Category Archives: Education / Youth

Close Encounters Of The Irrational Kind

No matter what subject I raise in one of these daily posts, the ensuing discussion is likely to contain a lament about the absence of critical thinking. That really isn’t surprising–as an essay on “America’s Cognitive Crisis” put it:

What is the great lesson of 2020? A pandemic killed hundreds of thousands of people and ravaged economies while people disagreed on basic facts. Conspiracy beliefs ran amok. Unscientific racism surged on social media. Medical quackery enjoyed a boom year. What was the common thread that ran through all of it? What should we have learned from such an extraordinarily eventful year?

The crucial ever-present factor in 2020 was critical thinking. Those who thought well were less likely to tumble into the rabbit holes of thinking QAnon is true, COVID-19 is a hoax, 5G towers help spread the virus, racism is scientific, hydroxychloroquine cures COVID-19, demon sperm is a problem, tracking devices are in vaccines, there is mass election fraud, etc. The ability and willingness to lean toward evidence and logic rather than side with blind trust and emotion was the key metric behind the madness. We may view the current year, 2021, as the test to see if we were paying attention in 2020. So far, it doesn’t look good.

Granted, America has always had plenty of gullible folks–ready, willing and able to purchase the latest snake oil remedy or dunk the recently accused witch. But as the author of the essay notes, it’s no longer necessary to be a charismatic apocalyptic preacher or a well-funded, self-aggrandizing politician to pollute receptive minds. “Today anyone with a Facebook or Twitter account has the potential power to ignite wildfires of public lunacy.”

Unfortunately, it is only likely to get worse. The development and increasing use of deepfakes, which are nearly impossible to identify as false, poses a threat for which we clearly aren’t prepared.

Our present course may be unsustainable. The synergy of increasingly sophisticated deception aimed at unthinking masses promises more crippling confusion, disruption, and chaos, perhaps more than America can endure. Every minute worrying about nefarious microchips in vaccines is time not spent intelligently evaluating risk and assessing evidence. Every day sacrificed at the altar of a conspiracy belief or at the feet of a hollow demagogue is another day lost to possible social and political progress for all.

So–once again– I pose “the” question: what can we–what should we–do?

The author spends considerable time illustrating the extent of mass delusions and rampant disinformation, and concludes that much of it is attributable to the fact that too many American minds are incapable of handling close encounters of the irrational kind.

The key problem is that America is a nation of believers more than a nation of thinkers. Therefore, our primary target should not be the few who sell lies and fantasies but the many who so eagerly buy them.

Easier said than done, of course. The author says the only plausible “fix” is to make education for rational, critical thinking a norm of national curricula, and he includes a helpful explanation of the elements of that pedagogy. As he argues,

There is no quick fix available. But there is a preventive treatment. Most won’t like it because it’s slow and involves a lot of work. But it is a solution, perhaps the only one with a fair chance of success. Playing the long game of critical thinking education is the only way to deny the irrational-belief beast and the steady supply of victims it depends on….

The U.S. government cannot outlaw the inclination to believe nonsense. Regulations won’t purge the internet of every lie. Our brains are not going to suddenly evolve beyond their natural tendencies to lead us astray when it comes to perceiving and calculating reality. The answer lies with us. Teach our children thinking skills so that they can be their own editors and fact checkers. Children who grow up in this century must be their own guardians of truth. But they will fall short unless someone cares enough to teach them how.

I just hope we (1) heed the advice; and (2) last long enough to implement it.

Comments

Don’t Know Much About History…

Time Magazine recently reported on what it called America’s “history wars.” The article began by reporting on the results of a survey fielded by the National Institute for the Humanities, and revealed–I know you’ll be shocked–that while 84% of Republicans believe that history classes should “celebrate our nation’s past,” 70% of Democrats think history should question it.

The article took pains to say that the divisions over teaching history weren’t all partisan.

White respondents are more than twice as likely as people of color to feel that the histories of racial and ethnic minorities garner too much attention. Those with a college degree see men dominating the thoughts of historians at nearly twice the rate that non-degreed respondents do. Age is likewise a factor, with people in the 18-29 bracket calling for more attention to LGBTQ history by a 19-point margin, relative to those in the 50-64 age range. The “history wars” are thus polarizing beyond the party affiliations within which they are typically framed.

Of course, as political scientists might point out, people of color, people with college degrees and younger Americans are more likely to be Democrats these days, so the stark differences do map onto party affiliation.

Republicans are doing what they can to add the teaching of history to their arsenal of culture war issues. Thirty-six Republicans joined with Mitch McConnell in sending a scathing letter to Education Secretary Miguel Cardona, accusing him of endorsing a “politicized and divisive agenda” in the teaching of American history. 

Historian Heather Cox Richardson explained the genesis of that accusation.

On April 19, the Department of Education called for public comments on two priorities for the American History and Civics Education programs. Those programs work to improve the “quality of American history, civics, and government education by educating students about the history and principles of the Constitution of the United States, including the Bill of Rights; and… the quality of the teaching of American history, civics, and government in elementary schools and secondary schools, including the teaching of traditional American history.”

The department is proposing two priorities to reach low-income students and underserved populations. The Republicans object to the one that encourages “projects that incorporate racially, ethnically, culturally, and linguistically diverse perspectives into teaching and learning.”

This assault comes on the heels of the GOP’s hysterical objections to the New York Times 1619 project. The Times describes the Project as an ongoing initiative that began in August 2019, a date chosen because it was the 400th anniversary of the beginning of American slavery. The project “aims to reframe the country’s history by placing the consequences of slavery and the contributions of black Americans at the very center of our national narrative.”

It is certainly possible that historians might quibble over this or that element of the Times curriculum, or that different scholars might bring different perspectives to aspects of America’s history. Those scholarly disputes, however, are not what is animating the GOP assault. 

The current battle over the teaching of history is a battle between two utterly unreconcilable world-views: a semi-religious hagiography/mythology grounded in White supremacy, on the one hand, and an insistence that the study of history be an accurate accounting of where we’ve been–both good and bad– on the other.

As the Time Magazine article noted, and as many students can verify, history classes–especially in high schools (where they are often taught by coaches whose interests are more focused on playing fields) are too often taught as dry collections of dates and facts, rather than as a form of inquiry, an unfolding story in which event A led to reaction B and consideration of how that reaction shaped still other events and attitudes. Accurate history–including good faith scholarly debates over the importance, description or impact  of past episodes– can illuminate how America came to be the country it is, and help us navigate the future.

National myths have their place, but that place isn’t history class.

Comments

Misinformation And A Shared Reality

Kathleen Hall Jamison is a towering figure in academic journalism–she has authored numerous books and articles on the relationship between media and politics, and she founded and still oversees Factcheck.org.

Politico recently ran an interview with Jamison in which she made some important distinctions–between truth and fact, and between consequential and inconsequential misinformation.

Journalism is the reporting of fact. Truth is a more fraught concept. In common with most people, Jamison says she hears the word “truth” with a capital T. The word thus capitalized tends to confirm finality: I have discovered the Truth and need not investigate further.

We live in a world in which our understanding is progressing. Knowledge is evolving. There are “truths” in the universe—truths about physics, for example. There are “truths” inside a religious universe—presuppositional things that people treat as truth.

Rather than speaking of Truth-with-a-capital-T, Jamison is more comfortable saying that “there is knowledge that is more or less certain”–what I’d call “facts on the ground.”

She also provides a clear-headed summary of the situation in which Americans currently find ourselves.

So, that said, we live in an environment in which institutional trust is down. The challenge to established knowledge is now greater than it once was. The institutions that certify what we can know are not as trusted as they once were—in part because they have done things that demonstrate that they aren’t able to be trusted (at least some of them in some circumstances). You’ve got more factors challenging institutional forms of knowledge production, and sometimes that’s healthy—trying to hold them accountable is a goal of journalism. Some of them are more trustworthy than others; those that are more trustworthy are trustworthy more times than some would think. There are methods underlying trustworthiness of knowledge. Transparency is a norm. When it’s not honored, less trust. Reproducibility is a norm. When it’s not honored, less trust. A culture of self-critique and of critique is a norm. When it’s not honored, less trust. Those are norms of science. Those are also norms of good journalism.

We live in a world in which some good tendencies—the tendency to critique, the tendency to be skeptical—have gotten out of hand. And as a result, and we live in a polarized environment in which, for ideologically convenient ends, people who see ideologically inconvenient “knowledge” have more ways to discredit it with fewer places to anchor the knowledge.

When it comes to the distinction between information that is and is not consequential, Jamison gives a shout-out to the judiciary, noting that the courts have established rules for determining what constitutes relevant evidence and determining its credibility. Those mechanisms allowed the courts to arrive at a common conclusion when faced with the false assertions of the Trump campaign. We aren’t without tools for determining what is knowable and what is not.

That said, Jamison’s concern is with consequential facts.

With a lot of things, whether or not they’re factual doesn’t really affect anybody. I mean, they’re useful to know at a cocktail party, but they’re not consequential.

So how do we understand what is consequential? She provides an excellent analogy:

If you’re going to teach kids civics, I don’t care whether they know when Paul Revere rode. I don’t even care if they know that Paul Revere rode. In fact, I don’t care whether Paul Revere rode.

I do care that they understand there are three branches of government. I care that they understand that there are checks and balances built into our system. I care that they understand we have a veto—and what that means, when you exercise it, and how you override it. I care that they understand that there’s an independent Supreme Court; that we’ve set up the Supreme Court to be different and that it’s not a political branch of government. Those are consequential. They are consequential because if you understand them, you act and think differently about our system of government. The willingness to protect our system is, in part, a function of understanding our system, and understanding that our system has presuppositional facts—consequential facts—under it. If I don’t understand those things, then if the Supreme Court issues a series of unpopular decisions that I don’t like, I’m more likely to say that maybe we should get rid of the Supreme Court.

It all comes back to operating in a shared reality. That’s especially important to our ability to communicate, and to be contributing citizens in  a functional political system.

Comments

A Breached Agreement

I am ceding today’s post to a longtime friend, Chris Douglas. I have frequently criticized school voucher programs, for the reasons Chris lists and for several others, but he brings a particular perspective to the issue– and a well-founded belief that school vouchers breach the promises of Indiana’s constitution.

With his permission, his recent Facebook post on the subject is below.

_________________________________-

I’ve reflected lately on the number of things that I have found jaw-dropping late in life…. that I could never have imagined… the latest being the State of Texas not only opening up fully and abandoning masks while so many of its populations are totally vulnerable.. but attacking municipalities like Austin that have maintained mask mandates.

Vouchers delivering tax payer money to religious ministries that discriminate blatantly against innumerable Hoosiers, but LGBT Hoosiers especially, likewise are jaw dropping to me, as flagrant violations of our State Constitution. The… I don’t know what to call it… cavalier attitude….indifference… disregard… that I find among some people of influence.. with regard to the plain words, intent, meaning and spirit of our constitution protecting us explicitly from being coerced into the support of ministries against our consent… prohibiting money from going from the state treasury to religious institutions…. and banning religious qualification for offices of public trust and profit….. all flagrantly and intentionally violated by Indiana’s Voucher laws in their current form.

Now we are all of us .. after 200 years of religious freedom in Indiana… being taxed to support “education” that the Catholic Church and various Evangelical Churches have openly declared are ministries.. funded by money flowing *directly* from the treasury to those religious institutions…. who are refusing to hire and indeed are firing LGBT people on religious grounds.

Honestly, when I pledged my life to this country as a military officer… and when I returned to Indiana as a gay man… a place where my roots run so deep I get emotional… I thought we had a deal. I *thought* others would defend my rights just as I had pledged my life to defend theirs… That others would take seriously the Constitution that in Indiana has given us so much peace and freedom, each to think, believe, and worship as we might wish… none to impose our faith upon others…. all to accept each other as equals under the protections of the law in the common cause of our democracy.

I find… even among readers here… you know who you are… you really don’t give a damn. You think it’s perfectly acceptable. You hold no one accountable. You don’t understand… you certainly don’t embrace… your personal obligations to finally speak up for the rights of people who aren’t you. You’ve pushed for this. As if state funding of discriminatory.. indeed, in some instances, hateful, ministries.. is the only way of achieving our Constitutional imperative of providing education.

And some of you line your pockets in the process… or cozy socially, professionally, or politically about… silent while hatreds are funded.. whipped up… with public money… against your fellow citizens. Somebody else’s job to fight. Not yours. Not your social, political, or professional capital to expend.

Even before the Archdiocese declared every teacher, counselor, and administrator a minister… even while academy after academy receiving public funding (while promoting creationism… the subjugation of women… and damnation for all who do not believe precisely as they) declare themselves ministries of their narrow faith…. even as we contemplate the silent, sometimes terminal, darkness into which we plunge lgbt youth, condemned even by their own parents…

I reflect on the private words… the sneer… of one leader of this mess to me: “You’re not supporting any ministry….” calling black, white…. calling up, down… calling a circle a square. Why? Because he really just doesn’t care.

Here in Indiana, we had a deal. It’s in writing. It’s 200 years old. It has enabled people of strong and diverse and conflicitng faiths to live with each other in peace and mutual acceptance as has not been possible in Europe, Ireland, the Middle east or Burma. It appears to me that deal is over, the contract not even shredded, just denied while looking us in the eye and daring us to defend ourselves against your attack.

I thought we were in trenches together as Americans, as Hoosiers, whatever our differences, sharing the values of our Constitution as our bond. Turns out, I look around… and your bayonet is fixed against us, our Constitution successfully pocketed, denied, nowhere to be seen. You’ve become what, when I pledged my life in defense of our Constitution, I pledged my life against.

I’ll never understand it. I’ll never get over it.

Comments

YES!

Finally, people are seeing the connections. (And this time, I’m not talking about the extent to which America’s problems are grounded in suspicion and hatred of “the Other”–although recognition of that phenomenon has also grown.) I’m talking about civic literacy.

A recent report from the Washington Post began

It has been a bad 12 months for the practice of civics in America.
The U.S. Capitol attacked by thugs. An alleged plot to kidnap a state governor. Bogus claims of widespread election fraud. Violent protests in the streets. Death threats against public health officials. And a never-ending barrage of anger and misinformation on social media directed at, and by, politicians, leaders, pundits and an increasingly bitter and frustrated populace.

As the battles have raged, trust in institutions — government, media, the law — has plummeted.

So how did we get here? And how do we get out?

The article quotes researchers who draw a direct line from our current “civics crises” to America’s long-standing failure to teach civics. Schools do–and have done–a poor job of teaching American government, history and civic responsibility. Priority has been given to development of marketable skills and STEM education. (You can tell which subjects legislators and school systems consider important by looking at which ones are subject to  the high-stakes testing that is now widespread. Most systems do not test for civics.)

Now, a diverse collection of academics, historians, teachers, school administrators and state education leaders is proposing an overhaul of the way civics and history are taught to American K-12 students. And they’re calling for a massive investment of funds, teacher training and curriculum development to help make that happen.

The Educating for American Democracy (EAD) initiative will release a 36-page report and an accompanying 39-page road map Tuesday, laying out extensive guidance for improving and reimagining the teaching of social studies, history and civics and then implementing that over the next decade.

If I wasn’t a really old broad, I’d do a cartwheel!

The “road map” attributes the extensive distrust of America’s democratic institutions to the public’s “dangerously low” civic knowledge. When it comes to understanding how America’s government is supposed to function, large majorities are functionally illiterate. The report doesn’t pull punches–it finds that neglect of civic education is a major cause of our civic and political dysfunction.

As readers of this blog know, I’ve been singing this song for the past ten years. The Center for Civic Literacy at IUPUI–which I founded–had documented both the inadequacy of American civic education and the deleterious effects of civic ignorance. (If you want to beat your head against that wall, use the blog’s search function, type in “civic literacy,” and prepare to be inundated with posts and academic papers.

it isn’t simply a matter of devoting more time to civics–it’s also a question of teaching the subject matter effectively.

The report calls for an inquiry-based approach that would focus less on memorizing dates of wars and names of presidents and more on exploring in depth the questions and developments, good and bad, that have created the America we live in today and plan to live in well beyond the nation’s 250th anniversary in 2026. What students need, the report argues, is not a laundry list of facts, but a process that produces a better understanding of how the country’s history shaped its present.

As one teacher was quoted, teaching civics has too often been like preparing students to do well in a game of Trivial Pursuit“– a list of items that you could recite on a multiple-choice test. What students need, however, is a much better understanding of how systems work and how individuals can participate in the processes of electing, debating, governing and consensus-reaching.

The new focus on educating students to become more knowledgeable citizens calls for an investment in teacher training, curriculum development and an approach that would emphasize teaching of history and civics to the same degree as STEM and English language arts courses.

It’s past time.

Comments