One of the many frustrating things about education policy and practice in our country is the continual search for the magic bullet—and all the hype and trite lingo that bursts up around it. One such bullet is the latest incarnation of character education, particularly the enthrallment with “grit,” a buzz word for perseverance and determination. Readers of this blog are familiar with my concerns and can read my earlier posts by clicking here, or go to a 2014 report on character and opportunity from the Brookings Institution in which I have a brief cautionary essay.
In a nutshell, I worry about the limited success of past attempts at character education and the danger in our pendulum-swing society that we will shift our attention from improving subject matter instruction. I also question the easy distinctions made between “cognitive” and “non-cognitive” skills. And I fear that we will sacrifice policies aimed at reducing poverty for interventions to change the way poor people see the world.
In this post, I would like to further explore these concerns—and a few new ones—by focusing on “grit,” for it has so captured the fancy of our policy makers, administrators, and opinion-makers.