Confidence, Trust and Respect: The Preeminent Goals of Educational Reform

Abstract

Confidence and trust are essential components of civil societies and social organizations. These two concepts also are very important in effective school communities. Confidence is what dominant people of power-teachers and parents-have for subdominant people of power such as children and students. Trust is what subdominant people have in dominant people of power. Effective teachers have confidence their students can learn and trusting students believe that their teachers will not betray them. Teachers cannot educate students in whom they have no confidence and students cannot learn from teachers whom they do not trust. These reciprocal beliefs when implemented together result in respect manifested as esteem for teachers by students and esteem for students by teachers. Education reform is in air. Education reform is everywhere. A Nation at Risk (National Commission on Excellence in Education, 1983) clearly helped spur national interest in school reform, according to Rick Ginsburg and Robert Wimpelberg (1988). Yet, they state that the direct effect [of this report] on schools ... may be (p. 59). The same can be said of reports of National Education Goals Panel which has worked in partnership with National Education Standards and Improvement Council (National Educational Goals and Panel, 1994). My hypothesis is that these and other national reports have had limited effect because they do not recognize teaching and learning as a complementary relationship and they do not focus on equity as well as excellence. The National Commission on Excellence in Education mentioned teaching in its 1983 report, but focus was on higher educational standards for teachers, higher performancebased salaries, and career ladder possibilities (Ginsberg & Wimpelberg, 1988). Teacher education and professional development were included in revised national educational goals adopted by President, Congress, and Governors of states in 1994. While much attention was directed toward detailed ways of setting high standards for student performance, no core indicators were identified for teacher education and professional development goals (National Education Goals Panel, 1994, p. 12). Ginsberg and Wimpelberg (1988) analyzed 14 national reports on school reform issued during past 100 years. They found that during first half of century national reports focused on curriculum development, individual difference among children, compulsory schooling, universal education, professionalization of teaching, college admissions, citizenship, and employment skills learned by students (pp. 29-47). During second half of century, national reports mentioned curriculum changes to benefit gifted students, school leadership, school size, alternative schools for problem children, teacher training, federal aid for education, parental and community involvement, and standards for students and student achievement (pp. 47-60). These are important topics. However, none sufficiently recognize dynamic interaction between teacher and student in learning enterprise. Buber tells us that human life and humanity come into being in genuine meetings (as cited in Glatzer, 1966, p. 47). It is in meeting that we confirm one another (p. 47). If all real living is in meeting, as claimed by Buber, then all real education occurs in a relationship of exchange. Reciprocity and mutuality are descriptors of social life that are anchored in theory of complementarity which is a theory of exchange. This theory calls attention to alternative social structures and functions that work together for benefit of all. The learning enterprise is a functional outcome of confidence and trust. Without these, learning and understanding are severely hampered. This discussion, therefore, is about confidence, trust, respect and their contributions to education reform. The essential relationship between teachers and students is nurtured by confidence and trust. …