Boyer, William H. (2002). Education for the Twenty-First Century

	Boyer, William H. (2002). Education for the Twenty-First Century. San Francisco, CA: Cado Gap Press. Pp. 264 $24.95       ISBN 1-880192-38-1 Reviewed by Susan Crichton University of Calgary August 6, 2003 Education for the Twenty-First Centuryis a collection of William H. Boyer’s essays published between 1964 and 1997. Captured within this 30-year span are lessons learned from American interventions in Korea and Viet Nam, concluding with a look at the social, economic, and environmental pressures resulting from the arms build-up of the Cold War. The perspective is American, so I caution readers to consider the relevance of this text outside the U. S. context. Boyer states in the introduction that the intended audience includes those involved in teacher education, political science, and future studies. Central to the essays is the notion that “… education should be the basis for helping people … to reconstruct institutions so that they are more democratic” (p. 10). Implicit in this view is the concern that the education must be both relevant and effective, suggesting that it can only happen when it makes “… vital connections to human life – either to the conditions which sustain life or to the conditions which give life meaning” (p. 37). Further, relevant education must link theory with practice in order to be effective. Boyer stresses the importance of an education that will, for the first time in history, empower people to move “… toward control of their common destiny” (p. 213). The education he suggests will help people “… to learn to design a just and sustainable future …” (p. 10) and will require both a new politics and a new view of education. Inherent in a sustainable future is an understanding of ecology in the macro sense, focusing on the intersection of micro systems and “… the ecological life support system …” (p. 11). He illustrates this view a number of times throughout the essays by repeating the parable of the commons (p. 23), stressing how the overuse of common areas, even for the public good, results in tragedy, making important links to the potential impact caused by globalization and the shrinking global village. Boyer’s design for this revised education centers on the need for long-term, thoughtful planning built around three goals: survival, equality, and quality (p. 30), suggesting this allows one to plan the future rather than plan for the future (p. 77). The importance of this approach is that through planning and recognition of patterns that begin to emerge, one can become proactive and begin to develop an “… understanding [of] processes rather than being victimized by them” (p. 64). This understanding involves more than training people; it involves developing understanding and critical evaluation of the use of these processes. Boyer advocates active participation in events, suggesting that one can not stand back and remain neutral, especially if that neutrality means being indifferent; such indifference is actually unethical (p. 15). Further, he suggests that “Moral neutrality permits a person to be merely a technician” (p. 24). He notes that active participation does not just happen, rather it is a by-product of intentional planning and thoughtful questioning by both students and teachers alike. Fundamental to the questioning process is the consideration of what knowledge is considered to be important. Boyer suggests important knowledge includes (1) engaging in solving problems that serve the public interest as opposed to a corporate agenda; (2) reflecting on the nature of creativity; and (3) gaining awareness of trends and alternative futures. Boyer cautions that “Unless creativity is instrumental to life affirming goals, it can serve pathological ends” (p. 21). Further, this knowledge must develop “… responsibility on the part of the student toward other people …” (p. 157) or it is not in support of social justice. In order to turn these theoretical concepts into practice, Boyer suggests that we need to ask new questions so we can get new answers, recognizing that “The way in which one frames a problem limits the possibilities of its solution” (p. 184). Restructuring education is not just a K-12 concern. Boyer suggests that “… universities must give priority to human potential, social justice, and the quality of life in order to transform knowledge into an instrument for the social change required” (p. 96). Social justice, states Boyer, “… transcends national boundaries …” (p. 25) because Earth is “… a small planet with an expanding technology and an increasingly vulnerable biosphere” (p. 26). Ecology, social justice, and ethical behaviour form an interconnected foundation of a quality education for the 21st century. Boyer suggests that the three help to redefine “The meaning of ‘standard of living’ [requiring a] transformation from quantitative to qualitative criteria” (p. 31). Further, he states that “Social assessments rather than GNP should become the central indicators of national progress” (p. 58). This is easier said than done because it requires a shift from the supply and demand view of market driven economics to a consideration of a “… whole range of political – economic choices … involving human rights and common quality of life” (p. 165). By factoring human rights and quality of life issues into a measure of economic viability, Boyer suggests that schools need to offer peace studies. He defines these studies in depth (p. 237) as well as discussing the importance of world order education (p. 208). Two very timely essays probe the emergence of terrorism and the role of inquiry. While distinct, Boyer notes they are critical concerns in the 21st century. Boyer suggests that terrorism is simply politics by other means (p. 243) and cautions that the United States would certainly be a target for many groups as it continues to “… embrace obsolete politics of national dominance which move[s] us toward a world where threat and violence escalate and where no hopeful future is possible” (p. 244). Truly this is an interesting and important observation after the recent tragedy of September 11. Global affirmative action, Boyer’s remedy for terrorism, is built on a foundation of quality education resting on the principles of ecology, social justice and ethical behaviour. Boyer speaks to the current rush toward inquiry teaching by cautioning “… without a theory of what should be inquired into nor without any assumptions about the moral goals of inquiry … the ethical baby went out in the bath water of personal preference” (p. 97). Futher, any good inquiry requires a clear contextual theory to guide it (p. 110) and a good understanding and appreciation of where the learner is at when inquiry starts, building from that individualized point. Citing Schumacher (1973), Boyer echoes the point that people matter and that ethical consideration must be based on “… the worth and dignity of the human person …” (p. 104). Critical to this is an essay stressing the importance of creating ability, increasing intelligences, and developing interests (p. 145), recognizing that currently schools teach “… subordination to existing institutions … inculcating the ideas of efficiency and success” (p. 153). All in all this collection of essays has value to its intended audience. I only wish that more specific examples had been provided to elaborate key points. Many of the references were dated as the bulk of the writing was completed in the 1970s and is very American, especially for a text about global education. Therefore, I would be concerned that an international audience not familiar with American current events of the 1950s through 1970s might have trouble understanding the importance and subtleties of the examples given. I regret that Boyer did not add current reflections on the collected writings, helping us understand their timelessness now and helping us to make the work relevant and to comtemporary issues. Further, as an educational technologist, I question some of the technofanaticism; however, the majority of these ideas were penned before the Internet and the World Wide Web existed or before the pervasive distribution of personal computers. My final concern is with Boyer’s comment about the Chinese ruralization program mentioned on page 161. I believe history has borne out that it has been oppressive and detrimental to equity and social justice, which Boyer claims to hold dear. About the Reviewer Susan Crichton Assistant Professor ED T 602 Faculty of Education University of Calgary 2500 University Dr. NW Calgary, AB T2N 1N4