One of the most fascinating, and tragic, characteristics of our modern world is the ease with which human beings have abandoned the realities of human nature and basic needs for healthy human development. While some might call earlier paradigms illustrating certain needs and truths just theories, developed by those who had common sense and abstract and broad abilities of observation and conceptualization such as Piaget, Gesell and Ilg, and other renowned students of human behavior and development, their research findings are far more valid than most of what we are told is “science” today.
The new “Science of Reading” flies directly in the face of common sense, healthy and normal child development, and the best foundations for developing the highest potential of each unique human being. While there are different methods for teaching reading, some work better than others overall, and even those that may not be as effective for easy group teaching may work for some children. Individual children have different abilities, learning styles, cognitive capability, readiness, or other special needs. The real purpose for promoting the “Science of Reading” is more covert.
However, the most egregious flaw with the “science” of reading is that it is coupled nowadays with an intrusive emphasis on early training to prepare for learning this skill. Here is where common sense, focus on what is best for children, and any understanding of natural and healthy child development go right out the window.
Once in a while someone writes about the importance of play, boredom, unstructured time and individual exploration, and a host of other formerly normal parts of childhood that lead to common sense, problem-solving, and creative, critical, independent, and higher order thinking abilities. Both the opportunities of the former and the latter outcomes are disappearing as young minds, sometimes even from birth, are carefully molded to restrict and control their cognitive development and content. These ideas are often seen as archaic, unsuited to our modern and “enlightened” era and are generally given little or no credible regard or publicity. Even the John Birch Society lauds its home study program where parents can plug their children into a computer to learn, minimizing or even discarding a wealth of opportunities for parental bonding, parental assumption of a God-given responsibility, the basic human needs of children, and the chance to let them develop uniquely and maximize each child’s individual cognitive power and inborn potential.
It is important to recognize that reading is also only ONE way to impart knowledge. Reading easily becomes a crutch, much like technology devices upon which people in alarming numbers are becoming dependent for both their knowledge and to guide their thinking.
The “science” of reading is simply an enticing ploy to thwart the development of a child’s brain. Many people are starting to see that “the science” about most things today might not always be as reliable and beneficial as portrayed. Nevertheless, the “science” of reading has been embraced by an astonishing number of powerful people, particularly those who enact law. Law then curtails the ability to choose from a variety of ways to raise children in the most beneficial way possible.
Presenting a “new” approach to teaching reading insults those who have studied reading for decades and years ago offered sound methods for teaching this skill. In today’s world too many people know next to nothing about anything beyond today’s news and their own limited scope of interest or exposure to diverse thoughts. The accomplishments anyone before the present time has made in almost any area are basically unknown to most people. Too many people are constantly looking for something to champion, preferably touted by currently recognized “experts,” to prove their own superior “knowledge” or feed their egos and self-importance by parroting the supposed experts of any new fad.
Sadly and perilously, today’s legislators display their vainglory and can legislate new “science,” overreach the proper use of law, and tout their support for bills exactly as they are directed by lobbyists and other influencers with a hidden and dangerous agenda. Where will this lead us?
Meg Johnson Education Specialist, MA, MEd, MBA megjohn49@comcast.net 9/2/2024
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