Beyond School

Even if my recent “Politics Around the Web” posts have turned you off, I hope you noticed that they are a model of a very simple activity for any number of classes – current events, politics, science and math news, more – that want students to read and exhibit critical thinking about what they read. I say “simple” because all it takes is a Google News account, a Diigo account, and a blog.

This screencast shows you how it works, compliments of screencast-o-matic and Blip.tv:

A little ice-breaker after my fear-frozen last post: CollegeHumor.com also found noteworthy Matt Damon’s comments about Palin leading the US government and military. But they had fun with it, bless ‘em. Enjoy (and h/t to Crooks and Liars).

(And on an educational note, if any of you have student films that so creatively comment on history or current affairs, feel free to drop a link to them in the comment thread. I’d love to see students given the freedom to make this kind of commentary in the classroom.)

[Update: To learn more about Palin's ties to a disturbingly extreme, theocratic wing of Christianity, see these articles from the Christian website, "Talk to Action: Reclaiming Citizenship, History, and Faith." They substantiate all claims with sources, and are very fair. This article is a good, comprehensive start.]

From CNN: A Feature on Palin’s Church:

From MSNBC: A Feature on Palin’s Witch-Hunting Guest Pastor:

From Palin’s Church in 2005, the Witch-Hunter’s Theocratic Sermon, Followed by His Blessing of Front-and-Center Sarah Palin:

Speaking in tongues is not gibberish; it is talking to God. Bush knew that was true, that God’s hand directed him to invade Iraq and otherwise lead the United States. Bin Laden is equally certain he knows God Allah. Faith healing works. Witches and demons exist in our world and we must engage in magical warfare against them. Creationism is truer than evolution, and should be taught in science classes. Dinosaurs roamed the world 6,000 years ago, at the same time Adam and Eve did. Books should be banned, and librarians that don’t want to ban books should be fired. God wants oil pipelines in Alaska. God supports American wars. Women impregnated by rape or incest should not be allowed to terminate the pregnancy. Alaska is a refuge for the Tribulation during the End Times prophecied in the book of Revelation. People voting for Kerry in ‘04 would go to hell. A witch-hunter’s prayer to a Roman Empire god will influence democratic elections in the 21st Century Space Age.

It’s good to see CNN give scrutiny to this, though it’s far less of a media issue than Obama’s pastor Wright. Why? Wright was criticizing America’s history of racism and imperialism, which are issues reasonable people can disagree on. Palin’s 2005 preacher¹ believes in – and hunts – witches, the existence of which reasonable people, by definition, should agree is not supported by any solid evidence.

Does anybody else find it weird that a Hollywood actor – Matt Damon – offers more relevant questions about all of this than the mainstream media does? (h/t to Undiplomatic)

And does anybody find it equally weird that Rolling Stone Magazine, as far as I’ve been able to see, has best expressed the outrage any sensible person should feel? Here’s a clip:

Until the Alaska governor actually ascended to the podium that night [that Palin addressed the Republican National Convention], I was convinced that John McCain had made one of the all-time campaign season blunders, that he had acted impulsively and out of utter desperation in choosing a cross-eyed political neophyte just two years removed from running a town smaller than the bleacher section at Fenway Park. It even crossed my mind that there was an element of weirdly self-destructive pique in McCain’s decision to cave in to his party’s right-wing base in this fashion, that perhaps he was responding to being ordered by party elders away from a tepid, ideologically promiscuous hack like Joe Lieberman — reportedly his real preference — by picking the most obviously unqualified, doomed-to-fail joke of a Bible-thumping buffoon. As in: You want me to rally the base? Fine, I’ll rally the base. Here, I’ll choose this rifle-toting, serially pregnant moose killer who thinks God lobbies for oil pipelines. Happy now?

But watching Palin’s speech, I had no doubt that I was witnessing a historic, iconic performance. The candidate sauntered to the lectern with the assurance of a sleepwalker – and immediately launched into a symphony of snorting and sneering remarks, taking time out in between the superior invective to present herself as just a humble gal with a beefcake husband and a brood of healthy, combat-ready spawn who just happened to be the innocent targets of a communist and probably also homosexual media conspiracy. It was a virtuoso performance. She appeared to be completely without shame and utterly full of shit, awing a room full of hardened reporters with her sickly sweet line about the high-school-flame-turned-hubby who, “five children later” is “still my guy.” It was like watching Gidget address the Reichstag.

– and here’s the rest – well worth the read for both its writing and its diagnosis of a super-power become hellishly frightening.

Don’t believe me? Look at what many parents are doing to their children before they ever enter school:

And America wonders why it has fallen behind the world in science.

What do you think: will this topic be addressed at the VP debate this Thursday? Should it be?

1. and yes, he was a regular guest preacher, but we don’t invite unwelcome guests to speak to us [↩]

[See here for Part 1: On the Death of Genius for the Sake of College]

The fact is that human beings come into the world with a passion for control, they go out of the world the same way, and research suggests that if they lost their ability to control things at any point between their entrance and their exit, they become unhappy, helpless, hopeless and depressed.
–Daniel Gilbert, Stumbling on Happiness, p. 21

No Control

Psychologist Gilbert cites in this section an experiment in which two groups of seniors in a nursing home were given plants for their rooms.  The first group was given the responsibility for watering and keeping the plants alive; the second group was denied any control over the plants’ care, which was the responsibility of the nursing home’s staff.

Six months later, 30% of the seniors with no control over the plants had died; only 15% of the group with control died in the same period.

They did a follow-up study with the same “control” variable to study the roles of control and autonomy in fostering mental and physical health. In this study, youth volunteers began a weekly visitation program to seniors in two groups. The first group was given the autonomy to schedule the visits and decide their durations themselves; the second group had no choice: the young visitors came on a schedule prescribed by the nursing home administration (in cahoots with the experimenters).

Again, two months later, the group with control and autonomy was healthier, taking fewer medications, and showing various other symptoms of increased well-being compared to their state at the beginning of the experiment.

That’s interesting enough¹ – but the more interesting thing happened next, and was completely unexpected:  when the visitation experiment was over, the visits stopped – and so did the exercise of autonomy and control enjoyed by the “happier” seniors.  And within a few months, “a disproportionate number of [seniors] in the high-control group had died.”

Gilbert concludes:

Only in retrospect did the cause of this tragedy seem clear. The residents who had been given control, and who had benefited measurably from that control while they had it, were inadvertently robbed of control when the study ended. Apparently, gaining control can have a positive impact on one’s health and well-being, but losing control can be worse than never having had any control at all (21-2).

Implications for Schools

It should be obvious, but more and more I learn that the obvious should never be taken for granted.  So here goes:

1. Students given some control over the content and demonstration of their learning are happier.

This is an old saw in education, but it doesn’t hurt to support it with psychological research.

2. The basic structure of schools – prescribed course selection, prescribed schedules and durations, prescribed timetables for learning and moving on – are innately “depressing” for students.

In other words, even those students given the freedom, in this or that class, to choose their content and design their own projects to demonstrate learning, are still stuck within a larger system of no control.  For these students, the autonomous classroom is an anomalous blip on the screen of a much larger matrix of no choice, no autonomy, no “passionate control.”

3. If not the norm in schools, student experience of autonomous learning under one teacher may do more harm than good.

Graham Wegner and I touched on this in an exchange a while back², and it bears repeating here: Graham told of hallway talks with students to whom he had given this autonomy the previous year, students now back in the passive mode in their current classrooms. And the students were predictably uniform, if memory serves, in their doldrums. Like the seniors after the visitation scheduling was taken away from them, the students who had control and lost it may have been worse off for that brief moment of learners’ happiness.

The Law of the Fall

Let’s call it the Law of the Fall:  the higher you climb, the harder the fall – especially if you’re pushed from that height.  And the pushers here are the teachers who keep control of everything that happens in their students’ experiences in their classrooms.

The bigger pushers, though – aren’t they the administrators?  I don’t mean to admin-bash here, but only to ask the obvious question: if autonomous learning is the miniscule exception in a school instead of the norm, who is ultimately responsible for that, if not principals?

Conversely, if the loss of autonomy is more damaging than the benefits of its brief possession, might that not mean that administrators have to make a choice? Namely, the choice between requiring all teachers to provide autonomy, or else, paradoxically, requiring that no teachers do?

–

Photo: Waiting by RebelBlueAngel

Bonus: TED Talk with Daniel Gilbert

Gilbert’s Stumbling on Happiness is my kind of scholarship: witty, playful, devoid of the constipated, jargon-stuffed voice of most academics. Reading it, you laugh as you think along.  Here’s a TED talk for those of you interested in learning more about this guy:

1. and you statisticians and scientists are welcome to weigh in with criticisms of the experiments, because I can only trust the authority of a Harvard professor’s citation of it here [↩]
2. and Graham, if you can give me the link to that, I’d appreciate. I searched but did not find [↩]

A little behind-the-scenes glimpse at the bridge-building I’ve been doing to market my tutoring service, and at the same time to share another Web 2.0 offering with teeth: the video-subtitling site called dotSUB.

One of the biggest challenges I face on this limb is communicating with Korean parents who I am, and how I’m different from most of the “I’ve got a college degree and speak English, but have no teaching experience at all” English teachers in Korea.  The parents, understandably skeptical about foreigners claiming to be teachers, have a million questions that bear on their decision to hire me.  But they don’t speak English, and I don’t speak Korean, so my poor wife is caught in the crossfire playing two-way interpreter.  Since she’s not a teacher-geek, it’s both hard on and unfair to her to shoulder her with explaining blogs, wikis, Skype, etc, to parents – or even to explain my background and experience as a teacher.

Enter the wonderful world of Web 2.0, and dotSUB particularly.

I’ve got so many movies on this space, on YouTube and Google Video and BlipTV and Archive.org, all explaining and demonstrating my background, character, skills and abilities, and all of them would serve admirably to put many parent questions to rest – if only they were in Korean.

Well, thanks to a full day’s work transcribing my own videos first, 3-second clip by 3-second clip on dotSUB, my wife is now plugging in her own Korean translation on the site under each time-stamped subtitle.  Here are the results of the first one, the first half of a teacher-training video I made a few years ago at Shanghai American School (where Jeff Utecht and Jonathan Chambers first served me the Koolaid) about collaborative team-teaching in the mainstreamed ESL classroom. (I was the ESOL department head and teacher-trainer then. Ignore the Southern Baptist look; I must have been feeling nostalgic for Camp Joy.)

Cooler still, anybody at dotSUB can freely add a translation in their own language – which others can edit, wiki-like. All translated languages would auto-add to the drop-down menu in the media player’s “languages” bar. Very cool.

I’ll show you a few more things as they come. But what do you think, I wonder, about applications of this site for foreign language classrooms? Food for thought there….

Dates: 1996-98
Surface Culture: Arabs as ‘the Enemy’
Deep Culture: Language; Culture; Religion; Society; Values; Proxemics; Diet
Knowledge Bases for Diversity: Foundations of Racism; Socio-cultural Contexts

Salaam Alaykum: Peace be with You

I graduated with a B.A. in (Eurocentric) Humanities in 1996. Though a liberal secular humanist at heart, I had experienced increasing disenchantment in my final university years with the radical, theory-based dogmatism (for so it seemed to me) of my very left-wing academy: besides the aversively confrontational, shrill, divisive, and often uncivil tactics used by the radical community, I also harbored skepticism toward the theoretical basis of the ‘knowledge’ I was taught by an overwhelmingly white, middle class, existentially sheltered faculty. I wanted direct experience of life as a standard of comparison with the theories dominating my education. I was particularly alienated by the academic attack on the traditional literary canon, which I had devotedly studied and treasured for the prior fifteen years (an unwitting subject of/to the traditionalist philosophy of curriculum). Suddenly this new breed of professors seemed determined to demote Homer and Shakespeare and all my other heroes to politically suspect or simply irrelevant authors. I was so aghast at the prospect of becoming a professor who loved this canon among an intellectual community that didn’t that I abandoned my plans to earn my doctorate in literature and become a professor.

I was also nagged by a feeling of educational incompleteness owing to my lack of a second language, of knowledge of any non-EuroAmerican history and culture, and of direct experience living outside the United States. Finally, being shouldered with over $30,000 debt in the form of college loans, I saw a future of economic insecurity—as a joke at the time had it,

I have a liberal arts degree…will that be for here or to go?

Lo and behold, I stumbled across a solution to all these nagging misgivings in the unlikely form of an army veteran who told me of the possibility of becoming a linguist in Military Intelligence. If I passed the linguistic aptitude test and the security background check, I could be sent to full-time language school in Monterey, California, then stationed in Europe or Asia, have my student loans paid off by the army, and have the direct experience of the most academically demonized institution in the United States. I would be able to climb into the belly of the beast only theoretically known by my professors and fellow-student ideologues. That experience would round out my formal education with an existential reality-check. (The prospect of experiencing military life itself was to me, with my romantic infatuation with Homeric epic, not unappealing at all. I saw it as an opportunity to compare the modern military ethos with that of Homer’s ‘Heroic Age.’ It was an anthropological opportunity to experience that very foreign culture we call the U.S. Military.) My academic friends and most of my professors thought I was either crazy or immoral or both, but I trusted the Clinton administration not to compromise my morality—and anyway, I reasoned, in a worst-case scenario, I could always disobey orders. I only hoped it wouldn’t come to that.

Three months later I had finished basic training (aka “Boot Camp,” which strictly should only refer to Marine Corps basic training, if I recall correctly), and my shaven-headed self was beginning his 64-week, full-time study of al-FusHa (fus-ha)– Modern Standard Arabic. My instructors were all native Arabs from diverse Arab nations, and they all had stories to tell. They also were walking cultural artifacts themselves, representing the civilization that produced them. Overall I found them intensely likable and fascinating.

Studying the language itself was a labor of love. Arabic is a largely ‘pure’ language, uncorrupted by loan-words and structures from other language families. Consequently, the language is itself an artifact of its ancient origins in the Bedouin tribes of the Arabian interior. The desert environment in which the language was born is literally perceptible in the language itself. The Arabic word for mustache, for example, shariban, is based on the verb “to drink” and given the dual suffix “-an”. In other words, the meaning of “two drinks” is embedded in the noun. The function of the “two-sided” mustache as a collector of water to “drink” (by sucking on it when thirsty) points to the presence of the harsh Bedouin life of nomadic travel across the parched deserts of the Rubb al-Khali, the “Empty Quarter,” from oasis to oasis. Similar  examples abound, to be discovered by the student of Arabic.

The irony of this experience is that I was being taught this language implicitly as the language of ‘the enemy.’ Yet the unintended consequence of introducing me to my Arabic professors and the beauties of Arabic language, history, and culture – its propensity, shared with the USA, to attribute the creation of the universe to a mythic superhero who “wrote” three conflicting and conflict-causing books several millennia ago notwithstanding – was to convert me into a person who greatly (yet in certain instances critically) respects, sympathizes with, and reveres ‘the enemy.’ ¹

Pedagogically this experience is relevant in many respects. Our Anglophile tendency to glorify the richness of the English language, while justifiable, should not blind us to the probable glories in other languages. Students of all cultures should have the opportunity to share their pride in their language with non-speakers of it, and to learn about other languages from those who speak them. On a more humanitarian level, the most important thing we as educators can do today is counter any national propaganda that tries to dehumanize ‘enemy’ nations with direct encounters with people from those nations. The best way to convert an enemy to a fellow human being is to give him or her a name and a story.

—

¹Learning the history of that “enemy” since those days, from the Crusades to the Imperial politics of of Palestine and the birth of Israel in the WW I and WW II eras, and of the Cold War politics after that (especially concerning Iran which, while not Arab is still a Muslim Middle Eastern nation: the USA and Britain overthrew Iranian democracy in 1953 to impose the brutal Shah as a puppet serving the interests of Western oil corporations, which led to the anti-American Islamist Revolution under the Ayatollah Khomeini in 1979, and leads today to the Bush/Cheney administration’s eagerness to again topple an Iranian government for geopolitical advantage) — all of that has only increased my understanding that the Arab resentment against the West has deeply justified historical roots.  Here’s a nice little video lesson on that Iranian story, which all Arabs and Iranians haven’t forgotten, though most Americans (if they ever knew it at all) have:

—

Photo credits: Soldier in Al-Anbar, Iraq by Jayel Aheram; Arabic Calligraphy by twocentsworth

___

The Legacy Series So Far:
1. Fear and Trembling: Goodbye to Christianity
2. The Hulk Leads to Hamlet: Reading Despite School
3. Of Jocks and Fags: The High School Bullying Years
4. In the Crumbling Temple of the Dead White Males: The Beatnik College Years, pt. 1
5. Human Sacrifice: The College Years, pt. 2

Alrighty, Mr. Meyer – you’ve won me.  What you’re doing with video is worth it for everybody to watch.  I’m enjoying your questions and explorations, and you’re certainly upping the game. This one’s my favorite so far:

dy/av : 002 : the next-gen lecturer from Dan Meyer on Vimeo.

I’m hoping to be ready to plunge into upping my own game in a humanities-guy sort of way. Just bought a Canon HV30, soon to install FinalCut Express.  What’ll it take to get you to share your know-how?

Seriously – great stuff.  I hope everybody’s watching.

1. Pew News IQ Quiz: America’s college graduates score a D- (61%) on basic news knowledge.

(click for larger image)

Take the Pew quiz here. It’s only 12 questions.  It raises a few questions, among which these interest me most:

a)  I haven’t lived in the States since ‘98, and haven’t consumed any mainstream US news or TV as a habit since then.  I get my news primarily from political and cultural blogs.  Yet I scored 11/12 correct, compared to 7.4/12 correct for US college graduates.  The question:  What does this say about the US mainstream media’s performance in contributing to an informed citizenry? (I assume most Americans still watch and read mainstream US news.  Maybe I’m wrong.)

b) How does our e-blogosphere and -twittersphere measure up against these results?  If we educators are similarly uninformed, are we connecting at the expense of staying informed?

The State of the Republic reflected in these results makes the following two entries a bit more understandable:

2. Texas Board of Education Approves Bible Study Elective Class

Here’s FOX News on the story

(Historically-informed people will notice that the blond “expert” perpetuates the fallacy that America’s founding fathers were Christians, when many of them were either partly or fully Deist, believing little of the miracle stories or other magical claims of the Church. And she’s going to be teaching the classes )

The New York Times adds this bit of research, to pre-empt the “there’s nothing wrong with teaching it as history” argument:

Mark Chancey, associate professor in religious studies at Southern Methodist University, has studied Bible classes already offered in about 25 districts. His study found most of the courses were explicitly devotional with almost exclusively Christian, usually Protestant, perspectives. It also found that most were taught by teachers who were not familiar with the issue of separation of church and state.

Since Texas shares with California the biggest sway in national education issues, this bit of nose-thumbing at the Constitutional separation of Church and State is not trivial – instead, it’s a retreat from the third millennium to the first.

Secular and non-Christian parents in Texas must be thrilled to pay for religious indoctrination in their schools.  And perhaps the money should go instead to basic geography and geopolitics, as the next item shows:

3. McCain Looks at “Struggle” on the “Iraq-Pakistan Border”

So okay, forgive him on his internet illiteracy, his fifth-from-the-bottom GPA from the Naval Academy, his admitted “need for education” on economics.  As he says, he’s still better at foreign policy, right?

I hate to say “wrong,” but jeez, watch this 20-second interview clip and tell me how not to?

McCain: We have a lot of work to do. It’s a very hard struggle, particularly given the situation on the Iraq-Pakistan border.

–what else can I say, as a social studies teacher, but sheesh: wrong.  There is no Iraq-Pakistan border. (Unless he plans to create one by occupying Iran – surely the most justifiably nervous country on the planet. Sandwiched between the US occupation of Iraq on the west and of Afghanistan on the east, and sitting on some massive oil deposits, wouldn’t you be paranoid about your defense?)

Defenders will say this was maybe a slip-up, or his advisers are there to save us from his “knowledge”-base, or whatever, but I don’t buy it for two reasons: first, we’re seeing a pattern and a history of what I’ll politely call “deficient understanding of basic things” in this candidate; and second, we ignored similar warning signs from the last president and elected him based on his persona instead of his intelligence – and look where that got everybody.

More on McCain. Whatever your loyalties, suspend them for a minute to just listen to what McCain says about his lack of understanding of basic – and vital – tools for our century.  In his own words, he’s “illiterate.” (And yes, the video is cheesy and a bit mean, but the real footage doesn’t lie.)

What has McCain been doing with his spare time over the last 20+ years? Hasn’t he been curious at all about this stuff? It’s like ignoring the telephone because morse code works just fine for your purposes.

If it’s not lack of curiosity, then what other logical explanations do we have? Lack of motivation to learn? Or fear of learning things that seem hard?

Whatever way you slice it, it’s not a comforting quality for a person who wants to steer us back on a good path into the 21st century.

Just saw this on Crooks and Liars, and think it’s worth sharing to teachers and students alike. Ira Glass, radio host of This American Life on (the USA’s) National Public Radio, shares how expectations – our own, and others’ – shouldn’t be too high for our media creations, because “it takes years” to bridge the gap between our “tastes” and our attempts to attain them in our media productions.

To teachers, this says, “Don’t grade blogging, podcasting, and other things too harshly.”  To students it says, “Whether you like it or not, it’s good to hold you to a required production schedule that forces you to regularly create – that’s the only way you’ll get better.” (Reminds me of the old saying, “Don’t wait for Inspiration.  She’s a lazy b*tch that has to be chased down.”)

Here’s the clip: