ERIC Number: ED432423
Record Type: Non-Journal
Publication Date: 1999-May-21
Reference Count: N/A
Academically Able Rural Kids: How To Keep Them on the Farm When You Can't Even Keep Farming.
Howley, Craig B.
The basic assumptions of a society bear directly on the kinds of schooling and education that it has, including the ways that it develops or beleaguers academic talent. In the United States, the pervasive influence of capitalism, which is predicated on limitless growth, tends to equate affluence with academic talent. By imagining futures for gifted students that mirror the aspirations of the affluent and elite, the field of gifted education is complicit in the economic and cultural impoverishment of rural areas by encouraging gifted rural students to leave their communities, which are viewed as backward and impoverished. American society equates job-holding with work, and separates work from play, so that achieving happiness through work is denied. This contrasts with Csikszentmihalyi's concept of "flow," a feeling of well-being experienced when absorbed in the care and attention given to work. Key points to consider in regard to rural gifted education and keeping gifted kids in rural areas include: concentrate on academic talent, defined as careful reading, clear writing, and mathematics through statistics and calculus; help gifted kids finish 13 years of schooling in 10 or less; discount the value of a college education; stop promoting the pursuit of happiness and promote the pursuit of real work; consider what the good life means to you; understand the meanings of rural in your place; and promote the good life in your own place as a rural work. Contains 14 references. (TD)
Descriptors: Academically Gifted, Acceleration (Education), Educational Philosophy, Elementary Secondary Education, Farmers, Happiness, Life Satisfaction, Quality of Life, Role of Education, Rural Education, Social Attitudes, Work Ethic, World Views
Web site: http://oak.cats.ohiou.edu/~howleyc/keepfarm.htm
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A