This Is Not News

I sort of left my Roadblocks series alone for a few days, although many of the little posts I’ve made this week have been beating around the bush. This is an argument that I get into with myself a bit, because it’s a situation where I have to have faith in something when the visible evidence doesn’t always support it.

My philosophical background is in John Dewey’s version of pragmatism, and the theories of democracy and education that he produced as a result. It’s a vision that says that human beings have the capacity to grow by using their intelligence to understand the world around them. It says that this capacity is best utilized in a free and democratic society, where everyone serves as a partner in the project of inquiry. When we can share what we have learned, listen to what others have to say about it, and add their contributions to what we originally figured out, we get a richer, clearer picture of the world around us. We also build skills and tools that we can use to solve the next problem that comes along.

I believe in this vision. The reason I have chosen teaching as a career is that I believe that I can use what I have learned to help students develop the tools to be good citizens. In the process I expect to improve my own skills as well.

But you know, there are days when my faith in the vision is sorely tested by reality. There are decades of data that suggest that Americans as a whole are not very well-informed about policy issues. Elections are frequently decided by a minority of the eligible voters because two-fifths or more of the eligible voters don’t show up. The voters who do show up often don’t really know who or what they’re voting for, so we get wild swings in policy direction and ridiculous forms of institutionalized gridlock. There’s a strain of anti-intellectualism in our society that suggests that people who do intelligently investigate the world shouldn’t be trusted (unless they’re figuring out how to get more channels into our TVs).

When I see the state of the world I wonder if we’re really the intelligent inquirers that pragmatism makes us out to be.

Now, part of my job as a teacher is to help change that. Dewey’s theory of education is built on the idea that as children we are naturally prone to inquiry about our world, and educational institutions should be built to harness, channel, and amplify that natural inquiry so that “our world” gets wider and wider as we grow older. But if adults aren’t always interested in inquiry, might it not stand to reason that not every student is going to be, either?

Inquiry-driven, performance-based learning demands a lot of work on the part of the learner. The independence that it offers leaves the students with less of a road map than some other models of education. I haven’t figured out the way to make that appeal to every student, to inspire them to take ownership of their own education. Some do because that’s who they are, and some don’t because that’s who they are. So the ongoing challenge for me is to figure out how to grow that first category, and that’s the argument I often have with myself at night.

My class wikispace isn’t working properly in school, so I’m using this page as a backup for a project we’re working on in ethics.

Presidential Project Phase 2: The Days Before New Hampshire

NPR: New Hampshire Boost or Bust

1. History suggests that if Mitt Romney wins the New Hampshire primary tomorrow, he will win the Republican nomination for president. Why is this so?
2. What did Pat Buchanan accomplish in New Hampshire in 1996? Why does Buchanan think he was able to accomplish this?
3. What challenge does Buchanan say that Romney will have to overcome if he does win the New Hampshire primary?

NPR: Debate Coverage

1. What advantages does Mitt Romney have in New Hampshire?
2. Why were his opponents attacking him anyway in debates on Saturday and Sunday?
3. Why do Romney’s opponents think that they will have an easier time beating Romney in southern states?
4. Summarize either Newt Gingrich’s or Rick Santorum’s attack on Romney, and Romney’s response to that attack.

CNN on Ron Paul

1. What is Ron Paul’s plan for Tuesday night/Wednesday morning?
2. Why does Paul say he wants to end America’s financial aid to Israel (and to other countries)?
3. What advantage does Paul think he has with New Hampshire voters? Does available data support or contradict that claim?

NY Times on NH Debate

1. Summarize the criticisms of Romney by Gingrich, Santorum, and Jon Huntsman.
2. What concerns does the Romney team have, given that their candidate is seen as the leader in the race?
3. Why is Romney trying to convince voters that he understands what it’s like to be worried about losing your job?
4. What comment did Romney make during the debate that Gingrich is now using as the basis for an attack?
5. Why are some candidates starting to look ahead to South Carolina?

Washington Post on Jon Huntsman

1. How is Jon Hunstman’s campaign different from many of the other Republicans’?
2. What mistakes do political analysts believe that he has made?
3. What evidence does the article offer that Huntsman is a conservative candidate?
4. What evidence does it offer that he is not?

General – Use these articles and other articles at the news/politics sites to answer these questions:

1. Why do you think Romney’s rivals are focusing on Bain Capital? Do you think this is a good strategy for making Romney unpopular?
2. Given the comments by Pat Buchanan about his success in 1996, would you expect Rick Santorum to have a strong or a weak chance of success in New Hampshire? What about Ron Paul?
3. Do you think that any candidate other than Romney, Santorum, or Paul will do well enough in New Hampshire to have a good chance to win the nomination? Why/why not?
4. If you were on President Obama’s campaign team, how would you criticize the Republican candidates in order to increase Obama’s chance to be re-elected?

So this week in World History we’re starting a set of units that have revolutions as a theme. To help introduce the topic I ask my students to analyze the lyrics of The Beatles’ “Revolution” because I think John Lennon does a pretty good job of incorporating a lot of the themes we discuss. The worksheet we use is in my Google Docs collection; I need to do a double-check on the lyrics transcription.

Some time in the next month or two I’ll ask students to create a video for the song based on what we’ve learned. (Which I suddenly realize means I need to figure out what I’m going to do about the student acquiring the song and whether I’m condoning or even encouraging piracy, or whether I can justify this to myself as a fair academic use. But that’s for later.)

The funny thing is, today we were talking about the idea that revolution often involves destruction – not just physical destruction as in war, but destruction of old ways of life and doing things. We talked about a lot of technological revolutions, and all of the old businesses that have been destroyed by the digital era. We talked about cassettes and record stores and film cameras. And right after we had that discussion, what do I read? That the Kodak company might be filing for bankruptcy.

Never mind ripping from the headlines, the headlines are ripping from me.