The "Be" Controversy
To make meaning of Canadian curricular outcomes, we use the "Know", "Do", "Be" framework, or KDB. Let's break this down, the "Know" and the "Do" are more objective concepts, easily testable, objective, and can be turned into something tangible. We all like tangible things. We feel at ease with tangible things. It's when we get into the disputed, subjective, "Be" part of the frame work, thats when we start to see people struggle.
The story goes that there was a boy who preformed up to standard academically, achieving the "Know" and the "Do", but failing to hit par on the "Be". The school felt the boy did not reflect good values or character, and therefore failed to pass him. Now, you can imagine how angry his parents would be, suing the school claiming the wrongful failure of their son on the grounds of the values the school came up with.
The "Be" is a value base concept that exists not only in school but in all aspects of society. To fulfill and exceed the "Be" we are supposed to meet the values set out for us, by showing good character, having good work ethic, and overall being a pleasant, societally accepted person. In schools, these values are implicitly interwoven in the curriculum. They have their shining moments in character awards and social justice education, but who decides what values are important, and how they are assessed? This is where the problem comes in. There is no standardized test for being a good classmate, yet teachers feel increasingly like character in the classroom matters. The school boards addressed the issue of assessment of the "Be" by reflecting them in the learning skill and work habits portion of the report card. However, the problem here, is there is very limited space for explanation and we'd be lying to ourselves if we thought this assessment wasn't entirely subjective.
So I'll just leave these questions here...
Does it really matter if you're character is on point if your are excelling in academia?
Is the "Be" really necessary in the framework? and if it's not, what can we expect from society in the future as we move towards a more competitive nature, leaving character and values in the background.
The idea of the 'be' as you presented it reminds me of the hidden curriculum, from your example I got this because it wasn’t as if he was being evaluated or even taught directly throughout the year these values and how to demonstrate them. It was as if in the end he just didn’t get it, which can be very problematic for students new to this culture, coming from a place of different values, beliefs and assumptions. To these children not being directly told what they are expected of and why can be detrimental in the area of the ‘Be’.
ReplyDeleteTo answer your questions I think to a degree you need these traits or qualities to excel in academia because we should be educating the student as a whole, catering to all levels of their self and I think that includes character and values. In order to succeed even in an overly competitive natured world, that doesn’t focus on character or values I think charisma gets you ahead and in order to charm people you need to know and have the values and character they want to see. So I think the be should be in the framework to a certain level, but not in the sense someone has to ‘pass’ or ‘fail’ an evaluation of it.
Hi Celeste,
ReplyDeleteThis is a great topic to bring up! I think in today's schools there has been an increase in attention towards the "know" and "do" and the "be" has just been assumed to evolve over time. The problem with this is something you have already noted, "They have their shining moments in character awards and social justice education, but who decides what values are important, and how they are assessed?" Students who excel in their traditional schoolwork, but do not have "good" character complicate this model of curriculum and assessment. I think the problem lies in our culture. There are so many different standards that certainly complicate our definitions of morality and good character. Who should set the standard for the "be" in schools? The teacher? The principal? The school board? Should it even be up to the school board or is this a political issue that needs a higher level of attention? Should the government decide how to measure and assess morality in our students? I don't know. But I think this is a very important issue to discuss. As a future teacher I hope to instil good values and character in my students, but that can quite possibly clash with their previous teacher's values.
Those are some really good questions you posed at the end of your blog, but I still do not have an answer for them. I think this is an ongoing issue that will take time to come to any conclusions. Thank you for bringing this issue to my attention!
Celeste, your blog brings up an important aspect of subjectivity in developing a curriculum. The “Be” is not easy to assess. A teacher’s observation of work habits and social behavior is subjective. It’s also a very limited view. What if someone is very intelligent but outside the classroom the student is a schoolyard bully? I know from personal experience that I struggle with participation in the classroom. I have opinions as well and I will openly discuss my thoughts and ideas in a small group but feel uncomfortable sharing with the whole class. Often times the teacher is unable to accurately evaluate my input and I end up being unhappy with my mark.
ReplyDeleteThe “Be” is a social and cultural construct. Who has the right to decide which values should be the ones used in evaluation? We are unique individuals so should we be assessed on the same values? If we think about North America vs. a third world country, intelligence may be viewed as more important and valued whereas cunning may be prized for survival. School should have an academic focus primarily yet it’s also important to instill the “right” values in students for the advancement of the individual and of society. The issue is how to decide on the appropriate set of values and reduce subjectivity and bias in its measurement to allow students to shine in a global society. I would have loved to hear more about your personal stories with the “Know”, “Do”, and “Be” but overall, your story helped me relate to the issue in your blog.