Critical thinking

Re “Just the facts” (Your Views, Feb.

14): Whose “facts”? History and social sciences feature the perspectives of innumerable groups and people for whom the interpretations of events differ.

Are we comfortable leaving our social studies standards to the “wind” of individuals and small groups? Much of the challenge raised by my history and social science colleagues at the recent Board of Education meetings have had less to do with the “what” and more to do with the rogue process of our current superintendent deciding on the “facts” and standards independent of the established processes and monthslong work of hundreds of individuals including educators, historians and the public.

It is inquiry and skills, not facts, that lie at the heart of learning at all levels. Students of all backgrounds should be able to ask and pursue the questions that are pertinent and interesting to them and do so through standards that emphasize skills that will prepare them for the future where communication, critical and creative thinking, collaboration, and outstanding citizenship will be needed. Facts are great for trivia night and the odd one of us who appears on “Jeopardy!,” but my Amazon Alexa and Siri in my phone know all of those answers too.

The truth and lessons of our past matter in our present and future, not to dwell on, but to acknowledge and evolve from. Working with “just the facts,” especially those in this draft, won’t allow my fellow educators or their students to do that.

— Chad Gangwer, elementary social studies coordinator for Virginia Beach City Public Schools and the son of David Gangwer who wrote “Just the facts,” Virginia Beach