In its 1983 report entitled “A Nation At Risk,” the U.S. Department of Education wrote, “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves.” Such an assessment of Georgia's educational future might be rendered in 2003 if Gov. Roy Barnes' highly touted Education Reform Plan becomes law.

While supporters contend that Barnes has demonstrated the political courage necessary to reform our state's educational system, there is nothing courageous in assigning blame to the thousands of dedicated men and women who work tirelessly to create excellence in Georgia's schools and classrooms.

Rather than strengthen the teaching profession through higher salaries and lower class loads, Barnes has opted to weaken it by issuing rewards and punishments based on factors partially beyond a teacher's control (i.e., student motivation, parental responsibility) and by forcing teachers to teach to a test. Those teachers whose students score well on this test will be rewarded with bonuses while others whose students score poorly will be dismissed. Such a misguided approach threatens to undermine our state's teacher corps by pitting wealthy school districts against poor ones. And, as history has often taught us, a divided army seldom wins the battles necessary to achieve any lasting victories.

The supporters of the governor's plan argue that what is needed is accountability. Test scores — of course — are the easiest measure of accountability. It is far simpler to tabulate scores than legislate student motivation or mandate parental responsibility. But what do these all-important scores really measure?

In the case of my students, they measure their ability to recall isolated bits of information on objective (i.e., multiple choice) assessments. I am left wondering how success on these tests will help someone complete a job application, solve a complex problem, give an articulate presentation, analyze and synthesize complex information or perform any of the other tasks that will be required of tomorrow's workers. To paraphrase Will Rogers, I never met a standardized test I liked because life is not a fill-in-the-blank exercise.

What good teachers have known for centuries, but is still a great mystery to some of our elected leaders, is that a meaningful education involves dedicated teachers who spend countless hours working to open young minds to infinite possibilities. True learning entails developing the capacity for objective observation and persistent questioning. The ability to teach students how to pose the right questions and derive the necessary answers is what education should be all about. And — most importantly — it is this type of learning that is crucial to reforming education in Georgia and across our great country.

Mortimer J. Adler, author of the “Paideia Proposal,” contends that all learning is a process of discovery on the part of the learner. Successful teaching occurs only when the mind of the learner passes from a state of knowledge. As a teacher, I model this process of discovery learning and measure my success one student at a time. I do not do this by teaching to a test. Rather, I do it by teaching my students how to think critically, write analytically, speak persuasively, work cooperatively, problem-solve creatively and reason logically.

Having spent five years in a private industry — three working for a Fortune 500 firm and two in charge of a small business — I know firsthand that these are the skills demanded by the business world. These important skills, however, are not acquired by teaching students how to memorize and regurgitate isolated bits of information on multiple choice examinations.

If my credentials are suspect since, after all, I am a teacher and therefore a part of the problem, then I shall quote Professor Peter Drucker who is a global expert on successful business practices. In his book entitled, “The New Realities,” Professor Drucker writes:

“No educational institution — not even the graduate school of management — tries to equip students with the elementary skills of effectiveness as members of an organization: ability to present ideas orally and in writing (briefly, simply, clearly); ability to work with people; ability to shape and direct one's own work contribution, career; and generally skills in making organization a tool for one's own aspirations and achievements and for the realization of values.”

In the private sector, success is achieved by empowering people to innovate and take risks. Success is replicated by studying successful businesses and learning how their achievements are made possible.

The book “In Search of Excellence,” written by Peters and Waterman, created a revolution in private industry by examining how America's best companies achieved heir great successes. Gov. Barnes had the opportunity, in recruiting his Commission on Educational Reform, to staff it with Georgia's best and brightest teachers. In doing so, he could have learned how these inspired educators were able to achieve their successes. Instead, he opted to ignore the wise counsel of those who are best qualified to bring about the very reforms he campaigned for in 1998 as Candidate Barnes.

I have read the words of Andy Baumgartner, Georgia's 1999 National teacher of the Year, and other exceptional educators with dismay. These gifted instructors have criticized Mr. Barnes for his shameful act of political cowardice in identifying teachers as the problem and teaching to the test as the solution. I have yet to read any words of support for the governor's proposals written by individuals who have been recognized as successful teachers. Regrettably, I must add my own name to this growing army of disillusioned educators who feel betrayed by our current political leadership.

As Mortimer J. Adler noted, there are two types of teaching: doctrinal and dialectical. The doctrinal teaching of students enables them to learn what the teacher thinks. The dialectical teaching of students enables them to think for themselves. Adler goes further and says the doctrinal method indoctrinates, and only the dialectical method teaches.

We need to move beyond education as the mere acquisition of information to be replicated on static assessments and summarily forgotten. The 21st century will demand workers who know how to think and how to use information. Our challenge will be to remain an educational leader in the information age.

It is quite easy to train students how to take a test. Teaching them how to think for themselves, however, is a different matter entirely. Georgia's tragic educational legacy under our current leadership will be mandating our students to learn what the teacher thinks. And, for this very reason, we will remain a state at risk.

Tony Pattiz

[Tony Pattiz teaches social studies at Sandy Creek High School in Tyrone. Pattiz was selected in 1999 by the Turner Broadcasting System as a “Super Teacher.” He is currently working on his doctorate in Child and Youth Studies.]

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