Johnny can't read, but he still gets promoted; and since the teacher has worked hard, she gets a merit raise. The parents made Johnny go to school, so they feel like responsible citizens. The neighbors paid their taxes and begrudgingly feel noble in supporting public schools. And still, Johnny can't read.

The late William James, that great American philosopher/psychologist of Harvard, is said to have presented to his students his concept of pragmatism by stating, "Gentlemen, remember this: A difference which makes no difference is no difference at all."

What would happen today if we applied this test to our country's contemporary educational crisis? Wouldn't we be saying to the teacher, "Guess what, Teach? You don't get paid next year for teaching." (Teach gulps and says, "Huh?") We continue, "We're going to pay you for their learning, because if they, the students, haven't learned, you haven't taught." Teach now knows about a difference which really makes a difference.

Lest we be unjust and single out Teach and make her the only one facing the pragmatic test of accountability, let us surmise that we extend our scenario. We initiate legislation concerning parents or guardians and, in effect, mandate the following: "If your child has any grade less than a C in any class, you as the parent or guardian--by law--must meet at the school one evening a week to review his work with a counselor." The parent will then have his turn at saying, "Huh?" But he will also probably say, "Johnny, get yourself in here and show me what you have to read for tomorrow. I don't have time to go up to that school every Thursday evening." The parent now becomes keenly aware that if his child is not successful, a difference will be made in the parent's life as well as his child's.

But let us not leave Johnny out of this little exercise. We say to him, "Listen, son, let me tell you how it is. If you have any subject in which you make less than a C, you don't get out of school during the summer." And Johnny will say, "Huh? Where is that book that I have to read? I'm not going to give up my summer just for school."

Such a scenario would bring us full circle to applying the pragmatic test to our projects. Now it makes a difference to Teach; it makes a difference to the parent; and it makes a difference to the student. Without such accountability, we may have a ritual called "going to school." However, until we make it make a difference to everyone involved in our educational pursuits, we can expect few changes in how well Johnny can read--and write and think--because a difference which makes no difference is no difference at all.

Bill Stroud, of Richwood, Texas, has an extensive background in three areas: theology, philosophy and psychology (B.D, Th.D., Ph.D). Although semi-retired, he is active as a speaker, free-lance writer and a workshop presenter for educational and service agencies. He is currently in training in the theory and methodology of remote viewing under the tutelage of Lyn Buchanan of Alamogordo, NM. Address comments to drstroud@comcast.net