Monthly Archives: April 2009

The “Drip” Syndrome

calivnhobbes1

If a student in my class said and did that, I’d think, “you little prick…get back here!”

I wouldn’t say it, of course….I like my job, and want to keep it.  But I would think it.

You know, though, Calvin has a point.  Certainly, some students I rub shoulders with are absolute gems.  These youn’uns truly are the salt of the earth, and they make my job worth it.  Even in the worst schools, there are a plethora of these students, often lurking in the shadows, dwarfed by the “drips.”

It’s also worth mentioning that we shouldn’t unduly blame public schools…they aren’t the only, or even the primary, things making students drone clones.  Since public schools are an extension of our culture, the institution shares in the problem.

For every student of true genius and character, there are a cloud of others aptly described by Calvin in the cartoon.  On most days, trying to engage with them is like talking to a painting.  After I sent the above cartoon to my Stumbleupon friends, several emailed me back wondering how we got like this in education.  Why does a withering boredom characterize such a wide swath of our public education (and, sometimes, private ed.) student population?

So here I is, answering that qwestyun.

Our students’ “dripiness” has many origins:

1)  Rampant autonomy and individualism in American culture–This isn’t a problem with the American Public School system per se; it’s a problem with our culture.  Our public schools, because they are an arm of the culture, are merely particular outgrowths of the trend.

Face it; individualism is the air we breathe.  Just utter the word “choice,” and that’s often all you need in order to justify a certain behavior in the eyes of the public.  Everyone wants to be unique; everyone thinks he’s unique.

Here’s the problem: what happens when each member of a group of people attempts to look, act, and seem unique?  That’s right–they all end up looking unique at the same time and in the same way.  All the non-conformists dress, act, think, smell, and spit alike.  Strange, but true, especially when each member subconsciously holds the word of the peer groupnonconf12 as law (this is the case in high school culture; the peer group replaces the parents as the most important thing in the teen’s life.  I should know–I once was a teen, and I hang out with teens 10 hours a day now.).

I’m with Pastor Mark Driscoll: fellas, you wanna be unique?  You wanna be “counter-cultural?”  Get a job.

Granted, the “get a job” one liner doesn’t exactly apply to most high school students, but the overall principle still is valid: stay chaste until you are married.  Show up to class on time.  Do your homework.  Take an interest in what you are reading in English.  Put down the game console.  Earn your keep.  Display uncanny dedication to a cause higher than yourself.  Give yourself away.  Keep clean and uplifting speech.  Fellas, honor and protect the girls.  Girls, learn the meaning of true character beauty.

This won’t make you famous…but at least you won’t be a “drip.”

2)  The philosophy of Naturalism–Naturalism is a worldview that comes in many varieties and flavors, but most flavors hold that the hard sciences are the only or best way to gain knowledge about the world.   With this view, ethics, values, character, religion, and politics cease to be ventures in which you can gain knowledge.  Instead, they are relegated to the realm of emotion, preference, and opinion.  It’s all equal.  Blech.

Naturalism has reigned in public schools for some time now.   There are many consequences to this worldview monopoly, but one that is relevant to this discussion is that no one has any clue as to how to grow students in virtue and character.  If character and virtue are areas of mere preference (as opposed to knowledge), its hard to see how someone could actually grow in them.  Knowledge would be required for that, but that’s exactly the thing that’s missing from our view of character.

A good character is *the* quality that would make a student truly unique.  Virtue is the “stuff” of beauty.  Because we teach that it’s a matter of preference and emotion, though, it is obviously not very important to us.

Oh yes, we certainly talk a good talk at times.  Really, though, we can post all the anti-cheating posters or teach all the sex ed. seminars we want.  Until we adopt the view that ethics, values, character, etc are areas in which students can possess true knowledge (i.e., some things are really, factually wrong, no matter who disagrees and no matter what another culture says), it will do little good.  Students will continue to be “drips.”  But this will require a major paradigm shift in that we’ll have to dump Naturalism as the reigning worldview of choice.  In the words of C.S Lewis, we castrate and bid the geldings be fruitful.  We laugh at honor and are shocked to find traitors in our midst.

BTW, this in no way violates the “separation of church and state.”  The phrase is a phantom anyway, but suffice it to say, the current worldview of public ed. is NOT neutral at all in regards to morality and religion.  Naturalism isn’t a stance based on liberty; it is a worldview that seeks to privatize every other view.  Any view that is opposed to to is it automatically shoved into the private (read: “emotions and feeling…not real.”) closet.  This started in the science classroom but has since crept then stormed into all other classrooms.  It is a worldview like every other one, and it’s an especially pernicious one.  “If I can’t see/hear/taste, it, etc, then I can’t know it” is actively taught, and that’s not neutral.

3) Destruction of the family–the family is the most effective crucible in which character is built.  It is there that a boy learns what it means to be a man, and it is there that a girl learns what it means to be a woman.  Our government policies and cultural norms, have, however, greatly eroded the strength of the family.

4) The self-esteem curriculum–The last 30 years or so we have taught that feeling good about yourself is the primary virtue.  In the words of sociologist Jean Twenge, The last few generations have “never known a world that puts duty before self.”  Focusing on yourself is actively encouraged to the point of narcissism.  When you are so busy admiring yourself in the mirror, you miss an incredible amount of beauty in the outside world that would truly deepen your life.  Plus, why strive for true achievement when you already know you are the bestest?

5) *Unduly* shielding our students from failure, propping up their grades and performance at all costs.  There are times when a type of shielding is needed, but things have gotten quite out of hand.  The loonies are runnin’ the asylum.

A student’s performance is always someone else’s fault.  This has squashed much of the natural responsibility for learning that is inherent in being a student and put it on the shoulders of administrators and teachers.  We have taken much of the good and necessary striving that comes with being a student.  The thing is, in the past such striving functioned to deepen character, which is the all-too-important fuel for uniqueness that I discussed above.

By taking responsibility away, we’ve drained the life and vitality out of student life.

Here’s an example that demonstrates this: during my student teaching, I had a real downer of a class.  They were the hardest students to get excited about anything academic.  I wondered why.  Then I found out: in their junior high years, they were allowed to fail EIGHT classes but still go on to the next grade.

No wonder they were comatose!  They had been taught that they didn’t have to strive hard at all; it would all work out in the end.

Just in case you aren’t convinced, here’s a hypothetical scenario.  You have a 20-page research project is a real humdinger.  You  stay up many a night, toiling in the library, searching for relevant sources.  You sweat blood when it comes to synthesizing all the information and putting it in writing.  During the presentation, a panel of very intimidating judges grills you, probing to find out if you really know your topic…this is quite a harrowing experience!

Afterwards, when you look back on it, though, you have something you can really be proud of.  Going through that experience is be a true achievement, and you can take great joy out of it.  Plus, think of how striving has shaped your character!

Reality:  20 pages has become 5, you get 90% of the research done online, and if you do a presentation at all, it certainly isn’t a grilling.  What’s more, if you bonk, the teachers will give you extra credit assignments to catch back up.  In fact, you are entitled to them.  Your parents will see to that.

Adults have to take more responsibility for their students’ performance, but this has been twisted.  Now, far too often, if a student fails, doesn’t measure up, displays a lack of discipline or lack of respect, it is automatically someone else’s fault.

The test was unfair.  The teacher is biased.  The principal is a buffoon.  The classmate provoked him.  The teacher didn’t fill out the proper discipline paperwork.  Transfer the student.  Give him extra credit.  Don’t administer the natural  consequence.  Bump up his grade.  Pass him to the next grade, despite his abysmal performance.  In all this, the student hears (whether implicitly or explicitly) that he bears no responsibility in the matter.  As I mentioned above, this takes much of the deep satisfaction out of being a student, and the result is “dripiness.”

Notice that I haven’t even mentioned the “bubble testing mania” that has engulfed schools.  Hey,  I’m not much a fan of these tests either, but they became law long after the “drip” syndrome was established.  They might exacerbate the effect, but by no means did these tests start the deluge of melting snowflakes.

Some of you will no doubt give an anecdote or two about a few students who shine like stars despite all these factors.  I have already acknowledged that some, even many, beat the odds.  The exception doesn’t disprove the generality, though.

Well, that’s my take.

How’s that for an ending line?
Check out the following related posts on education.

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That’s My King!

A famous sermon tidbit from S.M Lockrigde:

A healthy reminder for these tough economic times.  Jesus is King.  :)

The Emperor has no Clothes…and no Condom

…sorry, couldn’t resist.

A common line of thinking that’s all the rage these days is that we can reduce abortions through greater access to contraception.  This has never sat right with me.  The argument looks fair, but smells foul.

oops

oops

Here’s one of the many reasons why.  New York Times columnist William Saletan, himself no frothing-at-the-mouth pro-lifer, recently wrote:

Eight years ago, the Alan Guttmacher Institute surveyed over 10,000 American women who had abortions. Nearly half said they hadn’t used birth control in the month they conceived. When asked why not, 8 percent cited financial problems, and 2 percent said they didn’t know where to get it. By comparison, 28 percent said they had thought they wouldn’t get pregnant, 26 percent said they hadn’t expected to have sex and 23 percent said they had never thought about using birth control, had never gotten around to it or had stopped using it. Ten percent said their partners had objected to it. Three percent said they had thought it would make sex less fun.

In other words, only 10% of the women surveyed didn’t use birth control due to lack of access.  This blows a big hole in the “greater access” argument above.  As Saletan goes on to say, “this isn’t a shortage of pills or condoms. It’s a shortage of cultural and personal responsibility.”

By attacking an irrelevant detail (lack of access to birth control, and, I add, education about why and how to use birth control), we leave the root cause (a “shortage of cultural and personal responsibility”) untouched.  This will make the problem worse…it’s the law of unintended consequences.

Granted, Saletan defines “cultural and personal responsibility” to include use of contraception, and his definition is much different than mine–chastity.

My response to Saletan: starting a fire outside the fire place, even if you use mitts to handle the hot coals, is not responsible…catch my drift?  When we implicitly send the message that one can sever sex from it’s intended purpose–especially with government policy–the consequences will be dire.

By the way, I am not here making the case for abstinence only sex education…that’s a subject for another post.

Despite  the above gem, the rest of his column is confusing.  He offers a “compromise” on abortion that he thinks will help.  One proposal is to legalize same-sex marriage…I’m not clear on how that would help.  Two of his other proposals, strangely, turn on contraception…and this despite what he just said about lack of access.  As Public Discourse writer Michael New notes, true blue pro-lifers won’t find much to like in the column.  However, the above admission is striking.  New quips:

While most pro-lifers will find little to like in his proposals, Saletan does the pro-life movement an extremely valuable service by effectively debunking the notion that better access to contraceptives will significantly lower abortion rates. In so doing, he inadvertently succeeds in making the case that a more chaste culture is the only way for pro-lifers to achieve their long term objective of assuring that every unborn child sees the light of day.  Given all the already existing programs, it is by no means clear that there are policy instruments that could increase contraceptive use among this subset of women.

Right now the pro-life movement is having a crisis of thought.  Because the perception is that pro-life political policies were not working (not true…see here), many, I think, have suffered a loss of hope and have been wooed by a bunch of claptrap.  It’s all the rage these days, but few pause to consider the real consequences.

The woods are a-teeming with contraception fans, but they’re gonna end up burning down the forest.

The “Ultimate 747,” Like the Titanic, Crashes

I think I’m going to do one, maybe two more posts in the “Skeptics Answered” series.

Near the end of the comments section in the Call to Skeptics, Muse 142 states:

I find the Ultimate 747 argument to be particularly compelling.  In essence, god is a bad explanation for [whatever] because the existence of such a complex, powerful, and intelligent entity such as a god is very highly improbable. (In other words, if you think that cellular life is too complex to “just have happened”, wouldn’t God be infinitely much more so?)

I’m going to be lazy on this one, for its been taken care of in other places by other guys that are much more erudite than I.

So, go here and here.  In the second link, you  must scroll down about half way to get to Dawkins’ “Ultimate 747″ argument.

They pretty much take care of the issue.

A Homework Assignment for You

I’m convinced that one key to better achievement in public schools  is…get ready for it…more homework.

Yes….that simple.

In that spirit, I have a homework assignment for you, dear readers.

Read yesterday’s post. Better yet, read the whole speech (link in the post).  Then answer this question:

What, if anything, does Murray’s speech have to do with American public education in urban areas?

I will be looking forward to your response!

Change

…into a truck.

credit: geekstir.com

credit: geekstir.com

Now this is change I can believe in!

Should the U.S Aspire to be Like Europe?

Are we headed in the direction of Europe in regards to our social policies?  Is this a good thing?  Is it a permanent thing?

Recently Charles Murray answered, respectively, “yes..duh, no..duh, and no..phew!”

In the annual Irving Kristol Lecture given at the American Enterprise Institute Dinner, he argues that while such

credit: media.villiagevoice.com

credit: media.villiagevoice.com

Europe-style policies might produce an economic benefit or two, they are ill conceived because they suck the meaning out of life.  They do this by enfeebling the institutions necessary for robust meaning in life: family, community, vocation, and faith.  Lastly, he argues that in the next few decades, science will provide ample evidence that such policies are ill conceived.

His thesis in his own words:

…the European model is fundamentally flawed because, despite its material successes, it is not suited to the way that human beings flourish–it does not conduce to Aristotelian happiness. Second, I will argue that twenty-first-century science will prove me right.

In other words, the “European model” cannot sustain human happiness.  By “happiness” Murray means not a subjective feeling of pleasure, which is the definition that’s currently en vogue, but “deep satisfaction,” or a life well lived.

To become a source of deep satisfaction, a human activity has to meet some stringent requirements. It has to have been important (we don’t get deep satisfaction from trivial things). You have to have put a lot of effort into it (hence the cliché “nothing worth having comes easily”). And you have to have been responsible for the consequences.

There aren’t many activities in life that can satisfy those three requirements. Having been a good parent. That qualifies. A good marriage. That qualifies. Having been a good neighbor and good friend to those whose lives intersected with yours. That qualifies. And having been really good at something–good at something that drew the most from your abilities. That qualifies. Let me put it formally: If we ask what are the institutions through which human beings achieve deep satisfactions in life, the answer is that there are just four: family, community, vocation, and faith. Two clarifications: “Community” can embrace people who are scattered geographically. “Vocation” can include avocations or causes.

It is not necessary for any individual to make use of all four institutions, nor do I array them in a hierarchy. I merely assert that these four are all there are. The stuff of life–the elemental events surrounding birth, death, raising children, fulfilling one’s personal potential, dealing with adversity, intimate relationships–coping with life as it exists around us in all its richness–occurs within those four institutions.

Seen in this light, the goal of social policy is to ensure that those institutions are robust and vital. And that’s what’s wrong with the European model. It doesn’t do that. It enfeebles every single one of them.

How does the European model enfeeble those institutions?  It “takes the trouble out of” those institutions.  With some things (police), this is a good thing, but when striving and effort are necessary for the proper flourishin of an institution, taking the trouble out of that function weakens it.

Put aside all the sophisticated ways of conceptualizing governmental functions and think of it in this simplistic way: Almost anything that government does in social policy can be characterized as taking some of the trouble out of things. Sometimes, taking the trouble out of things is a good idea. Having an effective police force takes some of the trouble out of walking home safely at night, and I’m glad it does.

The problem is this: Every time the government takes some of the trouble out of performing the functions of family, community, vocation, and faith, it also strips those institutions of some of their vitality–it drains some of the life from them.

It’s inevitable. Families are not vital because the day-to-day tasks of raising children and being a good spouse are so much fun, but because the family has responsibility for doing important things that won’t get done unless the family does them. Communities are not vital because it’s so much fun to respond to our neighbors’ needs, but because the community has the responsibility for doing important things that won’t get done unless the community does them. Once that imperative has been met–family and community really do have the action–then an elaborate web of social norms, expectations, rewards, and punishments evolves over time that supports families and communities in performing their functions.

When the government says it will take some of the trouble out of doing the things that families and communities evolved to do, it inevitably takes some of the action away from families and communities, and the web frays, and eventually disintegrates.

If we knew that leaving these functions in the hands of families and communities led to legions of neglected children and neglected neighbors, and taking them away from families and communities led to happy children and happy neighbors, then it would be possible to say that the cost is worth it. But that’s not what happened when the U.S. welfare state expanded. We have seen growing legions of children raised in unimaginably awful circumstances, not because of material poverty but because of dysfunctional families, and the collapse of functioning neighborhoods into Hobbesian all-against-all free-fire zones.

Meanwhile, we have exacted costs that are seldom considered but are hugely important. Earlier, I said that the sources of deep satisfactions are the same for janitors as for CEOs, and I also said that people needed to do important things with their lives. When the government takes the trouble out of being a spouse and parent, it doesn’t affect the sources of deep satisfaction for the CEO. Rather, it makes life difficult for the janitor. A man who is holding down a menial job and thereby supporting a wife and children is doing something authentically important with his life. He should take deep satisfaction from that, and be praised by his community for doing so. Think of all the phrases we used to have for it: “He is a man who pulls his own weight.” “He’s a good provider.”

If that same man lives under a system that says that the children of the woman he sleeps with will be taken care of whether or not he contributes, then that status goes away. I am not describing some theoretical outcome.

I am describing American neighborhoods where, once, working at a menial job to provide for his family made a man proud and gave him status in his community, and where now it doesn’t. I could give a half dozen other examples. Taking the trouble out of the stuff of life strips people–already has stripped people–of major ways in which human beings look back on their lives and say, “I made a difference.”

This is an interesting analysis.  Greg Forster at The Public Discourse concurs that there is much right about these arguments.  It fails in one major way, though: it does not take into account the role of a transcendant moral law in sustaining a life well lived:

Take another look at his three criteria for deep satisfaction: importance, difficulty, and responsibility for consequences. Murray draws our attention to several activities that meet those criteria and provide deep satisfaction. But there are other activities that meet those criteria and don’t provide deep satisfaction. Winning an Olympic gold medal by outperforming all other athletes in your sport involves importance, difficulty, and responsibility for consequences. But so does winning by bribing the judges. Yet winning by bribery doesn’t give you the deep satisfaction you get from winning legitimately.

In short, activities don’t provide deep satisfaction if they’re morally wrong. (Aristotle, whom Murray invokes, has a thing or two to say about this subject.) Murray says the activities that provide deep satisfaction are “the kinds of things that we look back upon when we reach old age and let us decide that we can be proud of who we have been and what we have done. Or not.” Activities that are morally wrong don’t pass the “look back from old age with pride” test.

It would be charitable, and plausible, to assume in Murray’s favor that he simply took moral goodness for granted when compiling his list of criteria. But the omission weakens his entire analysis.

This omission leaves Murray’s contentions open to a Socialist’s retort:

…faced with Murray’s argument that the welfare state makes everything too easy, a socialist might well retort: Should everything therefore be made more difficult, so you can have the deep satisfaction of overcoming difficulty? If the welfare state is bad, why are police good? Why not abolish the police so that walking home safely requires more effort (such as arming yourself) and can thereby become a source of deep satisfaction?

We can’t ultimately answer this question without distinguishing between morally legitimate and illegitimate ways of making things easier. Policing the streets makes our civilization more conducive to deep satisfaction because it is right. Coercive redistribution of wealth makes our civilization less conducive to deep satisfaction because it is wrong. Able-bodied people who live on welfare for extended periods are cheating-just as much as an athlete who bribes the judges. That’s why the welfare state has the corrosive effects it does.

While Murray attacks the Socialist Utopia, he misses a key observation when he relies on scientific knowledge (Since I’ve already heavily quoted Murray, you’ll have to actually read the speech to see this part!):

Consider an even more ominous example. Murray argues that the advance of scientific knowledge will increasingly undermine the case for the welfare state by showing that people are born with relatively fixed and stable natural endowments and predispositions. (“Science is proving beyond a shadow of a doubt that males and females respond differently to babies. You heard it here first.”) In other venues, such as his recent book on education policy, Murray has gone further than I would go in elevating the importance of nature over nurture. But one doesn’t need to go as far as he does to recognize that nature does in fact impose boundaries on the efficacy of nurture, and that this is bad news for socialism.

But the same science Murray is counting on to save American individualism may well prove to be its undoing. You can’t have science without engineering. Once we know how human nature works, we will probably figure out ways to tinker with it. Eventually we may figure out how to make people as malleable as socialists wish they were. Once we have that ability, socialists will want to use it.

If Murray’s argument against socialism is that it doesn’t comport with the demands of human nature, how will he oppose the demand to change human nature? In fact, nothing can oppose that demand except a transcendent moral law. (This point will be familiar to anyone who has read C.S. Lewis’s The Abolition of Man, the clearest and most concise statement of this case that I know of.)

Science can indeed teach us true things about the world.  It has a role to play in this discussion.  However, can doesn’t always mean should.  Scientific knowledge will give us the power to “tinker with” humanity in a myriad of ways, but this doesn’t mean we should go through with said tinkering.  Without acknowledging a transcendent moral law that underpins the enterprise of science, the wall between can and should will be nothing more than a temporary, flimsy chain link fence.

This conversation is good and necessary.  Lets hope these points don’t get lost in the orgy of ambiguous “hope and change” rhetoric.  Not all change is good; there are some things we shouldn’t hope for.