Public and Professional Discourse (Part 1) > return to index
The Critics: Who Are They? (And Why Are They So Angry?)
by W. Gary Martin

• They are not a large group
• It is not a homogeneous group
• And as such, their motivations vary.
• Their numbers are not necessarily large
• But… they are engaged with religious fervor

Understanding Our Opponents: Let’s take a closer look at their “hot buttons”:

• What we can avoid
• What we can leverage on
• Possible wedge points.

Mathematicians

• Are they worried about the next generation of mathematicians?
• Is it concerns about articulation?
• Are they preserving a system that worked for them? (making this a very personal issue)
• Is this a turf battle with education?
• My experience:
  • For the most part, most mathematicians are in agreement with the goals for the reform movement.
  • But the noisy few have managed to attain tremendous visibility and credibility.

Parents

• The "concerned parents" tend to be more affluent.
• The system worked for them, so why change it?
• They want the best for their children. For their children.
• While they may agree with the general principles of reform, the practical realities can be very threatening.
  • Example: Nearly everyone agrees on the importance of a quality education for all.
  • But many parents want their children to get special treatment in "gifted" or "honors" classes.
• My experience: When they see it in action, they like it.

Teachers

• They are happy with things as they are.
• It takes a lot of energy to change.
• To admit the need for change is to admit that they aren’t perfect.
• My experience: Teachers do care about kids and can be won over on those grounds.

Politicians

• They need to show progress (testing, etc.)
• It’s about votes.
• My observations: We can help them achieve their goals.

PROPOSAL

• We need should not think of the critics as a unified group.
• We need to look for leverage points with particular groups.
• ... and maybe even wedge points.

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