James Corner, M.D., adds his name to the dozens of recent books written about the effectiveness of American schools and matters of race, culture; and intelligence. Waiting for a Miracle: Why School Can't Solve Our Problems and How We Can is a treatise on the interconnectedness between sound child development and effective schooling, family, and community and societal networks. It also examines the historical impact of economic and social policies on the development of groups in America.
The major thesis of Waiting for a Miracle puts forth the notion that although schools can't solve the problems of America, those engaged in collaborations with teachers, administrators, and parents can begin the long and arduous process of breathing new life into American communities.
Comer eloquently reminds us of our failed collective memory and the shortsighted view that sufficient time and energy have been devoted to achieving a level playing field.
The Yale psychologist describes his work in New Haven as child focused. His program, referred to as the School Development Process, involves three teams that work together constantly: the school planning and management team,which includes teachers and administrators and addresses the needs of the entire school community; the parent team, consisting of parents and community workers; and the student and staff support team, consisting of counselors, mental health professionals, social workers, and nurses, and whose task was to help children acquire the proper behavior for learning in school.
Comer contends that a comprehensive school plan embodies both the social and academic achievement areas, and involves t staff development plan that is based on a no-fault principle utilizing consensus decision making and collaboration to achieve program outcomes.
He shatters the myth of the rugged individual and that most accomplishments in life are the result of individual efforts, Successful outcomes, he contends. are determined by a series of three concentric networks which influence and determine the quality of our lives. These include the biological, physical, and value laden characteristics acquired from family in the first network; the self identification, peer influencing and value laden influences acquired in the developmental stages of the second network, which often includes other schools, jobs and organizations; and the third network where polices and practices promulgated by political, business, and other leaders have the ability to externally impact the lives of individuals.
