Ali
July 8, 2016
My wife has never held famous athletes and coaches in very high regard. Much of this has to do with her disdain for misplaced priorities – so much attention and extravagant spending devoted to entertainment and sports when so much of the world’s population is without most basic essentials of life.
Because of my work, my wife occasionally has been in the company of some of the biggest names in American sports; but only one clenched her in rapt attention. It was Muhammad Ali.
We were attending a banquet at which Ali was honored. We sat at adjacent tables, with the back of my wife’s chair almost touching the back of the chair to which Ali was being ushered, slowly because of his disease.
We all stood as Ali entered. My wife’s eyes were on Ali; my eyes were on my wife, for I had never seen her give respect to a sports personality in this manner.
After the banquet, and at times since then, and certainly again after his death June 3, my wife and I have talked about what it is in Ali that she hasn’t seen in other prominent sports figures.
We noted that he brought elegance to a brutal sport, and charm to boastfulness. We cited the twinkle in his eye that outlasted his diseased body.
We recalled the tolerance and dignity he brought to his faith, and how he demonstrated his faith commitment at the most inconvenient time in his career.
We recalled his poetry when he was young and talked too much, and his use of magic to communicate after disease stole his words, as he did that night we were with him.
Years after that banquet, when Ali lit the Olympic flame at the 1996 Olympics, my wife cried. She had tears in her eyes again when that moment was replayed on the day after Ali’s death.
Ali ascended to worldwide fame in a different era – when professional media tended to be enablers more than investigative journalists, and before social media pushed every personal weakness around the planet overnight. It’s possible Ali would not have been as loved if he had emerged in public life today. It’s also possible he would have been even more beloved.
Integrated Learning
July 1, 2016
One of the positive aspects of life that school sports and other after-school activities do better than most everything else is to build a sense of community. Another is to teach teamwork. And both are mostly missing in the world of individualized, online learning.
It sounds good to advocate for personalized, learn-at-your-own-pace “curriculum” (one can hardly call it “instruction”), but that model misses so much of what education is supposed to help a civilized society accomplish.
Benjamin Riley, founder and executive director of Deans for Impact (deansforimpact.org), makes this point in his May 18, 2016, Opinion on EdSurge (edsurge.com), “Bursting the ‘Personalization’ Bubble: An Alternative Vision for Our Public Schools.” Mr. Riley advances four principles:
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Teachers – not technology – should be the primary designers of students’ learning experiences.
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The experiences that teachers design should emphasize the social aspect of learning.
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The experiences that teachers design should be informed by learning science.
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Teachers should primarily use technology to identify social learning opportunities.
Mr. Riley concedes that these four principles are just a sketch – an outline for a different conversation than that which currently dominates education reform. “But there is one point on which I’m unyielding,” Riley writes: “We begin to forge the character of our country in our public schools. At a time when I feel our nation pulling further apart, I hope we start thinking and talking more about how we might move closer together, and promote the integration – rather than the personalization – of our learning experiences in public education.”
It is not Mr. Riley’s point, but it is mine, that school sports – including the requirement that participants be full-time students in the schools they represent on interscholastic sports teams – promotes the integration of the learning experience which is critical to shaping the character of our country.
The integration we speak of is developing the whole child through direct interaction daily with a diverse student body and a wide variety of curricular and extracurricular activities. This builds students, schools and society.