A "DUMMY" PACIFIER FOR THE STUDENTS (30)

by JANN FLURY
Columnist EducationNews.org

March 31, 2003

There was a time when the teacher got the students' attention simply by walking into the classroom. Students cut the chatter, sat down at their desks facing the front, and listened for the words of wisdom to come from "the sage on the stage." It was a question of discipline, good manners, and respect for authority and knowledge. The teacher had an edge; he was respected for the message he delivered.

Today, this no longer holds true. Progressive educators have long impressed on students that there are no right or wrong answers--that there is only opinion--which implies that truth does not exist and facts are unimportant. Therefore, one opinion is as good as another and triumphs if it is adopted as a group-opinion: apparently, several minds are deemed better than one. The academics consider the process of forming such group-opinion part of a democratic experience, even though individuals are steered into automatic conformity through group-think. So the teacher is now no longer "the sage on the stage," but "the guide on the side." Since the teacher no longer represents the purveyor of pearls of truth and wisdom, why should students sit up and take notice when this "facilitator" walks into the classroom? Why should they pay attention to what he/she has to say when there are no right or wrong answers anyway, and everyone's opinion is equally valid and any one opinion can be suitably manipulated to become the dominating group-opinion.

Students instinctively sense that there is something wrong with this philosophy. All children have an innate thirst for knowledge: factual knowledge, not opinion. If they are fed factual knowledge they are able to store and digest it for later constructive use, as needed. Synthesized opinions don't cut it. That sort of process is unfulfilling, leaves a void, and does not broaden a child's horizon. Because they are being shortchanged in the factual information department many students become restless, irritable, inattentive, even belligerent and rebellious. They see no value in such an education, consider school a waste of time, and lose respect for teachers and authority.

Obviously, such dissatisfied students become unruly students and often fall behind in school. Teachers and parents become alarmed and believe there is something wrong with Johnny or Susie. The first impulse is to seek professional help. They consult the school psychologist who confirms their worst suspicions: the poor child is suffering from Attention-Deficit/Hyperactivity Disorder (ADHD). All symptoms point to the still poorly understood disease of ADHD, which seems to be increasing across North America like some popular fad. The psychologist tells the parents and teacher that this is a fairly common disorder, especially among boys, and can be treated effectively by administering measured doses of Ritalin or Adderall.

As often has been the case in modern times, the psychiatric and psychology establishments assign an impressive sounding name to the behaviour syndrome, and without identifying the underlying cause, they prescribe the latest mind-altering drugs without knowing the possible side effects. That has been the case with ADHD. Both the diagnosis of this mysterious disease and the prescription of Ritalin have become commonplace and in many cases totally arbitrary. The frequency of diagnosed ADHD and prescription of Ritalin ranges from 2% of the public school population to as high as 20% in certain school districts.

According to government sources, Ritalin is "a central nervous system stimulant with many of the pharmacological effects of amphetamine, methamphetamine, and cocain:" hardly a harmless drug to be treated lightly. Still, Ritalin has become the drug of choice for "curing" a number of real and imaginary learning disabilities glibly diagnosed as ADHD. The drug has become a cure-all for poor teaching and learning: used and abused by all concerned. In fact, Ritalin has replaced Cocaine as the street drug of convenience in some schools because of its availability. Parents Magazine and Good Housekeeping of September 2002, allegedly, ran a two-page ad for Adderall XR. Like a competing detergent commercial between "Tide"and "Cheer," both claiming the whitest wash, the Adderall XR ad said: "Ask your doctor if a change to patient-friendly Adderall XR could be right for your child."

In many cases, family physicians and school psychologists prescribe Ritalin to students at the first sign of irritation or unrest, just like some parents stick a pacifier-dummy in their infant's mouth at the first whimper or sign of fussing. And no one stops to ask child what the problem is. In an effort to regularize the diagnosis for ADHD, the American Academy of Pediatrics (AAP) recently released a new diagnostic criteria for ADHD. It's a long list of symptoms under the headings of "inattention, hyperactivity, and impulsivity." If a student exhibits six or more of the s ymptoms listed under the headings for a period of over six months the AAP considers him/her an ADHD case in need of treatment. Typical symptoms listed include the following:

1/ Often fails to give close attention to details or makes careless mistakes in schoolwork. . . .
2/ Often has difficulty sustaining attention in tasks or play activities.
3/ Often does not seem to listen when spoken to directly.
4/ Often fidgets with hands or feet or squirms in seat.
5/ Often has difficulty playing or engaging in leisure activities quietly.
6/ Often easily distracted by extraneous stimuli.
7/ Often has difficulty awaiting turn.

The average parent would consider such symptoms as typical of a developing juvenile, not necessarily those of some one suffering from a psychiatric disorder. The recommended treatment to alleviate such symptoms is good teaching and firm discipline, not mind altering drugs like Ritalin or Adderall XR.