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The End of Truth?

The history of our race,
and each individual’s experience,
are sown thick with evidence
that a truth is not hard to kill
and that a lie told well is immortal.

—Mark Twain

A few weeks back, there was a story on NPR about a University of Pennsylvania business professor, Ethan Mollick, who—“for $11 dollars and 8 minutes”—had created a video of “himself” giving a lecture.  All it had taken, he explained, was an uploaded photo, a 60 second recording of his voice talking about random things, and a request to ChatGPT to generate a script in the style of his writing.  The latest AI technologies then did the rest, producing a believable video of Mollick giving a brief lecture on innovation in entrepreneurship—his area of expertise.

I’ve seen the video (it’s available on Linked-In), and it is scary how realistically it resembles the “real” Mollick.  I was unnerved enough when a deceased Peter Cushing “acted” in the Star Wars movie, Rogue One, in 2016.  But at least Lucas Studios has billions of dollars and enough computing server power to run the Pentagon.  Here was a college professor only seven years later effectively doing the same thing for the price of an elaborate Starbucks® order. 

And as the NPR story itself said, “that’s only the start.”

“Himself.” “Real.” I keep putting these words in quotes because what the story about Mollick has led me to start wondering is whether we are entering a world where truth itself no longer exists.  Where not only does the use of AI technologies confront us with the threats of propaganda and bad actors influencing elections…with the dangers of misinformation campaigns killing the unvaccinated…with the increased risks of identity theft and someone else controlling your house through the Internet of Everything…. I’m left wondering: has the advancement of AI technologies brought us to the end of “truth?”

Don’t get me wrong.  Empirical reality is not going anywhere, no matter how inconvenient its truths might be, and all the ignorance and confirmation bias in the world is not going to prevent a virus from killing, a car from crashing, hurricanes from flooding, or atmospheric carbon dioxide from warming.  There is no amount of misinformation, disinformation, or outright lying and denial that can prevent the actual world from holding us individually and collectively accountable for our actions and choices.  Climate change is real; environmental degradation is real; epidemic gun violence is real; systemic injustice is real….  There IS truth.

However, the reality of truth and our capacity to discern it are not the same thing (indeed, the entire field of epistemology exists for this very reason), and it is AI’s impact on our discernment of truth that has me concerned.  We are already a society endangered by ignorance and anti-intellectualism (as well as the rabid individualism that informs them both), and yet now, anyone at all has the power to co-opt any message and/or messenger for themselves and present it to the world as being true.  I, for example, am a respected and trusted member of my profession, and all it would take is a picture of me, a copy of my writing, and a recording of my voice—all of which there are ample supplies of on the internet—to have someone create a video unbeknownst to me for their disinformation website with the tag-line “national hall of fame science teacher explains how evolution is a hoax.”  Even scarier, a disgruntled student with access to same could now upload a video of me to social media spouting all manner and kinds of hate speech, and suddenly, I’m battling for my livelihood.

And to paraphrase the NPR piece yet again, that’s just the beginning.  Any and all manner of falsehoods will be able to be credibly presented as truths, and while those with the proper technology can identify deepfakes for now, I am not confident that this will always be so.  Moreover, we know from brain research that initial exposure to an idea, along with confirmation bias, tends to form neural pathways that are hard to dissuade and reconfigure—making misconceptions about anything difficult, if not impossible, to correct. Just ask any science teacher about the challenges of correcting naive ideas about the natural world! Therefore, even when it will be possible to identify and establish the actual truth, the fake “truth” will most likely have already done its damage.

Worse still is the fact that the number of individuals educated enough to possess the necessary expertise to navigate this post-“truth” world has been steadily declining for nearly a decade.  In some states, as little as 42% of their high-school graduates are now going on to any manner of higher education, and both college and trade-school enrollments have dropped significantly in the past few years.  Not only does this threaten to have negative economic impact; it threatens the production and discernment of truths about the actual world, with its actual consequences for our lives.  Because while I am in complete agreement with social scientist, Mike Rose, that all forms of intelligence have equal value, all intelligence still needs to be trained to its fullest capacity:  the wisdom to discern the real.  And that’s not happening right now at the same pace the world is producing foley and fools.

I want to conclude with a rather extensive quote from Martin Seligman, Director of the Penn Positive Psychology Center at the University of Pennsylvania: 

About five hundred thousand years ago, the cranial capacity of our hominid ancestors’ skulls doubled in size from 600 cubic centimeters to its present 1,200 cubic centimeters.  The fashionable explanation for all this extra brain is to enable us to make tools and weapons; you have to be really smart to deal instrumentally with the physical world.  [However,] the British theoretical psychologist Nick Humphrey has presented an alternative:  the big brain is a social problem solver, not a physical problem solver….

These are extremely complicated problems—problems that computers, which can design weapons and tools in a trice, cannot solve.  But humans can and do solve social problems, every hour of the day.  The massive pre-frontal cortex that we have is continually using its billions of connections to simulate social possibilities and then to choose the optimal course of action.  So the big brain is a relationship simulation machine, and it has been selected by evolution for exactly the function of designing and carrying out harmonious but effective human relationships (p. 22).

I share this quote for two reasons.  First, given how many animals biologists have now identified with tool-making skills and as tool users, I think Seligman (and Humphrey) are on to something about our pre-frontal cortex; we are unique among the social species.  Second, the tool-making part of our brain may have finally invented a technology that defeats the very purpose for which evolution selected our brain’s relationship part—which is highly problematic for a social species since any good therapist will tell you: truth and truth-telling are critical to effective harmonious rapport.     

It is, indeed, a brave new world.

References

Binkley, C. (March 12, 2023) Skipping Out on College.  The Baltimore Sun. https://digitaledition.baltimoresun.com/html5/desktop/production/default.aspx?&edid=3a4b417c-e3e5-45cf-861b-151b42b0d0d3.

Bond, S. (March 23, 2023) It Takes a Few Dollars and 8 Minutes to Create a Deepfake.  And That’s Only the Start. NPR Morning Editionhttps://www.npr.org/2023/03/23/1165146797/it-takes-a-few-dollars-and-8-minutes-to-create-a-deepfake-and-thats-only-the-sta.

Marcus, J.  (April 8, 2023) Community Colleges Seeing Enrollment Sink: Spurning of Schools Doesn’t Bode Well for National Economy.  The Baltimore Sunhttps://digitaledition.baltimoresun.com/html5/desktop/production/default.aspx?edid=9360d6a0-896f-4496-a6a2-977d2c396cf8.

Seligman, M. (2011) Flourish: A Visionary New Understanding of Happiness and Well-Being.  New York: Simon & Schuster.

The 2023 State of Education

Shallow are the souls that have forgotten how to shudder.
—Leon Kass

Three years ago this month, the entire social world shattered.  Schools emptied; hospitals filled; quarantines began.  Fear of the unknown filled the media, and simply walking past one another on the street became an exercise in social distancing.  It was a time—as the fables and fairy tales of yore might have put it—of great darkness and uncertainty, and I think few of us could have imagined the enormity of scale of the loss of life and pelf that has happened since.  To say that it has been a challenging few years would be to insult the dead and living alike, and as we emerge from this natural disaster, it is hard not to look at the consequent “rubble” and wonder if we can ever fully rebuild.

Nowhere is this truer than in education right now.  The situation and statistics I’m about to share are simply depressing to those of us who have dedicated our lives to schools and children.  But like a patient in need of medical attention, until one has the proper diagnosis, the proper treatment cannot be applied, and so I offer today’s essay to challenge all of us—educator and layperson alike—to confront the pandemic’s damage head on in order that our current educational system might successfully arise out of its own rubble.

And there is a lot of rubble.  As NYT columnist David Brooks recently wrote, our schools right now face shrinking enrollments, academic regression, increased absenteeism, exacerbated discipline problems, worsening inequality, and that’s just the tip of the proverbial iceberg.  In fact, it was reading Brooks’ column that started me researching education’s current state in more detail, leading to this post.  Little in schools is working well right now, and until our society confronts this, we are in serious trouble.

Let’s start with the learning loss.  It is what keeps making all the headlines because it is the easiest to shorten into sound bites: “reading scores on national assessments down by 6% among 3rd graders,” “losses in math twice that of reading,” “a third of a year’s worth of learning gone.”  Yet what’s lost in all that abbreviating is the full scale of what is fundamentally at stake.  A recent white-paper from the National Bureau of Economic Research has determined that between 2019 and 2022, students in this country “forfeited 40% of the [academic] achievement of the past 3 decades” and that if this loss is:

allowed to become permanent, our findings imply that the recent losses would represent a 1.6 percent decline in present value of lifetime earnings for the average K-12 student (or $19,400), totaling $900 billion for the 48 million students enrolled in public schools during the 2020-21 school year.

That’s a lot of shekels! Moreover, the portion of it coming from the greater decrease in math skills (as much as 20% here in Maryland) is more problematic than simply a total earnings loss of $900 billion.  We live in an age where our entire economies depend on scientific, technological, and engineering disciplines and where the path to higher wage jobs lies almost exclusively in these fields—all of which demand extremely well-developed skills in math and the kinds of critical reasoning which learning math nurtures.  Hence, any degree of failure to address children’s learning deficits in math has the potential to undermine a country’s entire economic future competitiveness—including our own.

But the extensive student learning loss isn’t the only very serious challenge facing education today; it is just the flashiest from a media standpoint because we have systems dedicated to tracking student progress.  Similar systems don’t really exist for the adults in the classroom with those same children, and yet without these adults, the magnitude of the educational damage the pandemic has caused will remain unchanged—especially in schools where the student populations were already struggling before the pandemic and where we are already seeing threat of a K-shaped recovery (where those with means rebound while those without sink further). The ugly truth is that even in our most well-funded schools, the quantity and quality of people seeking to enter the teaching profession is dropping precipitously.  Twenty-six percent of schools report having a shortage of teachers (which goes up to 58% for substitutes!), and 56% are seeing fewer applicants for all teaching positions.  In addition, 42% report that the candidates who do apply are weaker and less qualified than those prior to COVID (a reality I have witnessed firsthand when trying to hire in my department).

However, what is perhaps most telling of all about the teaching situation in schools are the statistics about well-being and attrition.  More than 40% of schools report an increase in staff taking sick days and requesting additional personal days, and 36% report that they are now regularly having teachers and administrators leave before the end of the school year.  Add in the Ron DeSantises of this world—along with numerous Republican-led state legislatures—passing one law after another in an effort to ban intellectual freedom of any kind, create voucher programs at the expense of publicly funding schools, and try in general to protect the privilege of a bunch of middle-aged white Americans, and is it any wonder that a once-considered-noble profession is on the ropes? No business model of any kind can survive the kind of morale problem found in today’s schools, and thus, while we already had a pre-pandemic problem with the teacher supply-chain in this country, we now risk facing an actual collapse of our entire education system.

Which some, like David Brooks, want to cheer.  They see a potential for massive reinvention of how teaching and learning take place in the United States and are upset that no one in the political realm is stepping up to lead the way.  However, while I am sympathetic (since this whole project is about how I think we need to reform and repair education in this country), I am also always leery when folks like Brooks start using the word, “revolution.”  As I once challenged one of my students—and which was apparently the one thing she remembered me teaching her as she brought it up decades later in an alumni forum—revolutions damage; they dismantle and destroy.  No one endures a revolution unscathed. Furthermore, the harm done can rival the harm restituted: as The Who cynically sang, “meet the new boss; same as the old boss.”

Therefore, though the state of education in 2023 is a grim one (and I’m not even addressing the infrastructure issues here, focusing instead solely on the human part of the equation), I do not think turning the existing rubble into ash is going to cause a phoenix-like resurrection of our schools and our children’s learning.  Instead, I think it is going to take a societal paradigm shift where adults from all ages and walks of life start to care more about our children and their future than they do their own adult wants and whims—something psychologist Dacher Keltner points out, our brains have evolved the capacity to do. 

But in today’s world of narcissistic technological habits, this capacity remains underdeveloped in critical masses of our citizenry, and that is the dilemma for the current state of education: we know what needs to be done to fix things; can we generate the will to make it happen? I wish I were more optimistic about the answer to that question, but then, as my regular readers know, I think there is always hope, and for now, that work of hope will have to be enough.  After all, there are children in my immediate direct charge, the very future in my hands; I am and remain a teacher.

References

Allen, G. (July 13, 2022) Florida Gov. DeSantis Takes Aim at What He Sees as Indoctrination in Schools. NPR Morning Edition.  https://www.npr.org/2022/07/13/1110842453/florida-gov-desantis-is-doing-battle-against-woke-public-schools.

Brooks, D. (Feb. 16, 2023) America Should Be in the Middle of a Schools RevolutionThe New York Timeshttps://www.nytimes.com/2023/02/16/opinion/america-schools-revolution.html.

CDC (2023) Youth Risk Behavior Surveyhttps://www.cdc.gov/healthyyouth/data/yrbs/pdf/YRBS_Data-Summary-Trends_Report2023_508.pdf.

Doty, E.; et al. (2023) What Do Changes in State Test Scores Imply for Later Life Outcomes?National Bureau of Economic Researchhttps://www.nber.org/papers/w30701

Ghorayshi, A. & Rabin, R.C. (Feb. 13, 2023) Teen Girls Report Record Levels of Sadness, C.D.C. Finds.  The New York Timeshttps://www.nytimes.com/2023/02/13/health/teen-girls-sadness-suicide-violence.html?searchResultPosition=1.

Keltner, D. (March 3, 2023) Happiness 2.0: The Reset Button.  Hidden Brainhttps://hiddenbrain.org/podcast/happiness-2-0-the-reset-button/.

Mahnken, K. (Feb. 1, 2023) Global Learning Loss:  Top 4 Takeaways from Latest International COVID Research.  The 74https://www.the74million.org/article/global-learning-loss-top-4-takeaways-from-latest-international-covid-research/ 

NAIS. (Feb. 13, 2023) NAIS Snapshothttps://www.nais.org/getmedia/e12240f3-e77-486c-b3b3-5964312eaa16/NAISsnapshotSurveyTurnover021723.pdf

Reed, L. (Jan. 27, 2023) How Students Scored on State Tests in Spring.  The Baltimore Sun, pp. 1-2.

AI: Education’s Frenemy

Shortly after the completion of my on-line book portion of this project—and in response to a query from one of my very first readers—I wrote a post about AI. My reader was curious about my critique of catechism as a learning tool and whether an artificial intelligence can, in fact, actually learn. So I explored how the training methods these software programs employ are fundamentally different from the ways that brains learn knowledge and understanding, and I explained how the prescriptive, repetitive process an AI uses to master a topic or skill is very dissimilar to how the brain works and that that is why AI can’t meet the very precise definition in biology for intelligence:  namely, the capacity to solve novel problems.

My, how things appear to have changed!

Enter ChatGPT and its brethren: AIs that can write apparently unique essays and reports so that you no longer have to, and with software available to read aloud what the GPTs write, we won’t even have to concern ourselves with the potential illiteracy problem I introduced last time. The computers will take care of it all!

Or will they? As I said in Sound It Out, it’s enough to keep this educator up at night. But I also said that I think all is not quite lost (nor maybe even what it seems), and I promised to reveal why.  Here goes:

For starters, as I pointed out in my original posting about AI, these programs can mimic some highly sophisticated behaviors, but they can’t originate them.  ChatGPT can appear to be producing unique, new material, but the reality is that what looks “original” is merely a compilation of writing that already exists in the enormous database to which the software has access and which it has been trained to recognize as a “correct” response to a particular question.  In other words, it can mimic a Toni Morrison or a Taylor Swift because it has every word or lyric either ever wrote (at least so far).  But this AI cannot be Toni Morrison or Taylor Swift.  It cannot create a uniquely new, never-heard-before rendering of their voices.  Hence, while ChatGPT might compose a Tay Tay parody, it cannot produce her next exclusive outpouring of words reflecting her own individual emotions. Ms. Swift’s career is most definitely not in any immediate danger.

What is in danger are those fields of writing where genuinely novel responses are unnecessary—where the word bank and the grammar silo are already large enough.  Thus, if you are a textbook author, advertising copyist, contract lawyer, or other writer of the equivalent of instruction manuals, your day-job may be at risk.  In fact, a good friend of mine who has her own internet start-up has shared with me how excited she and her partner are by the release of ChatGPT because of how much money it will save them on authoring the on-line text they need for their business.  So it isn’t that this new AI won’t be disruptive to the act and role of writing in society; it’s just that it won’t disrupt all writing everywhere (and I’ll save the ethics of my friend’s bottom-line capitalism for another day).

The second reason I don’t think all is lost to the AIs of this world is that the drive to create seems almost hard-wired into our brains as much as the hippocampus’ hunger for new stimulus.  I have only to observe the many students in the commons space directly outside my classroom spending countless hours making Tik Tok videos to know that the urge to create is alive and well (indeed, as their teacher, I wish I could get them to see that if they studied with the same effort and investment, they’d all be future Rhodes Scholars). What all their creativity reminds me of, though, is my 10th grade English teacher who brilliantly understood that one of the best ways to get buy-in from his students who were not intrinsically motivated academic learners was to help them see how learning to write made them more creative at the things about which they did care.  I can remember him reaching out to the kids whose passion was music, helping them to see that “the essay you just wrote will make you a better composer.”  Or the football players in the room who discovered “that when you learn to make proper patterns with the words, you can make better patterns in your plays.”  You name a population of student interest, and he knew how to hook them into writing. 

Thus, because learning to write is one of the simplest ways to learn to create—and because I’m confident that there are at least a million—if not a billion—children out there who want to be the next Pentatonix, Patrick Mahomes, or Guy Fieri—I am optimistic that ChatGPT will not be the end of high school English after all.  It will require rethinking how we teach it, how we assess it, and how we motivate those learning to do it.  But truly original writing is likely to remain the domain of the brain just as much as did the truly creative thinking it took to build ChatGPT in the first place.

Which brings me to my third reason why I do not think that this new AI is quite as demonic as first feared, and to understand this reason fully, my readers will need to take the time to listen to the very end of the final episode of Sold a Story.  Throughout this series, its primary investigator, Emily Hanford, interviews not just parents who are struggling with the reading crisis but their young children as well.  She then employs these very same children to read every single one of the final credits for the podcast, and the recording of these developing voices as they wrestle with sounding out the unfamiliar names and words—with supportive parents clearly guiding in the background—is truly joyous.  You can hear the delight in each child’s voice at the sense of power their ability to read provides them, and you can almost feel their love of the act of reading in the cadence of their tones.  If you need some optimism for the future of the written word, go listen to these kids!

However, that same optimism leads me to the cautionary part of this essay, and that is that artificial intelligence programs such as ChatGPT, self-parking cars, cancer screening software—and nearly every appliance in your house—are here to stay.  Ubiquitous AI is now simply part of the fabric of 21st Century existence, and therefore, as Kevin Roose of The New York Times wisely points out, our children are going to need to learn how to live with these programs as integral parts of their lives.  He suggests that we deliberately employ ChatGPT as one of our educational tools precisely because we need students to know how to recognize fact from fiction, truth from falsehood, functional from garbage.  ChatGPT is already being employed to create both information and disinformation on-line, and our children are only going to learn how to tell the difference if they interact with the AIs that can generate both. 

That, by the way, is why we do not yet have fully autonomous self-driving cars: we have witnessed firsthand the limits of the AI responsible for them and know to proceed with caution.  With ChatGPT here to stay, we are going to need to do the same in our schools.

References

Hanford, E. (2022) Sold a Story: How Teaching Kids to Read Went So Wrong.  Minnesota Public Radiohttps://features.apmreports.org/sold-a-story/.

Herman, D. (Dec. 9, 2022) The End of High School English.  The Atlantic.  https://www.theatlantic.com/technology/archive/2022/12/openai-chatgpt-writing-high-school-english-essay/672412/.

Klepper, D. (Jan. 28, 2023) AI-powered Tools Have Ability to Create Propaganda and Lies.  The Baltimore Sun. https://digitaledition.baltimoresun.com/html5/desktop/production/default.aspx?&edid=d3e7db0e-e4b1-479d-9030-364b0920bd8d.

Roose, K. (Jan. 12, 2023) Don’t Ban ChatGPT in Schools.  Teach with It.  The New York Timeshttps://www.nytimes.com/2023/01/12/technology/chatgpt-schools-teachers.html.

Sound It Out

“What’s the use of a book,” thought Alice,
“without pictures or conversations?”

—Lewis Carroll

Ignorance, as we know, can be dangerous.  But what can be even more dangerous is not knowing what we do not know, and I recently found myself among those suffering from this condition when it comes to one of education’s most fundamental, foundational skills:  the ability to read.  Because I follow almost exclusively the science, I had thought that the battle and debate over “phonics” vs. “whole language” in elementary schools had been resolved long ago and that phonics had firmly won due to the data overwhelming supporting it.  Indeed, if you had asked me a month ago how reading is taught in the early grades in this country, I would have said “phonics” and not given it another thought.

Turns out not only would I have been wrong; I would have been badly wrong.  However, thanks to a good friend and colleague of mine who put me on to the reporting of Emily Hanford of Minnesota Public Radio, I now know not only what I did not know; I know what I should know (and so should every other educator at every level in this country), and it is scary stuff.

Our tale begins nearly 60 years ago with a teacher and educational researcher from New Zealand, Marie Clay (eventually Dame Clay for her efforts) who developed a method for teaching reading that became known as “cueing.”  It was grounded in the psychology of the day that just as all children naturally learn how to speak, developing their vocabulary without any direct instruction or intervention, so too must children naturally learn how to read, and therefore, the best way for children to learn to read was not to master how to decipher the actual individual words but to learn their meaning through the context of a story and its images. 

It was a hugely popular idea at the time, and cueing would become the educational “darling” of its day. It would do so because it was so much easier to employ in the classroom than the traditional “sound-it-out” phonics approach and also because so many children seemed to learn successfully when using this technique.  Eventually, cueing would make the leap across the Pacific to this country where it would become known as the “whole language” approach to reading, and for much of the 1980s and 1990s, the debate over “phonics” vs. “whole language” in elementary school circles was intense—in no small part because it got enmeshed with the arguments over how best to improve reading scores in the underperforming schools in our urban and rural areas, where proponents insisted that the “whole language” approach was improving the educational outcomes of poor children and children of color in particular.

Meanwhile, the scientific research about both reading and the brain began to catch up with what was going on in the classroom, and the results were unequivocal:  phonics was not only superior to cueing at teaching children how to read; cueing was, in fact, how children who struggle with learning to read actually compensate for their weakness.  Thus, teachers who were employing “whole language” were really teaching reading badly. Eventually, (as I discuss in more detail in A Brain Research Update), the science would reveal that learning to read actually involves “high-jacking” our natural facial recognition neurons in the brain and that requires the intense, direct and repetitive instruction of phonics to sound out each word as we read it—something that those of us who are successful readers do without any self-awareness that we are doing it.  Hence, put bluntly, the act of reading is not something our brains do naturally at all, and it requires significant interventive training to learn how to do so well.

Yet, as I learned in Sold a Story, all this research which I assumed was being followed has, in reality, been openly fought and denied for over two decades now by a whole host of stakeholders in our schools, and curricula based on cueing remain the dominant ones on the market for school districts to purchase and use.  It took a pandemic, with zoom school for kindergartners and first & second graders, for parents stuck at home themselves—most of whom like myself would have been trained with phonics—to see what was taking place firsthand and for a critical mass of them to begin to question what was happening—or more often failing to happen—to their children.

So how did we get into this mess? How did the scientific research about reading become so contentious and why have we allowed so many children to develop poor reading skills over the recent decades?

To address these questions, I think we need to start by acknowledging that much of the drive behind cueing and “whole language” was well-intentioned.  Marie Clay’s original research, for example, was about how to help children who found reading challenging to be more successful at it, and when she noted how so many of these children were using context to try to learn the meaning of words, it didn’t occur to her that she could be observing what the research now knows is a poor compensation mechanism for dealing with a weakness.  Instead, she saw it as a strength and made the flawed causal leap that if this is how poor readers become successful, then how much more will this method help all children learn to read.  Likewise, many elementary teachers wanted their children to love books and to make meaning from their stories as soon as possible, and “whole language” seemed to do away with the tedium of learning to read which they feared might put some kids off books while appearing to let students jump right away into what makes discovering new written materials fun and engaging.

However, lest we be too generous, I think we also must acknowledge that there have been and continues to be some powerful, vested interests at work.  “Whole language” curricula have been a $1.6 billion dollar business in this country since the early 2000s, and one of its leading proponents has made so much wealth off her program that she owns and drives a Maserati.  In addition, a phonics-based curriculum is significantly more time-demanding for teachers, and so schools confront either the need for additional educators/aids for the individuated instruction required to teach in this way, or they need to employ a more rote, drill-based pedagogy in large classrooms full of dozens of kids—neither of which is appealing in a time of budget cuts, limited resources, and the desire for more student-centered learning.  And that’s especially true given that a significant majority of children do learn to read in spite of the use of “whole language” in their training.

But that points to two other issues in this mess.  First, it suggests an implicit bias on the part of both individual teachers and schools, and that is that certain kids are just hard-wired to struggle to read; that they just don’t have what it takes to be truly successful readers.  This fixed-mindset bias has then been reinforced by the fact that the percentage of children who seem unable to master at least some degree of proficiency in reading has remained relatively low over the past few decades, and the unspoken “elephant” is that no system can be 100% successful. 

Except—and this is the second significant issue—the research shows that the same percentage of white children are just as likely as children of color or impoverished children to struggle with learning to read using “whole language.”  The difference is that many of the struggling white children have access through their privilege to tutors and other compensatory mechanisms to overcome their reading skill deficits.  Hence, how we teach reading in our schools isn’t just about securing access to education’s most essential skill; it is about securing access to an equitable education, period.

What’s more, if this almost Kuhnian battle of paradigms about how best to teach reading were not already problematic enough, the data now coming in about the impact of the pandemic on this essentail skill are positively grim.  Nearly 12 million children in this country now exhibit significant deficits in their ability to read—across the entire socio-economic spectrum—and because all the educational research shows that any reading deficits still present at grade 3 have a direct correlation with a student’s remaining educational trajectory to adulthood, we are looking at a significant subset of an entire generation being potentially unable to fulfill critical roles in our future economy and society at large.  And before my skeptics “pooh-pooh” the impact of only 12 million in a country of nearly 400 million, I remind readers of how disruptive the loss of “just” over a million dead from the pandemic has already been in the past two years on the current job market, inflation, etc.

The bottom line is that we have a reading crisis in this country with significant implications for our entire future as a society, and as an educator, it hits home at the very root of my mission.  I need to be prepared for the students who will arrive on my high school doorstep one day, and I need to spread the word about the phonics-cueing battle still taking place to enable any of my readers to become more effective advocates for better reading curricula in their elementary schools and districts.  Hence, I am grateful for the demise of my ignorance.

However, my new awareness of the reading crisis has joined yet another recently dispelled ignorance about an AI software known as GPT-3, and it has left me even more concerned about the root of all learning: basic literacy.  Many variants of this software now exist, including a publicly available free-ware version called ChatGPT, but essentially all of them have the same basic ability to generate coherent, rational—and unique!—written responses to nearly any query put to these softwares (including one GPT-3 authoring a scholarly article about itself currently awaiting peer-review for publication in a scientific journal).  I suggest reading Herman’s article in The Atlantic if you would like to see just how good a job these AIs do at generating original text, but the new reality is that meaningful authorship can now be generated by a computer—potentially leaving all of us never having to learn how to write ever again.

What, though, will it mean to teach in a world where no one has to write and where they might not even be able to read any words in the first place? It’s enough to keep this educator up at night, but I’ll tackle why I think all is not quite lost next time.

References

Barshay, J. (Dec. 12, 2022) Proof Points: Third Graders Struggling the Most to Recover in Reading After the Pandemic.  The Hechinger Report.  https://hechingerreport.org/proof-points-third-graders-struggling-the-most-to-recover-in-reading-after-the-pandemic/.

Hanford, E. (2022) Sold a Story: How Teaching Kids to Read Went So Wrong.  Minnesota Public Radiohttps://features.apmreports.org/sold-a-story/.

Herman, D. (Dec. 9, 2022) The End of High School English.  The Atlantic.  https://www.theatlantic.com/technology/archive/2022/12/openai-chatgpt-writing-high-school-english-essay/672412/.

Thunstrӧm, A, O. (September, 2022) AI Writes About Itself.  Scientific American.  Pp. 70-73.

What We Teach Our Children

It’s the most wonderful time of the year.
—Andy Williams

Love people and use things. Because the opposite never works.
—Joshua Fields Millburn

We still have tree-covered slopes to deforest
and subterranean lakes of oil to tap with our gushers.

—Roy Sheldon and Egmont Arens

Materialists Maximus

Let me preface what I am about to say about the annual spending orgy that remains a fundamental part of the holiday season (and the U.S. economy) by sharing that I am not a variant of the Ebenezer Scrooge prior to his visit by the ghosts (ironically no one ever talks about the post-ghost, reformed Scrooge of whom it was said “that he knew how to keep Christmas well, if any man alive possessed the knowledge.” But I digress).  I understand the need for celebration with family and friends and the joy of it.  I understand the psychological need to actively resist the darkness of ever shorter days.  I appreciate that there is a time to kill the proverbial fatted-calf and to feast with abandon. 

However, there is an old aphorism that parents shouldn’t worry about whether or not their children are listening to them; they should be worried that their children are watching them.  Hence, I have been busy thinking about what we are teaching our children with our choices about consumption—and not just at this time of year.

The troubling reality is that over 70% of the U.S. economy depends on consumer spending (which means it depends on people purchasing, destroying or discarding, and purchasing again), and so deeply ingrained is this habit of consumption that folks who have burned through their savings in the recent purchasing surge of this past year are now starting to put their holiday gifts onto credit cards, even as the Federal Reserve is causing the interest rates on those cards to skyrocket in its attempt to combat surging inflation in the cost of those very same gifts. Economists are predicting a mere 6-8% growth over last year’s spending and are using this fact as indicative that the U.S. economy might be heading into recession.

Yet, this entire socio-economic process is utterly unsustainable (we are a finite “blue dot” floating through space).  I is quite literally burning through the energy that is causing the climate crisis (how many of us have already forgotten Hurricane Ian?), and it is trashing and poisoning the earth’s ecosystems (something we don’t always see firsthand here in this country because we’re trashing somebody else’s environment to feed our own consumption [check out The Story of Stuff]).

So why do we do it? Why are we so busy actively contributing to our own potential demise (as a culture if not as a species) and why are we so busy teaching our children by example how to contribute through our own consumptive behaviors to the problem? Where did this whole thing come from?

The answer is the rise of a new business paradigm in the post-war era following World War Two:  planned obsolescence and perceived obsolescence (otherwise known as artificial “need”).  The massive consumption of the war effort had caused the American economy to boom because as bullets, guns, etc. rolled off the assembly line, their nearly immediate physical destruction created the demand to make more of them, and the expansion of the war to more and more parts of the globe simply caused this demand to grow ever larger.  However, once the war ended, all that need abruptly went away, and corporations found themselves asking (and asking quite openly! This was not some secret conspiracy): how can we artificially keep perceived need up and cause it to grow? In other words, how can we keep consumer demand high and keep it growing ever higher? Enter planned obsolescence and artificial “need.”  Companies would simply engineer things to eventually consistently break, and advertising would create a perception of need where in fact there wasn’t any.

And it worked! Today, like fish in water, large majorities of us consume voraciously without thinking—especially during the holiday season—and you might think that our homes and domiciles would be positively bursting with stuff by now.  Yet, the average lifespan of a new item brought into our homes is 6 months, and our landfills are starting to resemble small mountain ranges.  Thus, the cycle continues.

A Danger to the Republic

Interestingly, though, what we have started to consume more and more today is no longer physical stuff; it is digital—in the form of entertainment, social media, and on-line content.  We are awash with information, misinformation, and disinformation, beamed into our homes and devices 24/7 by our “5G Networks,” and we consume it even more voraciously than we do our stuff.

Don’t get me wrong, the thinking behind the Sheldon & Arens quote at the start of this post is alive and well in corporate culture around the world, and the ecological reckoning that is coming because of it will be absolutely biblical in character.  However, as our consuming-simply-to-consume habits transition to what has been called “the attention economy,” we find these habits beginning to impact our civic life, where I fear we face an entirely different kind of reckoning.  Each new app we purchase and each new service we pay to stream lay claim to our ever-divided attention, and with an increasingly disrupted attention, many of us find ourselves feeling more and more stressed, more and more anxious, more and more fretful, and consequently, more and more open to simplistic solutions to the larger problems confronting us today. 

This is especially true for those whose digital diet consists primarily of misinformation and disinformation.  Thus, large swaths of people in this country and around the world have begun to mistrust the civic principles and structures that are the foundations of democratic society.   Conspiracy theories and authoritarianism are actively at work right now in no small part because our material consumptive behaviors have carried over into our digital consumptive behaviors—consuming without thought, consuming simply to consume—and while our republic may have survived this last election cycle, we must soberly remember that there were still tens of millions of our fellow citizens who voted for the Big Lie embracing candidates. 

Moreover, as the great educator Horace Mann reminds us:

A Republic…devoid of intelligence…will only more closely resemble an obscene giant who has waxed strong in his youth and grown wanton in his strength; whose brain has been developed only in the region of the appetites and passions and not in the organs of reason and conscience…Such a Republic, with all its noble capacities for beneficence, will rush with the speed of a whirlwind to an ignominious end; and all good men of aftertimes would weep over its downfall.

Be the Change You Seek

So what’s a citizenry to do? Well, first, become informed of the consequences of your own consumptive behaviors.  To learn more about the impact of our material consumption in this country, a good starting point is the Planet Money T-Shirt Project. For the impact of digital consumption, a good starting is my own, That Pesky Brain.

Second, educate the children in your life—lead by example.  Give to a charity in their name at this time of the year and explain to them why.  Consume less yourself and make home-made gifts that use fewer resources.  Gift a sweater and lower the thermostat in the house.  Make a “no phone” rule at dinner and talk about each other’s day.  Give children your undivided attention when they ask for it and always clearly close and set aside any digital device you might be on when they do.  Take your child with you when you vote or let them see you filling out your mail-in ballot and walk it together to the mailbox.  When age appropriate, read the constitution together, and if you yourself are of a certain age, volunteer to be an election official and take your grandchild with you if permitted. 

In short, practice in front of the young people in your life what needs preaching in a world in desperate need of healing and actively embody the words attributed to Ghandi, “be the change you wish to see in the world.”  By doing so, you teach and empower the children of this world to do the same and create the conditions for a better quality life for everyone.

After all, what could be more fitting for the “Season of Hope?”

References

Gershon, L. (April 10, 2017) The Birth of Planned Obsolescence.  JSTOR Daily. https://daily.jstor.org/the-birth-of-planned-obsolescence/.

Mann, H. (1891) Life and Works of Horace Mann, Vol. 1-3.  Google Books. https://books.google.com/

Mirabella, L. (Nov. 26, 2022) On Black Friday, Habits Shift as Traditions Remain.  The Baltimore Sun. https://digitaledition.baltimoresun.com/html5/desktop/production/default.aspx?edid=7ab93cd3-eb2d-43d1-884a-bfb4f1147b01, p. 1.

Sheldon, R. & Arens, E.  (1932) Consumer Engineering: A New Technique for Prosperity (Getting and Spending: The Consumer’s Dilemma).  New York: Harper.

Thanks Gifting

We must find the time to stop and thank
the people who make a difference in our lives.

—John F. Kennedy

Many years ago, at my previous school, my brilliant friend and colleague, Paige—who was then serving as our 9th grade academic dean—had an inspired idea:  use the last advisory time before the Thanksgiving holiday break to write thank you cards to the adults in the community.  Simple templates were printed onto standard 20 lb. copy paper, passed out along with pencils to the students, and during the 30-minute period, each advisee was asked to write a short card to any three grownups in the school of their choosing to share why they were grateful for that particular individual.  They could write to more than three adults, but they had to identify at least three to whom to express their gratitude.  Cards were collected, sorted, and placed in mailboxes (or delivered in person when it was a member of the maintenance or cafeteria staff).

It quickly became an annual tradition at the school, and what started out as three cards from each child to any three adults soon morphed into cards for other students (after you had thanked your three adults!), which morphed into the each child getting a thank you card written by one of the adults…until the last advisory before Thanksgiving was practically this festival of gratitude!

Little did we know at the time that we were lowering everyone’s stress and cortisol levels (right before exam time!), improving everyone’s immune responses (right before the height of flu and cold season), and causing everyone’s brains to release lots of the feel-good neurotransmitters serotonin and dopamine (right before the darkest days of the calendar year).  However, neuroscience about the impact of gratitude on the brain and body is now quite extensive, and all of it is positive.  Today, we know that the simple act of offering thanks for and to the other people in our lives is enormously beneficial for all involved, and gratitude journals are now even part of the psychiatric toolbox for treating clinical depression.

What’s more, an act of gratitude does not have be some kind of grand gesture or involve only the most intimate people in our lives.  A few extra words of kindness to your local barista or a short, unexpected text thanking a colleague for help with a task have been shown to lower blood pressure, induce feelings of calm, and focus attention. And in the hyperpolarized, frenetic, overstressed, crisis-driven world we live in today, we can each of us use all the calm and focus we can get!

Which brings me back to where I started.  I remember still how much gladness the sight of that small stack of notes in my school mailbox brought me, and I have even kept a few of those cards for those days when almost nothing goes well and I need to be graceful with myself.  But at the school where I am now, they have not had this tradition. So I am bringing it along with me a little at a time.  During zoom year, of course, there could be no cards, and there was also pretty minimal contact with my fellow colleagues that fall. Thus, I had to have my advisees e-mail teachers for whom they were grateful instead and didn’t really have the chance much to spread the idea to the other adults.  But this past year, another teacher joined me, “simply loving the idea!” and that gave me the impetus this year to share the idea with the administrative team in charge of our advisory program, planting the seed in the hope of bearing fruit.

And this recent Monday, fruit was born! My readers can well imagine the smile on my face as I witnessed several other teachers walking across our quad toward where faculty mailboxes are located, each carrying their own stack of cards for delivery, and it was a smile that only grew when—for the first time in four years—my own mailbox revealed two cards waiting for me.

Including one highly unexpected one from a student whom I would have said was not a big fan of me or my class she’s currently taking.  Yet there it was in writing, words of gratitude for my efforts to make learning interesting and appreciation for what she described as “your unassuming sense of humor”—who knew I had one??—and I was once again reminded of two important things as an educator:  first, we can never really know the full extent of our impact on those we teach or the larger world into which we send them out, and second, it can be the greatest gift of all to know about the positive impact we have had.

Thus, on this national day devoted to giving thanks, I encourage everyone to consider giving the gift of thanks.  Reach out to that someone—maybe some teacher or mentor—who has made a constructive contribution to informing who you are and thank them directly.  Share with them what they did that added value to your life, let them know how grateful you are.  Even if it is only a simple text or a brief e-mail, I can assure you that you will giving a gift with lasting impact.

And who knows? Your blood pressure might improve in the process as well. 😊

References

Emamzadeh, A. (July 21, 2021) The Benefits of Texting Your Gratitude. Psychology Today.  https://www.psychologytoday.com/us/blog/finding-new-home/202107/the-benefits-texting-your-gratitude.

Fox, G. (August 4, 2017) What Can the Brain Reveal About Gratitude? University of California at Berkeley Greater Good Science Center. https://greatergood.berkeley.edu/article/item/what_can_the_brain_reveal_about_gratitude.

Days of Atonement & Awe

a·tone·ment (n.) def.:  a satisfaction or reparation for a wrong or injury; amends; expiation

awe (n.) def.:  a mixed feeling of reverence, fear, and wonder

As I shared in my most recent post, the Jewish high holy days are a way of marking time that appeals to me, and as I write these words today, it happens to be Yom Kippur—the Day of Atonement—the highest of the high holy days and the most significant day in Judaism’s religious calendar.  It is a day when—like Easter in the Christian tradition—even some of the most unobservant of those of the Jewish faith may find their way into a synagogue, and it is the last of what are sometimes referred to as the Days of Awe, a period of time that as I pointed out last time is one of self-reflection and self-reckoning:  a reboot for the year to come.

But as I reboot this time, with the new school year now well in stride, I’ve been enduring Ian’s remnants for the past five miserably rainy days, watching the pictures coming out of southwest Florida—reminding myself with each complaint that “at least your roof is still over your head”—and I cannot help but think more intensely and intently about the concept of atonement.  The injuries being endured by Ian’s survivors are the direct result of the injury we have committed to the planet’s climate, and as the Colorado river dries up (another big story in recent news), the lives of over 50 million people are being put at risk as a direct result of the injurious demands of a whole range of human behaviors—from agriculture to homes to (craziest of all) [expletive deleted] golf courses in an [expletive deleted] desert! Add in our injury to the pollinators we rely on for a third of our food supply, our injury to the waters that provide sustenance for over 3 billion humans, and our injury to truth-telling, threatening democratic societies around the world, and well…we Homo sapiens have a lot of atoning to do.

What’s more, that’s with me simply focusing on an incomplete listing of the “injury” part of atonement’s definition. I haven’t even touched on all the social and economic wrongs in need of amending in this world, and so with such an overwhelming amount of atoning to do, it’s enough to make one want to throw one’s hands up in despair and give up—something, sadly, many of the millennials and Gen Z generation are doing as they deliberately decide not to have children because of climate change and today’s economic challenges.

But anyone who has read anything I have ever written knows that “hands in despair” is almost never where I leave things (confessing that Notes from the Trenches was just plain grim). While I believe it is critical to face even the harshest truths without blinders of any kind, I believe equally strongly that we must do so because it is the only way to heal.  Atonement cannot happen without honest confession.  Amends cannot be made without acknowledgement of the harm. We cannot repair a relationship or a world without taking responsibility for the alientation we have caused—the sin we have done.

Nor can owning our sin be a “one-and-done.” Instead of thinking or living in terms of an annual Day of Atonement, I want to suggest that we think of each and every single one of our days as ones for atoning.  Each time we walk or bike instead of driving, we are amending our impact on climate change.  Each time we support a local farmer, plant pollinator friendly gardens, avoid using pesticides or fertilizers, or reduce our consumption of meat, we atone for the poor choices of both earlier generations and (for many of us) our earlier selves. When we, individually or as a society, deliberately choose healing actions on a daily basis in response to the injuries and wrongs of ourselves and others, then the concept of Yom Kippur isn’t just an annual self-analysis; it is a way of living. 

Which brings me to the other concept I’ve been thinking about both intensely and intently these past several days:  awe.  Even with all my learning about Judaism (my mentor in college and graduate school was the Jewish philosopher, Steven Schwarzschild), I have regularly puzzled about why this period in the religious calendar is regularly called the Days of Awe.  I know the official, codified reason, but the notion that one can create conditions for awe has always struck me as a little bizarre (a sensation not limited to my experience of Judaism; all religious liturgy and ceremony has just never done anything for me).  To me, awe is something spontaneous, infrequent, and usually associated with the natural world—not a series of ritual observances.

However, as I was outlining my thoughts for this post, I happened to read an editorial in the newspaper and hear a story on NPR’s 1A show that jogged my thinking a little.  The author of the former was writing about how “learning to find small satisfactions where we can is the key to life during climate change.”  He was pointing out that the reality of climate change is not going away anytime soon and, thus, we “must find beauty in the here and now…[taking our] small satisfactions where [we] find them” (Cummings). 

His words then primed me for what happened later while listening to Avery Kleinman interview Temple Grandin about her new book on visual learners.  The two of them were discussing the variety of ways humans think (words vs. images) when Grandin mentions some recent research about dogs that suggests that because their olfactory sense is also wired into their visual cortex that when dogs think, they use 3D images of their smells—that their sense of smell is fully 3-dimensional in character.

Now I know it’s the biology nerdling in me, but like Kleinman (who actually says “lifting my dropped jaw off the desk”), I felt this overwhelming sense of awe upon learning this new piece of knowledge (the hairs on my arms even stood up), and that’s when I had one of those mini-epiphanies we all get from time to time:

1) Moments of awe present themselves daily, if only we are open and receptive to experiencing and acknowledging them.  2) Furthermore, they will be present no matter what the conditions of the world are to which we find ourselves needing to adapt (such as climate change).  3) Therefore, awe—simply put—is all around us all the time, and it is ours for the having if we will only do so.

Wow, I thought, sitting there in the car with this freshly minted though, and suddenly, I am feeling a lot less puzzled about why Judaism might refer to this time in their religious calendar as the Days of Awe.  Just as the concept of Yom Kippur can teach us that atonement is a way of living that puts one right with the world—one that truly can bring expiation for any of the world’s sins—so too can Aseret Yemei Teshuvah (the Hebrew for the high holy days) teach us that there will always be awe in our lives if we will only perceive it.  The fundamental truth is that as we are repairing the world’s injuries and righting its wrong, repenting actively for our own contribution to the harm, we also need to be embracing the awe that accompanies the healing.

Which I now realize is part of what has always appealed to me about how Judaism celebrates the coming of the next year. I have written before about my belief that sin and salvation are the spiritual equivalent of breathing and how, like actual breathing, it is what you do with the life the breathing produces that matters. So too must atoning and awing go hand-in-hand, laying the foundation for a purposeful and more profound existence.

And when we engage in an annual ritual to deliberately remind ourselves of this fundamental truth, we do a better job of practicing it the remaining days of the year. So for my Jewish friends and Jewish readers out there: my gratitude for a cultural gift that can enlighten and inform all of our lives and Shana Tova!

References

Cummings, K. W. (Oct. 5, 2022) Learning to Find Beauty in the Changing Climate.  The Baltimore Sun. https://digitaledition.baltimoresun.com/html5/desktop/production/default.aspx?edid=f18ee75d-54f8-4c33-b299-a1243519e536.

Italie, L. (Oct. 2, 2022) Going Without Children.  The Baltimore Sun. https://digitaledition.baltimoresun.com/html5/desktop/production/default.aspx?&edid=fd156cb0-8d26-4e6e-8955-e0cbda2a564d.

Kleinman, A. (Oct. 5, 2022) Temple Grandin on the Power of Visual Thinking. 1A. https://the1a.org/segments/temple-grandin-on-the-power-of-visual-thinking/.

Schwarzschild, S. (1990) The Pursuit of the Ideal: Jewish Writings of Steven Schwarzschild (ed. by M. Kellner).  Albany: SUNY Press.

New Year’s Resolutions

As I have remarked more than once, I have always felt a kinship with how Judaism keeps its calendar.  The coming of fall, with the return to the classroom, has been the start of my new year for nearly as long as I can remember, and in fact, 54 of my 59 years has been spent in or working for schools of one kind or another.  It is always with a sense of rebirth each September that I great my old friend, Orion, during my morning run, hanging once more in the southern sky. Hence, Rosh Hashana and Yom Kippur have always made more sense to me than what is basically a celebration of the winter solstice and an excuse to party amidst the gloom of the darkest time of year (as if we needed an excuse to fight back against the gloom!).

However, one thing I appreciate that is common to both the Jewish Days of Awe and the Euro-American New Year traditions is the notion that here is a time for taking stock of one’s self, a time for reflection and honest admission, a time for resolve—to own the truth about one’s self and use it to chart a new course for the coming year.  And so, it is in that spirit that I write today.

First, the stock-taking.  It is an ugly and grim time to be an educator in this country.  As members of an already underpaid and underappreciated profession, we have been front-line workers for over two years now in the middle of a pandemic—with little to no formal recognition that we have, in fact, been on the front-line, putting our health and well-being at risk.  We have been tasked with managing the greatest loss in learning in history while simultaneously coping with a mental health crisis where 37% of students report feeling “so sad and helpless they couldn’t participate in regular activities” and one in five have seriously considered or attempted suicide (Prinstein & Ethier) .  The pandemic has unleashed a wave of social and behavioral problems, and so we now have annual required A.L.I.C.E. training for active shooter situations and are regularly attacked by the political Right for teaching important truths—even facing legal sanction and job termination in an ever-growing number of states for doing so.

The potentially dispiriting thing is that I could go on and on with my “ugly and grim” stock-taking, and the burn-out has taken its toll.  More than 50% of teachers polled this year by the National Education Association state that they are thinking about or actively leaving the profession, and in fact, the profession has become so unappealing that there are not enough individuals in the teacher training pipeline to meet demand—leaving schools scrambling this fall to fill quite literally hundreds of vacancies, even in the most affluent districts.

Why, then, are any of us still in the classroom? Why am I? Because as with all stock-taking, we must look at the entirety of a situation, and there is much that is beautiful and rewarding about teaching at this time as well.  Each day, we who teach provide children with the intellectual tools and skills they will need to function successfully as adults.  Each day, we who teach help children build the foundation for pursuing their passion, sometimes even inspiring what that passion is.  Each day, we who teach engage with and help construct the moral character of our students.  Each day, we who teach aid with losses and bind up wounds, both literal and figurative.  Each day, we who teach engage children’s minds and enlarge their worlds.  Each day, we who teach model what it means to be human well and in so doing, draw out that capacity in our charges.  In short, each day, we who teach get to leave the world a little better place than we found it, and how many jobs get to say that?

Thus, having taken full stock of both the ugly & grim and the beautiful & rewarding, we turn to part two of charting a new course for the months ahead, the “infamous” New Year’s Resolutions.  Here are mine:

  • That I will be patient with my students’ learning losses even as I aid their recovery.
  • That I will treasure seeing the totality of each of their faces, never forgetting what a gift it is to do so.
  • That I will always care more about my students than the discipline I am teaching them.
  • And that I will always speaking truth to them, regardless of cost.

What might your resolutions be for the coming year?

References

Allen, G. (July 13, 2022) Florida Gov. DeSantis Takes Aim at What He Sees as Indoctrination in Schools. NPR Morning Edition.  https://www.npr.org/2022/07/13/1110842453/florida-gov-desantis-is-doing-battle-against-woke-public-schools.

Freeman, C. & LeBoeuf, S. (Aug. 3, 2022) Severe Maryland Teacher Shortage Highlights Difficult Working Conditions at K-12 Schools.  The Baltimore Sun. https://www.baltimoresun.com/education/bs-md-teacher-shortage-20220802-ogngisg4djdxznxccmqgspw54i-story.html.

NEA News (Feb. 1, 2022) Survey: Alarming Number of Educators May Soon Leave the Profession.  National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/survey-alarming-number-educators-may-soon-leave-profession.

Prinstein, M. & Ethier, K.A. (September 2022) Protecting Kids’ Mental Health.  Scientific American; p. 11.

Reason’s Guide: EQ in the Classroom

Reason guides but a small part of man, and that the least interesting.
The rest obeys feeling, true or false, and passion, good or bad.

—Joseph Roux

As the summer winds down, I find myself looking back on the past couple of months and the extra research and writing that this time of year allows, and I am considering what I want to take from my own learning from this process into both the classroom this fall as well as what will be the start of my 60th rotation around the sun.  With age comes at least the potential for some wisdom, and with the usual anticipation of the start of another school year, I am thinking about what new insights I might employ to guide my life as an educator.

One that comes from a recent conversation has to do with “magical thinking.”  This is a concept used in anthropology to refer to ritualistic behaviors (words and/or deeds) that are done with the intent to either avert an unavoidable event or to cause a desirable one over which one has no actual control.  Some examples include “if I pray hard enough, my loved-one suffering terminal cancer won’t die” as well as “if we dance correctly, the rains will come,” and my kindred-spirit of so many of this summer’s blogs, Oliver Burkeman, would contend that all time-management plans are “magical thinking” at its finest:  “if I just manage my time in such-and-such a fashion, I will get everything done.”

Of course, all of us engage in moments of “magical thinking” at some point in our lives; it’s simply a very human way of coping with the powerful emotions involved in times of intense personal struggle or challenge.  As the Peanuts character, Peppermint Patty once observed right before taking a test (and as tongue-in-cheek commentary on the Supreme Court’s famous ruling banning formal teacher-led prayer in public schools), “some prayer will always be with us.” 

However, with us or not, “magical thinking” can be highly problematic if we’re trying to meet the demands of an actual challenge or persevere through an actual struggle.  Patty’s prayer can’t help her take her test successfully, and the most efficient time management system in the world won’t enable any of us to get everything done.  Dancing can’t make it rain, and “thoughts and prayers” won’t prevent mass shootings.  At best, “magical thinking” is a coping mechanism for soothing our finitude—a placebo for an aching soul—but at worst, it is a substitute for making difficult choices and taking effective action.

And that’s what got me to thinking about it as an educator:  where might we be unwittingly (or even wittingly) employing “magical thinking” in our schools?

One area where I think we might be is in the realm of emotional intelligence.  For example, in spite of knowing full well that “emotions determine whether academic content will be processed deeply and remembered” (p. 30) and that “just one caring adult can make the difference between whether a child will thrive or not” (p. 36), we still have the bad habit of disciplining emotional outbursts, believing that punishing a cry for help will somehow improve or fix the situation, and we still hear the infamous “don’t let them see you smile until Christmas” offered as classroom management advice to new teachers, trusting that a rigid environment means learning must be happening.  Both behaviors rely on a ritualistic response that almost never meets the actual demands of the challenge, and on the rare occasion they do, like all “magical thinking,” there is sometimes just luck (it will eventually rain at some point in time after people have danced).

But when I suggest that we may be employing “magical thinking” when it comes to emotional intelligence in our schools, I’m thinking more along the lines of that most primitive of rituals: active denial—if we just ignore a problem, it will magically go away.  And the problem confronting schools is that EQ is a skill, a critical one for learning and one that like all intelligences requires training and practice, and we neither actively teach it nor do we give it formal workouts it in our educational systems.  Basically, we just pretend that children will become emotionally intelligent on their own somehow, without any direct intervention, and while we know that the simple act of living will nurture any type of intelligence to a degree, we also know from research on IQ how much thoughtful, planned instruction increases cognitive intelligence beyond a child’s general environment.  Similar research on EQ has shown similar results, and thus, as Marc Brackett, Director of the Yale Center for Emotional Intelligence points out, since “the three most important aspects of learning—attention, focus, and memory—are all controlled by our emotions, not by cognition” (p. 195), we might want to start deliberately teaching emotional intelligence in our schools.

And we might want to be doing so sooner rather than later.  I have written before about the damage to education caused by the pandemic, and the emotional trauma from this natural disaster is a significant component of that damage.  One in five children in this country are currently experiencing a significant mental health crisis such as depression or anxiety (I have relatives among them), and we know from the research that individuals with well-developed EQ cope more effectively with issues of mental health and respond better when professional treatment is required.  Hence, without emotional intelligence curricula in our schools, we are essentially “failing to recognize trauma’s effects on learning [and] risk compounding the trauma and jeopardizing students’ prospects in school” (p. 192).

Yet even if without the pandemic, we would still have a serious predicament when it comes to learning and the absence of emotional intelligence curricula in our schools.  Our children and youth are steadily losing their ability to read one another’s emotions due to the amount of time they spend on their screens, and the research about this is clear:  “in one study, sixth graders who went five days without glancing at a smartphone or other digital screen were better at reading emotions than their peers from the same school who continued to spend hours each day looking at their phones, tablets, computers, and so on” (p. 85).  Remembering that “the three most important aspects of learning—attention, focus, and memory—are all controlled by our emotions, not by cognition,” and this skill loss has significant and troubling implications for our future.

The solution, of course, is pretty straightforward:  develop EQ curricula and integrate them into our schools.  Indeed, Brackett and his team at Yale have an existing program called RULER that they have helped place into about a quarter of the New York City Schools and are now working with the Connecticut Association of Public School Superintendents and Connecticut Association of Boards of Education to make “Connecticut the First Emotionally Intelligent State!” (p. 217).  It is why I read Brackett’s book; it was assigned reading for the team I will be joining this fall to generate an emotional intelligence program at my school, one that every child will participate in through our advisory program. 

So the necessary work is underway, but it needs spreading.  If you are reading this—whether as a parent, an educator, or simply a concerned citizen—consider sharing it with someone you know in the educational or political power structure.  They may push back with arguments such as “we’re already facing a teacher shortage crisis” and “you’re asking to put yet one more thing on people’s plates.”  But the data from the Aspen Institute and others is clear: emotional intelligence education “is not a distraction from the ‘real work’ of math and English instruction; it is how instruction can succeed” (p. 192; my emphasis).  All it takes is a seed to get something started, and you are in a position to help sow. “Magical thinking” certainly isn’t going to solve this problem, and as Brackett wisely observes:

Until SEL [Social-Emotional Learning] permeates the entire school village and community leaders become a vocal, energized force for SEL, it won’t occupy its proper place…only when everyone demonstrates that SEL matters will politicians, school boards, and administrators pay attention and make the necessary effort.  That commitment filters into the classroom, the cafeteria, the gymnasium, the playground, the school bus, to the principals and teachers and aids and guidance counselors, to parents, and, ultimately, to the benefit of all.  [Because] when we unlock the wisdom of emotions, we can raise healthy kids who will both achieve their dreams and make the world a better place (p. 218).

That’s a future I think we all can live with.

References Brackett, M. (2019) Permission to Feel: The Power of Emotional Intelligence to Achieve Well-Being and Success.  New York: Celadon Books.

Guatemala

Preface: recently, I have had quite a few of my regular readers ask whether I have any hope for humanity at all, given how much of my time a spend writing about our challenges, and I’d like to start to answer that question with an excerpt from an essay I wrote nearly 20 years ago following participation in a two-week archaeological dig of a Pre-Classic period Mayan ruin.  My time in Guatemala had a profound impact on me and my understanding of my place in the world and would lead to the evolution of my understanding of hope that I will address in the Coda.

September 2004

These reflections start, oddly enough, with a Sunday school lesson.  My formal relationship with the institutional church came to an end long ago, but I still attend with my mother when I am back visiting her in St. Louis out of a respect for–more than anything else–her role in my own spiritual journey. And since I was leaving the country from there so that my family could watch over my dog while I was away, fortune seemed to have it that I happened to sit in on her class the morning before my flight.  They were discussing a passage from the tenth chapter of Paul’s first letter to the Corinthians.  But the general ethos of that epistle was having a stronger influence than any given line of scripture on the conversation, and it was this that triggered what would end up being–as you will eventually see–an extremely pertinent memory for me.

But before sharing, it occurs to me that a brief aside is warranted for those in my audience not fully familiar with the New Testament in order to provide historical and cultural context.  The church at Corinth was one of the strongest and most influential Paul helped found following his conversion, but it was also a church who’s members struggled greatly with the realities (and temptations) of the Greco-Roman society of which they were a part.  Many of its members, claiming to lead godly inspired lives, were still engaging in the common social habits of their day (e.g. hopping down to the local pagan temple to “visit” the prostitutes [i.e. the “priests” and “priestesses”]), and Paul basically uses his first letter to the Corinthians (in truth, letters) to chew them out for not living lives in full accordance with their claims to be Christians.

Why Paul’s general tone here is so important to understanding what I remembered that morning is because discussing Corinthians reminded me of what the noted New Testament scholar, Jerome Murphy-O’Connor said in his biography of Paul.  Murphy-O’Connor points out that Paul struggled all his life with the apparent discrepancy between the power of his own encounter with the Sacred and the apparent absence of this power in so very many of those who professed belief in Christ.  His own experience on the road to Damascus had utterly and completely transformed (literally “converted”) him into a totally different person, one who had to live life differently than before because engaging the Sacred was now an integral part of who he was.  Yet as he tried to bring this experience to others through his preaching and teaching, he kept crashing into the reality that so many who claimed to have encountered the Sacred did not live transformed lives.  As I pointed out that morning in the class, what frustrated and angered Paul so much about the Corinthians (and why he chastises them so vehemently in his letters to them) was that here was one of his successful congregations and even they were still screwing up–living lives that showed little or no transformation, no “conversion,” of any kind.  Paul just couldn’t get how anyone could have walked away from knowing the Sacred firsthand and not lived an authentic new existence as a direct cause–effect consequence, and it troubled him deeply to the day he died.

Recalling a scholar’s insights about St. Paul may seem as relevant to what follows as the Federal Reserve Board’s current economic policies are to the orbit of Mars, but I ask that you bear with me.  Like an Amish barn raising, these ruminations need to construct some separate individual walls first before they can be assembled in unison to create a whole. We have wall “1.”  Now wall “2.”

Part of the challenge I have found with sharing my journey in Guatemala with others–and probably a significant source of my hesitation to discuss it casually with those who ask–is that so much of the impact of those weeks involves a sort of “Gestalt” of a whole rather than easily described defining moments.  Which might sound like the broad experience often referred to as “culture shock,” but that’s not what I’m talking about here.  In my life I have already lived and worked for prolonged periods amidst poverty (which I can attest looks pretty much the same everywhere); so the deprivation and destitution I saw in the towns and villages was nothing new to me.  With a psychological profile shared with less than 3% of humanity, I was already well versed in living on a daily basis feeling always vaguely alienated; I’m a “stranger in a strange land” in my own society, let alone someone else’s.  I live on the East Coast; so overcrowding and the consequent denuding of environmental resources that accompany it didn’t seem any more pathetic and sad than it does here–hillsides and lakes stripped of their resources look, again, pretty much the same whether in Maryland or Guatemala (it is a little more painful in Guatemala because the original beauty of the jungle is so much greater than Maryland, but that’s about the only difference).  Finally, even the language barrier didn’t tug particularly hard at my awareness.  Having spent so much time on the Colorado Plateau, I am used to being immersed in the sounds of Spanish (even if I don’t always understand it).  Thus, while I certainly experienced the frustration of the communication barrier at times, I never felt emotionally ill-at-ease because of it.

No, what made Guatemala so disturbing for me was in a very pivotal sense just how analogous and homologous it seemed.  Certain elements of our society which I have always assumed were deeply cultural and, therefore, both unique and–more importantly–consequently malleable suddenly didn’t seem so unique, cultural, or–frighteningly–malleable.  One particularly important aspect of American life, for example, that I have always taken for granted was simply an outgrowth of our distinctly rabid individualism is our rapacious conspicuous consumption of resources simply for the sake of consuming.  I have seen our poor buy $200 status-symbol sneakers instead of adequately feeding their children.  But I have always thought that was just us–that that was simply what the messages of our society taught everyone: whoever dies with the most, wins. 

In Guatemala, however, I saw exactly the same thing–villagers owning cell phones with 11 unschooled children working to help pay for it; towns building elaborate arches over their main road to welcome visitors but leaving the coffee processing plant needed to employ people half-finished and vandalized.  Suddenly, “us” and “our” was “they” and “them,” and I was left having to confront the frightening truth that rapacious consumption seems to be a trait of our species, not a trait of one of our cultures.

There were numerous other parallels that I found equally disturbing, but on one particular day toward the end of my stay, there was one specific event that brought a clarity to this “Gestalt” of “sameness” which I was experiencing that led to the realization that has so disconcerted me.  We were returning from the dig site through the village mid-afternoon, and up ahead of us, we could see some children laughing and playing in the street, dragging some kind of what, at a distance, appeared to be wagon.  The adults in the vicinity were looking on with expressions of content amusement, and it was clear everyone was enjoying the moment.  My two fellow volunteers and I also started to smile and make appropriate comments when we realized as we got closer that the “wagon” was in fact a dead animal of some kind with a long rope attached to its neck. 

That observation silenced us, but upon reaching the party of children, we saw that the animal, a cat, was in fact not fully dead.  Instead, it was slowly being garroted by the tightening noose of rope as the children raced back and forth, dragging the cat behind them.  We could see where the rope had cut through the bleeding animal’s fur and skin and was tearing at the underlying tissue, and it was clear from the weak, shuddering muscular spasms of the cat’s hind legs that the children had been “playing” with it for quite some time.  The animal was clearly terminally damaged, but probably had several more minutes before it would finally decease.  It was hard not to stare in horror at all the surrounding villagers–child and adult alike–but because we were in no position to intervene safely, we could only walk on by, leaving the animal to its fate.

The image of that cat twitching haunted me afterward for days. But what truly burdened me–and will do so until my own death–was the discernment that a species who condones torturing other organisms to death simply for its own pleasure is not long for this world.  And before anyone starts to protest, remember that such lovely activities as boxing and bow-hunting are quite legal in the United States and our most popular sport is football.  Even something as “innocent” as one of my state’s beloved traditions, the crab feast, involves the deliberate infliction of extreme pain (being steamed to death is probably second only to crucifixion as one of the most agonizing ways to go).  It is a biological myth that these so-called lower organisms do not feel pain like we do.  The capacity for pain is the second neural function to evolve in organisms with sensory input (for obvious advantageous survival reasons), and anything more sophisticated than a tapeworm feels it fully.  The earthworm wriggles on the hook for the same reason you or I would wriggle if we found ourselves impaled with a metal rod through our bodies, and the power of that moment in Guatemala again came out of its “sameness.”  Once more, I found myself forced to acknowledge that something dark and ugly was in fact a human trait, not merely some cultural attribute.

Now the darker side of human nature is hardly something new, nor at forty-one years of age can I claim any lack of familiarity with it, including my own (sadly, I have even witnessed the abuse of animals before; although, in those instances, I was in a cultural position to do something safely about it).  So why, then, did this particular encounter with the darkness prove so troubling to me? To understand that, I must build the third “wall” of my “barn;” so I beg your patience with a brief biology lesson.

Most of us are familiar with the current population crisis facing our species, but what few who are not directly involved in the environmental sciences know is just how terrifying that crisis really is.  The study of population dynamics is one of the more mathematical parts of biology, and the algorithms and equations used to describe what happens to populations of organisms over time are as deterministic as Newton’s laws of motion.  If the model states “if p, then q” and condition “p” exists, then “q” will happen just as certainly as F=ma or E=mc2.  The problem, of course, is that finding the absolutely correct equation given the myriad variables is impossible, and so for any given species and situation, there end up being ranges of models which share common features that are “tweaked” according to the available data.

Right now, the equations modelling the human population all agree that our species went past the Earth’s carrying capacity sometime between 1975 and 1982 (with some extreme models putting it +/– 3 years).  What that means is that our species has grown so numerous that even if every last arable piece of land, etc. were put to nothing but only keeping individuals alive that there are literally not enough physical resources to sustain doing it.  The key, of course, is “sustain” because what blinds most people to the problem is that simply keeping the existing humans alive temporarily is possible but only at the expense of permanently consuming resources that can not be replenished to keep the process going.  As E.O. Wilson translates this fact into perspective in The Future of Life, we would have to have 4! more entire planet Earths to provide every human currently alive the basic standard of living we take for granted in this country.

The consequence of exceeding our carrying capacity, of course, is the same consquence as that of every other living organism: there is massive death and the population crashes back below the carrying capacity.  There is not a population model in existence that does not agree on this elementary truth, and there is not an environmental scientist who does know that this truth is as deterministic as gravity. We are headed for an evolutionary bottleneck, and the human species will crash.

But here is where the possible range of models comes into play (and as you will see, why my reaction to Guatemala was what it was).  Some, like Wilson, subscribe to what I will call the “optimistic” model.  According to this model, within the next 200–500 years (5 to 10 generations; again depends on your starting variables), civilization as we know it will completely rupture apart; there will be massive pandemics, famines, and extinctions; and those humans that survive will be living in a world reminiscent of Western Europe in the year 600 C.E.  Now, I want to emphasize that what this model describes is the optimistic outcome of the population equations. Just as the ancient Romans slid into barbarism, the entire species will slide into barbarism, and that is the BEST we can expect.  At the other end of the range of models is what I will call the “pessimitic” one, that of Peter Ward and some of his colleagues, and according to this model, what lies at the end of the population crash is not barbarism but extinction.  Humans simply will not be anymore.  “Wall 3″ really could be a wall.

And that’s where my experience in Guatemala comes into the dialogue.  I have known for many years that the adult lives of my students would be materially less well off than my own, and I have known that their own childrens’ lives will be harsher still, their grandchildrens’ still worse, and so forth.  I have known that the rapacious material excesses of my own society will contribute to its own slow self-destruction and that we will take much of the ecology of the planet with us.  I have known, as have all population dynamicists, that we are headed toward a population crash and that the effects of a crash on a social species will be distinctly unpleasant.

But I have always thought that the “optimistic” model of Wilson and others was right.  That our capacity for rational self-determination would lead us to choose the kinds of difficult actions that could carry some survivors through the bottleneck.  I have even been a teacher because of a hope that some wisdom will make it through the generations and better guide my students’ great-great-great-great grandchildren when they rebuild their world someday.

Now, however, I have no choice but to recognize that these models are probably wrong and that as a species, we simply will not be here in 500 years.  The Mayans, themselves, rebuilt their society three times, only to overconsume, overpopulate, and crash each time, learning nothing from the time before.  They could do so, though, because each time they crashed, they simply migrated to a new location (going from the Pacific side of the isthmus to the Atlantic side).  This time, they have no where to go that someone else is not already there–none of us do–which is what made that conjunction of the utter “other-ness” of living Mayan culture with its equally powerful “sameness” I also experienced so jarring: it wasn’t that which made them uniquely Mayan that had destroyed themselves time and again; it was that which made them human that had destroyed them time and again. 

And a species that kills for pleasure and consumes simply to consume will not survive a time when there is no where else to go. Guatemala has shown me where it has to end, and I am left very much wondering what meaning or purpose there is to my life.

The paradox–and my fourth “wall”–is that even as this knowledge and these thoughts churn away following my return home, I have gone back to school this fall full of renewed energy and drive to work as diligently as ever for a world that will never exist.  I have already written three grant proposals for my summer research program, continued working to publish a lab manual with two of my students, and started writing letters of recommendation for my seniors.  I have made repairs on the house, helped my dog heal from a bad bout with intestinal flu, and enjoyed dining out and a couple of good movies.  In short, I have plunged into living as I have always done.

Of course, many might respond to that with “well, Duh! No one would actually live out such knowledge through their actions; if nothing else, the animal part alone would just keep living normally.”  But I need to emphasize that I know we are doomed as a species in the same way a terminal cancer patient knows they are going to die. I have even in my private moments gone through the five classic stages of grieving.  The last of which is acceptance, and therein perhaps lies the power of the paradox because it brings me back to where I started this tale: with Paul (and the “barn” gets raised).

The paradox of our species is that we evolved a brain capable not only of interpreting sensory data but of also having experiences that seem to transcend the empirical world.  And what I find most fascinating is that whether one chooses to be a classic analytical scientific reductionist and argue from studies of Buddhist monk brain waves that the “Sacred” is simply a totally subjective state of mind or whether one chooses to be an ardent theologian arguing for the existence of God, the consquence of a transcendent encounter (whether you call it remapping the synapses or faith) remains the same: a life utterly transformed in its character. 

I know; I have experienced it in my transcendent moments and know their power.  And what I have had to come to accept in the past weeks is that who this encounter makes me is someone who fights for the “optimist” model of our future even while knowing the other model is most probably correct.  One of my most fundamental values has always been the old proverb that it is better to light a candle against the darkness than to curse it.  What I have learned from Guatemala is that I cannot NOT “light candles;” it simply isn’t in me.  As Martin Luther said at his ecclesiastical trial: “Hier bleib Ich; Ich kann nicht anders.”

Which for me is the real power of Murphy-O’Connor’s insight I shared earlier.  I have always known that you cannot cause another to have transformational experiences.  No one can ever directly make someone else have this awareness, and the practical consequence of this basic reality is that all Paul’s evangelizing in the world was not going to cause the Corinthians (or anyone else) to be transformed (and I suspect Paul actually knew this).  However, because he had known the transformation himself, he had to act as if others could be brought to it.  He had to act as if the “Sacred” could be brought into people’s lives.  He had to act as if others would someday live out this transformation in their own lives because he literally could not do otherwise as a consequence of his own transformation.

I have started to discover post-Guatemala that I, too, seem incapable of not living out of my own awareness of that which transcends.  Because in spite of possessing the most grim factual knowledge of my life, I find that I literally can’t despair (partly because the utter rationalist in me knows that other factors can radically influence the models[1]).  Like Paul, I find that I don’t have much choice but to live with the paradox of “as if,” and like him, I have to do so more than anything else because I simply cannot do otherwise and remain who I am. 

Some days that is more comforting than others, and some days not.  But I struggle with discovering acceptance in the face of ultimate mortality just as those who have come before me have, and perhaps like some of them, I will discover my paradox’s truth strong enough to get me through to the other side. 

My mentor, the Jewish philosopher and theologian, Steven Schwarzschild once wrote that he and his brother often said that just because the world is coming to an end is no excuse not to get properly dressed for dinner; so ala Luther: Here I stand attired to dine; I can do no other.


[1] We might get lucky, for instance, and have an asteroid hit the planet soon, wiping out the majority of people and allowing us to co-evolve better with the rest of the planet–though it should be pretty sobering that mass destruction can be seen as a “hopeful” thing.

Coda

Anyone who has been following my posts this past month knows that I have found the journalist, Oliver Burkeman’s ideas about “time” truly revelatory, and he has made me much more conscious and self-aware about how I am using mine.  However, there is one thing I think he gets wrong—or more accurately, misunderstands—and that is the concept of hope.

“Hope” to Burkeman is a passive thing.  He thinks that to hope for something “means disavowing your own capacity to change things” (p. 231) and placing “your faith in something outside yourself, and outside the current moment…to make things all right in the end” (p. 230).  He is in complete agreement with environmentalist Derrick Jensen that “ ‘When we stop hoping that the awful situation we’re in will somehow resolve itself, when we stop hoping the situation will somehow not get worse, then we are finally free—truly free—to honestly start working to resolve it’ ” (p. 231).  Hence, for Burkeman, “to give up hope…is to reinhabit the power that you actually have” (p. 231).

Now, anyone who has been following my thoughts already knows that I think hope is a verb, that it means avowing your own capacity to change things and that when an individual hopes, they are already inhabiting their power to engage in the very work that needs doing.  To hope is to do.

However, prior to Guatemala, I would have been sympathetic to Burkeman’s position.  I tended then to think of hoping as a feeling, an emotional coping mechanism for dealing with despair.  But as I returned to daily life in the classroom, knowing my very nature compelled me to “light candles” even in the face of overwhelming knowledge about my students’ futures, I began to realize that what makes light efficacious is that it actually dispels some darkness.  Hoping for a better future meant actively dispelling some of what stood in the way of that, and thus, hope, for me, became a verb.

Yet before someone shouts “Semantics!” and argues that Burkeman and I are ultimately on the same page—people need to be actively doing things about today’s problems rather than passively praying that things will get better—I want to suggest that words and how we understand them matter, and I think Burkeman misunderstands.  Here’s why: if you understand hope as I do, then the opposite of hope is not the despair it would be for Burkeman; it’s apathy.  People who work to affect change have to have a sense of and belief in their own agency, and without it, what’s left is a sense of futility.  Hope, I would argue, is our faith in that agency, and when I hope, I’m not just applying that agency, I’m actively believing in its power.  Hence, to give up hope is to surrender your agency as an effector of change.

That’s what Guatemala ultimately taught me.  I could be hopeless in the face of humanity’s most probable fate, giving in to indifference, caring only about the wants of me and mine.  Or I could be hopeful, discovering as Diana Butler Bass reminds us that the opposite of despair is not hope but delight—delight in the changes I could and was affecting.  Thus, if you ask me if I have any hope for humanity, my answer is that I have nothing but hope for humanity—and I’ll keep using my agency to do so as long as my share of 4000 weeks allows.

References

Bass, D. (July 12, 2022) Summer Wisdom Journey: Ecclesiastes—Delight and Despair. The Cottage. https://dianabutlerbass.substack.com/p/summer-wisdom-journey-ecclesiastes?utm_source=substack&utm_medium=emailhttps://dianabutlerbass.substack.com/p/summer-wisdom-journey-ecclesiastes?utm_source=substack&utm_medium=email.

Burkeman, O. (2021) Four Thousand Weeks: Time Management for Mortals. New York: Farrar, Straus and Giroux.

Murphy-O’Connor, J. (1996) Paul: A Critical Life. Oxford: Clarendon Press.

Ward, P. (1994) The End of Evolution. New York: Bantam Books.

Wilson, E.O. (1992) The Diversity of Life. Cambridge: Harvard University Press.