[Editor’s note: This is the fifth in a series of personal reflections on the current state of education reform and contemporary conservatism by Andy Smarick, a Bernard Lee Schwartz senior policy fellow with the Thomas B. Fordham Institute. The previous posts in this series can be seen here, here, here, and here.]
Andy’s odyssey: Part five
I’m worried that when the history of today’s era of education reform is written, the most damning critique will be that its progressive leaders had little understanding of social capital.
Social capital describes the “benefits that flow from the trust, reciprocity, information, and cooperation associated with social networks.” When people are connected, they (and even those outside the network) gain, thanks to sharing, interdependence, joint learning, collective action, solidarity, and more.
Key to the development of social capital is longevity. Trust and relationships take time to develop. They mature, evolve, and strengthen over time.
As I wrote in the last installment, progressives’ bent for change is invaluable when longstanding institutions are destructive. But it can also do immeasurable harm when it undermines old valuable institutions, which can serve as wellsprings and keepers of social capital.
It is striking how seldom the reform community discusses preservation. Ed-reform leaders rarely comment on the need to protect our social fabric by insulating some longstanding institution, practice, or relationships from change (though Fordham’s own Robert Pondiscio has shared some worthy thoughts on the subject).
The clearest example of our field’s disregard...