Controlled Fires
July 24, 2012
Forest fires have recently been scorching the United States with unusual reach and rage. Infernos in the Upper Peninsula of Michigan, as well as Arizona, Colorado, Idaho, Nevada, New Mexico, Oregon, South Dakota, Utah and Wyoming, have made news in our state.
Behind the headlines of the lightning-ignited 150-square-mile devastation near Fort Collins, Colorado is the analysis of forestry and conservation experts that it has been the absence of small fires that has helped to fuel the large fire. Turns out that Smokey the Bear’s campaign to prevent forest fires may be partly at fault.
In most of life, little problems here and there help to avoid larger problems later. The little fires consume the fuel that would feed a catastrophic conflagration exploding out of pent-up fears or frustrations or long-festering problems.
Even those who work in the “prevention business” – whether that’s the US Forest Service or a statewide athletic association – must tolerate a few fires. They can have positive, productive effects, one of which is to keep small problems from growing large and more destructive.
Skills We Value
May 19, 2013
Evelyn Evans was a National Endowment of Humanities participant at The Henry Ford in 2009 and an early adopter of The Henry Ford Innovation Education Incubator pilot project in 2012 (click here).
Here’s some of what she has to say in that organization’s very fine January-May 2013 publication:
“As educators, we face decisions daily. Our job is a simple one: teach our students the content curriculum, 21st-century skills, social skills, critical thinking, research skills, test-taking skills, responsible citizenship, stewardship, morals, ethics and everything else . . .
“What skills do I value? Risk-taking, problem-solving, critical thinking and perseverance. What do I want my curriculum to do for students? Motivate. Excite. Stretch. Encourage. To let them know that it’s OK to take a risk. It’ is also OK to fail, because failure is a learning experience and can be a stepping-stone to a greater idea.”
It is difficult for me to think of any part of our schools that provide these lessons and nurture these skills any more efficiently than extracurricular sports and activities.