Thinking Inside The Box
October 5, 2012
Praise is often heaped upon the innovative person who thinks “outside the box.” But thinking “inside the box” is equally praiseworthy.
By this I mean doing the essentials better. I mean remembering our first and fundamental reasons for being, and delivering the very finest services that support those purposes.
It is possible that by thinking outside the box, some organizations forget about their reasons for being; and in interscholastic athletics, we would be well served to think inside the box.
In sports we learn we must compete within the confines of end lines and sidelines. Go beyond the boundary lines and you’re out of play, where you can’t score and can’t win.
If school sports will secure a victory for its future – meaning, school sports continue to be a tool for schools to reach and motivate young people in an educational setting – it will not occur from out of bounds. It will occur because we stayed within prescribed boundaries: local, amateur, educational, non-commercial, sportsmanlike and physically beneficial.
Correctable Error
January 17, 2014
I have written at other times and places that if it had been the stated purpose of our state’s and country’s chief executives and legislators for the past 20 years to weaken public education, they would have done exactly what they have done. They have spoken about strengthening schools and improving education, but their actions have done the opposite.
This is precisely the point of the richly researched Reign of Error, The Hoax of the Privatization Movement and the Danger to America’s Public Schools by Diane Rovitch (Alfred A. Knopf, 2013).
Competition, choice and corporate influence are all attacked, as are the misuse and overuse of standardized testing and the excessive reliance on e-education.
The author’s prescription for schools is not everything new and different, but removal of politicians and profiteers. And, catching my attention most, Rovitch writes:
“As students enter the upper elementary grades and middle school and high school, they should have a balanced curriculum . . . Their school should have a rich arts program where students learn to sing, dance, play an instrument, join an orchestra or band, perform in a play, sculpt, or use technology to design structures, conduct research, or create artworks. Every student should have time for physical education every day . . . Every school should have after-school programs where students may explore their interests, whether in athletics, chess, robotics, history club, dramatics, science club, nature study, scouting or other activities.”
The kinds of programs that the MHSAA promotes and protects are the keys to the type of education students want, need and deserve. And I admire every school that provides these programs in spite of all that has conspired against them for two decades.