The Education of an Assassin

We are in for a long season of bipartisan nonsense. There’s always plenty of crazy people in the world, and some of them have guns, and over the course of modern history crazy people have used violence for every reason imaginable. At this point in history, though, the people who advocate violence in the United States, however indirectly and hypocritically, are religious conservatives. The assassination of Congresswomen Giffords is no different.

It’s not a new problem, no matter what the apologists say. It wasn’t a liberal who published a map with gun sights superimposed over congressional districts; it was a member of the Tea Party who called for “second amendment remedies.” The last wave of conservative violence targeted family planning clinics and doctors. This new violence, though, recalls the militias of the 1990s, focused on the federal government. That wave climaxed with McVeigh‘s bombing.

If you want to find left-leaning paranoid nuts, it’s not hard; do a search on the Kennedy assassination or on the events of 9-11. If you want to find right-leaning nuts, look at Congress. That difference matters; the periphery has become the center. The new speaker of the house, Baener, refused to directly confront the birthers, even when they disrupted his political theater. He cavalierly dismisses the Congressional Budget Office’s estimate of the cost of the repeal of health care.

Congressman Issa calls Obama, “the most corrupt president in history.” There are no “death panels”: there has not been a “government takeover” of anything; the list of these alarmist fabrications is almost endless. We don’t need a “toned down” rhetoric; we need a sharpened rhetoric that is capable of identifying and squashing paranoid conservative nonsense before it grows into violence. We need to hold the Pallins and Becks’ accountable. We need to control the guns.

Sweet and Sour

I heard a movie reviewer–talking about “The Social Network” — describe the filmmaker as so soured that he was unable to see his characters as anything but one-dimensionally cynical. It’s alienation and greed and petty self revenge all the way down. Given that this movie– and Facebook– had its origins in the darkest days of the Bush administration, perhaps a dour perspective is to be expected, particularly from the man who created “The West Wing.”

I worry that my own perspective is soured too; I criticize while only rarely pointing to what might done to end the quagmire of education in the U.S. (The final chapter of my book does offer solutions.) I don’t like grades, but I don’t talk about portfolios often enough; I think administrations are much too large, over paid, and have too much power, but I don’t discuss unions and democratic reform of university administration in enough detail.

We need the sweet as much as the sour. I think that the overall goal of pedagogical change, for example, ought to be nurturing intellectualism and science. The Chronicle of Higher Education has provided a nice example of what could be done here. The main goal is to reintroduce students to the aims and goals of intellectual work by re-integrating the practical and the theoretical. (The technical term is praxis.)

Dump the standardized tests, organize the teachers, cut administrative budgets in half, reduce tuition, and take our ideas into the wild. Elementary schools can focus on scientific investigations and on nutrition and physical health, while in later grades students can move out into the community and then the world. Education becomes, in a specific tangible sense, both a way to understand people and society and to ameliorate suffering.

Another Brick in the Wall

Just the other day I spent a few minutes talking with my niece– a college senior– while she took a multiple choice test in an online interim Political Science course. One tiny part of my brain was concerned with ethics– is this cheating?– but the teacher in me was more concerned with trying to help her ‘talk out’ the answers. I was never good at these tests and so I was not always sure of the answers myself, even though I am very familiar with the subject.

Many questions were designed, it seemed, to fool you into going in one direction when the answer lay in another. Perhaps the purpose is to get students to to think twice before they answer. These tests, though, help to explain why learning is so undervalued in our culture. (I would add to that dynamic the cynicism that pays administrators million dollar salaries while expanding the use of adjuncts.) It’s not about learning; it’s about winning the education game.

It’s difficult, in these tests, to keep your mind on the subject; your mind keeps trying to decipher the game the teacher is playing, rather than the content. This is why these ‘how to study’ courses can be so helpful. It’s not simply that some students have problems with authority; these tests really are manipulative. I think that the only reason we don’t see more open resentment is that so many students learn to be good, or to at least accept, these games.

School, then, becomes a contest against the teacher. Is it any surprise that cheating is so common? Standardized tests are an archaic, anti-learning technology that should be phased out. We need new strategies. Instead, though, schools are too often pursuing a kinds of arms race, struggling to beat the cheaters at the testing game (Cheaters Find an Adversary in Technology). It’s a kind of decadence that has to end before any progress can be made.