Ed Week: The New Anti-Intellectualism in America

Published: March 20, 2007
Commentary
The New Anti-Intellectualism in America
When Curricular Rigor and ‘Pedagogical Fraud’ Go Hand in Hand

By Nel Noddings

It seems odd to accuse the schools of anti-intellectualism when they are engaged in a relentless drive for higher test scores, and students are required to take more difficult academic courses. Passing rates on some state and local tests show small increases, but there has been little if any improvement on well-established national tests. The small gains we’ve seen may be the result of concentrated instruction on narrowly defined objectives. But we are not promoting intellectual habits of mind. Indeed, we may be reducing intellectual life to mental labor. What are the signs that this is happening?

First, there is a proliferation of fake academic courses. These courses are instigated by the demand that almost all children now take academic courses such as algebra and geometry. The decision for this requirement has not been supported by strong, well-informed debate. Is it true, for example, that all students need more mathematics today than people did in previous generations? If the answer is yes (but there are powerful arguments in favor of a negative reply), then it is reasonable to ask, What sort of mathematics? Must it be traditional algebra and geometry? Why?

Instead of debating these questions, policymakers have mandated—in the name of equality—that all children, regardless of their talents and interests, should have the “opportunity” once reserved for relatively few. Hardworking teachers then must try to get unwilling, unprepared students through material they have no interest in learning. Many youngsters have alternative, genuine talents, but these are disregarded. To give such students a chance to pass the required courses, teachers concentrate on a few discrete skills that can be gained through a steady routine of drill.

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