Theodore Sizers Offers Alternative Approach to Education in Horace's Compromise

In Horace's Compromise, Theodore R. Sizer analyzes the deficiencies of the American public school system as a way to develop adolescents into well-educated citizens. At the same time, he also generates his own school reform methods and beliefs to represent an overarching theme of student power and choice throughout the book.

While Sizer examines what he sees as flawed pedagogical practices currently instilled in high schools across the country, he offers his own set of school reform policies, starting with a voluntary high school education and placing a large emphasis on student interests and self-motivated students who are interested in learning.

In some ways, Sizer offers a compelling argument to modify our current education system. Yet his alternative plan contains its own deficiencies as well.

Sizer illustrates his overarching theme of student power and choice in his discussion about the integral components of education and the student's option to receive a high school education.

Under his basic education requirement, all American citizens must comprehend and learn the three "chestnuts." They are "literacy," "numeracy" and "civic understanding." While these subjects are required for one to know, Sizer believes that further education should be voluntary; adolescents should not be obligated to attend higher education.

He explains early on that adolescents deserve to have the right to make their own decisions concerning their education: "However, beyond these three elements [literacy, numeracy, and civil understanding], the claims of the state have far less merit. The state has no right to insist that I be 'employable' on its terms of what a 'career' may be [...] As long as my style of life and values do not impinge on those of others, I should have the sovereign right to be what I want to be, including a slob."

Sizer's suggestion seems provocative and convincing on the the surface - he sets a standard education level that all citizens must attain and furthermore leaves it up to the individual to decide whether or not a high school education is appropriate.

However, to others, the flaw in such logic is that by not requiring a high school attendance, the basic skills of literacy, numeracy and civil understanding for those students who do not attend will soon be lost.

This philosophy is based on the thinking that there is an inherent underlying concept in many Western educational systems that students will only retain knowledge through continued practice. Homework, exams and long-term projects are all ways for students to apply their knowledge and use the concepts learned inside the classroom on their own

And more importantly, if high school attendances decline, employment will also decline - especially teacher employment - while social welfare will increase. Such events could eventually lead to a major collapse in America's economy.

So rather than giving students the opportunity for high school to be a voluntary experience, students should instead be required to advance their knowledge and skills and obtain a high school diploma.

Sizer's profound emphasis on student-motivation and minimal teacher involvement reflects his reoccurring theme of student power and choice.

According to Sizer, students should be the driving force behind their education; in order for them to progress, it is important that they are treated like adults and given full responsibility for their learning.

In his own words, Sizer describes the relationship that teachers have to students: "The key work in a school is the student. The only important product is his or her learning. [...] Teachers help, of course. The only function of the teacher is to assist the student to learn."

Sizer's belief in student-motivation allows adolescents to become independent, critical thinkers without relying on others for direction.

Nevertheless, teachers are still significant figures in many adolescents' lives, largely through their guidance and inspiration in helping their students discover and develop novel, and sometimes unfamiliar interests.

In the American education system, it is the teacher's job to hand down their knowledge and wisdom to novices who are struggling to find it themselves. While teachers should push their students to become independent learners, they also must provide support and encouragement and help them find future direction.

Offering students the opportunity to learn about their own individual interests is a critical principle of Sizer's argument for student power and choice. Sizer disapproves of the traditional, general curriculum that most high schools offer, believing that this curriculum disinterests and bores its students.

Rather, Sizer believes that students should learn about issues that they want to learn, with the curriculum focusing around a student's interests.

He explains that different curriculum affect whether students become passive or active learners: "The fourth consideration is that the subject matter chosen should lead somewhere, in the eyes and mind of the student.

This means that it must connect to wherever that student is rooted - his experience - and that it promise to take him toward an important place. It must be ultimately useful and patently interesting to him, at the time it is learned and in the future."

Although Sizer's emphasis on student interests makes learning more enjoyable, many adolescents are not at a mature age to make such career decisions concerning their current and future interests.

Alternately, by combining a broad curriculum that covers a wide range of topics and skills with required internships and community service work, students can discover unknown passions and interests as well as receive a more active approach to learning outside the classroom while still maintaining their overall interest levels.

Sizer might respond to a counterattack of his argument such as this with both displeasure and support. As he specifically stated in his book, Sizer would say that although employment and education will decline due to voluntary high school attendance, those students who are interested in pursuing higher education will be able to learn in a typical Sizer class, where student-interests, small classes and critical thinking will all be highly stressed.

In response to an emphasis on maturity, Sizer would say that students can only gain maturity through their own mistakes. Thus, students need to make their own decisions about their interests despite their age because one can always learn from his or her mistakes.

With regard to an alternative form of curriculum, Sizer would be pleased with the idea of internships and community service as a way to create interest for students, but he would still be unsatisfied with the utilization of the traditional, structured curriculum.

Ultimately, Sizer's emphasis on student choice and responsibility show promise but unrealistic features simultaneously. Finding a flexible middle ground solution to the extremes of the traditional American high school and the ideal Sizer high school is what is really needed inside classrooms today.