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E.M. "Mac" Swengel, Ph.D.

Associate Professor of Education
School of Education
United States International University
San Diego, California

  “Under One Roof”
THE BENIGN SCHOOL
by Edwin M. Swengel, Ph.D

2


Since Wells connected catastrophe with education, you might assume it to be a small group in some way involved at some level with schools. It is not a secret society, not a covert cabal with hidden power and influence. It is among the most well known and publicized groups in any city with a population of 50,000 or more—possibly even in a smaller city. Neither is it a private group, nor voluntary. Its members are publicly elected officials.

How further can the possibilities be narrowed? If you have centered on a public school Board of Education, you are almost right. Narrow that to a Board’s simple majority. Bull’s eye!

What can those majority members of a school board do to unleash forces to change the course of history, not only to avoid catastrophe but to assure comfort and justice for all?

They can simply vote to install, maintain, and continually expand and improve the kind of comprehensive public schooling described in this treatise. (Note: “The Plainston Chronicles, Vols. I & II” are the books that tell, in story form, about the concepts in this treatise.) Along with their voting to make this quantum leap in school restructuring, they will also simultaneously vote to begin a less revolutionary but equally significant paradigm shift: to develop comprehensive peer-tutoring programs in all schools districtwide. These will produce immediate improvement in all students’ academic performance, along with a positive schoolwide change in morale.

However, these majority Board Members are not likely to make these empowering votes without intensive and extensive prior groundwork to convince them to charter a Benign School and implement the preparatory tutoring program in their existing schools. The essential grassroots campaign cannot succeed without some kind of guidebook of information, rationale, and reassurance. This is provided in the “Plainston Chronicles” books and this treatise.

To my knowledge, no other such guidebook exists, although books and articles in professional and popular journals abound with diagnoses of the problems and failures of traditional schooling and the ill-informed efforts to correct them. But reform-minded critics are generally vague and imprecise in describing in sufficient detail what would be a practical, affordable alternative system.

Oddly, the longer a problem persists and the worse it gets, the more desperately we look for a solution. Yet we get impatient with anyone who asks us to give the time and effort needed to understand the essential nature of the problem and the necessary level of complexity of a practical solution.

I herein offer what I consider an optimum amount of essential information needed to find that “critical mass” – the simple majority of a school board—and convince them to charter a Benign School and to implement tutoring programs to assure that all their schools start to improve according to the basic principles and practices of the Benign School concept and to evolve into that school model.
 

 
  (Continued)

Treatise - Parts:  1  2  3  4  5  6  7  8  9  10  11  12 
 
 

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Copyright © 2010 by E.M Swengel