After the hurricane, Mayor Bloomberg was eager to reopen the city’s public schools as soon as possible for the 1.1 million children enrolled. He worried that they were “losing time” and had to get back to their studies, back to normal. The facts that many of the schools suffered damage, that many were turned into shelters, and that many children were in shock because of their experiences were irrelevant. It was back to the routine.
In this brilliant post, Rabbi Andy Bachman of Congregation Beth Elohim in Park Slope, Brooklyn, has a better idea. He envisions classes across the city studying climate change, learning civics lessons, and engaged in public service to those in need.
This is what teachers call “a teachable moment.” But NYC rejects the moment and opts for normalcy, not fresh thinking. Such thinking and the activities it might inspire can’t be allowed to interfere with the real purpose of school, which these days is higher test scores.
Diane Ravitch's blog 
His vision is beautiful, but it’s exactly the opposite of what Bloomberg and the other rheeformers intend to use the hurricane for. To accomplish what the good rabbi is talking about is going to need grassroots organization – they can’t expect Bloomberg, Cuomo or any other governmental figures to do this (in fact, they can expect them to resist any grassroots efforts in this direction).
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I had almost forgotten what real education looks and feels like. Thank you, Rabbi.
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I disagree with both Rabbi Bachman and Mayor Bloomberg.
Education should not succumb entirely to the present. Some of a school’s science lessons could deal with climate change and so forth. Some time could be devoted to public service. But it is just as important to persevere with studies of the past so that students can gain perspective and build lasting things in their minds.
Yes, it is folly to rush to “return to normal” when the normal has been so clearly disrupted. It is also misguided to shape the curriculum around what Rabbi Bachman calls “The New Normal,” which we only partially understand, which is constantly changing, and which could overshadow a great deal of beautiful and important study.
I recognize that Rabbi Bachman is not suggesting that we abandon study of the past at this point. He writes,
“The New Normal, as they say, is a world struggling to understand the potential dangers of global warming on new storm patterns that may unleash storms of this nature on an annual basis for years to come. Meterological Studies has much to say on last week’s events; so science and physics departments ought to pivot in this direction, adapt curricula accordingly, and teach to events. History, social studies, and civic classes have much to analyze in the response of government authority to the crisis, to compare and contrast with past efforts in American history, and ask the big questions, among them, is it right that Americans have no requirement for national service? We come together so well in moments of crisis–why don’t we compel our young to serve their communities for two years after high school as a matter of law?
But to compare past and present efforts, you need to study the past, and this takes focus and time.
As for his idea that young people should be required by law to perform two years of community service after high school, I am a dumfounded. That could wreck the routine of a violinist. That could dampen the spirits of a mathematician. We need more in this world than social workers. But it would be great to offer the community service as an option, provided it were well conceived and supported.
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We who are about to die salute to the test.
The state test has been around for 20 years or so in NY state. The difference is? Then the test became nation wide with Bush. The difference is?
I grew up without the test and I can read and write. Many of those that take the test every year cannot. Yes there is a difference.
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Diane. Thank you so much for mentioning this idea. Of course, it’s just an idea but I do think one worth pursuing. I have found in all of our synagogue’s efforts to feed, clothe and rescue our fellow citizens, that there is a New Normal emerging in our city. We are closer and more painfully aware of the great gaps in education, economy and opportunity. This disaster has brought us together. The challenge will be for us to fulfill our call to serve and repair. On a personal note, Michael & Daniel & Elijah are a great blessing to CBE!
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I only realized afterward that Rabbi Bachman’s synagogue is steps away from where I used to live in Park Slope. I took a wonderful klezmer class at CBE about a decade ago.
That changes none of my earlier points, but it does remind me that what seems far away may not be so.
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The greatest offense in a factory is to stop the line and hinder production.
So it is with Bloomberg’s view of the schools: the children are products – explicitly described as such by former GE and Leadership Academy head Jack Welch – and the teachers are factors of production.
Keep that line running at all times, no matter if the ocean itself rises up and destroys large parts of the city. Compliance and discipline must be maintained, and those little widgets, formerly known as students, must be trained and tested to meet the needs of Industry, whether as consumers or temporary, ill-paid employees.
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I admire you and your work so much, more than I can possibly say. But it dismays me greatly to see you take something like climate change seriously, especially as a subject to teach children!
I’ll spare you my own views on this, but would refer you to the work of Bjorn Lomborg, Freeman Dyson and other scientists and their very cogent criticisms of the pseudo-science called climate-change or global warming.
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