Education / Youth – Page 9

Finland Leads The Way

I don’t think it is hyperbole to say that misinformation, disinformation and propaganda are at the heart of all of the other problems we face. After all, as any medical practitioner will tell you, prescribing a remedy requires an accurate diagnosis of the problem, and to the extent that our informational Wild West misleads us, such accuracy eludes us.

Worse, the Internet’s multitude of “facts” allows us to choose a “diagnosis” based upon our ideological preferences–we believe what we want to believe. If the problem is lazy poor folks, there’s no point raising taxes on the rich. if the problem is greedy rich folks, higher tax rates will be part of the solution.

If my own diagnosis is correct–if all of our problems are rooted in or exacerbated by our population’s growing inability to separate truth from fiction, wheat from chaff–is there a prescription for that?

Finland’s approach looks promising.

Finland ranked No. 1 of 41 European countries on resilience against misinformation for the fifth time in a row in a survey published in October by the Open Society Institute in Sofia, Bulgaria. Officials say Finland’s success is not just the result of its strong education system, which is one of the best in the world, but also because of a concerted effort to teach students about fake news. Media literacy is part of the national core curriculum starting in preschool.

The article, from the New York Times, began with an example:

A typical lesson that Saara Martikka, a teacher in Hameenlinna, Finland, gives her students goes like this: She presents her eighth graders with news articles. Together, they discuss: What’s the purpose of the article? How and when was it written? What are the author’s central claims?

“Just because it’s a good thing or it’s a nice thing doesn’t mean it’s true or it’s valid,” she said. In a class last month, she showed students three TikTok videos, and they discussed the creators’ motivations and the effect that the videos had on them.

Her goal, like that of teachers around Finland, is to help students learn to identify false information.

The United States was not included in the survey, which was limited to European countries, but there’s plenty of evidence that misinformation and disinformation are widespread in the U.S. Polls show that Americans’ trust in the news media is at record lows.

A survey by Gallup, published in October, found that just 34 percent of Americans trusted the mass media to report the news fully, accurately and fairly, slightly higher than the lowest number that the organization recorded, in 2016. In Finland, 76 percent of Finns consider print and digital newspapers to be reliable, according to an August survey commissioned by a trade group representing Finnish newspapers that was conducted by IRO Research, a market research company.

If we Americans were inclined to learn from others–not a noticeable national trait, unfortunately–we might take a lesson from the article’s description of what Finland has going for it, including a public school system that ranks among the best in the world, free college, high trust in government, and even higher respect for teachers.

Ah, well…..

In all fairness, there are some Finnish advantages we don’t share: Finnish is spoken only by about 5.4 million people, so disinformation produced by foreign speakers or bots is more easily identified because of grammatical or syntax errors. In the U.S., not only do we have millions of people for whom English is a second language, we also have tens of millions of native English speakers whose command of grammar, spelling and syntax makes this former English teacher weep. So some clues that are available to Finns aren’t available to us.

And unlike far too many Americans, Finns evidently believe it is the proper goal of the schools to equip students with intellectual tools–not to indoctrinate them with a particular view of their country or the other people who inhabit it. The article quoted one Finnish teacher who explained that she believed her job was to teach students “methods they can use to distinguish between truth and fiction. I can’t make them think just like me,” she said. “I just have to give them the tools to make up their own opinions.”

I’m sure those misnamed “Moms for Liberty” would disagree. Strenuously.

In the U.S., the goal of too many self-identified “patriotic Americans” isn’t to equip students to think, or to spot disinformation–it’s to ensure that they accept the correct disinformation.

No wonder so many Americans believe “facts” that just aren’t so.

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Why I Love David French

I make it a point to read anything I come across from David French, whose writing I love because it is both eloquent and thoughtful–and admittedly, for the same reason most of us like writers: he shares my own beliefs and concerns. (Come on–admit it. We all prefer the folks we consider wise because they agree with us.)

In a recent essay for the New York Times, French focused on one of my longstanding and primary obsessions: the American public’s lack of civic literacy, and the consequences of that pervasive lack.

French used what he aptly termed the the “Articulate Ignorance of Vivek Ramaswamy” as his jumping off point, using reactions to Ramaswamy’s glib ignorance as an example of the way “in which poor leadership transforms civic ignorance from a problem into a crisis — a crisis that can have catastrophic effects on the nation and, ultimately, the world.”

French refers to the research that I have often reported on this site:

Civic ignorance is a very old American problem. If you spend five seconds researching what Americans know about their own history and their own government, you’ll uncover an avalanche of troubling research, much of it dating back decades. As Samuel Goldman detailed two years ago, as far back as 1943, 77 percent of Americans knew essentially nothing about the Bill of Rights, and in 1952 only 19 percent could name the three branches of government.

That number rose to a still dispiriting 38 percent in 2011, a year in which almost twice as many Americans knew that Randy Jackson was a judge on “American Idol” as knew that John Roberts was the chief justice of the United States. A 2018 survey found that most Americans couldn’t pass the U.S. Citizenship Test. Among other failings, most respondents couldn’t identify which nations the United States fought in World War II and didn’t know how many justices sat on the Supreme Court.

Unlike my periodic rants on the subject, French isn’t sharing these statistics to bemoan public ignorance. He wants to make a different argument, namely

that the combination of civic ignorance, corrupt leadership and partisan animosity means that the chickens are finally coming home to roost. We’re finally truly feeling the consequences of having a public disconnected from political reality.

Simply put, civic ignorance was a serious but manageable problem, as long as our leader class and key institutions still broadly, if imperfectly, cared about truth and knowledge — and as long as our citizens cared about the opinions of that leader class and those institutions.

French reminded his readers of the time that Gerald Ford’s gaffe about Soviet domination of Eastern Europe made a huge difference in that campaign. As he says:

Note the process: Ford made a mistake, even his own team recognized the mistake and tried to offer a plausible alternative meaning, and then press coverage of the mistake made an impression on the public.

Now let’s fast-forward to the present moment. Instead of offering a plausible explanation for their mistakes — much less apologizing — all too many politicians deny that they’ve made any mistakes at all. They double down. They triple down. They claim that the fact-checking process itself is biased, the press is against them and they are the real truth tellers.

He follows up with several examples of Ramaswamy’s blatantly, factually incorrect (and actually ridiculous– but articulate!) statements–and the reaction of the GOP, which “deemed him one of the night’s winners.”

He sums it up:

The bottom line is this: When a political class still broadly believes in policing dishonesty, the nation can manage the negative effects of widespread civic ignorance. When the political class corrects itself, the people will tend to follow. But when key members of the political class abandon any pretense of knowledge or truth, a poorly informed public is simply unequipped to hold them to account…

A democracy needs an informed public and a basically honest political class. It can muddle through without one or the other, but when it loses both, the democratic experiment is in peril. A public that knows little except that it despises its opponents will be vulnerable to even the most bizarre conspiracy theories, as we saw after the 2020 election. And when leaders ruthlessly exploit that ignorance and animosity, the Republic can fracture. How long can we endure the consequences of millions of Americans believing the most fantastical lies?

I told you so…..

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The Irreplaceable Liberal Arts

A recent report in the New York Times made me incredibly sad. Here are the introductory paragraphs:

In proposing last week to eliminate 169 faculty positions and cut more than 30 degree programs from its flagship university, West Virginia, the state with the fourth-highest poverty rate in the country, is engaging in a kind of educational gerrymandering. If you’re a West Virginian with plans to attend West Virginia University, be prepared to find yourself cut out of much of the best education that the school has traditionally offered, and many of the most basic parts of the education offered by comparable universities.

The planned cuts include the school’s program of world languages and literatures, along with graduate programs in mathematics and other degrees across the arts and pre-professional programs. The university is deciding, in effect, that certain citizens don’t get access to a liberal arts education.

The article makes it clear that West Virginia is not alone. Politicians and state officials–primarily in poorer Red states– are taking an ax to liberal arts education. As the article correctly notes, “this trend, typically led by Republican-controlled legislatures and often masquerading as budgetary necessity, threatens to have dire long-term effects on our already polarized and divided nation.”

Once again, it becomes critical to support study of the liberal arts. As I have previously argued, “paradigm” may be the most appropriate word to use in connection with the importance of the liberal arts, because the liberal arts allow us to form the paradigm–the world-view– we need in order to function in an era of rapid change.

Americans today inhabit a world that is increasingly global and–despised as the term has come to be on the political Right–multicultural. Navigating it requires a broad familiarity with our human history, philosophy, literature, sociology and anthropology, studies that prepare us to encounter, appreciate and survive in that world.

The liberal arts teach us how to be rational and analytic in an increasingly irrational age. They teach us to be respectful not just of results but of process–to understand that “how” and “why” are as important as “what.”

Most important, from my admittedly academic and civil libertarian perspective, the study of the liberal arts requires–indeed, is based upon– a profound respect for the importance of human liberty. The life of the mind depends upon freedom to consider any and all ideas, information, points of view. It cannot flower in a totalitarian environment.

Technocrats can live with Big Brother, but poets and philosophers cannot.

It may be trite, but it is nevertheless true that learning how to communicate and learning how to learn are the essential survival skills. If all one learns is a trade–no matter how highly compensated the particular trade might be–he or she is lost when that trade is no longer in demand. But even if that never happens, lack of familiarity with the liberal arts makes it less likely that a person’s non-work life will be full and rich. There is nothing wrong with learning a trade; it’s important and worthwhile. But there is a profound difference between “trade school” and the process of acquiring an education. That difference is the liberal arts.

As the Times essay concludes:

The humanities are under threat more broadly across the nation because of the perceived left-wing ideology of the liberal arts. Book bans, attempts to undermine diversity efforts and remodeled school curriculums that teach that slavery was about “skill” development are part of a larger coordinated assault on the supposed “cultural Marxism” of the humanities. (That absurd idea rests in part on an antisemitic fantasy in which left-leaning philosophers like Theodor Adorno and Herbert Marcuse somehow took control of American culture after the Second World War.) To resist this assault, we must provide broad access to a true liberal arts education.

The campaign to overturn the liberal arts is politically motivated, through and through. The Democratic Party has lost the working class, while the Republican Party has made electoral gains among the least educated. With the help of consultants, Republicans seek to gut the (nonprofit or public) university in the name of a “profit” it doesn’t even intend to deliver. The point instead is to divide the electorate, and higher education is the tool.

We are seeing overtly political efforts to turn the nation’s classrooms and libraries into Rightwing echo chambers. School libraries should be managed by the librarians who are committed to intellectual freedom. History lessons should accurately portray both the admirable and the disgraceful. A liberal arts education should be accessible to all students–not just those with the financial wherewithal to attend “elite” universities.

What West Virginia University is doing is appalling–and very, very dangerous.

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Another Day, Another Voucher Study…

Okay–I know it’s just one more time beating that horse (an animal quite probably dead by now…), but I can’t resist. Brookings has just issued yet another study confirming the educational downsides of voucher programs.

The study was prompted by the recent expansion of voucher programs and “education savings accounts,” (ESAs) which are functionally the same thing–the use of public money to allow parents to send their children to private schools. That expansion has occurred primarily in states that voted for Trump in 2020, which should be a clue that these programs are based on ideology; their proponents simply ignore that pesky inconvenient thing called evidence.

(The Brookings report has multiple links to the previous academic research on each of the following points; I’m not including them, but if you click through, you will be able to easily access them.)

This study confirms a number of the findings of previous research: for example, that after expansion of a voucher program or implementation of an ESA, pop-up schools immediately appear, many of which will close rather quickly, and that existing private schools raise their tuition.

The study notes that a decade of research has confirmed that vouchers reduce student academic achievement. Brookings cites studies from Louisiana and Indiana, among others, that found quite substantial declines in student test scores. (Indiana’s pathetic legislature simply ignored the fact that Indiana’s voucher program had demonstrably failed to perform as promised. In its recent session, the legislature made the program available to virtually all of Indiana’s schoolchildren, and is now promoting it heavily.)

Perhaps because the reality fails to match the rhetoric, exit rates from the private schools accepting vouchers are high; in Indiana, as in several other states, some 20% of students who use a voucher to enroll in a private school depart every year–and interestingly, their return to public schooling improves their academic performance.

The research also notes the high percentage of private schools that are religious, but fails to make a point that I consider pivotal: when students leave public educational institutions where–despite residential segregation–they are more likely to interact with children whose races, cultures and religions differ from their own than in the more racially and religiously segregated voucher schools, their “tribal” identities are strengthened. That lack of diversity not only hampers their later interactions in a diverse society, it fosters precisely the sorts of polarization that bedevil contemporary society.

A problem that was highlighted in the research was the lack of accountability of these private schools, both educational and fiscal. In Arizona, “educational” costs that have been reimbursed under their program have been, shall we say, questionable, and in North Carolina, schools have claimed payment for more vouchers than students actually used. (While this study didn’t mention the problem, others have noted that a lack of public reporting requirements makes it very difficult for parents to determine how well a given private school is really performing. Too often, they end up making a choice based upon surface impressions–or more frequently, PR and marketing.)

As the study concludes, recent expansions of these programs will test prior findings–one of which, interestingly, is that “the larger the program, the worse the results.”

What is so discouraging about the persistent Red state expansions of these voucher programs is that these legislatures utterly ignore credible research, and–rather than applying those millions of tax dollars to the improvement of public education–throw millions of dollars into programs that demonstrably do not improve academic outcomes.

When voucher programs were first introduced, they were promoted as a way to allow poor children to leave failing urban schools. Recent program expansions have given the lie to that original argument; virtually every child in Indiana (and elsewhere) now qualifies to use public money to attend private schools–very much including children who had never attended a public school, and whose parents had previously been paying private school tuition.

Perhaps some of the proponents of vouchers remain unaware of the mountains of evidence and truly believe the hype. But given the other research I’ve cited about the segregating effects of educational “choice,” you’ll forgive me if I am cynical.

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I Agree With All Of This

Institutions of higher education are under sustained attack by self-described “anti-woke” culture warriors, and those attacks understandably generate a protective response from those of us who value scholarship. That instinctive defense, however, shouldn’t morph into claims that all is well on the nation’s campuses.

All is not well. I say that as someone who spent the last 21 years of her work life on a university faculty.

Unfortunately, the current, contending critiques of college life are unproductive, because they occur within different realities. The crazed Right (DeSantis, et al) attacks scholarship itself, insisting that, to the extent instruction fails to support their preferred world-view, it is illegitimate.

They are wrong, and they are dangerous, but that doesn’t mean there aren’t problems in the groves of academe. I recently came across an enumeration of those problems —a litany with which I entirely agree.

The linked Persuasion essay begins by reminding readers of the multiple, manifestly important contributions of the nation’s “more than 3700 colleges and universities.”

But then come the admissions:

But yes, higher education is deeply screwed up. College is way too expensive, costing twice as much, in real dollars, as it did in 1990, nearly three times as much as it did in 1970. Half of students—half!—fail to graduate within six years. Teaching sucks, and always has. Too much of it is done by adjuncts and other contingent instructors, who now make up three quarters of the faculty. There are far too many administrators—deans and deanlets and directors and diversocrats—peddling far too much administrative bullshit. Academic standards are abysmal. Between 1963 and 2013, average GPA rose from 2.5 to 3.15, even as the number of hours spent studying fell by half over roughly the same period. Selective institutions, the ones that produce our elite, are wildly class-stratified. At the top 200 schools, two-thirds of students come from the highest quarter of the income distribution, less than one-sixth from the lower half; at 38 schools, including most of the Ivies, more students come from the top 1% than from the bottom 60%.

it’s relatively easy to generate complaints, but the author, William Deresiewicz, also offers “fixes.”

First, make public college free. We used to do this. (We still do it for K-12, and no one thinks twice.) If you’re old enough, you remember when people were able to put themselves through school with a part-time minimum-wage job. The University of California, the greatest public system in the world, charged no in-state tuition before the 1970s. Neither did the City University of New York, home to City College, known for decades as “the poor man’s Harvard.” The idea that free college would be a giveaway to the rich, because only the rich go to college, gets it exactly backwards. Part of the reason that only the rich go to college—or, at least, go disproportionately to college—is because it costs so much….

Next, reverse the tide of adjunctification by tripling (at least) the tenure-track faculty. We shouldn’t have adjuncts at all, except for the limited purpose—to enable working professionals to teach the occasional course—for which they were originally intended. Adjuncts are paid like baristas, worked like farmhands, and treated like Kleenex. Their use is bad for students, bad for morale, and bad for recruitment into the profession.

There’s more. As he says, we need to make sure that professors actually know how to teach. (Doctorates focus on research, not pedagogy.) Cost-cutting would include dramatically reducing administrative staffs and capping the salaries of the remainder at the level of senior faculty. He’d eliminate intercollegiate athletics altogether– “Let the NBA and NFL (and WNBA and NWSL) pay for their own minor leagues.” And, finally, no more “amenities”: no luxury dorms, no climbing walls, no dining halls with carving stations.

His most important “fix,” in my opinion?

Most obviously, the “input” has to be improved. As of now, some 40-60% of entering students—another stunning figure—need remediation. Colleges, in other words, especially community colleges, are being tasked with giving freshmen the education that they should have received in high school. Improving K-12 (a monumental undertaking of its own) would also help reverse another dismal trend: credential creep. If a high school diploma actually meant something, employers wouldn’t feel the need to ask for quite so many bachelor’s degrees, and fewer people would have to go to college in the first place… And, of course, we need to rebuild vocational education—trade schools, training kids for high-skills, high-wage manual labor—in both high school and beyond.

In other words, let’s step back and remember what colleges are for–not job training, but intellectual exploration and expansion– inquiries that allow humans to learn and grow and successfully navigate an information environment produced by those who are “flooding the zone with shit.”

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