A flawed but thought-provoking discussion about the moral education—or lack of it—of American children. Among the many chores that schools have taken on in recent years is the teaching of morality. Teachers sometimes do this in free-wheeling discussions that permit students to form their own opinions about classic moral dilemmas—sex and its consequences being a ubiquitous topic; this method is sometimes called ``values clarification.'' Here, Kilpatrick (Education/Boston College; Identity and Intimacy, 1975) pounces on the idea of values clarification and shakes it like a dog savaging a rabbit. Children are not born with virtue (i.e., knowing good from evil), he says, and a classroom dilemma about whether or not to steal is no dilemma if a child doesn't already think stealing is wrong. Children, he contends, need ``training in goodness.'' To accomplish that, teachers and parents should not only reiterate moral strictures- -that lying, stealing, harming another person are wrong—but provide examples both in their own behavior and in stories. Kilpatrick nails, not always convincingly, a host of villains for the new moral ambiguity. Among them are Rousseau, Nietzsche, feminist theorists, and, above all, the fathers of the human- potential movement, Abraham Maslow and Carl Rogers. What Kilpatrick does not discuss—and the omission is major—are the institutions and individuals who preach morality and behave immorally, from governments that sidestep the law to evangelists who frequent prostitutes. A generation has grown up with would-be heros—from Presidents to preachers—who are hypocrites, and the institutions that Kilpatrick praises for instilling ``character'' in their charges—Roman Catholic schools, military schools, an orthodox Jewish sect—are not necessarily paragons of morality. Providing children with stories of right overcoming wrong—a list of recommended classics is included—is commendable, but the stirring tales may only highlight the morality gap, generating yet more classroom discussion of values.
Pub Date: Oct. 1, 1992
ISBN: 0-671-75801-2
Page Count: 288
Publisher: Simon & Schuster
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Sept. 1, 1992
American schools at every level, from kindergarten to postgraduate programs, have substituted ideological indoctrination for education, charges conservative think-tanker Sowell (Senior Fellow/Hoover Institution; Preferential Polices, 1990, etc.) in this aggressive attack on the contemporary educational establishment. Sowell's quarrel with "values clarification" programs (like sex education, death-sensitizing, and antiwar "brainwashing") isn't that he disagrees with their positions but, rather, that they divert time and resources from the kind of training in intellectual analysis that makes students capable of reasoning for themselves. Contending that the values clarification programs inspired by his archvillain, psychotherapist Carl Rogers, actually inculcate values confusion, Sowell argues that the universal demand for relevance and sensitivity to the whole student has led public schools to abdicate their responsibility to such educational ideals as experience and maturity. On the subject of higher education, Sowell moves to more familiar ground, ascribing the declining quality of classroom instruction to the insatiable appetite of tangentially related research budgets and bloated athletic programs (to which an entire chapter, largely irrelevant to the book's broader argument, is devoted). The evidence offered for these propositions isn't likely to change many minds, since it's so inveterately anecdotal (for example, a call for more stringent curriculum requirements is bolstered by the news that Brooke Shields graduated from Princeton without taking any courses in economics, math, biology, chemistry, history, sociology, or government) and injudiciously applied (Sowell's dismissal of student evaluations as responsible data in judging a professor's classroom performance immediately follows his use of comments from student evaluations to document the general inadequacy of college teaching). All in all, the details of Sowell's indictment—that not only can't Johnny think, but "Johnny doesn't know what thinking is"—are more entertaining than persuasive or new.
Pub Date: Jan. 4, 1993
ISBN: 0-02-930330-3
Page Count: 400
Publisher: Free Press
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Nov. 1, 1992
BOOK REVIEW
BOOK REVIEW
BOOK REVIEW
Carefully researched and chilling, if somewhat overwritten.
Comprehensive, myth-busting examination of the Colorado high-school massacre.
“We remember Columbine as a pair of outcast Goths from the Trench Coat Mafia snapping and tearing through their high school hunting down jocks to settle a long-running feud. Almost none of that happened,” writes Cullen, a Denver-based journalist who has spent the past ten years investigating the 1999 attack. In fact, Eric Harris and Dylan Klebold conceived of their act not as a targeted school shooting but as an elaborate three-part act of terrorism. First, propane bombs planted in the cafeteria would erupt during lunchtime, indiscriminately slaughtering hundreds of students. The killers, positioned outside the school’s main entrance, would then mow down fleeing survivors. Finally, after the media and rescue workers had arrived, timed bombs in the killers’ cars would explode, wiping out hundreds more. It was only when the bombs in the cafeteria failed to detonate that the killers entered the high school with sawed-off shotguns blazing. Drawing on a wealth of journals, videotapes, police reports and personal interviews, Cullen sketches multifaceted portraits of the killers and the surviving community. He portrays Harris as a calculating, egocentric psychopath, someone who labeled his journal “The Book of God” and harbored fantasies of exterminating the entire human race. In contrast, Klebold was a suicidal depressive, prone to fits of rage and extreme self-loathing. Together they forged a combustible and unequal alliance, with Harris channeling Klebold’s frustration and anger into his sadistic plans. The unnerving narrative is too often undermined by the author’s distracting tendency to weave the killers’ expressions into his sentences—for example, “The boys were shooting off their pipe bombs by then, and, man, were those things badass.” Cullen is better at depicting the attack’s aftermath. Poignant sections devoted to the survivors probe the myriad ways that individuals cope with grief and struggle to interpret and make sense of tragedy.
Carefully researched and chilling, if somewhat overwritten.Pub Date: April 6, 2009
ISBN: 978-0-446-54693-5
Page Count: 406
Publisher: Twelve
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Feb. 15, 2009
BOOK REVIEW
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