Every year around December 25, a whole bunch of people who aren't actually Christians get all misty about a watered-down version of the original faith, make some generic noise about peace and good will while ignoring all the parts of the message that might be, well, more uncomfortable ("But wouldn't the moneylenders get upset if we threw them out of the temple? That just seems so rude and uncomfortable. Maybe we should do something less confrontational."), and follow it up with some noise about how, really, we should make every day Christmas.
Then on December 26th, they just scrub all of it out of their memory hole and go back to their usual lives.
Martin Luther King Jr Day has become kind of Christmassy. A whole bunch of people who aren't ordinarily black or much concerned about social justice and all the rest of it spend some time conjuring up some warm and misty images of a man who was called a troublemaker, who criticized liberals and moderates for their uninvolved silence, and who did not give his life, but had it stolen by some angry white guy with a gun.
We'll have posts and tweets about how great a man he was, how folks of all colors should just get along, illustrated with photos of King looking noble and stock photos of ethnically diverse hand clutching. And then on January 17th, we'll go back to arguing that Colin Kaepernick should protest injustice in some less destructive and disruptive manner than kneeling during the anthem.
Perhaps this is marginally better than trying to erase the day entirely so that King's name isn't even spoken, or is tied to a name like Robert E. Lee.
But I know this-- talk is cheap (and stock photos are free). And all this talk about King and the Civil Rights movement as if it was just a bunch of African-Americans sitting politely and lovingly waiting to be recognized so that America would be slightly less rude-- this is fake history, which is even worse than fake news. My students have grown up in a mostly rural, mostly white corner of the world as part of a generation that as grown up to think that the blatant injustice, prejudice and mistreatment of blacks is inconceivable-- and so most of them cannot conceive of it, can't imagine that things were all that bad, really.
The soft fuzzy view of King fosters a soft fuzzy view of the ongoing struggles around race and injustice. The soft fuzzy King also fosters an unrealistic view of him as a man, a person, which in turns allows us to let ourselves off the hook ("I could never do anything important like that. I'm just a regular person, and I will just sit here quietly until the next Superman comes along to show us the way")
But if we look at King as a person, and our nation as a society that struggles to do the right thing, that struggle turning on the actions of ordinary human beings, many of them, far more than just one-- well, then, there's no excuse to let ourselves off the hook.
We do our students no service by giving them one more dusty figure in the pantheon of Extraordinary Humans Who Are Responsible for Who We Are As a Country. Nor do we serve them by reinforcing the notion that this is a nation that somehow drifts toward Right by some mystical, non-human agency for which none of us are really responsible.
There will be lots of posts and tweets and stories pulled up from the archives today, and many of them will be a corrective to the fuzzy holiday picture. Do not read them today, or share them with your students tomorrow. Bookmark them. Keep them handy, and pull them up and read them over the weeks and months ahead. Share them with your students on days that are NOT specifically set aside for Reflecting on the Dream or Contemplating the Issues of Race. The concerns we raise on this day really should be everyday and every day concerns. We have no excuse to stop paying attention just because the calendar turns over to the 17th.
Monday, January 16, 2017
MOOCs and the Failure of Innovators
Today at IEEE Spectrum, Robert Ubell has a rough and telling explanation of "How the Pioneers of the MOOC Got It Wrong." It includes some important lessons for many of the "innovators" in the education world today.
Massive Open Online Courses took off five years ago, when Sebastian Thrun and Peter Norvig decided to stream the computer lectures from Stanford out across the internet to the world. It seemed like such a winner of an idea that Thrun co-founded Udacity, one of the leading providers of interwebbified education. Thrun was so sure of this idea that he predicted in a 2012 interview at Wired that in fifty years, only ten higher education institutions would still be standing. He and other MOOC launchers were certain that they "had inspired a revolution."
They did not know what the hell they were talking about.
In the beginning, MOOC completion rate was a whopping 7%. Nowadays that has inched up to almost 13% average. These are not impressive numbers. Nor are MOOCs putting universities out of business. As Ubell reports, research shows that people just graze or glance or bounce in for a minute. Those "who did finish a MOOC were accomplished learners, many with advanced degrees." In other words, people who are more than capable of teaching themselves from whatever resource, whether it be a MOOC or, say, a book.
What happened? A common reformster problem-- MOOC-ophiles were trying to disrupt practices that were no longer the norm in education. They figured that a MOOC would be more engaging than a traditional lecture (even if early MOOCs were just lectures on line, because computer technology!); they didn't realize that educators were already ditching and replacing lectures.
The three principal MOOC providers—Coursera, Udacity, and edX—wandered into a territory they thought was uninhabited. Yet it was a place that was already well occupied by accomplished practitioners who had thought deeply and productively over the last couple of decades about how students learn online. Like poor, baffled Columbus, MOOC makers believed they had “discovered” a new world.
How many times have we seen this played out in ed reform circles. Edbiz McSellsalot comes running up, hollering, "Quick! I have just chiseled this circle out of stone. I call it a 'wheel,' and if you will all start using it, your transportation will be revolutionized." Experienced educators, riding on automobiles mounted on inflatable tires and sophisticated suspension systems, fail to respond with the proper level of awe and wonder. Unfortunately, too often the next step is for Edbiz to run off and convince some policy-makers to mandate the use of the "new" stone wheel.
And so vendors tell us that a multiple choice test (the kind of test that forty years ago we figured out is a poor assessment tool) will be totally awesome if we administer it on a computer. Charter operators announce proudly that they've discovered that personalized attention in a resource-rich environment will help students learn, particularly if you make sure that only the right students are in the room. Occasionally reformsters will grudgingly admit that some innovation doesn't actually work, just as we told them it wouldn't years ago. Who knew that having high stakes testing would warp and narrow instruction in schools? Every single teacher in the country-- but nobody would listen to us.
One of the assumptions of reformsterism (carried over from the business world) is that you don't need to be a trained experienced educator to be a great education leader. That assumption is disproven on a regular basis. That is why the teacher reaction to a reformster idea isn't always "You have got to be kidding me"-- sometimes it,s "No shit, Sherlock."
Sometimes outsiders see bold new angles because they're outsiders, but sometimes outsiders just don't know what they're talking about. Not every reformster is tripped up by ignorance of the territory or the arrogant belief that they don't even need to look at a map. But MOOC creators are not the only befuddled Columbi on the scene. If folks can't learn from the actual MOOCs, they can at least learn the lesson from MOOC creators.
Massive Open Online Courses took off five years ago, when Sebastian Thrun and Peter Norvig decided to stream the computer lectures from Stanford out across the internet to the world. It seemed like such a winner of an idea that Thrun co-founded Udacity, one of the leading providers of interwebbified education. Thrun was so sure of this idea that he predicted in a 2012 interview at Wired that in fifty years, only ten higher education institutions would still be standing. He and other MOOC launchers were certain that they "had inspired a revolution."
They did not know what the hell they were talking about.
In the beginning, MOOC completion rate was a whopping 7%. Nowadays that has inched up to almost 13% average. These are not impressive numbers. Nor are MOOCs putting universities out of business. As Ubell reports, research shows that people just graze or glance or bounce in for a minute. Those "who did finish a MOOC were accomplished learners, many with advanced degrees." In other words, people who are more than capable of teaching themselves from whatever resource, whether it be a MOOC or, say, a book.
What happened? A common reformster problem-- MOOC-ophiles were trying to disrupt practices that were no longer the norm in education. They figured that a MOOC would be more engaging than a traditional lecture (even if early MOOCs were just lectures on line, because computer technology!); they didn't realize that educators were already ditching and replacing lectures.
The three principal MOOC providers—Coursera, Udacity, and edX—wandered into a territory they thought was uninhabited. Yet it was a place that was already well occupied by accomplished practitioners who had thought deeply and productively over the last couple of decades about how students learn online. Like poor, baffled Columbus, MOOC makers believed they had “discovered” a new world.
How many times have we seen this played out in ed reform circles. Edbiz McSellsalot comes running up, hollering, "Quick! I have just chiseled this circle out of stone. I call it a 'wheel,' and if you will all start using it, your transportation will be revolutionized." Experienced educators, riding on automobiles mounted on inflatable tires and sophisticated suspension systems, fail to respond with the proper level of awe and wonder. Unfortunately, too often the next step is for Edbiz to run off and convince some policy-makers to mandate the use of the "new" stone wheel.
And so vendors tell us that a multiple choice test (the kind of test that forty years ago we figured out is a poor assessment tool) will be totally awesome if we administer it on a computer. Charter operators announce proudly that they've discovered that personalized attention in a resource-rich environment will help students learn, particularly if you make sure that only the right students are in the room. Occasionally reformsters will grudgingly admit that some innovation doesn't actually work, just as we told them it wouldn't years ago. Who knew that having high stakes testing would warp and narrow instruction in schools? Every single teacher in the country-- but nobody would listen to us.
One of the assumptions of reformsterism (carried over from the business world) is that you don't need to be a trained experienced educator to be a great education leader. That assumption is disproven on a regular basis. That is why the teacher reaction to a reformster idea isn't always "You have got to be kidding me"-- sometimes it,s "No shit, Sherlock."
Sometimes outsiders see bold new angles because they're outsiders, but sometimes outsiders just don't know what they're talking about. Not every reformster is tripped up by ignorance of the territory or the arrogant belief that they don't even need to look at a map. But MOOC creators are not the only befuddled Columbi on the scene. If folks can't learn from the actual MOOCs, they can at least learn the lesson from MOOC creators.
Sunday, January 15, 2017
First 100 Reformy Days
Did Jeanne Allen ever oppose Trump? Long ago she may have expressed some misgivings, but she has since been swept up in the Great Migration of from Anti-Trump Land to downtown We Want To Be The Winner's Friend. So now Allen and her group, the Center for Education Reform, a reformy group that is friends with all the best charter school boosters (and even has a seat on the gates Gravy Train)-- now these folks have some thoughts about how to make the First 100 Days of Trumpistan a great festival of chartery goodness. And bold. There will be much call for boldness.
The position paper? flier? PR release? from CER opens by bringing up FDR's legendary 100 day Flurry O'Stuff and then declares boldly, "It's our turn again." It is not clear where the "again" comes from, but it's certainly bold to suggest that Herr Trump represents the return of, well, anything to the White House.
But this time we are bullish that what we have advanced and supported for 23 years may actually come to be. We have made recommendations to incoming administrations since CER was founded in 1993, and each time those ideas have fallen prey to a bevy of special interests, political moderation, or worse, downright dismissal.
Allen and CER suffer from a variety of problems, not the least of which is a serious lack of self-awareness (Allen, among other things, has a tendency to couple calls from better, more respectful dialogue with attacks on the entire teaching profession-- a sort of "let's talk nicely, you big evil dope!") If you've been doing the same song and dance for 23 years and still not drawing an appreciative crowd, it's possible0-- just possible-- that the problem is not the stage, the audience, evil people keeping the crowds away, or some dark fix by shadowy powers. It's just possible that the problem is you and your song and your dance.
In other words, you might want to consider that your recommendations have "fallen prey" to being lousy recommendations.
But hey-- let's give it a shot anyway.
Allen is optimistic that a Trump-Pence administration will be in tune with the things CER believes. Those beliefs include things like the idea that poverty can be ignored, because if people get a great education, they will escape poverty. CER also believes that tax dollars should be freed up so that various ed-flavorerd businesses can be free to snap those dollars right up.
If we really want an exceptional America we must have exceptional education, without conventional barriers to learning at one’s own pace, in an environment that best suits the learner.
Because the adult workplace is all about working at your own pace in an environment that suits you. Well, we want an environment that suits somebody, anyway-
It’s time to be bold and think about what’s possible when you take control over a nearly $70 billion agency, and have entered a nation where 37 of 50 states are governed by education reform friendly lawmakers. It’s not just about a school choice program, or increased charter school funding, or little innovation grants. It’s about tearing up the very top-down mandates and arcane characterizations of schools that created the need for such microschools, innovative charters,competency-based programs and online higher education offerings in the first place.
This, I guess, is how Allen and CER found a common connection to Trump-- they, too, would like to watch the world burn. Why privatize education piecemeal when we can just burn down the whole institution of public education, sweep away the ashes, and privatize the space that's left behind? We don't even need coherent education policy-- just a big market free-for-all, in which all the various approaches can battle it out for their slice of the pie. (I am intrigued, however, at the 37 reform-friendly states figure).
So we're five pages in and it's still all bold unicorns and bold rainbows and bold seeping statements. Is there some policy in here? Glad you asked-- let's move on to the more carefully targeted ideas.
Spending
Federal spending needs to be redirected, repackaged, and re-permissioned across traditional program lines. To conduct a serious, publicly transparent review in a finite amount of time as to how every federal dollar can better meet the needs of schools and students, the Administration should establish a Commission, like the Reagan-era National Commission on Excellence in Education.
Yes-- a government commission. Allen even has a name ready-- Make Education Great Again for Students Commission (MEGAS). The USED Secretary would be in charge, and they would identify "every barrier to opportunity." That's not opportunity for humans to get an education, but opportunity for money to flow freely. So MEGAS would not be boldly addressing poverty or systemic racism or failure to fully fund education; it would be looking at every chokepoint where someone could be making money from an education product but some damn regulation got in their way. We are talking about more opportunities for businesses and entrepreneur-- not for students.
There are all sorts of education regulations, and we should look at all of those because "these regulations often discourage credible providers of instructional services." And we hate to see privatizers and profiteers get discouraged.
Specifically, Allen calls for the government to "conduct a thorough review of all regulatory limitations imposed on spending in education regulations," as well as any money that gets to schools from other departments, because, gee, all of that money should be liberated so that it can flow freely to people who want to give it a nice new home. Why should they be discouraged just because some dumb regulation says that money must be spent providing schools or education or programs to students?
Where the government can help is in gathering and packaging data so that parents have better information for making choices. The government has all that data-- it should be packaged for better marketing purposes.
Teaching
Solve the crisis in teaching, the shortage of individuals able to but precluded from teaching due to flawed certification mandates, by encouraging opening up of the profession to experienced subject matter experts, thought leaders and international experts.
Yes, the crisis in teaching is that we are requiring people to become trained and certified, when what we really need is to open it up to anybody who feels like doing it. The impending teacher shortage is "misunderstood"-- it's not that the profession has been devalued or deprofessionalized, but that it hasn't been deprofessionalized enough. Allen's plan, seriously, is to tap all those folks who have been thrown out of work by the downturn in manufacturing and industry jobs and are now underemployed-- we just need to pout all those folks in classrooms, and we're all set to go! The only thing slowing us down is silly "bureaucratic standards." (Pro tip: if you really want to be a teacher, you could always go to teacher school.)
Also, there's technology, so why don't we just use "off-site" teaching and just, you know, skype teachers into classrooms. Because while Allen does subscribe to the "teacher is the most important factor" theory, she also has a deep and profound, even bold, lack of understanding of what teaching is or what it requires. In her world, teacher training and certification is some big scam, a con game run by bureaucrats who are colluding with the teachers union which is just trying to operate an entire school system so that they can collect dues and run the world.
So let some guys who used to have a manufacturing job in there. They would provide the needed education rooted less on theory and more on hands-on experiential" learning.
Higher Education
Recast the federal role in higher education to create more opportunities for both the private and public sectors to serve the needs of students seeking a higher education at every level.
Once again, you'll note that the "opportunities' are for people in the business, not the students. Allen is certain-- boldly certain-- that the only reason any students don't finish college is because "they want more opportunities in higher education than were available, or desired, by many who are long past those days." The market is failing to provide them what they want. Allen even says, explicitly, that it's not a cost problem (because there's always cheap community college available). It's not poverty or struggling with the college environment or personal issues or anything except a market failure and if we would just let the feds give money to anyone who wanted to enter the post-high school training biz, so many more people could make a bundle in the college ed biz.
The obstacle to the free flow of money remains the "higher ed cartel" who set up obstacles on "all sorts of contrived bases." For instance, Allen asserts that there's been an unfair emphasis on the difference between non-profit and for-profit colleges. I'd suggest that this is because the vast majority of for-profits are turning out to be predatory scammers, but Allen is sure that both sectors have "laggards." This is simply not true. Predatory scams like the Corinthian College chain aren't "laggards"-- they are outright frauds, using vulnerable students as a means of grabbing up money that was meant to help students (including US soldiers) get a decent education. There is nothing like it anywhere in the non-profit college world.
Educational Choice
The federal government should recognize whatever it is that states do to provide opportunities for students beyond the traditional public schools. Such programs–private school vouchers, tax credits, charter schools and the like–did not exist prior to 1990 in an substantial way and as a result, the federal government has continued to view them as anathema to the original definition of public education.
Oh, if only. The feds have been pretty aggressively friendly to charter schools in this country, but not enough to suit Allen, who is occupying some other alternate dimension.
The birth of federal education programs occurred before there was any concrete evidence that despite billions spent nationally the Nation was at risk, and that traditional education governance simply was not working for most students. Meanwhile, other nations with far fewer freedoms were beating us at just about everything.
It's technically true that fed ed programs were birthed before there was evidence of any of these things for the simple reason that there still isn't any evidence of these things. But one of Allen's trademarks is a hopped-up insistence that education in this country is a complete and utter failure (which makes Betsy DeVos a fine ed sec for CER). I am curious at which "just about everything" we are being beaten at, and by whom. I'm wondering if on that list she includes things like providing maternity leave or universal health care or sheltering children from the effects of poverty, because we are getting our asses kicked in those areas, but I don't think education reform is the most direct path to addressing them.
Allen is certain the its federal prejudice that keeps students from being to have all the money allotted to their education, because that money is certainly not taxpayer money that belongs to the public. Again, it comes down to those damn federal rules and regulations. The feds should just hand the state a giant bale of money and let the state spend it however it wishes. Choice should be a big open wild west of macro and micro options, and regulations should be minimal or non-existent. Whether or not children get actual educations is not the issue-- the ability of edubusinesses to thrive is the concern here. The system that currently serves 90% of the students in the country should be trashed so that businesses can get to businessing without the feds looking over their shoulders answering annoying questions like "Are you actually educating these students" or "Did you just spend a bunch of public money on a yacht" or "Are all students-- even the poor, unprofitable ones-- being served" or even "Do you have the faintest clue what you're doing?"
Activist Agenda
Allen proposes to push all this by lobbying educating the hell out of the public and the state legislatures. It's regulation that is forcing charters to operate like traditional schools (not or course, any evidence or expertise that suggests that traditional schools largely know the best ways to do this educating thing) and more importantly, keeping charters and other ed-flavored enterprises from just cutting out things that aren't cost-effective. This, of course, remains the central problem of running a school: you can't bring in more revenue-- you can only cut costs. And there are the feds, telling you about a bunch of costs you aren't allowed to cut. How's a businessman supposed to get rich??
CER's agenda is the same one it's had for decades-- kill public ed and sell off the pieces. I suspect they will find much to love about life with Herr Trump and the Red Queen, but I have to believe that the less they get what they want, the better it will be for American school students and the future of our country.
The position paper? flier? PR release? from CER opens by bringing up FDR's legendary 100 day Flurry O'Stuff and then declares boldly, "It's our turn again." It is not clear where the "again" comes from, but it's certainly bold to suggest that Herr Trump represents the return of, well, anything to the White House.
But this time we are bullish that what we have advanced and supported for 23 years may actually come to be. We have made recommendations to incoming administrations since CER was founded in 1993, and each time those ideas have fallen prey to a bevy of special interests, political moderation, or worse, downright dismissal.
Allen and CER suffer from a variety of problems, not the least of which is a serious lack of self-awareness (Allen, among other things, has a tendency to couple calls from better, more respectful dialogue with attacks on the entire teaching profession-- a sort of "let's talk nicely, you big evil dope!") If you've been doing the same song and dance for 23 years and still not drawing an appreciative crowd, it's possible0-- just possible-- that the problem is not the stage, the audience, evil people keeping the crowds away, or some dark fix by shadowy powers. It's just possible that the problem is you and your song and your dance.
In other words, you might want to consider that your recommendations have "fallen prey" to being lousy recommendations.
But hey-- let's give it a shot anyway.
Allen is optimistic that a Trump-Pence administration will be in tune with the things CER believes. Those beliefs include things like the idea that poverty can be ignored, because if people get a great education, they will escape poverty. CER also believes that tax dollars should be freed up so that various ed-flavorerd businesses can be free to snap those dollars right up.
If we really want an exceptional America we must have exceptional education, without conventional barriers to learning at one’s own pace, in an environment that best suits the learner.
Because the adult workplace is all about working at your own pace in an environment that suits you. Well, we want an environment that suits somebody, anyway-
It’s time to be bold and think about what’s possible when you take control over a nearly $70 billion agency, and have entered a nation where 37 of 50 states are governed by education reform friendly lawmakers. It’s not just about a school choice program, or increased charter school funding, or little innovation grants. It’s about tearing up the very top-down mandates and arcane characterizations of schools that created the need for such microschools, innovative charters,competency-based programs and online higher education offerings in the first place.
This, I guess, is how Allen and CER found a common connection to Trump-- they, too, would like to watch the world burn. Why privatize education piecemeal when we can just burn down the whole institution of public education, sweep away the ashes, and privatize the space that's left behind? We don't even need coherent education policy-- just a big market free-for-all, in which all the various approaches can battle it out for their slice of the pie. (I am intrigued, however, at the 37 reform-friendly states figure).
So we're five pages in and it's still all bold unicorns and bold rainbows and bold seeping statements. Is there some policy in here? Glad you asked-- let's move on to the more carefully targeted ideas.
Spending
Federal spending needs to be redirected, repackaged, and re-permissioned across traditional program lines. To conduct a serious, publicly transparent review in a finite amount of time as to how every federal dollar can better meet the needs of schools and students, the Administration should establish a Commission, like the Reagan-era National Commission on Excellence in Education.
Yes-- a government commission. Allen even has a name ready-- Make Education Great Again for Students Commission (MEGAS). The USED Secretary would be in charge, and they would identify "every barrier to opportunity." That's not opportunity for humans to get an education, but opportunity for money to flow freely. So MEGAS would not be boldly addressing poverty or systemic racism or failure to fully fund education; it would be looking at every chokepoint where someone could be making money from an education product but some damn regulation got in their way. We are talking about more opportunities for businesses and entrepreneur-- not for students.
There are all sorts of education regulations, and we should look at all of those because "these regulations often discourage credible providers of instructional services." And we hate to see privatizers and profiteers get discouraged.
Specifically, Allen calls for the government to "conduct a thorough review of all regulatory limitations imposed on spending in education regulations," as well as any money that gets to schools from other departments, because, gee, all of that money should be liberated so that it can flow freely to people who want to give it a nice new home. Why should they be discouraged just because some dumb regulation says that money must be spent providing schools or education or programs to students?
Where the government can help is in gathering and packaging data so that parents have better information for making choices. The government has all that data-- it should be packaged for better marketing purposes.
Teaching
Solve the crisis in teaching, the shortage of individuals able to but precluded from teaching due to flawed certification mandates, by encouraging opening up of the profession to experienced subject matter experts, thought leaders and international experts.
Yes, the crisis in teaching is that we are requiring people to become trained and certified, when what we really need is to open it up to anybody who feels like doing it. The impending teacher shortage is "misunderstood"-- it's not that the profession has been devalued or deprofessionalized, but that it hasn't been deprofessionalized enough. Allen's plan, seriously, is to tap all those folks who have been thrown out of work by the downturn in manufacturing and industry jobs and are now underemployed-- we just need to pout all those folks in classrooms, and we're all set to go! The only thing slowing us down is silly "bureaucratic standards." (Pro tip: if you really want to be a teacher, you could always go to teacher school.)
Also, there's technology, so why don't we just use "off-site" teaching and just, you know, skype teachers into classrooms. Because while Allen does subscribe to the "teacher is the most important factor" theory, she also has a deep and profound, even bold, lack of understanding of what teaching is or what it requires. In her world, teacher training and certification is some big scam, a con game run by bureaucrats who are colluding with the teachers union which is just trying to operate an entire school system so that they can collect dues and run the world.
So let some guys who used to have a manufacturing job in there. They would provide the needed education rooted less on theory and more on hands-on experiential" learning.
Higher Education
Recast the federal role in higher education to create more opportunities for both the private and public sectors to serve the needs of students seeking a higher education at every level.
Once again, you'll note that the "opportunities' are for people in the business, not the students. Allen is certain-- boldly certain-- that the only reason any students don't finish college is because "they want more opportunities in higher education than were available, or desired, by many who are long past those days." The market is failing to provide them what they want. Allen even says, explicitly, that it's not a cost problem (because there's always cheap community college available). It's not poverty or struggling with the college environment or personal issues or anything except a market failure and if we would just let the feds give money to anyone who wanted to enter the post-high school training biz, so many more people could make a bundle in the college ed biz.
The obstacle to the free flow of money remains the "higher ed cartel" who set up obstacles on "all sorts of contrived bases." For instance, Allen asserts that there's been an unfair emphasis on the difference between non-profit and for-profit colleges. I'd suggest that this is because the vast majority of for-profits are turning out to be predatory scammers, but Allen is sure that both sectors have "laggards." This is simply not true. Predatory scams like the Corinthian College chain aren't "laggards"-- they are outright frauds, using vulnerable students as a means of grabbing up money that was meant to help students (including US soldiers) get a decent education. There is nothing like it anywhere in the non-profit college world.
Educational Choice
The federal government should recognize whatever it is that states do to provide opportunities for students beyond the traditional public schools. Such programs–private school vouchers, tax credits, charter schools and the like–did not exist prior to 1990 in an substantial way and as a result, the federal government has continued to view them as anathema to the original definition of public education.
Oh, if only. The feds have been pretty aggressively friendly to charter schools in this country, but not enough to suit Allen, who is occupying some other alternate dimension.
The birth of federal education programs occurred before there was any concrete evidence that despite billions spent nationally the Nation was at risk, and that traditional education governance simply was not working for most students. Meanwhile, other nations with far fewer freedoms were beating us at just about everything.
It's technically true that fed ed programs were birthed before there was evidence of any of these things for the simple reason that there still isn't any evidence of these things. But one of Allen's trademarks is a hopped-up insistence that education in this country is a complete and utter failure (which makes Betsy DeVos a fine ed sec for CER). I am curious at which "just about everything" we are being beaten at, and by whom. I'm wondering if on that list she includes things like providing maternity leave or universal health care or sheltering children from the effects of poverty, because we are getting our asses kicked in those areas, but I don't think education reform is the most direct path to addressing them.
Allen is certain the its federal prejudice that keeps students from being to have all the money allotted to their education, because that money is certainly not taxpayer money that belongs to the public. Again, it comes down to those damn federal rules and regulations. The feds should just hand the state a giant bale of money and let the state spend it however it wishes. Choice should be a big open wild west of macro and micro options, and regulations should be minimal or non-existent. Whether or not children get actual educations is not the issue-- the ability of edubusinesses to thrive is the concern here. The system that currently serves 90% of the students in the country should be trashed so that businesses can get to businessing without the feds looking over their shoulders answering annoying questions like "Are you actually educating these students" or "Did you just spend a bunch of public money on a yacht" or "Are all students-- even the poor, unprofitable ones-- being served" or even "Do you have the faintest clue what you're doing?"
Activist Agenda
Allen proposes to push all this by l
CER's agenda is the same one it's had for decades-- kill public ed and sell off the pieces. I suspect they will find much to love about life with Herr Trump and the Red Queen, but I have to believe that the less they get what they want, the better it will be for American school students and the future of our country.
ICYMI: Last Sunday Before Trumpistan Edition (1/15)
This week I'll start you off with a short video from the folks at Brave New Films about the DeVos nomination. Something to share with your friends who would rather watch than read.
Sears in Death Spiral
I wrote about this article earlier in the week, but if you missed that, you should still read this. Nothing to do with education, but everything to do with how terrible mis-management makes a hash out of a beloved US institution.
How Democrats Killed Their Populist Soul
Again, not actually about education, but a long, thoughtful look at the history of the modern Democratic party and how they lost their way.
Betsy DeVos Accountability Problem
Devos supporters have been swearing up and down that she actually supported a law calling for more accountability in Michigan charters. Allie Gross went and looked at the actual law and reports what's really in it (spoiler alert: not a bunch of charter accountability).
Difference Between Equity and Equality
A brief piece from Lara David with a great activity for showing students what the difference is.
Why the Racist History of School Vouchers Matters Today
Casey Quinlan provides another important history lesson.
The Red Queen
Jennifer Berkshire (Edushyster) spent nine days in Michigan interviewing over forty different people. She came back not only with the definitive DeVos nickname, but how the Education Secretary nominee looks to the people who have lived under her shadow. This week's must-read.
Time To Eliminate Third Grade Retention
One of the stupidest, most destructive, just plain meanest policies to come out of reformsterdom is the automatic third grade retention rule-- no passing score on the Big Standardized Test and no fourth grade for you, you little eight year old slacker! Here's another great explanation of just how wrong the policy (which, yes, does exist in several states) is.
Jeb Bush May Have Won Something in the Election After All
Valerie Strauss connects the dots between Jeb Bush and the new Department of Education. If you voted against Jeb because of his education policy positions, the joke is one you.
Sears in Death Spiral
I wrote about this article earlier in the week, but if you missed that, you should still read this. Nothing to do with education, but everything to do with how terrible mis-management makes a hash out of a beloved US institution.
How Democrats Killed Their Populist Soul
Again, not actually about education, but a long, thoughtful look at the history of the modern Democratic party and how they lost their way.
Betsy DeVos Accountability Problem
Devos supporters have been swearing up and down that she actually supported a law calling for more accountability in Michigan charters. Allie Gross went and looked at the actual law and reports what's really in it (spoiler alert: not a bunch of charter accountability).
Difference Between Equity and Equality
A brief piece from Lara David with a great activity for showing students what the difference is.
Why the Racist History of School Vouchers Matters Today
Casey Quinlan provides another important history lesson.
The Red Queen
Jennifer Berkshire (Edushyster) spent nine days in Michigan interviewing over forty different people. She came back not only with the definitive DeVos nickname, but how the Education Secretary nominee looks to the people who have lived under her shadow. This week's must-read.
Time To Eliminate Third Grade Retention
One of the stupidest, most destructive, just plain meanest policies to come out of reformsterdom is the automatic third grade retention rule-- no passing score on the Big Standardized Test and no fourth grade for you, you little eight year old slacker! Here's another great explanation of just how wrong the policy (which, yes, does exist in several states) is.
Jeb Bush May Have Won Something in the Election After All
Valerie Strauss connects the dots between Jeb Bush and the new Department of Education. If you voted against Jeb because of his education policy positions, the joke is one you.
AZ: Fake-Dumping the Core
When Diane Douglas ran for the post of Chief Education Honcho of Arizona, she ran and won on a basic platform-- kill the Common Core. As it turns out, that was kind of a lie.
Douglas was a bit of a dark horse candidate; her previous professional experience was as "a financial expert for many private firms," and her previous educational experience was a whopping two terms on the Peoria Unified School District board. Peoria is a district of 34,000 students, centered in Glendale, Arizona.
Arizona, under Tea Party fave and former Cold Stone Creamery CEO Governor Ducey, set out to replace those dirty rotten Common Core standards. Now, after two years, the new standards have been adopted, confirming what many observers have been claiming all along-- this is the same old pig with lipstick and a nice wig.
Common Core foes in Arizona have been to this rodeo before-- previous Gov. Jan Brewer and former ed boss John Huppenthal had renamed the pig without changing much of anything. Angry conservative Core opponents backed Douglas to get the job really done. And they are now plenty pissed, because the job has been done, and it has been done to them.
"Oh, those whiny conservative anti-Core moms," you are saying. "Are they just complaining over nothing? Have they taken some uninformed clown's word for it that the standards haven't changed at all?" Well, thanks to the magic of the interwebs, we can see for ourselves. The Arizona standards draft is right here, and the CCSS are still camped out at their usual interhome. So you can play this game on your own, if you'd like. Let me just share a few examples gleaned by looking at the Anchor Standards from each. I am going to stick to the ELA stuff because that's my field of expertise. Let's look.
The CCSS anchor standards for reading come under four sub-headings. Those sub-headings are:
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
The sub-headings for the Arizona ELA standards are:
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
In both sets of standards, the reading portion is broken into ten anchor standards. In CCSS, standard R.4, the first under Craft and Structure, says:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
In the Arizona standards, the first standard under Craft and Structure is R.4, which says:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
There's a lot of this, although-- hey, standard R.1 is different in each set. The CCSS R.1 says;
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Meanwhile, the Arizona R.1 says:
Read closely to determine what the text says explicitly and to make logical inferences from it.
So, you know. Totally different. So maybe the differences were incorporated where the anchor standards are broken down to grade-specific standards. Let me check the grade I teach (11th) and see--oh, look. Arizona also has 11-12 grade standards combined. So anyway, standard RL.11-12.1 says
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
But in the other set of standards it says:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Did I forget to say which is which? It doesn't matter. And we could play this game all day.
There is a red-line version of the standards that highlights exactly what was changed and, man, they must just be hoping that nobody who opposes the Core would bother to read this. Changes include things like changing "closely" to "carefully" (so that people don't get the idea we're pushing "close reading") or taking a two-part substandard and repunctuating it to be two separate substandards.
Dr. Stotsky offered a comment about how context clues are always listed as the first strategy for figuring out the meaning of an unfamiliar word, so they've moved it to last on the list instead of first. Dr. Abercrombie noted that asking second graders to make connections between "a series of historical events, scientific ideas or concepts, or steps in a technical procedure" might be developmentally inappropriate, so the new standards add the phrase "with prompting and support."
Arizona also fiddle-farted around with the glossary of terms, again doing little of consequence other than a fairly large wrangling of "text complexity," based largely on the feedback of Dr. Stotsky, Elizabeth Pope, and Achieve (yes, the Common Core BFFs of Achieve were in on this party). There's a great deal more clarification about text complexity and how to determine it. That qualifies as an actual change. Oh-- and they added the beloved schwa was added to the list of vowel phonemes.
Just looking at the standards makes it clear that this is the laziest snow job ever attempted, and that when Douglas says things like the new standards "reflect the thoughts and recommendations of thousands of Arizona citizens" or claims they were "reviewed by several nationally recognized technical experts including prominent anti-common-core authorities" she is really close to flat out bald-faced lying.
Okay-- the new standards do include standards for cursive writing, which is not a Common Core thing. And it's possible that the math standards are-- no, actually I just looked, and while math is not my field, I can tell when two strings of words are, in fact, the same (they covered that in English teacher school) and there seems to be an awful lot of that going on. There isn't much red in these redline versions either.
Clearly by no stretch of the imagination did Arizona build its own set of standards from the ground up. This is the same old pig with a different shade of lipstick. If Douglas is planning to run for re-election on the slogan, "She Got Us Out of Common Core," she might want to rethink her plan. The only possible argument in favor of this non-rewrite is that it certainly won't be very disruptive-- districts won't need to replace textbooks and teachers won't have to rewrite lesson plans and all can go on as before. just without speaking the dreaded words "Common Core."
Douglas was a bit of a dark horse candidate; her previous professional experience was as "a financial expert for many private firms," and her previous educational experience was a whopping two terms on the Peoria Unified School District board. Peoria is a district of 34,000 students, centered in Glendale, Arizona.
Arizona, under Tea Party fave and former Cold Stone Creamery CEO Governor Ducey, set out to replace those dirty rotten Common Core standards. Now, after two years, the new standards have been adopted, confirming what many observers have been claiming all along-- this is the same old pig with lipstick and a nice wig.
Common Core foes in Arizona have been to this rodeo before-- previous Gov. Jan Brewer and former ed boss John Huppenthal had renamed the pig without changing much of anything. Angry conservative Core opponents backed Douglas to get the job really done. And they are now plenty pissed, because the job has been done, and it has been done to them.
"Oh, those whiny conservative anti-Core moms," you are saying. "Are they just complaining over nothing? Have they taken some uninformed clown's word for it that the standards haven't changed at all?" Well, thanks to the magic of the interwebs, we can see for ourselves. The Arizona standards draft is right here, and the CCSS are still camped out at their usual interhome. So you can play this game on your own, if you'd like. Let me just share a few examples gleaned by looking at the Anchor Standards from each. I am going to stick to the ELA stuff because that's my field of expertise. Let's look.
The CCSS anchor standards for reading come under four sub-headings. Those sub-headings are:
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
The sub-headings for the Arizona ELA standards are:
Key Ideas and Details
Craft and Structure
Integration of Knowledge and Ideas
Range of Reading and Level of Text Complexity
In both sets of standards, the reading portion is broken into ten anchor standards. In CCSS, standard R.4, the first under Craft and Structure, says:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
In the Arizona standards, the first standard under Craft and Structure is R.4, which says:
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
There's a lot of this, although-- hey, standard R.1 is different in each set. The CCSS R.1 says;
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Meanwhile, the Arizona R.1 says:
Read closely to determine what the text says explicitly and to make logical inferences from it.
So, you know. Totally different. So maybe the differences were incorporated where the anchor standards are broken down to grade-specific standards. Let me check the grade I teach (11th) and see--oh, look. Arizona also has 11-12 grade standards combined. So anyway, standard RL.11-12.1 says
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
But in the other set of standards it says:
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Did I forget to say which is which? It doesn't matter. And we could play this game all day.
There is a red-line version of the standards that highlights exactly what was changed and, man, they must just be hoping that nobody who opposes the Core would bother to read this. Changes include things like changing "closely" to "carefully" (so that people don't get the idea we're pushing "close reading") or taking a two-part substandard and repunctuating it to be two separate substandards.
Dr. Stotsky offered a comment about how context clues are always listed as the first strategy for figuring out the meaning of an unfamiliar word, so they've moved it to last on the list instead of first. Dr. Abercrombie noted that asking second graders to make connections between "a series of historical events, scientific ideas or concepts, or steps in a technical procedure" might be developmentally inappropriate, so the new standards add the phrase "with prompting and support."
Arizona also fiddle-farted around with the glossary of terms, again doing little of consequence other than a fairly large wrangling of "text complexity," based largely on the feedback of Dr. Stotsky, Elizabeth Pope, and Achieve (yes, the Common Core BFFs of Achieve were in on this party). There's a great deal more clarification about text complexity and how to determine it. That qualifies as an actual change. Oh-- and they added the beloved schwa was added to the list of vowel phonemes.
Just looking at the standards makes it clear that this is the laziest snow job ever attempted, and that when Douglas says things like the new standards "reflect the thoughts and recommendations of thousands of Arizona citizens" or claims they were "reviewed by several nationally recognized technical experts including prominent anti-common-core authorities" she is really close to flat out bald-faced lying.
Okay-- the new standards do include standards for cursive writing, which is not a Common Core thing. And it's possible that the math standards are-- no, actually I just looked, and while math is not my field, I can tell when two strings of words are, in fact, the same (they covered that in English teacher school) and there seems to be an awful lot of that going on. There isn't much red in these redline versions either.
Clearly by no stretch of the imagination did Arizona build its own set of standards from the ground up. This is the same old pig with a different shade of lipstick. If Douglas is planning to run for re-election on the slogan, "She Got Us Out of Common Core," she might want to rethink her plan. The only possible argument in favor of this non-rewrite is that it certainly won't be very disruptive-- districts won't need to replace textbooks and teachers won't have to rewrite lesson plans and all can go on as before. just without speaking the dreaded words "Common Core."
Saturday, January 14, 2017
Investors Warned Off Pearson
Today The Daily Telegraph, in its Questor business section, warned investors to stay away from Pearson stock.
Writer James Ashton notes that one need not "monitor Donald Trump’s late-night Twitter feed" to get some sense of his opinion about education, specifically that Herr Trump does not think that education needs a giant injection of money. And that's not good news for the publishing behemoth (not like the announcement of No Child Left Behind, which Ashton, in one of my favorite British journalism lines ever, says had then-head of Pearson Dame Marjorie Scardino "coak-a-hoop").
Pearson depends on the US for 63% of its sales, and that slipped by 9% in the first nine months of 2016. Ashton attributes Pearson's problems to several factors.
An education boom (is that what it looks like we're having from over there!?) generally goes with a downturn in education spending.
And despite Michael Barber's thoughts about the digital ocean and the many plans he has for draining, bottling and selling that ocean, Ashton had this pointed observation:
For all talk of digital enlightenment, Pearson is still in the dead trees business, with print accounting for about a third of its activities.
Analysts think that the book-buying business is giving way, particularly on college campuses, to the book-renting business (if you want to get a sense of what's happening, just run a search on "renting college textbooks"-- there's a bunch of folks making a mint not selling books).
Analysts like Morgan Stanley are calling on Pearson to cut costs, and they've been going at it, with the ironic result that some holdings they dumped (like Financial Times) are actually doing better now. But Pearson Honcho John Fallon must still "tighten the portfolio."
Pearson stock has been hovering around 9-ish for months now, having plummeted back in October of 2015 over a call that education earnings would not produce nearly as well as originally expected. Pearson's stock took a 16% dive then, rebounded just a bit, and then bumped down some more in October of 2016.
Here's a snapshot from right now. You can check your local ticker to dig out the details.
Bottom line: Questor says avoid. Pearson has some issues, and analysts don't see it bouncing back any time soon.
Writer James Ashton notes that one need not "monitor Donald Trump’s late-night Twitter feed" to get some sense of his opinion about education, specifically that Herr Trump does not think that education needs a giant injection of money. And that's not good news for the publishing behemoth (not like the announcement of No Child Left Behind, which Ashton, in one of my favorite British journalism lines ever, says had then-head of Pearson Dame Marjorie Scardino "coak-a-hoop").
Pearson depends on the US for 63% of its sales, and that slipped by 9% in the first nine months of 2016. Ashton attributes Pearson's problems to several factors.
An education boom (is that what it looks like we're having from over there!?) generally goes with a downturn in education spending.
And despite Michael Barber's thoughts about the digital ocean and the many plans he has for draining, bottling and selling that ocean, Ashton had this pointed observation:
For all talk of digital enlightenment, Pearson is still in the dead trees business, with print accounting for about a third of its activities.
Analysts think that the book-buying business is giving way, particularly on college campuses, to the book-renting business (if you want to get a sense of what's happening, just run a search on "renting college textbooks"-- there's a bunch of folks making a mint not selling books).
Analysts like Morgan Stanley are calling on Pearson to cut costs, and they've been going at it, with the ironic result that some holdings they dumped (like Financial Times) are actually doing better now. But Pearson Honcho John Fallon must still "tighten the portfolio."
Pearson stock has been hovering around 9-ish for months now, having plummeted back in October of 2015 over a call that education earnings would not produce nearly as well as originally expected. Pearson's stock took a 16% dive then, rebounded just a bit, and then bumped down some more in October of 2016.
Bottom line: Questor says avoid. Pearson has some issues, and analysts don't see it bouncing back any time soon.
Unmoored (tl;dr)
The signs are everywhere. Herr trump says he doesn't need to divest business interest or release taxes because the public doesn't care and isn't interested, and the counter-argument is to cite statistics that yes, the public does care.That's swell-- but isn't the point that we have rules and laws and even Presidents are supposed to follow them?
Our discourse about ourselves as a country has come unmoored, detached from any side of dock or shore or anchor; we're blown about by the winds of personal impulse, tied to nothing but our similarly unmoored tribes.
The continuing Russian hacking-blackmail-influence dustup finally broke my brain. If you are anti-Russian, but pro-CIA and do believe that the hack actually happened, that means you belong to... which tribe, again? Can you guess which tribe would be saying things like "You can't trust the agencies that told us about WMDs" or "We should embrace friendship with Russia" or "It's unpatriotic to dis the FBI"? I'm not sure I can anymore, and many people have lost their bearings trying to keep up-- and that's before we even get to the business of sorting out which facts your side believes are facts today.
That's because most sides of the argument (and I'm not even sure how many there are any more) have stopped trying to understand what is actually happening and, as with most hot topics in the US today, have dug in on whatever side they are on. There are no rules, no guiding principles, no ties to anything except whatever the people running your particular movement have decided is your position.
This is (one of) my problems with Movements-- too often things descend into an argument about which people are pure enough, right enough, aligned enough, to deserve our loyalty or fealty. The Reformsters have had their ongoing sturm and drang about maintaining the coalition between left and right. On the public school side, there are frequent arguments about whether or not certain figures desrve the respect they have, or should be cast out into the darkness because they haven't taken the right position on A or X.
I have never understood these arguments, these quests for purity. First of all, you know who sees the world exactly the same way I do? Nobody. Second, you know who in this world I give my unquestioning fealty and allegiance, whose word I will absolutely accept and follow, no questions asked? Nobody. You know who I expect to follow me without question and agree with whatever I have to say without debate? Also nobody. You see the pattern.
Let me talk about some things I believe.
You cannot use other human beings as your moral compass. That includes yourself. Your moral compass comes from your principles, your values, your beliefs, your understanding, your vantage point, your empathy and apprehension and comprehension, and all of these things must be tuned and retuned and examined on a daily basis. You make your decisions based on your principles, your compass, and not on how you feel about other people who are arguing for A or B or Q or X.
Anyway. How did we become so unmoored that we talk about the laws governing the highest office in the land as if they are just a matter of debate and preference? How are we so unmoored that facts no longer matter? How did we become so unmoored that a whole raftful of Americans now have the political position, "I don't care what he says. Whatever he says, even if it's contradicted by established fact, even if it's exactly what I decried in someone else not so long ago, I agree with it." How did we get to a place where we no longer believe in the rule of law or the lawfulness of rules?
I blame my generation (okay, it's possible that this business goes all the way back to Thoreau, but I'll stick to proximate causes). As long as we've been able to shoot off our mouths, we Boomers have been guided by the idea that you must Do The Right Thing even if it means breaking the rules, and we meant to be guided by principle, but we too often slid into believing that if we were good and righteous people, well, then, whatever we wanted to do must be okay. I've always been struck how Bill Clinton and Junior Bush both operated without shame, even when caught misbehaving, certain that they were good and righteous people and therefor they couldn't be screwing up. No Nixonian hiding behind the Office ("If the President does it, it's not illegal").
This has become Normal. watch any tv show from NCIS to Grey's Anatomy and watch people in positions of power and authority just shred rules like tissue paper. I've always maintained that Americans were largely unalarmed by finding out that the government collected and sifted through phone records because they watch it done all the time on shows like NCIS-- but, you know, it's good guys violating your rights, so it's okay.
This self-guided dismissal of the rules (I don't need to follow the rules as long as I follow my conscience") has, ironically, led to an explosion of rules. Because, personally, I don't need a lot of rules because i am guided by my conscience-- but Those People over there? I'm pretty sure they're going to screw things up unless we slap some stronger rules on them. And instead of building those rules on principles, we build them on personal preferences, like a harbor tie-off that is just a free-floating buoy that is not tied to anything itself.
That explosion of Unprincipled Rules for Those People in turn feeds the decay of rule-following, because when someone slaps you with a stupid rule, you're just that much more inclined to dismiss not only the importance of following that rule, but of following any and all rules. So, more rules, and more rule ignoring.
But trying to live by trotting out your principles and values and then analyzing the situation for every single situation-- well, that gets tiring, and lots of folks are in situations where having to choose is hard because no choices look good (like, say, the last election cycle). So instead of tying their ship to something stable and solid and anchored in the earth's crust, they just look for someone to hook onto, so they can just follow along and not have to navigate for themselves any more. And the more everything else in the harbor looks like the chaos of a million unmoored crafts, the more appealing it is to tie off to someone who declares, "Follow me. Let me steer you. I will keep you safe and on course." And that just leads to a bunch of arguments about which such boat is the best one for everyone to hook up to, instead of talking about how we should all just find our own moorings.
For teachers this has been particularly challenging. We are by nature fans of rules. We like them. We expect our students to follow them, and we are inclined to follow them ourselves. But the rules have been turning ugly and capricious for a while, rules that are unmoored and unattached to any principles of education, any facts about educating humans. We've been coming to understand that we must either navigate for ourselves or hook our craft to a loose buoy that will drag us right over the falls.
Rules that are not anchored in principle are just expressions of personal power. And that challenges one of the foundations of our society. We were a country built on rules anchored to principles, explicitly rejecting the idea of rules based on personal power, and now we are beginning to realize that we have been inching toward autocracy for a while, and we're, maybe, just about there.
As a classroom teacher, I deal with this by making sure that I'm operating out of principle, and that I examine all of my assumptions and ideas regularly, including what input I gather by reading, listening, paying attention.
As a person, I've been doing this work for years, not because I'm some sort of highly-principled virtuous person, but because I'm not. I've done stupid things, hurtful things, terrible things, and I would rather not do any more, and I have learned the hard way that autopilot is not my friend.
There are people I trust a great deal, people whose judgment I value and whose point of view I consider worth examining. Not all of these people would agree with each other, and there isn't one of them whose judgment I would follow blindly (though a few come pretty close-- hi, honey!) I don't think I will ever reach a point in my life when I can say, "All right then-- I know everything I need to know about that." I work hard to be keep myself connected to principles and values that I can trust, and I like to think that my moral compass is pretty well-tuned, even as I am fully aware that every person who ever did a terrible thing was sure their compass pointed to true north.
In some ways, I see all of this as the central huge challenge of teaching today-- how do we help bring students up to be able to find their way in a society that has become unmoored. "Just follow the rules" or "Just do the right thing" or "Always trust the authorities" were once standard childhood advice; now they seem ridiculous. How do we help young humans find their way when we can barely find our own? How do we help young humans find a way without telling them which way they are supposed to find?
Is it too hokey to say that love, empathy, kindness, and unselfishness are a help? I don't think so, though clearly those are not values in ascendance in Trumpistan. I don't know if we ever get back to a place where our ships are safely moored, anchored to something solid and true. Maybe the best we can hope for are reliable compasses, and if that's true, then I think we could find worse metaphorical compass points than love, empathy, kindness and unselfishness. That's my hope, anyway.
Our discourse about ourselves as a country has come unmoored, detached from any side of dock or shore or anchor; we're blown about by the winds of personal impulse, tied to nothing but our similarly unmoored tribes.
The continuing Russian hacking-blackmail-influence dustup finally broke my brain. If you are anti-Russian, but pro-CIA and do believe that the hack actually happened, that means you belong to... which tribe, again? Can you guess which tribe would be saying things like "You can't trust the agencies that told us about WMDs" or "We should embrace friendship with Russia" or "It's unpatriotic to dis the FBI"? I'm not sure I can anymore, and many people have lost their bearings trying to keep up-- and that's before we even get to the business of sorting out which facts your side believes are facts today.
That's because most sides of the argument (and I'm not even sure how many there are any more) have stopped trying to understand what is actually happening and, as with most hot topics in the US today, have dug in on whatever side they are on. There are no rules, no guiding principles, no ties to anything except whatever the people running your particular movement have decided is your position.
This is (one of) my problems with Movements-- too often things descend into an argument about which people are pure enough, right enough, aligned enough, to deserve our loyalty or fealty. The Reformsters have had their ongoing sturm and drang about maintaining the coalition between left and right. On the public school side, there are frequent arguments about whether or not certain figures desrve the respect they have, or should be cast out into the darkness because they haven't taken the right position on A or X.
I have never understood these arguments, these quests for purity. First of all, you know who sees the world exactly the same way I do? Nobody. Second, you know who in this world I give my unquestioning fealty and allegiance, whose word I will absolutely accept and follow, no questions asked? Nobody. You know who I expect to follow me without question and agree with whatever I have to say without debate? Also nobody. You see the pattern.
Let me talk about some things I believe.
You cannot use other human beings as your moral compass. That includes yourself. Your moral compass comes from your principles, your values, your beliefs, your understanding, your vantage point, your empathy and apprehension and comprehension, and all of these things must be tuned and retuned and examined on a daily basis. You make your decisions based on your principles, your compass, and not on how you feel about other people who are arguing for A or B or Q or X.
Anyway. How did we become so unmoored that we talk about the laws governing the highest office in the land as if they are just a matter of debate and preference? How are we so unmoored that facts no longer matter? How did we become so unmoored that a whole raftful of Americans now have the political position, "I don't care what he says. Whatever he says, even if it's contradicted by established fact, even if it's exactly what I decried in someone else not so long ago, I agree with it." How did we get to a place where we no longer believe in the rule of law or the lawfulness of rules?
I blame my generation (okay, it's possible that this business goes all the way back to Thoreau, but I'll stick to proximate causes). As long as we've been able to shoot off our mouths, we Boomers have been guided by the idea that you must Do The Right Thing even if it means breaking the rules, and we meant to be guided by principle, but we too often slid into believing that if we were good and righteous people, well, then, whatever we wanted to do must be okay. I've always been struck how Bill Clinton and Junior Bush both operated without shame, even when caught misbehaving, certain that they were good and righteous people and therefor they couldn't be screwing up. No Nixonian hiding behind the Office ("If the President does it, it's not illegal").
This has become Normal. watch any tv show from NCIS to Grey's Anatomy and watch people in positions of power and authority just shred rules like tissue paper. I've always maintained that Americans were largely unalarmed by finding out that the government collected and sifted through phone records because they watch it done all the time on shows like NCIS-- but, you know, it's good guys violating your rights, so it's okay.
This self-guided dismissal of the rules (I don't need to follow the rules as long as I follow my conscience") has, ironically, led to an explosion of rules. Because, personally, I don't need a lot of rules because i am guided by my conscience-- but Those People over there? I'm pretty sure they're going to screw things up unless we slap some stronger rules on them. And instead of building those rules on principles, we build them on personal preferences, like a harbor tie-off that is just a free-floating buoy that is not tied to anything itself.
That explosion of Unprincipled Rules for Those People in turn feeds the decay of rule-following, because when someone slaps you with a stupid rule, you're just that much more inclined to dismiss not only the importance of following that rule, but of following any and all rules. So, more rules, and more rule ignoring.
But trying to live by trotting out your principles and values and then analyzing the situation for every single situation-- well, that gets tiring, and lots of folks are in situations where having to choose is hard because no choices look good (like, say, the last election cycle). So instead of tying their ship to something stable and solid and anchored in the earth's crust, they just look for someone to hook onto, so they can just follow along and not have to navigate for themselves any more. And the more everything else in the harbor looks like the chaos of a million unmoored crafts, the more appealing it is to tie off to someone who declares, "Follow me. Let me steer you. I will keep you safe and on course." And that just leads to a bunch of arguments about which such boat is the best one for everyone to hook up to, instead of talking about how we should all just find our own moorings.
For teachers this has been particularly challenging. We are by nature fans of rules. We like them. We expect our students to follow them, and we are inclined to follow them ourselves. But the rules have been turning ugly and capricious for a while, rules that are unmoored and unattached to any principles of education, any facts about educating humans. We've been coming to understand that we must either navigate for ourselves or hook our craft to a loose buoy that will drag us right over the falls.
Rules that are not anchored in principle are just expressions of personal power. And that challenges one of the foundations of our society. We were a country built on rules anchored to principles, explicitly rejecting the idea of rules based on personal power, and now we are beginning to realize that we have been inching toward autocracy for a while, and we're, maybe, just about there.
As a classroom teacher, I deal with this by making sure that I'm operating out of principle, and that I examine all of my assumptions and ideas regularly, including what input I gather by reading, listening, paying attention.
As a person, I've been doing this work for years, not because I'm some sort of highly-principled virtuous person, but because I'm not. I've done stupid things, hurtful things, terrible things, and I would rather not do any more, and I have learned the hard way that autopilot is not my friend.
There are people I trust a great deal, people whose judgment I value and whose point of view I consider worth examining. Not all of these people would agree with each other, and there isn't one of them whose judgment I would follow blindly (though a few come pretty close-- hi, honey!) I don't think I will ever reach a point in my life when I can say, "All right then-- I know everything I need to know about that." I work hard to be keep myself connected to principles and values that I can trust, and I like to think that my moral compass is pretty well-tuned, even as I am fully aware that every person who ever did a terrible thing was sure their compass pointed to true north.
In some ways, I see all of this as the central huge challenge of teaching today-- how do we help bring students up to be able to find their way in a society that has become unmoored. "Just follow the rules" or "Just do the right thing" or "Always trust the authorities" were once standard childhood advice; now they seem ridiculous. How do we help young humans find their way when we can barely find our own? How do we help young humans find a way without telling them which way they are supposed to find?
Is it too hokey to say that love, empathy, kindness, and unselfishness are a help? I don't think so, though clearly those are not values in ascendance in Trumpistan. I don't know if we ever get back to a place where our ships are safely moored, anchored to something solid and true. Maybe the best we can hope for are reliable compasses, and if that's true, then I think we could find worse metaphorical compass points than love, empathy, kindness and unselfishness. That's my hope, anyway.
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