claim to their learning culture, to re-define and re-shape its character consistent with America’s rich, diverse heritage, its yearning for exploration, and trust in the vitality of its ideas.
The state of American education could be a model of freedom, but instead is a model of freedoms denied. America has been lulled into a tolerance of Testing which is a form of bullying and pigeon-holing of children and teachers, a life of marching in place to the drumbeat of accountability. This is a form of child labor dressed in academic garb, not in pursuit of happiness and self-development, but is a defacto state of stress and competition established by adults and for adults to prove statistical levels of productivity and compliance. This is not a model worthy of the Land of the Free.
The state of Education is a measure of the people’s trust in the future, a sanctuary entitled to Constitutional protections. Education is the soil in which our collective values grow and the young come to love and uphold the principles of the Constitution. We can no longer allow our learning culture to be owned and operated, or see the basic rights of children and families nullified in the name of education. We can no longer pay lip service to freedom, while denying children and teachers their basic civil rights. The inalienable rights of Education, which stem from the bond of Play between parent and child, form the basis of Learning Culture--A Fifth Estate--A Birthright--ground that can neither be claimed and exploited by commercial, technological or political interests, nor its speech and behavior defined by the dictate of government
Americans fortunate to have their schools equipped with the trappings of affluence should think twice before dismissing this petition because it appears not to speak to them. We should remember that the so-called best and brightest products of American education led our nation—and all of those willing to follow—into an economic and ecological maelstrom through which all of us, as individuals and families, will be forced to navigate in the decades ahead. Whether well-financed, falling apart, or doing the doggy paddle, schooling without soul or capacity for enriching and empowering young minds will be as valuable as an eroding currency. We must, as a nation, come to terms with the purpose of education, or we will continue this mindless drift on seas that will naturally welcome another Titanic. In short, money and resources must no longer define the quality, purpose and vision of what we call Learning Culture. The building of trust and the enrichment of a child's mind must become our overiding mission. The founders of America risked all that they owned in quest of freedom. They weren’t perfect, but they left us a legacy to shape our own destiny. Our time to take control is right now. It is time to redefine what constitutes a free and healthy learning culture, and set ourselves to the task of creating it.
A Declaration of Independence for American Education
Whereas the Institution of American Education has devolved into a factory-farm, limited to the strict pursuit of short answer learning, and
Whereas this model has denied students and teachers the basic rights of play, art, and the most basic intellectual freedom to teach and learn in freedom, and
Whereas Play is the biological heritage of learning that keeps us childlike, sensitized, creative, and primed to learn; a principle upon which human nature has evolved its higher capacity for mental health, reason, respect, compromise, resilience and survival, and
Whereas Art, manifest in all of its forms, unfinished and exploratory, is recognized for its transforming, transcendent, and mind-opening agency in human exchange; is a universal element of human life, bound inherently with the desire to play and invent, and
Whereas these natural domains foster the human, expressive, and self-directive qualities of thinking needed for a productive life and maintenance of a healthy democracy, and represent the pathway for higher level collaborative thinking, academic achievement, and scientific inquiry.
And whereas we are witness to the growing erosion of, and bias against, Play and Art in the ongoing domination and takeover of our learning culture,
We hereby declare Play and Art to be inalienable Birthrights of Learning, subject to protections guaranteed Americans under the United States Constitution and Bill of Rights.
We believe that a body of Parents and Educators who embrace, in principle and practice, the use of these fundamental, free, and open wellsprings will be equipped to defend themselves against, and overcome, the abuses of physical, corporate, and psychological control now widely suffered. These natural resources, which are crucial to the growth of a healthy learning culture, shall not be construed as mandated materials or propaganda, but, rather, as civil, freedom-fostering birthrights that are the proper foundation of a free and democratic learning culture. In a nation increasingly subect to the corrosive forces of corporate, legal, media, and political power and exploitation, We the People hereby declare the American Education learning culture free and independent, and, accordingly, adopt this Bill of Rights to ensure its survival and protection and preservation. We recognize that these rights are not unique to America, but that America, as it strives to uphold its place in history as a beacon of individual freedom and of the origin of the idea of a Constitutional right to 'the pursuit of happiness', is where this fight for human birthrights has originated. We believe that it is only through a flourishing state of art and play that education can be revived and redressed to become truly free and independent.
The American Education Bill of Rights
Amendment I (Intellectual Freedom)
Congress shall make no law respecting the establishment of a strictly defined and controlled education practice or policy, or prohibiting the free exercise thereof; or abridging the freedom of speech, play or art; or the right of the people involved to assemble, move, think, or create for purposes appropriate to communication with the young.
Amendment II (Protection of Core Birthrights)
The Learning Culture may not be denied Play and Art—the fundamental agencies of healing, mental health, and care-giving—the civil rights and birthrights of parents and children to learn in a habitat true and in balance with their nature. The presence of Art and Play shall be protected as life-sustaining elements of public education. Neither Art nor Play, which are the basic and fundamental expressions of physical freedom of mind and movement related to human learning, shall be banned, suppressed, denied, omitted, or segregated on the basis of age, gender, or ability. Access to and adoption of Art and Play frees teachers to teach in manner consistent with local and regional cultures, and in a spirit consistent with the principles of free expression. In the learning culture, children and parents will be guaranteed the right to learn without fear and under conditions safe enough to fail until age 20. Training based on play and art shall be a right of all teachers, by all teachers, for all teachers.
Amendment III (Freedom from Commercial Power)
No company, agency, service or product shall have the power to shape, control or define the communication, content, or character of public school activities, via software or lessons; no company, by virtue of its software or technology, will engage in the mining or extraction of data or violate the privacy of individuals; and any use of technology will be subject to parental and peer oversight.
Amendment IV (The Pursuit of Happiness)
The Constitutional right of children and teachers to ‘the pursuit of happiness'--as it relates specifically to teaching and learning and to the protection of a learning culture from political and institutional oppression, including the abuses of bullying and the likes of zero tolerance policy —in interpersonal as well as academic spheres—shall not be denied.
Amendment V (Protection of Individual Difference and Diversity)
In principle, all Americans, under the U.S. Constitution, ‘are created equal’. It is, therefore, equally self-evident that the right of the individual under the Constitution extends to the young who are ‘created different.’ Children have the right to a learning culture free of coercion and expectation that each child will learn the same thing at the same rate. Children shall not be denied the right to be fully human in all manner of differences, imperfections, maturities, and complexities—physical, emotional, and psychological--and that the culture will remain free to accommodate the young without resorting to drugs, isolation, or designation of 'special' to serve them.
Amendment VI (‘Funding Fairness’)
The Federal Government will guarantee funding fairness of America’s schools. Rural and Urban schools, in principle and practice, shall receive supplemental funding to ensure the right to quality teachers and adequate resources. Congress must abide by the principle of e-quality (economics and quality) and ensure access to a fair and equitably funded American Education for all.
Amendment VII (Local Power, Due Process Hiring, Firing)
An autonomous community of parents shall have the highest power of oversight for each school. A National Parent Oversight Commission will be formed to establish guidelines and policies that are consistent with the Constitutional framework and principles herein. Teachers will be free, autonomous and responsible, and subject to due process review by parents, peers, and students, this being necessary to the security of a free state of education; the right to an uncensored or self-managed learning culture shall not be infringed.
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