(Guest post by Greg Forster)
Today EdChoice has released the final installment of my series on The Next Accountability. A while back Matt said he was curious how I would “land the plane” after the lofty heights to which the early installments soared – canvassing big questions about the meaning of life and the future of democratic pluralism.
Well, here’s how I land it: The next accountability should be grounded in:
- Empowering parents through school choice and local information systems
- Devolving polity so principals and local districts govern schools close to communities
- Reforming our movement’s principles to describe education the right way
The last one will probably be the hardest for the movement to grasp but may be the most important in the end:
Markets and competition as drivers of efficiency and performance are important. But they do not provide the moral norms and narratives needed to inform the next accountability. The best case for universal school choice does not center on them. These should be secondary, not primary themes.
We should develop ways of articulating these principles as the basis of the next accountability:
- The purpose of education is to help children develop the knowledge, skills and virtues they need to live a good life—achieving and appreciating the true, good and beautiful—and to live as good citizens of a community where we disagree about what is good.
- To cultivate these, we need teachers who are wise professionals (possessing the qualities they seek to instill, and guided by an independent professional ethic) and schools that are free communities (where shared purpose, not the arbitrary dictates of distant authorities, shape a shared life).
- Teachers and schools can educate the individual student for free pursuit of the good life as he or she sees it, and also for good citizenship and respect for others’ rights in a diverse community, because of what we share in common as human beings and as fellow Americans.
- Teachers and schools should be held accountable to do this by parents and local communities—the more local the better—because they are in the closest moral and social connection to schools, and can therefore hold them accountable in ways that support their social fabric rather than disrupting it.
Of course, this series is only a down payment on what needs to be a long-term change in the way we think and speak about accountability. But I had a huge amount of fun writing it and I’m convinced that something like this direction is the only real hope for educational accountability after the coming collapse of technocracy.
As always, I’d love to hear your responses. Thanks for reading!