Dr. Stanley Goldstein - Author and Psychologist

A January 7, 2022 letter in The Wall Street Journal, "The Tragedy of 'Special Ed,'" insisting that these programs consign students "to a treadmill of failure," aroused my long-past memory. While doing psychological research in a Mid-West school, I sensed the similarity between a school and a factory.

Both operate on a rigid timetable where products (widgets or students) must move smoothly along the production line. With students this involves flowing without interruption from classroom to lunchroom to dismissal, with interference being removed. Thus defective widgets, or slowly moving/uncooperative students, are removed, with the latter being sent to Special Education to begin their struggle along the "treadmill of failure." The reason for this is simple: while academic failure can result from several reasons, it usually reflects psychological causation which schools, lacking sophisticated child development knowledge, are ill-equipped to remedy.

Teachers are generally clueless about teaching problematic students and for good reason: it's not their job! Most learning problems derive from inadequate early parenting which affects the development of those basic ego capacities which govern control of behavior, development of a sense of self, mood modulation, and others. Limitations in these are exacerbated by parents who didn't read to and then with their toddlers, who bossed them around rather than explaining "why" which depresses the development of the capacity for abstract thinking, and who didn't foster individual development and demand civil behavior. All else is window dressing, like the computer technology which is expected to alleviate these early life failings but can't. Thus do teachers take the rap for being unable to "re-parent," which is basically not their job and a vastly complicated business too.

The (September 9-10, 2017) Wall Street Journal's article, "Why American Students Need Chinese #Schools," makes several points: that, in China, the teacher rules supreme over the parent, and that effort and drill are considered the educational pathway to success. There, teachers engage in behavior which would cause their arrest for child abuse in America. Yet,  Read More 

Though all agree that bullying is bad, its complexity and that of the victim are often downplayed. In fact, bullies may primarily be sadistic, depressed, or anxious; and victims may primarily be submissive, provocative, or masochistic. Varying teacher and family dynamics exist for each, ranging from fear and helplessness, to parents who gain vicarious  Read More 

I recently heard this story from a relative. A twenty-two-year-old began teaching Earth Science in one of New York City’s most difficult schools. As the class began, fifteen-year-old George tore the clothes off his classmate’s doll and pretended to have sex with it. The class screamed, “Look, George is humping Valerie’s  Read More 

As a psychologist, I've long found that parents complain most about schools. They are, as institutions, hermetically sealed, uninterested in any opinion that doesn't agree with their own and, when their efforts with troubled children fail (as almost always happens), the parents become termed expert and the school demands that they resolve their child's  Read More 

The problem with holding ‪teachers‬ largely responsible for their ‪student‬s' learning is that many learning difficulties derive from emotional and family issues that are uncontrolled by the teacher. Teachers teach--with greater or lesser knowledge and creativity--and can be a catalyst for a child's learning but they do not control most elements of a  Read More 

While no one can dispute the value of most education, the cheapest and most effective early intervention “program” would be for parents to read to their children from 2 years of age onward, and to speak with rather than to them (as by explaining why something should be done rather than merely saying, “do it  Read More