Your 17 March letter from your readers, Ron and Chris Baran, was well researched and presented. The thrust of the Barans is to point out that they were "deceived" as a result of three meetings with Mr. John DeCotis, the current assistant, and now future Superintendent of Fayette County Schools. The deception claim is that Mr. DeCotis was less than forthright on his interpretation of a particular theory of instruction.

However, most of the letter concentrated on the Barans' stand against the tenets of the theory as presented by Susan Kovalik, "a retired school teacher from California who devised a 'new' education program called Integrated Thematic Instruction" (ITI).

What I can gather, the Barans are outspoken in their opposition to the content of ITI. "Disregard for an "academic education," and radical ideas that promote "LIFESKILLS" is what riles Ron and Chris Baran. They fear that the emphasis will be taken away from "knowledge and high test scores and replace it with emphasis on social skills, self-esteem, and behavior training."

Okay, time out! About this time in the letter reading, I am already getting ready to wonder where the Barans are coming from. The rest of the letter goes on to do nothing more than to put down Mr. DeCotis, and anything that smacks of anything other than old-school conservative rote learning.

Letters to the editor in any newspaper reflect the views of any reader who cares enough to express an opinion. The Barans had their turn, and now I'd like mine.

An academic education is the presentation of all subject matter, and not a narrow interpretation by any one individual. The arts and sciences, the essence of a liberal arts education (whoops, the mention of the word "liberal" in these parts connotes evil) is the basis for a well-balanced education. It may even include social sciences, music, literature, and a plethora of subjects not related to the hard physical sciences.

History can be taught from a blackboard and be objectively tested by having the student match specific historical events with a list of calendar dates. Get them all correct, and you have a smart student. Right? Maybe, maybe not. Maybe just someone who can accurately function from rote memory.

History can also be taught by having student discussion groups discuss the movie "Schindler's List," and concentrate on topics such as "Why did Nazi Germany kill 6 million Jews?" "Could World War II have been avoided? If not why not and how?"

Any of you conservative "academic fundamentalists" still with me? History is an excellent example of an academic subject that can go either way in the minds of differing theories of instruction: (1) The rote process of what happened and when it happened, and (2) The rote process of what happened and when it happened, and why it happened.

The why becomes even more thought-provoking when we get into social sciences, and God forbid, social skills.

It is my opinion that the forum of our schools, and the gathering of students, with the presence of a teacher as a facilitator, can be very effective in creating a meaningful learning environment. If this results in higher self-esteem, better social skills, and more social awareness, I'm all for it.

Indeed, the schools of the future need to employ new ideas to produce intelligent and productive citizens. I will proactively support any system that encourages participation in activities that improve social skills, self-esteem and the ability to cope with the pressure on today's young people as growing populations, a shrinking world, and accelerated technology present challenges that our generation never did have to face.

Now, all of the above is my opinion. I can abide, and have, with systems that I don't agree with. The Barans have their opinion, and have welcomed others to participate. However, I do dispute their resolution to their very apparent disapproval of Mr. DeCotis, and that is that he be fired.

Perhaps more tolerance is need on our part. Hopefully, a process of community discussion will promote the social skills necessary to have us come together on common ground. The desired result will be to provide our students with the necessary tools to attain a solid education along with the social and personal skills to cope with an ever more complex society.