Sunday, October 18, 2009

The End Depends on the Beginning

Public Address

(School building extension dedication address)
Today we’re gathered to dedicate and commission the extended physical plant of Pat-Kam school of early education.  Before proceeding further, I congratulate Ron and Geraldine.  This undertaking is tribute to your pursuit of excellence as well as the good of others.  I am fully aware that this completed edifice is etched with your perspiration and garrisoned with your perseverance; it’s a thrill to see the night of your toil give birth to this daybreak of celebration. It is equally clear that this project would be rendered impossible without the demonstrated team spirit of the faculty and assistance of many others. So I salute the entire school family here at Pat-Kam.

As we commemorate the achievement let us be mindful that this institution is a player on a larger landscape and part of a wider backdrop.  The function of education in society is held to be a critical element in human development and socialization.  Almost every dysfunction and discomfort of society is often perceived as a deficiency in the educative process. Accordingly the sphere of education is a churning sea of discontent, debate and impending change.  Public education particularly has maintained a surface of buoyant discourse with very little by way of achieved difference to show.  Private education has long tried to provide a mediating role by attempting to bridge expectations and outcomes.  Because of different terms of reference public and private education enterprises are not to be conceived as Siamese twins; neither are they to be pitted as archenemies. Both practices are affected and informed by going-ons in each other’s world.
Recently signed White House legislation (goals 2000 & reauthorization of the elem./sec sch. act) as well as the emerging slant of the looming presidential debates, suggest education issues remain a primary point of public focus.  As we skirt the onset of the 21st century, hot potatoes occupying the grill of public education concern include:
  • Gaps in equity, justice and possibilities of education regarding quality of resource, plant, and staff distribution.   
  • Privatized pursuit of public education surrounding issues of profits and efficiency etc).
  • Values clarification & the spiritual/moral imperatives of education.
  • Learner mobility versus content mobility as education adjusts to benefits of technology.
  • Spiraling economic costs versus diminishing social returns.  (Those of a penal persuasion argue for more sophisticated centers of incarceration. Those of a corrective/redemptive mindset must dissuade the proliferation of this uninformed social policy by pointing out that state of the art prisons are poor substitutes for state of the art schools).
It is in the context of these ongoing dynamics, this institution is called upon to live out its mission and justify its existence.  Dianne Ravtich and Sarah Lightfoot Lawrence have given themselves to documenting ‘as is’ of educational experiences of children.  Out of this type of research they have check-listed descriptors of what they term “the good school.”  To them the good school is characterized by:
  • A diverse student population across ethnicity and social class.
  • Interactive student/staff and parent relations.
  • Disciplined embodiment of the school’s philosophy in each student.
  • Imaginative & creative learning experiences.
  • Safe and healthy environment
  • Adequate resources to support teaching & learning
In other words the good learning environment not only expands life chances through accumulation of student knowledge but also provides exposures to enable human flourishing and quality of life pursuits.  As I scanned the brochure of this institution, it would seem this campus (wherever practice matches profession) meets the criteria of a good school.   I say this on the basis of your philosophy and mission; integration of student/staff/parents in learning; aggressive curriculum, creative appreciation; extra curricular activities; moral emphases; need based compassion.  This salute is not meant to entice complacency, but as encouragement to pursue even better.  This can be accomplished by asking the hard question: What must we maximize and what must we minimize here at Pat-Kam in order to produce more relevant client centered Y2K educational services?

Many centuries ago the wisdom literature in scripture known as Proverbs likened instruction and learning to rubies and diamonds- rare treasures.  In today’s discordant and depraved society the analogy is even more applicable and pronounced.  Accordingly, I challenge the directorship and staff at Pat-Kam to:
  • Equip each child who passes through these walls with the essential treasures for navigating life as a means of vouchsafing his/her future.
  • Be faithful to the nobility of your founding principles ensuring that your every practice reflects your philosophy and mission.
  • Position the institution at the cutting edge of educational research and be committed to an agenda of robust adjustment and change in keeping with evolving demands of knowledge based practice.  
Dr. Raymond S. Edwards
President/CEO, MOHDC
http://www.mohdc.com
Raymond Edwards, Ph.D. Organizational Psychologist & Minister of Religion: is an international development consultant and executive Leadership behavior specialist.

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