Curriculum And Planning Quotes

School programs the schooled to type a CV. Life inspires the unschooled to type a business plan.

Not every single broke and unemployed person needs a job; some need customers.

These days, many well-meaning school districts bring together teachers, coaches, curriculum supervisors, and a cast of thousands to determine what skills your child needs to be successful. Once these "standards" have been established, pacing plans are then drawn up to make sure that each particular skill is taught at the same rate and in the same way to all children. This is, of course, absurd. It gets even worse when one considers the very real fact that nothing of value is learned permanently by a child in a day or two.

Can we live and teach from a state of rest? My prayer is that we will. But we must approach the Holy Spirit every single day, asking Him to lead us and to quiet our anxious souls so that we can really bless our children- not with shiny curriculum or perfect lesson plans, but rather with purposeful, restful spirits.

Lesson number 1b in Bibwit's carefully planned curriculum: For most of the universe's inhabitants, life is not all gummy wads and tarty tarts; it is a struggle against hardship, unfairness, corruption, abuse, and adversity in all its guises, where even to survive - let alone survive with dignity- is heroic. To soldier through the days in a wake of failure is the corageous act of many. To rule benevolently, a queen should be able to enter into the feelings of those less fortunate than herself.

For me, failure has been a strict teacher of God’s mercies, a curriculum I wouldn’t volunteer for, yet a class I can’t afford to miss.

Children need teachers who are passionate, curious, joyful, and committed to being fully mindful.

You must be willing to go up against the status quo, to challenge and advocate for meaningful learning environments for yourself and the children.

Are our decisions developing capable people, or are they suppressing competency in order to make life easier or more convenient for adults?

I couldn’t ignore the voice inside saying more is possible

by 1990, more than two of every five sitting federal judges had participated in his program—a stunning 40 percent of the U.S. federal judiciary had been treated to a Koch-backed curriculum.

I have homeschooled long enough to see all kinds of resources working for all kinds of different families. I have learned that no method, curriculum or style of learning is one-size-fits-all.

The problem of brute sanity was identified by George Bernard Shaw when he observed that ‘reformers have the idea that change can be achieved by brute sanity’ … Brute sanity is the tendency to overlook the complexity and detailed processes and procedures required, in favour of the more obvious matters of stressing goals, the importance of the problem and the grand plan. Brute sanity overpromises, overrationalises and consequently results in unfulfilled dreams and frustrations which discourage people from sustaining their efforts and from taking on future change projects.

Why We Homeschool: ▪   Customized learning that focuses on our children’s individual learning styles and talents ▪   Concepts are learned at each child’s speed ▪   The option of which subjects to cover (and not cover) based on child’s needs or maturity ▪   Character training/teaching about biblical concepts interwoven into everyday

His special gift was the ability to see the essence of a worthwhile suggestion and to relate it to what was already in existence or planned. Then he would encourage and shape the new project, repeatedly redesigning the curriculum so that a new department or course could have a comfortable place in which to grow and offer it benefits.

It seemed that his spontaneous roaming was a well-planned learning expedition. I suspect that his rebellion and degeneracy were also premeditated. Apparently, they were a kind of intellectual rule, akin to a monastic rule, designed to lead to enlightenment. Unfortunately, his study curriculum also involved a significant degree of self-destruction as the fastest path to self-discovery.

As an example, teachers at any leader-centric course should “refer to Army operations or mission as “evolutions,” a term that has biological connotations rather than mechanistic ones. This suggests that the theme of curriculums, which deal with leader development, should be “adaptation and adjustment” rather than “precise planning and detailed schedule” curriculums and training plans that “enforce” procedures.148

Most frequently, groups are formed and assigned the task of setting goals for a specific part of the strategic plan. One group might be working on the mission statement, another on curriculum, another on instruction, another on technology, another on facilities, and so forth. Groups work simultaneously with little communication between them before they present their recommendations to the total group. How can they do this??? Won’t the mission be a strong influence on curriculum, won’t a new vision have a strong influence on facilities, etc.?

National Curriculum! league tables! lesson plans! all of which left no room for responding to the fluctuating needs of a classroom of living, breathing, individualized children nor could she freely write school reports any more, which she’d actually enjoyed, commenting on her pupils’ progress, letting their parents know she was looking out for their child instead she had to tick boxes according to a list of generic statements she could no longer say, for example, that a child’s handwriting had improved, making their work more legible and therefore higher gradable because she had encouraged the child to sit straight, concentrate and write slower

McRaven’s thesis, which would become part of the curriculum at the Naval Postgraduate School, set out the core concept of special ops: that a small, well-trained force can deliver a decisive blow against a much larger, well-defended one. He defined such a mission as one “conducted by forces specially trained, equipped, and supported for a specific target whose destruction, elimination, or rescue (in the case of hostages), is a political or military imperative.” Refining the key elements to success for such missions, he prescribed, in a nutshell, “A simple plan, carefully concealed, repeatedly and realistically rehearsed, and executed with surprise, speed, and purpose.

It was a first step toward making progress in reaching broad agreement on how a W-course would be defined. Incidentally, but importantly, it was also a first step in raising awareness of the implications of the writing-intensive requirement, and in encouraging departmental conversations that would articulate values about writing that the criteria would represent. The draft criteria went out to thirty departments with questions about faculty expectations of entering and graduating students’ writing; existing or planned courses that could be designated as W-courses; resources that departments would need to assist implementation; and an invitation to comment on the draft criteria.

Spiritual disciplines more easily introduced into daily activities ▪   School calendar formulated to dates that work best for our family’s needs ▪   Free time in our days for relaxation, family fun and bonding (instead of time spent driving from school to school) ▪   Strong parent-child bonds and sibling-to-sibling bonds more easily developed ▪   Removal from negative influences and peer pressure during the early impressionable years ▪   Difficult subjects discussed at the appropriate age for each individual child ▪   Difficult subject matter presented from a biblical worldview and within the context of our strong parent-child bond. ▪   Real world learning incorporated into lesson plans and practiced in daily routines ▪   Field trips and “outside the book” learning available as we see fit What We Hope to Give Our Kids: ▪   A close relationship with Christ and a complete picture of what it means to be a Christ-follower ▪   A strong moral character rooted in biblical integrity, perseverance and humility ▪   A direction and purpose for where God has called them in life ▪   A deep relationship and connection with us, their parents ▪   Rich, ever-growing relationships with their siblings ▪   Real-world knowledge in everything from how to cook and do laundry to how to resolve conflicts and work with those that are “different” from them ▪   A comprehensive, well-rounded education in the traditional school subjects

Wild animals enjoying one another and taking pleasure in their world is so immediate and so real, yet this reality is utterly absent from textbooks and academic papers about animals and ecology. There is a truth revealed here, absurd in its simplicity. This insight is not that science is wrong or bad. On the contrary: science, done well, deepens our intimacy with the world. But there is a danger in an exclusively scientific way of thinking. The forest is turned into a diagram; animals become mere mechanisms; nature's workings become clever graphs. Today's conviviality of squirrels seems a refutation of such narrowness. Nature is not a machine. These animals feel. They are alive; they are our cousins, with the shared experience kinship implies. And they appear to enjoy the sun, a phenomenon that occurs nowhere in the curriculum of modern biology. Sadly, modern science is too often unable or unwilling to visualize or feel what others experience. Certainly science's "objective" gambit can be helpful in understanding parts of nature and in freeing us from some cultural preconceptions. Our modern scientific taste for dispassion when analyzing animal behaviour formed in reaction to the Victorian naturalists and their predecessors who saw all nature as an allegory confirming their cultural values. But a gambit is just an opening move, not a coherent vision of the whole game. Science's objectivity sheds some assumptions but takes on others that, dressed up in academic rigor, can produce hubris and callousness about the world. The danger comes when we confuse the limited scope of our scientific methods with the true scope of the world. It may be useful or expedient to describe nature as a flow diagram or an animal as a machine, but such utility should not be confused with a confirmation that our limited assumptions reflect the shape of the world. Not coincidentally, the hubris of narrowly applied science serves the needs of the industrial economy. Machines are bought, sold, and discarded; joyful cousins are not. Two days ago, on Christmas Eve, the U.S. Forest Service opened to commercial logging three hundred thousand acres of old growth in the Tongass National Forest, more than a billion square-meter mandalas. Arrows moved on a flowchart, graphs of quantified timber shifted. Modern forest science integrated seamlessly with global commodity markets—language and values needed no translation. Scientific models and metaphors of machines are helpful but limited. They cannot tell us all that we need to know. What lies beyond the theories we impose on nature? This year I have tried to put down scientific tools and to listen: to come to nature without a hypothesis, without a scheme for data extraction, without a lesson plan to convey answers to students, without machines or probes. I have glimpsed how rich science is but simultaneously how limited in scope and in spirit. It is unfortunate that the practice of listening generally has no place in the formal training of scientists. In this absence science needlessly fails. We are poorer for this, and possibly more hurtful. What Christmas Eve gifts might a listening culture give its forests? What was the insight that brushed past me as the squirrels basked? It was not to turn away from science. My experience of animals is richer for knowing their stories, and science is a powerful way to deepen this understanding. Rather, I realized that all stories are partly wrapped in fiction—the fiction of simplifying assumptions, of cultural myopia and of storytellers' pride. I learned to revel in the stories but not to mistake them for the bright, ineffable nature of the world.

The first obstacle [to liberal education] is the learning situation itself. What is the ideal learning situation? It is the more or less continuous contact between a student and his teacher, who is another student, more advanced in many ways, but still learning himself. This situation usually does not prevail; in fact, it is extremely rare. Since the immemorial, institutions of learning, especially higher learning, have been established, called „schools“ — and the ambiguity of the term becomes immediately apparent. Institutionalization means ordering activities into certain patters; in the case of learning activities, into classes, schedules, courses, curriculums, examinations, degress, and all the venerable and sometimes ridiculous paraphernalia of academic life. The point is that such institutionalization cannot be avoided: both the gregarious and the rational character of man compel him to impose upon himself laws and regulations. Moreover, the discipline of learning itself seems to require an orderly and planned procedure. And yet we all know how this schedule routine can interfere with the spontaneity of questioning and of leaning and the occurrence of genuine wonderment. A student may even never become aware that there is the possibility of spontaneous learning which depends merely on himself and on nobody and nothing else. Once the institutional character of learning tends to prevail, the goal of liberal education may be completely lost sight of, whatever other goals may be successfully reached. And I repeat, this obstacle is not extraneous to learning. It is prefigured in the methodical and systematic character of exploratory questioning. It has to be faced over and over again.

Up to 95 percent of the original Native American population, estimated at roughly twenty million people, disappeared after the invasion of European colonizers. While there was direct violence toward Native Americans, many of these deaths can be attributed to the introduction of smallpox. Smallpox is a virus that is spread when one comes into contact with infected bodily fluids or contaminated objects such as clothing or blankets. The virus then finds its way into a person's lymphatic system. Within days of infection, large, painful pustules begin to erupt over the victim's skin. In school curriculums, this has often been taught as an unfortunate tragedy, an accidental side effect of trade, and therefore a reason to claim that the Europeans did not commit genocide. However, in recent years, many historians have recognized that the spreading of smallpox was an early form of biological warfare, one which was understood and used without mercy from at least the mid-1700s. Noted conversations among army officials include letters discussing the idea of "sending the Small Pox among those disaffected tribes" and using "every stratagem to reduce them." Another official, Henry Bouquet, wrote a letter that told his subordinates to "try to Innoculate [sic] the Indians, by means of Blankets, as well as to Try Every other Method, that can serve to Extirpate this Execrable Race." They followed through on their plan, giving two blankets and a handkerchief from a Smallpox Hospital alongside other gifts to seal an agreement of friendship between the local Native tribes and the men at Fort Pitt, located in what is now western Pennsylvania.

Hiba S. is one of the pioneer Iraqi women academics and authors in the field of media and journalism, currently exiled in Amman. During a visit to her office in summer 2014, Hiba shared that the early days of the occupation in 2003 were the most difficult she had ever experienced. She recollected: ‘I was sitting in my garden smoking when I suddenly saw a huge American tank driving through the street. I saw a Black soldier on the top of the tank. He looked at me and did the victory sign with his fingers. Had I had a pistol in my hand, I would have immediately shot myself in the head right then and there. The pain I felt upon seeing that image is indescribable. I felt as though all the years we had spent building our country, educating our students to make them better humans were gone with the wind.’ Hiba’s description carries strong feelings of loss, defeat, and humiliation. Also significant in her narrative is that the first American soldier she encountered in post-invasion Iraq was a Black soldier making the victory sign. This is perhaps one of the most ironic and paradoxical images of the occupation. A Black soldier from a historically and consistently oppressed group in American society, who, one might imagine had no choice but to join the military, coming to Iraq and making the victory sign to a humiliated Iraqi academic whose country was ravaged by war. In a way, this image is worthy of a long pause. It is an encounter of two oppressed and defeated groups of people—Iraqis and African Americans meeting as enemies in a warzone. But, if one digs deeper, are these people really 'enemies' or allies struggling against the same oppressors? Do the real enemies ever come to the battlefield? Or do they hide behind closed doors planning wars and invasions while sending other 'oppressed' and 'diverse' faces to the battlefield to fight wars on their behalf? Hiba then recalled the early months of the occupation at the University of Baghdad where she taught. She noted that the first thing the Coalition Provisional Authority (CPA) tried to do was to change the curriculum Iraqi academics had designed, taught, and improved over the decades. While the Americans succeeded in doing this at the primary and high school levels, Hiba believed that they did not succeed as much at the university level. Iraqi professors knew better than to allow the 'Americanization of the curriculum' to take place. 'We knew the materials we were teaching were excellent even compared to international standards,' she said. 'They [the occupiers] tried to immediately inject subjects like "democracy" and "human rights" as if we Iraqis didn’t know what these concepts meant.' It is clear from Hiba’s testimony, also articulated by several other interviewees, that the Iraqi education system was one of the occupying forces’ earliest targets in their desire to reshape and restructure Iraqi society and peoples’ collective consciousness.

From enrolment projections to curriculum development, a comprehensive business plan covers all aspects crucial to the school's growth and effectiveness.

teachers lead by working directly with students and others who influence student learning inside and beyond the classroom. Teachers act on behalf of students by planning instruction, creating curriculum, collaborating with colleagues, taking initiative, taking the lead, and co-constructing practice on numerous levels.

In constantly responding to preconceived ideas, children lose opportunities to demonstrate original thinking, organize concepts, and design formats which capture their intent. Prescribed curriculum, an exclusively predetermined learning agenda, ignores the contexts that are naturally created by childhood. Although some elements of prescription have value in planning curriculum, the notion of the "child's curriculum" has long been buried under layers of national, state, district, and school mandates.

From establishing a clear vision to promoting staff development, school administrators play a multifaceted role in shaping educational institutions.

The role of school administrators encompasses strategic planning, curriculum collaboration, and student support to ensure the school's success.

Beyond leadership and management, school administrators handle legal and compliance issues, ensuring the school adheres to local regulations.

School administrators advocate for student success, engage parents, and provide support for staff development.

School administrators balance strategic planning with day-to-day management to create a conducive learning environment.

The scope of a school administrator's work includes fostering collaboration, ensuring compliance, and addressing complex legal issues to uphold educational standards.

With responsibilities ranging from crisis management to data analysis for accountability, school administrators play a vital role in the smooth functioning of educational institutions.

School administrators are not just leaders; they are visionaries shaping the future of education through strategic planning and effective management.

School administrators play a key role in curriculum collaboration, ensuring alignment with educational goals and standards to enhance student learning outcomes.

From principals to superintendents, school administrators oversee operations, set educational goals, and shape the future of students and schools.

School administrators are leaders with decision-making authority, crucial for the effective functioning and success of schools.

Curriculum development is a journey carefully planned to guide students towards their learning goals, embracing diverse perspectives and insights along the way.

Curriculum creation involves detailed planning and adaptation to meet the unique needs of each student, ensuring that the curriculum is relevant, effective, and inclusive.

At the heart of curriculum development lies a commitment to student-centered learning, where the needs, interests, and aspirations of each student are central to the planning, creation, and delivery of the curriculum.

School administrators are leaders with decision-making authority, crucial for the effective functioning and success of schools.

For many people, writing is a way to clarify their thoughts and communicate their deepest understandings. For others, writing is a barrier to communicating, a seemingly endless gauntlet of rules and restrictions, a daunting maze of grammar and structures. For some challenging students, the expectation to write across the curriculum is overwhelming, not so much an invitation to share as a minefield to cross. The expectation to write and write and write provokes shutdowns and conflicts. For these students, we offered a writing plan with two significant goals: 1) allowing the student to continue to receive direct instruction to improve written output, and 2) allowing the student to demonstrate understanding across the curriculum in ways other than writing.

He talks some more about classes he likes--not many--and those he doesn't like, and it is clear that, whatever sophisticated planning has gone into curriculum design at Alan's school, the distinction between a good class and a bad class, from his point of view, has a lot to do with the freedom it offers to stand up and walk around.

He argued that conservatives should control the political debate at its source by demanding “balance” in textbooks, television shows, and news coverage. Donors, he argued, should demand a say in university hiring and curriculum and “press vigorously in all political arenas.” The key to victory, he predicted, was “careful long-range planning and implementation,” backed by a “scale of financing available only through joint effort.” Powell

In New York the curriculum guide for 11th-grade American history tells students that there were three "foundations" for the Constitution: the European Enlightenment, the "Haudenosaunee political system", and the antecedent colonial experience. Only the Haudenosaunee political system receives explanatory subheadings: "a. Influence upon colonial leadership and European intellectuals (Locke, Montesquieu, Voltaire, Rousseau); b. Impact on Albany Plan of Union, Articles of Confederation, and U.S. Constitution". How many experts on the American Constitution would endorse this stirring tribute to the "Haudenosaunee political system"? How many have heard of that system? Whatever influence the Iroquois confederation may have had on the framers of the Constitution was marginal; on European intellectuals it was marginal to the point of invisibility. No other state curriculum offers this analysis of the making of the Constitution. But then no other state has so effective an Iroquois lobby.

Our schools today are probably further away from self-management than most other types of organizations. We have turned schools, almost everywhere, into soulless factories that process students in batches of 25 per class, one year at a time. Children are viewed essentially as interchangeable units that need to be channeled through a pre-defined curriculum. At the end of the cycle, those that fit the mold are graduated; castoffs are discarded along the way. Learning happens best, this system seems to believe, when students sit quietly for hours in front of all-knowing teachers who fill their heads with information. Children can’t be trusted to define their own learning plans and set their own goals; that must be done by the teachers. But, really, teachers cannot be trusted either; they must be tightly supervised by principals and superintendents and school districts and expert commissions and standardized tests and mandatory school programs, to make sure they do at least a somewhat decent job.

There were things that adults needed to know (that they might pick up in a classroom): how to take notes, how to prepare for a job interview, how to solve problems in a group, how to balance a checkbook, etc. There were also things that adults needed to know (but that they wouldn’t learn in a typical classroom): how to do laundry, how to cook for a dozen people, how to clean a house, how to be a good host, etc. And of course there were the deeper questions of life (that many adults are still trying to figure out): “Who am I?” “What is my purpose?” “Why was I made this way?” Clearly, preparing a child for the real world—in the way she was speaking of—went way

No matter how perfect your curriculum plan looks in September, in June you may look back and realize that the actual school year played out completely differently! We can’t perfectly plan for an unforeseen future.

rhythm-based homeschooling still provides the comfort of a schedule, but unlike a schedule, rhythm works within the realities of an imperfect, unpredictable day.

I want home educators to look beyond the lesson plans, curriculum, and grades to see the abundant blessings. My desire is for parents to enjoy the journey rather than focus on the destination. When you begin to embrace the journey- TRULY embrace the journey- the joy of homeschooling will be absolutely A.MA.ZING. You will begin to see the much larger picture and God's work in your homeschool day more than you ever have before.

By bringing community members into the school, forming partnerships with local organizations, initiating joint planning activities, grounding curriculum in local knowledge and issues, becoming curriculum designers, giving students the chance to create knowledge, nurturing their agency and voice, and linking children and youth to adults outside the school, it becomes possible for schools to become vital centers of community learning and activity, institutions worthy of both children’s attention and adults’ support.

Ray Honeyford was an upright, conscientious teacher, who believed it to be his duty to prepare children for responsible life in society, and who was confronted with the question of how to do this, when the children are the offspring of Muslim peasants from Pakistan, and the society is that of England. Honeyford’s article honestly conveyed the problem, together with his proposed solution, which was to integrate the children into the surrounding secular culture, while protecting them from the punishments administered in their pre-school classes in the local madrasah, meanwhile opposing their parents’ plans to take them away whenever it suited them to Pakistan. He saw no sense in the doctrine of multiculturalism, and believed that the future of our country depends upon our ability to integrate its recently arrived minorities, through a shared curriculum in the schools and a secular rule of law that could protect women and girls from the kind of abuse to which he was a distressed witness. Everything Ray Honeyford said is now the official doctrine of our major political parties: too late, of course, to achieve the results that he hoped for, but nevertheless not too late to point out that those who persecuted him and who surrounded his school with their inane chants of ‘Ray-cist’ have never suffered, as he suffered, for their part in the conflict. Notwithstanding his frequently exasperated tone, Ray Honeyford was a profoundly gentle man, who was prepared to pay the price of truthfulness at a time of lies. But he was sacked from his job, and the teaching profession lost one of its most humane and public-spirited representatives. This was one example of a prolonged Stalinist purge by the educational establishment, designed to remove all signs of patriotism from our schools and to erase the memory of England from the cultural record. Henceforth the Salisbury Review was branded as a ‘racist’ publication, and my own academic career thrown into doubt.

Perhaps the biggest mistake homeschooling moms make as a whole is overcomplicating things. After all, curriculum is not something you buy. It is far too robust to be purchased online or checked off on a set of lesson plans. It is a set of encounters that form the soul and shape the intellect.

But we must approach the Holy Spirit every single day, asking Him to lead us and to quiet our anxious souls so that we can really bless our children—not with shiny curriculum or perfect lesson plans, but rather with purposeful, restful spirits.

Compared to most of its peers, Princeton is still by choice quite small, a face-to-face community located on a beautiful, tree-filled campus in an exurban colonial town. Its fewer than seven thousand students are taught and mentored by a faculty of over eleven hundred, giving it a 5:1 student-faculty ratio (in full-time equivalents), one of the lowest in the nation. This low ratio stems directly from Princeton’s philosophy of maintaining close personal contact between teachers and learners, and not only in innumerable Wilson-inspired precepts and seminars. The four-course plan, with its demanding (of both students and faculty) junior papers and senior theses, and comprehensive exams were, as Professor of English Charles G. Osgood emphasized on the eve of World War II, 'natural results' of the preceptorial system, Wilson’s reorganization of the curriculum, and 'the personal efforts of men whom Wilson brought to Princeton or advanced.

while we’re at it, please can Quaker Oats ban Ethan Frome from the curriculum altogether? It’s a snoozefest of repressed, milquetoast characters, all building up to the climax of—no joke—a toboggan ride. We should end on the Whartonian high of The Age of Innocence, which is probably the best novel set in New York City, ever. It’s about rich white people planning hits and takedowns at fancy balls like it’s The Godfather. Even though The Age of Innocence was written a hundred years ago, you just know that Edith Wharton knew what was up.

Most plans or formulas force you to fit into their molds, imposing their structures on you. You can create your own “curriculum”.

God’s plan for homeschooling isn’t to leave us worn out and broken on the side of the road. He says His yoke is easy and His burden is light. He wants us to walk in freedom. You have the freedom to use whatever curriculum is a good fit for your children, and you also have the freedom not to let curriculum be what defines your homeschooling—or your family. Instead, your homeschooling can look like heart discipleship, walking alongside one another, relishing the qualities that make your family unique, and taking part in simple everyday joys. Those are the things God wants for your family life and homeschooling journey. At the end of the day, we want to embrace God’s good plan for us and for our kids because this sends a very clear message to our kids that God really is good, that we can trust Him and that He’s worth following.

Instead we find ourselves confronted with a fluid, composite mass where, among certain factual elements in our memories, which are also the memories of our hopes, expectations, and disappointments, there are a few holes that give a strange inconsistency to the days past, an awareness of external constraints of all kinds that weighed on our lives to the point of making us sometimes doubt that they were really ours. And finally there is the premonition that our future will not follow in an orderly way from our present any more than our present has from our past, which precedes but escapes it. In short, exactly the opposite of a curriculum vitae or a career plan, and sometimes the shadow of a doubt about our singular, individual identity.

In the detailed account of the years gone by, we are so far from finding a guiding principle, or even a general orientation, the irregular thread that would allow us to follow the course of the past and to appreciate its relative coherence retrospectively. Instead we find ourselves confronted with a fluid, composite mass where, among certain factual elements in our memories, which are also the memories of our hopes, expectations, and disappointments, there are a few holes that give a strange inconsistency to the days past, an awareness of external constraints of all kinds that weighed on our lives to the point of making us sometimes doubt that they were really ours. And finally there is the premonition that our future will not follow in an orderly way from our present any more than our present has from our past, which precedes but escapes it. In short, exactly the opposite of a curriculum vitae or a career plan, and sometimes the shadow of a doubt about our singular, individual identity.

From principals to superintendents, school administrators oversee operations, set educational goals, and shape the future of students and schools.

The role of school administrators encompasses strategic planning, curriculum collaboration, and student support to ensure the school's success.

From establishing a clear vision to promoting staff development, school administrators play a multifaceted role in shaping educational institutions.

Beyond leadership and management, school administrators handle legal and compliance issues, ensuring the school adheres to local regulations.

School administrators advocate for student success, engage parents, and provide support for staff development.

From 1941 through 1945, national leaders gave minimal thought to issues outside of the ongoing conflict and its aftermath. Other foreign policy issues paled in comparison to the global war. Such was not the case in the years of the Cold War. Although the Soviet bloc was the focus of US strategic thinking from 1946 to 1991, other tangentially related issues occasionally required the United States to develop separate policies and supporting strategies, most notably for the Korean War, Cuban Missile Crisis, and Vietnam War. For these “lesser” cases the US defense establishment had no agreed upon way to create strategies that were in consonance with policies, the latter of which the Executive Branch often failed to articulate clearly. I first became aware of these failing as a student in the Naval War College’s Command and Staff course in 1977. As a mid-grade Marine Corps major, the tactical realm had been the center of my experience up until that point. The College’s instructors introduced me to the larger world of policy and strategy in a rigorous and well-designed curriculum. Ironically, the title of the course was “Strategy and Policy” taught by the Strategy and Policy Department, putting the proverbial cart (strategy) before the horse (policy). I learned to dissect presidential speeches, especially the annual State of the Union address, various reports to Congress, and other similar documents to distill policy guidance that was to inform strategy. In many ways it seemed akin to “reading tea leaves,” but as I discovered, this was the way the Pentagon carried out business in Washington DC. Fortunately for me, the operational assignments that followed the Command and Staff course did not involve any high-level planning, thus I did not have to practice what I had learned at Newport. (Excerpt from article “From Grand Strategy to Operational Design: Getting it Right”)

The former medical director of Planned Parenthood, Calderone had come up with the idea for her organization, the Sex Information and Education Council of the United States, at a 1961 conference of the National Association of Churches. By the 1964–65 school year SIECUS’s “Guidelines for Sexuality Education: Kindergarten through 12th Grade” had been requested by over a thousand school districts. A typical exercise for kindergarten was watching eggs hatch in an incubator. Her supporters saw themselves as the opposite of subversives. “The churches have to take the lead,” Dr. Calderone, herself a Quaker, would say, “home, school, church, and community all working cooperatively.” The American Medical Association, the National Education Association, and the American Association of School Administrators all published resolutions in support of the vision. Her theory was that citizens would be more sexually responsible if they learned the facts of life frankly and in the open, otherwise the vacuum would be filled by the kind of talk that children picked up in the streets. An Illinois school district argued that her program would fight “‘situation ethics’ and an emerging, but not yet widely accepted standard of premarital sex.” Even Billy Graham’s magazine, Christianity Today, gave the movement a cautious seal of approval. They didn’t see it as “liberal.” But it was liberal. The SIECUS curriculum encouraged children to ask questions. In her speeches Calderone said her favorite four-letter word ended with a k: T-A-L-K. She advised ministers to tell congregants who asked them about premarital sex, “Nobody can judge that but yourself, but here are the facts about it.” She taught that people “are being moral when they are being true to themselves,” that “it’s the highest morality to live up to the best in yourself, whether you call it God or whatever.” Which, simply, was a subversive message to those who believed such judgments came from God—or at least from parental authority. The anti-sex-education movement was also intimately related to a crusade against “sensitivity training”: children talking about their feelings, about their home lives, another pollution of prerogatives that properly belonged to family and church. “SOCIALISTS USE SEX WEDGE in Public School to Separate Children from Parental Authority,” one of their pamphlets put it. Maybe not socialists, but at the very least someone was separating children from parental authority. More and more, it looked like the Establishment. And, given that the explosion issued from liberals obliviously blundering into the most explosive questions of where moral authority came from, thinking themselves advancing an unquestionable moral good, it is appropriate that the powder keg came in one of America’s most conservative suburbs: Anaheim, the home of Disneyland, in Orange County, California, where officials had, ironically enough, established a pioneering flagship sex education program four years earlier.

Philosophy is to become a subject on the Irish Republic’s school curriculum for the first time under a plan developed by minister for education Jan O’Sullivan, to give “students an opportunity to explore the concepts and ideas of philosophy in the 21st century.” Believing that it will make “a significant contribution to giving students the tools to critically engage in an informed manner with the world around them” the Minister says she will ask the National Council for Curriculum and Assessment (NCCA) to design a short Philosophy course that can be taught in the early years of secondary school.

Curriculum Planning, 50 E. North Temple St., Rm. 2420, Salt Lake City, UT 84150-0024 USA.

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