The New Professionalism?

I HE inability of citizens and educators to assess realistically the role of education in times of churning racial anxi eties and fears is a tragic failing. The ten dency to view the teacher as a kind, nice, and harmless lady in the "little red schoolhouse" has virtually disappeared. Apples for the teacher have been replaced by the wea ponry of hostility and sarcasm. The attempt to inject into the classroom the unreal world of Hansel and Gretel, Jack and the Beanstalk, and Alice in Wonderland may still kindle sparks of wonderment in the eyes of children, but their dull, drab existence outside of class makes these efforts mockery. The clutching to the heart of such values and limited insights in relation to currently unfolding events should notify teachers that the time has arrived for a New Professional ism. Not one that completely discounts con tributing textbooks and techniques, but rather one that correlates direct application of the world outside of the classroom; its ethnic and geographical divisions; the roar of urban transition; the creeping tide of separatism; the destructive mark of white racism; the oppressive moves to curb liberalism; and the recalcitrant postures of conservatism. Add to this the imposing eyes of the Department of Health, Education, and Welfare; the angry protests of black militancy; the retreat by white America to the suburbs; the inequities and dire contrasts of school; ad infinitum. It should be clear that the professional ism that developed within the "little red schoolhouse" is now lost in the myriad of change. The New Professionalism must view these changes as alarms. As a part of the city, the classroom becomes not only the magnet that draws children but also becomes a thermometer that measures the social tem perature of our times. Integration of staff presents a challenge to the New Professionalism. It is not an ideal situation, neither can it be exhibited as a positive change without our reminding our selves of a few negative consequences.