Beowulf and Hemingway?

I have encountered a similar conversation this year amongst many staff, in my own building as well as throughout the state, as we discuss the implications of proficiency based graduation standards.  Even those in favor of radical changes are concerned about students leaving school without a foundational knowledge.  If they don’t know the general characteristics of a historical era for example; if they haven’t read any Shakespeare, been exposed to Mark Twain or read Hemingway.  Will they be able to understand the satire of South Park references to Great Expectations or an Amy Tan reference on the Simpsons? If they don’t understand the effects of various historical events of the past, will they be able to make decisions about our own political futures?  And math? What if they can’t solve equations or graph a line? Will they be well rounded enough to make choices about what they want to learn?  I think it’s reasonable to acknowledge that when you are passionate about a topic, you may be somewhat biased that it is incredibly important.

For a long time, I didn’t know why I didn’t seem concerned about these things.  I just didn’t.  But I recently came to an understanding about why these things don’t really concern me.  I have had an unconventional educational experience.  I didn’t get much out of school but taking the bus across the country, buying my first house, knowing my best friend for 35 years, participating in the demolition derby, these were experiences that I learned from.  I guess I learn by doing.  These are the experiences that have made me the dynamic person that I am.  I never look back and regret having blown off reading Beowulf my senior year.  I just don’t.  My goal for every student that I work with is that they become fulfilled human beings.  A happy, curious, human who is motivated in life living in my community will make it a better place.  This type of person will offer something to the economy.  They will take risks, try new things and make socially aware decisions.  I don’t believe that any of the content a student could acquire in school would make them more fulfilled.  So, I don’t worry about that.  Producing an engaged learner is much more important than producing a knowledgeable one.  I am not saying we shouldn’t teach these subjects or that this information can’t be engaging.  We should offer it up and make it as engaging as possible, but if not every student gets the same information, it’ll be okay (we have no guarantee about what they leave with anyway).  It won’t be the end of the world.  If kids leave school, however, and they don’t want to learn, read, create, well then we’re in trouble.  If learners leave school unmotivated, yes, we have a problem. What should all learners leave high school with in order to be productive members of society?