Karen Sullivan SED 513-412 April 11, 2012 Saber-Tooth Curriculum J.

Abner Peddiwell

Harold Benjamins 1938 book, for me, was funny, confusing, interesting, thought provoking, and yet still timely. I found reading this book difficult to really take seriously at first and then, realized that the authors method of relaying his ideas about education was very clever. The authors dedication to the two young professors who shared his office stated the manner and substance of these lectures in the book were cast in narrative form to hold their fickle attention. This narrative approach is a conversation between a professor and one of his former students. They cross paths in the longest bar in the world, which happened to be located in Tijuana, Mexico. The professor proceeds to answer the former students questions with a series of lectures and discussion about the history of Paleolithic education. The professor explained his thoughts through the lectures or stories in response to the young mans lack of historical perspective. (2) (6) I think the author used this narrative approach to hook the readers attention about some important, serious, and controversial thoughts about education and the educational system and curriculum. This was a way for the author to explain and voice his ideas about serious and often controversial topics. Just as stated in the book, peoples ideas about education often cause great debate, yet this narrative approach allows the author more freedom to say exactly what he wants in a non-serious way. This author is able to make comments and innuendos that might otherwise be in poor taste or politically incorrect. These lectures allow the reader to connect the stories to the educational system today and their relevance, whether today is 1939 or 2012. (2) As stated above, this book is set in the longest bar in the world, which is located in Tijuana, Baja California, Mexico. Professor Peddiwell was holding class in this bar while his wife was attending a convention of the League of American Needlewomen in San Diego. He stated that his wife thinks he is doing scholarly work in the library at the University of California at Berkeley. I think this setting was used to reveal the human side of a man, although he was

proper, intelligent, and accomplished. In the bar, the reader sees a man who appears to drink too many tequila daisies, and who is engaged by a former student explaining his thoughts on education. This setting probably keeps the reader more interested than another dry book about educational ideas. (3) The Saber-Tooth Curriculum provides themes ranging from the purpose of higher education to progressive schooling to systematic education to the role of schooling for industry to creating future leaders. This small book contains a wealth of information that simply describes why education is important to individuals, to their community, to their tribe (nation), and to the world. In a changing world, leaders need to be able to change even their education system to provide for the people and their needs. Although, a certain method or curriculum has been successful, people must be willing to imagine and use their ability to create and change to meet the demands and needs of the times and the people of their era. As I was writing this paper, I found points and concepts that I missed in my initial reading. This may be one reason this book has survived over the years. (5) As Dr Peddiwell lectures in the bar, he shares information about different groups in these historical stories. These groups can be described in terms that educated people may use today. Social meliorists believe education is a tool to reform society and create change for better based on intelligence. Dr Peddiwells information about New Fist-Hammer-makers fit into this category. New Fist was a man who thought that children should have a purpose and be educated to provide a better life for themselves and their people. Although he faced resistance, New Fist developed a curriculum that showed children liked to learn and could be successful. (1- d) Liberal educators are those who guide students to think for themselves using nontraditional classroom teaching methods. In this book, those liberal teachers were those who saw a need and noticed dissatisfaction with the New Fist methods. They investigated, researched and developed the The-Creek School of Fish-Grabbing. They realized that students cannot learn their lessons and skills about fish grabbing without real fish. After some time with this experimental concept, the name changed to the School of Creative Fish-Grabbing. This progressive thinking eventually led to the Real-Tiger School, also. (1- a) Developmentalists are those who believe in developing a strong and varied internal market. They believe economic development equals political strength. This economic

development means a country becomes developed, autonomous, and legitimate. Chapter V is the lecture about the clever fisherman who devised a system of ownership of fishing rights This smart fisherman soon bought out the rights of the slow fishermen and became very prosperous. Two other clever fishermen soon recognized the advantages of private ownership and followed the same procedure of the first clever fisherman. Soon these three great fish chiefs owned and operated the fishing industry, much to the detriment of those less fortunate. Soon the antelope and bear chiefs followed the laws set up for the fishermen, and they also became great industrial chiefs. (1- c) Scientific curriculum makers, as described by Franklin Bobbit, are those who guide the performance of specific activities which may be defined as directed and undirected. These activities prepare students for life. This could be seen in the Paleolithic youth problem in Chapter VI. Students with no jobs would occupy their leisure playing games on the youth rock pile. Many played various games and became very skilled. Some of them sorted rocks by shapes, tints or patterns and designed rock walls and borders. After a time, many youth became discontented and asked the tribal leaders for the opportunity to work. Ideas such as additional education for some of the youth and allowing youth to work to improve the tribe were dismissed. Instead, supervisors were sent to find additional rock piles and organize and direct the youth in new rock games. (1- b) Although this book was written in 1939, I think it is still relevant today. Harold Benjamin discussed the same issues and problems that educators and society have faced for years. Parents, administrators, teachers, and state agencies still struggle with developing the best methods to educate and prepare youth for higher education and for the job market. Leaders still debate and disagree on the path of curriculum and how to assess our students. I really dont find any shortcomings, other than trying to understand all of Dr Peddiwells lectures and connect them to the educational system. This indirect method of relating his thoughts on the educational system were confusing at first. This book reminded me why I need to know my students and what they need from me. I realize that I cant just keep teaching the same topic the same way, if it is no longer relevant to the needs of my students or their future. Although it may be easier on teachers or the decision makers to keep schools and curriculums the same, they must be open to change. (4) This book reminds me that people are always reevaluating the educational system, and I

need to reevaluate my lessons and delivery. I am constantly wondering how to help my students. How do I make my students want to learn and excel? One of my goals, as also stated in the book, is to teach students to think. Each time a change was discussed or implemented, Dr. Peddiwell related them to shifts in culture, society, and/or needs of students. I dont have a lot of choice in curriculum, but I realize I do need to change some of my methods, or at least try something new. This year has presented me with a real challenging group of students, and Harold Benjamins book reminded me that teaching is not about me. From this reading, I understand that my struggles are not new. Cultures and communities have changed their educational system over the years for various reasons, and I should not feel that I am alone in this challenge. I want to prepare my students to think and be prepared to face their goals in this constantly changing society. (4) (6)