Escape from nowhere: more reasons for community-centered schools

Higher IQs but lower test scores? What’s going on?

From World War II until now the average American IQ rose by more than 15 points. That’s a startling change. “The average child in 2010 would have been exceptional in 1950,” said Marc Bauerlein, senior editor of First Things in “The troubling trend of cultural IQ.”

Kids are smarter now but they can’t read as well (as they did in 1950).

What’s even more startling is that as those historic gains were occurring, school performance as measured by standardized tests plummeted. Both college professors and employers are struck by how many students and younger workers are “terribly deficient” in basic knowledge and skills. Although test scores have been quite static since 1980 (despite massive commotion due to a series of “reform” initiatives beginning in 1983), from 1962 to 1980 scores on the SAT verbal exam dropped a shocking fifty-four points. That loss has never been made up.

The number of incoming college freshmen who need remediation has kept climbing, and the numbers are now 10% at selective schools, 30% at typical colleges and 60% at two-year schools. The National Assessment of Educational Project (NAEP), our best benchmark for educational improvement or decline, has shown small gains in basic reading skills by young children but these do not result in measurable gains by high schoolers trying to read adult literature. Bauerlein said this is because “the reading tests include passages with diction exceeding the gains made in elementary school.”

So why haven’t large gains in IQ led to any improvement in academic performance? Bauerlein said this is easily understood by drilling down into the IQ data. The IQ tests consist of several subtests that measure different mental functions, such as memory or attention or spatial reasoning. Over the years, changes in various subtests have varied dramatically. What is crucial to understand in relation to academic proficiency is that students’ performance on the subtests for arithmetic and vocabulary have been essentially flat. This is consistent with what the NAEP shows. From 1972 to 2002 general information knowledge scores showed no improvement and vocabulary moved only minimally. Students today are no more capable of comprehending difficult texts than they were before decades “school reform.” Most are not ready for either college or the modern workplace.

What the school reform movement has made clear—after the initiatives and the remedial classes and the revised curriculums and the literacy coaches—is that there are no magic bullets or quick fixes. We should think harder and commit more deeply, maybe, because that verbal reasoning that fell in the 1960s and 1970s is vital for civic engagement in any setting amid the marketplace of ideas, including universities and the professional and managerial workplace. As things stand now, those higher IQ scores are not helping people to evaluate the rhetoric of a Barrack Obama or a Donald Trump or to perceive the veiled bias of a news story or to comprehend the moral distance between the competing claims of pop culture movements. They aren’t helping mothers and fathers find wisdom amid the sea of blarney that washes over citizens in the information age.

Youth culture can isolate adolescents from adult voices.

Another interesting fact that Bauerlein points out is that adults have shown gains in knowledge and vocabulary as measured by the Weschler Adult Intelligence Scale(WAIS). This is most likely because many of them have attended college and took classes in such core subjects as literature, history, psychology, economics, and science. This raises the obvious question why then haven’t their children shown gains? We would expect larger vocabularies and more knowledge to affect both the reading and the conversation of adults, which should create a richer intellectual context in the home for their children. So we would expect rising rather than flat test scores for their children.

Why hasn’t this happened? One interesting possibility is that high schools themselves isolate teenagers from the adult intelligence that might otherwise surround them. According to New Zealand social scientist James R. Flynn (whose studies brought widespread attention to the rising IQ scores), since the 1950s a teenage subculture has developed that insulates young people from “adult speak.” Adolescents hang out together, adopting their own idiom, fashions, mores, movies, and music—creating what the great education researcher James Coleman called “the adolescent society.” An uncharitable observation would be that our teenagers are failing to learn very much because they are cooped up in high schools all day.

In 1909, fewer than 9% of Americans graduated from high school, the rest moving quickly into an adult-centered society. But by 1960, about 70% of teenagers stayed in high school all four years. They saw each other all day in classes, in the halls, at the cafeteria, and they made after-school plans. A youth subculture formed and the authority of adult voices waned. This matters because the lingo of youth culture is less sophisticated than adult conversation, less rich in the content knowledge grownups use to make sense of their world. Teens immersed in youth culture tend to have dawdling vocabularies and thin knowledge of art, politics, economics, history, religion, science and philosophy. The language and the facts such young people most need to act intelligently in the world (not to mention to score well on standardized tests) is not often present in the company that dominates in their world.

Some schools mimic the liturgy of rock concerts in their design of assemblies.

Many schools no longer offer much resistance to youth culture. Visiting a school will make it clear to which schools are more shaped and formed by pop culture than they are to whatever academic communities survive in our universities. Many schools are adopting a marketing approach, trying to offer whatever “sells” in the youth market. This makes perfect sense to anyone whose main intellectual context is pop culture. Some administrators have begun to mimic the liturgical form of the rock concert for school assemblies. The lobbies are full of propaganda, somewhat resembling the Capitol in the Hunger Games films.

In response to a widely perceived sorry state of affairs, the goal of the Common Core State Standards, a Gates Foundation-funded initiative, was to prepare low- and middle-income students for the rigors of a college education. Predictably, it crashed upon the reality that a college curriculum is presented in language beyond the reach of many students. Slogans such as “every child can learn” and “no child left behind” have no effect on the fact that the College Board sets college readiness at a score of 1180 on the SAT but we’ve only managed to get 10% of seventeen-year-olds reading at that level.

We push college for everyone, so now more students than ever begin college, but graduation rates have been stuck in the low thirties, suggesting an intellectual barrier we have learned no way to breach. So large numbers of first-year students pay college-level fees for remedial courses but cannot stick it out till graduation, leaving without diplomas but with unconscionable levels of debt.

Is hope justified?

Is there a solution? Bauerlein doesn’t offer one. He observed that “parents and mentors need to spend more time conversing with youths, reading the newspapers together, going on cultural outings. . . and adding grownup affairs to the menu of adolescence.” But he recognizes that saying such things isn’t a solution. “The parents and mentors inclined to heed our exhortations probably already recognize the problem and strive to restrain it—they don’t need our advice—while the others haven’t the space to listen or the disposition to act.”

American society has operated for decades now on flawed understandings of is best for adolescents. “Few things in this world,” he said, “have stronger momentum than cultural mores and values that settle into people’s heads as the way reality operates.”

The great need, to the extent that Bauerlein is right, is for teens to spend more time talking with adults about grownup matters. I’m at least as skeptical as Bauerlein is that we are going to get to such a society—where high schoolers performance is a match for their IQs—anytime soon. I’m quite sure that yet another argument with reasons and statistics is not going to have much influence on schools. The trouble, if that’s what it is, arises in the culture from which today’s Americans get their notions of what is worth wanting, what is worthy of effort and what the point of all our striving might be. A rock star influences pop culture, and thus school climate, more by intoning “We don’t need no education” than a professor publishing the latest article in Educational Leadership.

My personal experience

Students in St. Ignatius, Montana, interview Hermann Detert in his home as part of an oral history project.

I’ve earned my skepticism through hard work and money spent. Over a dozen years I spent more than $8 million promoting a different vision for schooling. Working with the Library of Congress and the Liz Claiborne and Art Ortenberg Foundation, I directed the Heritage Project, enlisting 34 Montana high schools to reconnect high schoolers with the people in the community who were doing the adult work of building and sustaining communities. The heart of the project was having those adults assist students with collaborative research on real concerns in real places. The way forward was to escape from nowhere—the abstract curriculum and impersonal teaching championed by people from away, sitting at a big table in the convention center.

I wrote a book based on that experience. At that time, I talked about “community-centered” teaching practices (which were a form of pushback at the “student-centered” teaching that dominated professional training at the time). The romantic urge to cater to the fast-moving attention of high schoolers was very strong among teachers and administrators, and in many discussions about how to advance the game I encountered little discussion about including students in the circle of grownups talking about larger and more enduring concerns. We have too many adults trying to join the conversations in youth culture rather than trying to bring teenagers into adult conversations. Eudora Welty wisely observed that “To cater to is not to serve, and it’s not to love very well either.”

I began with a lot of optimism. “Montana’s future is being decided right now in its 176 public high schools,” I said. “They are foundational institutions. If they fail, none of our economic or cultural developments will succeed.” My optimism grew in part from an “integrating vision” that I observed growing in the nation—one that both Democrats and Republicans supported. I thought I saw a grassroots movement spreading through America, going by many names: character education, civic education, service learning, and place-based instruction. I tried to unify these various movements under the phrase “community-centered teaching.” At the heart of these various approaches was a simple and unifying insight: we cannot separate education from the community (a corollary was that community development and school improvement are two sides of the same coin).

It seemed to me that various strands of this insight led to an equally simple conclusion: we can revitalize our high schools by making the study of community their central organizing principle. This would mean offering classes that study our civic institutions as they have developed in time and as they are practiced in the real world of our particular communities. It would mean studying history and ecology by including local illustrations. It would mean providing every student opportunities to study ways the local community interacts with its ecological, geographical, business, and historical contexts. Every subject could inject real life into its curriculum by considering what the community had to teach–either by good example or bad. It’s a truism that the only place the universe can actually be studied is locally. There need be nothing narrow or parochial about local studies (though the danger of failing to link local findings to the larger issues is real).

Such studies could go beyond textbook abstractions into detailed examinations of such topics as the role of forests in local economies and in watersheds or the engineering constraints for local water and sewer systems. Working with state and local agencies, students might conduct feasibility studies for businesses or sociological comparisons of varying cultural practices and their impacts on health. They might study historical effects of immigration or infrastructure  projects on particular people.

It was hardly a secret that such approaches had been called for repeatedly by leading educational researchers. High school students are at the developmental stage when they are beginning to form communities, which is why they tend to be so cliquish. The most important educational need of adolescents is to be guided into intelligent explorations of community in all its aspects. One great risk of youth in today’s America is intellectual and spiritual capture by one of the unintelligent communities, real or virtuous, that surround young people and compete for their allegiance. Gangs are only the worst example. Young people are hard-wired to join, and if intelligent communities are unavailable or unattractive then stupid ones will do.

Furthermore, we know that classroom instruction unrelated to real situations often does not lead to understanding or the ability to transfer knowledge from the classroom to the world. It was my faith, confirmed by the work of many excellent teachers, that when young people use academic skills to analyze real issues in the world they know, they move from dull abstractions to deep learning.

They also create social capital. Through the 1950s, one teacher in Pennsylvania connected his high school seniors with local officials to research aspects of the local community. Thirty years later researchers tracked down these students to see whether the experience had measurable long-term effects. The results were stunning. Students who had been involved in local studies in high school were four times more likely than other students to have joined voluntary associations.
By tackling the real issues in their communities alongside committed adults, those students felt a part of the community. They learned to find meaning in shared work. They developed a commitment to civic engagement that lasted throughout their lives. “Imagine the impact on Montana’s future if every student in every high school had similar opportunities,” I said.

I thought of it as a beginning. As schools became more community-centered, communities would become more education-centered. All our agencies, public and private, could have parts to play. Television stations, artists, newspapers, tribal elders, museums, parks, clubs, businesses, chambers of commerce, grandparents, and cowboys could re-examine their roles, seeing what resources they could contribute to the work of engaging our youth in understanding the world in which we make our place. It didn’t seem too much of a stretch: lots of agencies have already figured out they can’t fulfill their missions without educating the public.

What we needed, I thought, was leadership in building suitable frameworks for collaboration. The phrase “citizen science” wasn’t common now, but today I would point to Cornell’s fabulous eBird project, which is channeling the data provided by an army of nonscientists birders into huge computers that are forming a much more complex and fluid picture of our world that has been available before. We need more such projects, with support for high school teachers. I suggested that university researchers could guide rigorous research projects into local communities and ecosystems, using high school classes in a variety of ways. This would involve training teachers, but also guiding local projects and sending graduate students into the field to help students gather, organize, preserve and interpret their field data.

Scientists with the Long-Term Ecological Research Network had used students to assist with cutting-edge scientific problems. In one project, classes at a high school in Seattle and at one in Tuscaloosa took measurements of temperature, pH, dissolved oxygen, nitrate, phosphate, total dissolved solids, total bacteria counts and net primary production while a group of scientists measured the same variables at a pristine site in Antarctica. This allowed researchers both to follow what was happening at each site and to make cross-site comparisons.

The Library of Congress through my work gained experience using high school students to collect oral histories of veterans throughout the nation. Their experiences with the Heritage Project led them to create the ongoing Veterans History Project, modeled on the work we did in Montana. High schools and other community organizations are invited to conduct historical research and document contemporary aspects of community life for the Library’s permanent collections. At that time, I said that “Our educational leaders should be talking in earnest about what research can be undertaken in collaboration with high schools, and our communities should be talking in earnest about what informational infrastructure they need to build, starting with the schools.”

The vision entertained the possibility that when most high schools in Montana were involved in linked, statewide research projects through the universities, our libraries and museums and other cultural institutions as well as our land management agencies, our students’ educations would get a powerful boost at the same time we would all get useful information in an accessible form. Most information in the information age is local because we need detailed local knowledge for our own purposes. Foresters prepare prescriptions for specific sites, based on careful study and historical data. Entrepreneurs conduct original research that closely examines possibilities at particular locations. I know what roses grow well in that spot just north of the two blue spruce trees.

“Montana, and every community in Montana, needs to study itself extensively if it is to thrive,” I said. “No one else will do it for us.”

It’s how we survive and thrive

To a great degree, the issue is bigger than what we usually mean by “education.” The global economy doesn’t—can’t—care what happens here, though it’s become a habit to associate education with the global economy—mainly because the people who benefit most from globalization also tend to be manipulating our laws and institutions for their own benefit. We need to remember that the global economy is never going to have a place for all of us. This will become more and more the case as the robotics revolution proceeds. The global economy needs to be augmented by robust local economies, and it is in the interactions of local economies that we develop our social connections, find the dignified and important roles that make our lives matter, decrease our vulnerability to the restructurings that are routine in global markets, and make it more likely that we will be able to find fresh vegetables and plumbers.

“Most of Montana’s economy will always be local,” I said. “More than anything, Montana needs a generation of educated young people who understand the places they live and want to stay, and who have an entrepreneurial spirit, confidence, and commitment to finding new ways to live well. To develop a thriving local economy, we need to develop a thriving local culture of people who are self-aware, committed to mutual support, and prepared to inquire and learn.

“By organizing our high schools around local studies, we can create what we need.” I still think that’s true. And more than ever, I think saying so is unlikely to make much difference. But then, some things take time.

Lessons Learned

My experiences have suggested several insights: none of them earth-shaking:

A student visits with philanthropist Art Ortenberg at a Youth Heritage Festival in the state capitol. The active participation of Art, and his wife Liz Claiborne, was helpful for getting the state’s major cultural institutions on board, including the Office of Public Instruction, the Montana Historical Society, the Montana Committee for the Humanities, and the Montana Arts Council.

1. The imprimatur of prestigious institutions such as the Library of Congress affects school administrators in ways that tightly reasoned professional publications with footnotes and everything do not. School-level leaders adopt programs more readily when doing so involves meeting famous people or hearing that they may find opportunities for professional advancement. Schools are more often led by careerists than by scholars (though the two categories are rarely mutually exclusive).

2. Prestigious institutions are hard to enlist in education initiatives but are not so hard to bribe with promises of foundation money and “public/private partnerships.” Art Ortenberg suggested approaching recalcitrant officials by using “the force of money.”

3. Students believe things are important more readily when prestigious leaders say they are important. They will work harder for recognition (and the chance to travel) than they will to raise their SAT scores. Great things happen when they are invited to do something that matters, supported as they work at it, and then recognized far and wide for what they accomplish.

4. It’s best to work with only with teachers who have voluntarily joined. Teachers who are only pretending to be on board (a routine schoolish tactic) are like sludge in the machinery. They use up scarce resources (mostly time) to no real purpose.

5. Teachers respond to leadership from beyond the school best when they are led to form enduring teams with considerable control over ways to incorporate the principles espoused by the outside agency. Regular face-to-face meetings with the other team members is a necessary part of the work.

6. Developing the vision and learning how to collaborate are the “secrets” to accomplishing enduring change. They remain secrets in spite of being broadcast from rooftops because both are hard to do well. Everything worth doing is difficult, at first and for a while.

7. High schools aren’t actually necessary for the real work. It’s just that right now that’s where the young people are. This is helpful to keep in mind now that there are signs that they are dissolving.


The way of the teacher, Part 1

Imposters are all around us. We learn to recognize them by first becoming familiar with things as they really are.

Imposters are all around us. We learn to recognize them by first becoming familiar with things as they really are.

My guiding vision when I was a high school principal was that a school educated most effectively by how it operated. The daily conduct of a school’s business—staff evaluations, student discipline, the creation and implementation of board and administrative policies—was its most authentic teaching about how reasonable adults might live out their understanding of the fire they stole from history and literature.

When we make decisions, especially about how to deal with trouble or bad behavior, we can’t avoid revealing our core values. As with characters in a novel, every action we take reveals something about our character (at the same time it forms that character). To the chagrin of imposters, some kids read us quite well. They see what we do and know who we are.

So it is that a mindful school intentionally aligns the curriculum taught in classrooms with the board policies, the student handbook, and the day-to-day decision-making that gives the institution its character.

Obviously, operating a coherent school devoted to teaching enduring principles of human conduct requires leadership that is wise. It should also be obvious that the alternative is incoherence, unless the authorities suppress the teaching of great literature and true history (which happens albeit most often in subtle ways).

Suppose students study “Hamlet” in the classroom and gain a glimmer of insight into the trouble we find in places infected with seeming and posturing. The prince learns, here a little and there a little, that the people around him (except Horatio) are pretending and dissembling. Because the truth is hidden, he cannot find what he needs to know if he is to see that justice is done. The play suggests that where lying is tolerated bad people thrive and good people are stymied. The linkage between truth and justice has been understood since ancient times, though that linkage is vanishing from popular thought and many young people have never encountered it in imagination, so they cannot see it in their own experience.

Shakespeare crafted an intricate story about a young man experiencing evil, manifest in the wheels within wheels of political plotting and social game playing of a typical human society. What are students to think if they leave the classroom analysis of the play and see, here a little and there a little, adults treating problems as public relations crises that call for techniquing others—dissembling, spinning, and manipulating all while preening as though such corruptions of our fundamental duty to the truth are merely skillful and sophisticated maneuvers? In other words, if they see chronic dishonesty among the humans in charge? If they are smart—and they often are—they may conclude that honesty isn’t truly valued at school. They may suspect that neither the school nor its staff deserves their assent. They will likely be susceptible to the knee-jerk cynicism of pop culture demigods for whom seeing through things is all they know of vision.

I talked with a school superintendent a few years ago about the challenges of leadership in a diverse community. Most of the “conversation” revolved around his habitual translation of routine events into familiar little political dramas which gave him a stage to display his skills at manipulating and strategizing. His speech was a string of cliches and platitudes. “I believe in practicing the art of the possible.” “I don’t fight that battle anymore.” “Perception is reality.” “Sacred cows make great hamburger.” “Don’t tug on superman’s cape.” “Don’t build bridges where there is no river.” “School boards are like underwear. They need to be changed once in a while.” “The toes you step on today may be attached to the ass you have to kiss tomorrow.” “Sometimes a person needs to rise above his principles.” It is a sort of wisdom, in the tradition of Polonius.

When I am around such people for long, Hannah Arendt watching the trial of Eichmann in Jerusalem comes to mind. She was trying to understand his particular brand of evil, and she concluded that it was related to a dangerous form of mindlessness: “He was genuinely incapable of uttering a single sentence that was not a cliché. . . .Despite his rather bad memory, [he] repeated word for word the same stock phrases and self-invented clichés (when he did succeed in constructing a sentence of his own, he repeated it until it became a cliché) each time he referred to an incident or event of importance to him. . . .The longer one listened to him, the more obvious it became that his inability to speak was closely connected with an inability to think, namely to think from the standpoint of somebody else. No communication was possible with him, not because he lied but because he was surrounded by the most reliable of all safeguards against the words and the presence of others, and hence against reality as such.” On my last day at a school that was going through the usual decline following the arrival as of superintendent pretending, among a mass of other dishonesties, to be an educational leader, the newly acting principal came to me and uttered a string of untrue justifications for his inaction. A nasty phrase came to mind: “You’d make a good Nazi.” Those who did well in the Third Reich were mainly careerists, doing what they convinced themselves they had to do to keep their positions or perks. Such always staff the Regimes of Lies which gained epic proportions during the 20th century. Polonius would have flourished in Hitler’s court, or in Stalin’s or Mao’s.

For such people, the key to advancement is not to try to improve people or situations but to position oneself to maximize gain. The superintendent with his quiver of catch phrases rarely viewed problems as teaching opportunities. He viewed them as problems to be evaded or papered over, but to attempt to teach is to attempt real change at the level of understanding and perception. It’s hard work and it is often rebuffed or attacked rather than praised. Still.

The world’s great tradition views the daily problems of life as teaching opportunities. Call it the way of Socrates, or the way of the teacher. The way of the teacher leads through different terrain than that visible to people on the make. Teachers approach problems by deepening their understanding. They have found a faith that life makes sense, always, and that squabbles can be dissolved if people can see the situation more accurately and more completely. There are lots of reasons why such seeing is hard to realize, but it remains the real work for leaders who are in their hearts teachers rather than controllers.

I don’t believe the little superintendent was pondering such things. Passing his life as a small-town politico filled his mind: inventing strategies, pretending his way to success (which he understood in the usual terms: money, status and survival). His life as an impostor passed through familiar stages: the triumph of being hired and installing his cronies was followed by the struggle to survive against an accumulating cast of enemies, and this was followed by a costly (to the district) buyout of the years remaining on his contract. Schools in Montana all too often pay careerist administrators to leave town. So he left with a pocketful of money, without chagrin at having damaged an institution intended to rescue the young from the prison of ignorance.

Two roads diverge in a wood, and the less traveled one leads to the high country of things as they really are. Words are important to those on that journey. It’s no accident language is a primary battleground in the war against being good and being true. Kierkegaard saw the issue clearly. As Kevin Vanhoozer notes, he asked us to imagine “a country in which a royal ordinance goes out. Instead of complying with the command, however, the king’s subjects begin to interpret. Each new day sees new interpretations of the ordinance; soon the populace can hardly keep track of the various offerings: “Everything is interpretation—but no one reads the royal ordinance in such a way that he acts accordingly.” Kierkegaard imagines God’s response: “My house is a house of prayer, but you have changed it into a den of thieves.” English departments, which could have been keepers of the word have, seeing the main chance, become charnel houses of interpretation.

What has not changed is that people who want to see things as they are will need to guard against corrupted words, which dissolve everything. We cannot sustain right action if we cannot say in clear language what is right. Since ancient times, luminaries of human communications have wrestled with the connection between ethics, politics and speech. It was a constant preoccupation of Plato’s Socrates and later of Rome’s greatest orators. Richard Lanham called it the “Q” question, referring to the ancient Roman orator and rhetorical theorist Quintilian. Quoting Cato the Elder, Quintilian argued that a great speaker must have both outstanding gifts of speech and excellence of character. It’s true there have been louses who could move a crowd with words, but they do not move them to attempt great endeavors. That would require vision of the sort that links individual well-being to the overall health of the community.

Inevitably, such vision is experienced as a distraction from what many leaders today would prefer to imagine, which is their own glory.

The question to ask of a person auditioning for the role of school leader is simple. What does he have to teach? That’s the beginning of the conversation that defines schools worth attending.

End of the line

The Cave

In The Republic, Plato argues that the enlightened have a duty to return to the cave to help the prisoners there. The older Plato no longer believed they could be helped. When bands of ideologues get control of the state, they eliminate dissidents from public life and bring children up in the new creed. Such regimes can be toppled by force, but the philosopher has only the authority of the spirit. Any attempt to restore order by violent means defeats itself. Having made his offer and been refused, the philosopher leaves the cave for good.

Will the fed reauthorize the Elementary and Secondary Education Act (ESEA, AKA NCLB) or will the process break down again again in endless spirals of argument and counter-argument? The controversies remind me of a parable told by the stranger from Elea in Plato’s Statesman. It’s about what happens when “the people” start to regulate those with experience and knowledge. The problem is that it’s impossible for ordinary laymen to judge the work of experts, which ends up meaning as ordinary people get more influence on government, the decisions tend to get worse.

The Eleatic Stranger tells about the plight of a pilot and a physician. With the layman’s dim insight, he sees only that the physician causes him pain, charges more for his cures than the material substance is worth, and often does not effect a cure. Similarly, the pilot causes damage at sea and throws his merchandise overboard during storms. Both the physician and the pilot may save lives, but this doesn’t spare them harsh judgments in the view of indignant “victims.” If we suppose that such victims form a special interest group, we can easily imagine them, completely ignorant of the true arts of navigation and medicine, creating a set of laws to regulate the future conduct of pilots and physicians, with the shrill confidence of Bill O’Reilly in his campaign for “Jessica’s Law,” which leaves no room for future discretion.

Though Plato knows that the neither the pilot’s nor the physician’s knowledge can be summarized in exceptionless rules that will serve well in all situations, the Stranger doesn’t stop here. He further suggests that the aroused people will demand that from now on physicians and pilots will be chosen by elections, and after the election they will need to heal the sick and navigate the sea according to written rules. Not only that, but at the end of each year, the incumbent pilots and physicians will face a people’s court, where anyone will be free to lodge accusations that the letter of the law was not precisely followed. Those found guilty by the people will face fines or jail sentences.

Plato thought only fools would enter those occupations under such conditions. And that’s not the end of the matter. No one will be allowed to question the law. One who offers new discoveries will be accused of playing politics, trying to corrupt the system, for “nobody should be wiser than the law.”

Plato knew, of course, that it was just such lawfulness and democracy that culminated in the murder of Socrates–the death of philosophical reason, if you will. He spoke directly to the deadening power of laws and democracy possible in a place that has become corrupted, so that skilled practitioners are over-regulated by ignorant congresses: “The arts would utterly perish and could never be recovered; and life which is a burden even now would then no longer be worth living.”

In contemporary America we see such processes at work clearly in those parts of society most governed by political bureaucracies: law enforcement, education, and (increasingly) medicine.

The more congress argues about education at the federal level, the more meaningful conversations at the local level, the only place any actual teaching takes place, are drowned out.  As new mandates flood the system, busy administrators are overwhelmed with compliance issues and tend to look on questions or reservations as little more than trouble-making. So teachers are mandated to collaborate, but they are discouraged from identifying things that aren’t working or proposing solutions.  A popular reform program claims that teachers are free to think whatever they want, as long as they do what they are told. It’s called a “tight-loose” approach. On some matters, the reins are held tightly by the system, and on others they are quite loose. Most things that matter are defined tightly, though whether or not they are defined sanely or correctly is deemed above the pay grade of practitioners.

Love and death at the Heartbreak Hotel

This is an article I published in Teacher Magazine (under the title “Mission Possible”) some years ago.  I was reminded of it while reading this piece by Jill Jenkins.

20140627_-StIgnatiusTown_1603cropBeyond the Classroom Windows

After the shooting, I asked people about Abel, but nobody knew much. He took his dog with him everywhere he went, a mongrel that looked to be part border collie. He worked at the school for a while, filling in on temporary jobs. His dog followed him through the building, waiting patientlly while Abel scraped paint off the stage floor or put new paint on a door. When I tried to call up an image of him, I drew a blank. He’d been invisible to me.

My classes at school were full of students who came from a world more like Abel’s than like those of their middle-class teachers. The intelligence of orderly families embedded in an orderly tribe had been weakened a century before when proud hunters lost their way and became unimportant in the economic life of folks restricted to a reservation. Many Salish men turned to alcohol. Many children grew up without parents at all, in boarding schools.

Abel lived in a rented room on the top floor of the Mission Hotel. That was its official name. People who lived there were having a hard time of it, and they called it the Heartbreak Hotel.

When it was built early in the century, it had been the largest building in town, except for the brick church at the Jesuit Mission. The hotel was three stories tall, square and vertical. The builders made no attempt to blend it into its surroundings. It had that erect Victorian readiness to impose its grandeur, like a man in white spats refusing to acknowledge muddy streets.

Unfortunately, St. Ignatius never lived up to expectations. People who came seldom had money for lodging. They stayed with relatives or friends. By the time I became director of the valley’s volunteer ambulance, the hotel had become a low rent apartment. It was just up the hill from the bridge across Mission Creek. In his book The Triggering Town the poet Richard Hugo discusses revision using a poem about boys throwing a dog off that bridge. “Can you imagine the intellectual poverty of living in a place like St. Ignatius?” he asked once in a workshop. It made me laugh, but it also made me wonder, “Could I?”

One evening just before Christmas, Abel closed his door and began drinking. A little past midnight, the tenants next door heard a gunshot, then voices, then another gunshot. They called 911. The town cop followed a county deputy as he unholstered his .44 and stepped into the back door of the hotel. He worked his way slowly up the narrow stairs, freezing at each creek, studying each doorway, holding his gun ready.

When the officers reached the third floor, they stepped into the bathroom across the banister from Abel’s room. “Abel, this is the police,” the county deputy called loudly. “What’s going on?”

Silence. Then the door opened. Suddenly the hall exploded with the roar of gunfire. The deputy shot back.

The silence continued roaring for minutes after the shots. The air smelled of powder. A man was dead.

I arrived a few minutes later. I used scissors to bare Abel’s chest, being careful not to cut through the bullet holes, which the crime lab would want intact. I listened through the stethoscope to nothing. Then I closed his fixed, lightless eyes.

I walked back into the hall where a growing crowd of police officers was gathering from all over the county, with cameras, tape measures, and memo pads. The scene needed to be left intact–shell casings where they had fallen, Abel’s empty pistol where he had dropped it.

“He’s dead,” I said to the officers. I walked downstairs, slipped through the crowd that had gathered outside. Many of them were children. I got into the ambulance, which I’d left running with the heater on. It was warm and four other crew members were there. They had waited to see if I needed help because the police wanted to minimize traffic inside. Nobody felt like talking.

Our Habits become our Habitat

When I got home, I couldn’t sleep. I thought about Abel’s apartment. His habitat had been small, cluttered, disorderly–like his life. So it is with us all–our habitat is made of our habits. We develop habits, our second nature, and these habits create an environment. For teachers, the important point is that which habits we get, like which language we speak, depends on those around us. If we are surrounded by intelligent folk who practice all the little habits that encourage happiness, we tend to become more intelligent ourselves. We get up in the morning, put things away, brush our teeth. If we are especially fortunate, we grow up among folk who practice the harder habits of kindness, reliability, cheerfulness, diligence, and honesty.

Most teachers learn quickly the astonishing power family habits have over children. Of course, everyone who grows up surrounded by an order where such habits as patience and compassion are practiced and taught doesn’t automatically learn them. That would be too easy, too destructive of our freedom. But it’s just as true that children who live every day with harshness, fickleness, pessimism, and rage would have to be unusually gifted to see past these to something better.

A few nights before Abel was killed, a man down the street had jerked his former wife’s arm hard enough to dislocate her shoulder. While the police cuffed him and put him in their car, we loaded her on our cot to take her to the hospital. He arched his back in the gentle night air, proud and unsubmissive, a warrior, his head thrown back and his long hair free in the red glare of light, his wrists bound but his spirit wild.

His woman sat on the couch crying. Three children–the youngest was about six and the oldest about ten–begged to go with us, excited by all the commotion. The man and the woman yelled at each other about a set of keys, which he said were for his car and she said were for her trailer. It was Tuesday. If the kids were at school in the morning which was only five or six hours away, I doubted they would be with teachers who knew much about their lives.

What those kids need, more than information, is an invitation to join a community, a moral order, enacted and clarified daily by adults who, with full knowledge of how the world goes wrong, stay committed nonetheless to making things right.

Thinking about Folkways

In 1906, William Graham Sumner in his seminal work Folkways said what I was learning through experience eighty some years later: “The education which forms character and produces faith in sound principles of life. . .is borne on the mores. It is taken in from the habits and atmosphere of the school, not from the school text-books.”

He further noted that though “we apply schooling as a remedy for every social phenomenon which we do not like,” the efficacy of information to change behavior is only “the superstition of education.” In fact, “book learning is addressed to the intellect, not to the feelings, but the feelings are the spring of action.”

Though “folkways” is usually used as a benign term to refer to such activities as quilting or fiddle-playing or dancing, Sumner uses it to refer to the traditions by which a society shapes its people, and in addition to celebrations and arts he also examines as examples of folklife such institutions as slavery, infanticide, torture, harlotry, and gladiator sports. He reminds us of the sheer educative power of what we celebrate, tolerate, pursue and repeat.

The ordinary stories that people tell along the way to all else they do exert a tremendous shaping influence on people. The way this happens can be deceptively simple. Here’s Bud Cheff, Sr., a seventy-eight-year-old rancher from the Mission Valley in western Montana, chatting about his early life:

Whenever Adelle and I went somewhere, or when we were returning home, I always put the money I had left into a big jar I kept buried. When I got a chance to buy the land where the ranch now sits, I dug out my money cache, and got out the jug that I had buried. I poured it all out on a tarp and counted it; I had just enough money to pay cash for that piece of land, 160 acres. There were pennies, nickels, dimes, quarters, half dollars, dollar bills, five, ten and twenty dollar bills.

I went into the house and had Adelle and all the kids come out to my shed to see what I had on my tarp, and they all just stared at it. Adelle knew I’d been saving money, but had no idea it amounted to that much and the kids were so excited because they had never seen that much money at one time. I let them each take a handful of small change and then I gathered it up, went to the courthouse in Polson, and paid for my land.

I can testify from personal experience that a person who listens to this man tell his ordinary stories about raising a family and building a ranch will feel tugs of desire to become a better person: to laugh more, work harder, have more friends. Children who grow up immersed in such everyday narratives probably do not notice the effortless way they encode a host of values–in this example, perseverance, postponement of gratification, affection for spouse and children, delight in the chance to struggle for a dream. It is through such stories that young people learn what the rules of life are, what roles are available to them, how to react to crises, what is worth wanting. In a way that comes to them so naturally it’s easy to miss seeing, they learn all the little secrets of being human. It is at this level of daily narrating, which goes on among us without pause, that a people shapes its morality and that of the next generation.

Through the folkways, Sumner points out, a person learns “what conduct is approved or disapproved; what kind of man is admired most; how he ought to behave in all kinds of cases; and what he ought to believe and respect.” He reminds us that “all this constitutes. . .the most essential and important education.”

Many schools today, reflecting community mores, are becoming scenes of increasing moral disorder. When I finished a presentation at a recent education conference, a teacher came to me crying. Only a couple of months before, a student had come to her middle school in a small rural community in Washington, and shot and killed a teacher and two other students. Such stories are no longer rare. Though the notion that we respond to depression or anger by getting gun and shooting people is probably taught by movies and song lyrics more often than by families and communities, its is inescapable that our schools now serve thousands of young people who have been left to find their mores in media culture.

The Schools We’ve Built

What do such youth learn when they get to school? Many teachers and administrators have had their own mores shaped within impersonal bureaucracies where the folkways that develop tend to support the success ethic. Even in the absence of corruption (which is rarely absent), our work in large organizations by its very division into small pieces tends to frustrate our hopes and divide us from our fellows, creating an environment where self-interest flourishes. Self-interest is often followed by selfishness, which is always followed by pessimism. As workers become adept at hearing information at the scale of their specialty and at filtering out other information, what makes us powerful, our ability to organize, ironically also deafens us to what we would better hear.

For example, the superintendent of a school district who is doing her job often thinks in time frames of years or decades, trying to hear the slow-moving information of demographic shifts and legislative trends that will change enrollments and budgets and community expectations, monitoring the deterioration of buildings and buses, anticipating shifts in social values. Though the superintendent might be aware that a particular teacher is weak, she’s probably more interested in changing hiring practices or training programs than she is in changing that one teacher’s performance this afternoon.

A good teacher, on the other hand, will tend to be more attentive to faster-moving information, such as what happened with a particular student this morning and what adjustments the staff can make this week.

Though both the superintendent and the teacher may share the same ultimate goals which require each of them to do their part at their level, when they meet to discuss problems, they sometimes don’t quite hear one another. Too often, they even feel pitted against one another. It becomes easy to become cyncial, looking out for one’s own best interests. It becomes easy, without constant refreshing at the springs of shared hope and constant reminders of the virtues we need to practice to realize those hopes, for self-interested careerism to prevail over shared community purpose and the striving for moral clarity. Unconstrained careerism is simply old-fashioned lust dressed up in the fashion of our age.

For the dedicated careerist, there is little to resist sliding into other forms of self-indulgence, and it should a frightening fact that many citizens of the modern age have become, like Romans of the late empire who craved ever bloodier arena sports, addicts of the wares of corporate entertainers who lace their products with lusts more toxic than nicotine. By adopting savage entertainments into their folkways, the Romans transformed themselves into a people who took their greatest pleasure in watching pain and bloodshed. Children amused themselves by torturing animals. The planet was ransacked for beasts that were allowed to tear apart convicts or slaves for Sunday entertainment. Forms of human torture to amuse the masses became ever more ingenious and perverse.

Though for us such entertainments are most often “only” simulated by movie companies rather than happening in actuality, to the human imagination such a distinction matters little. As the Vandals began detroying Carthage, the cries of those being slaughtered in the streets mingled with the cries of victims in the arena. The death throes of a civilization became indistinguishable from its entertainments. In some American cities today, the carnage that awaits theater audiences inside is not much different than what may be witnessed at any instant on the streets outside.

We already have among us thousands of young people who are more entertained than horrified by films of the Holocaust shown to them by teachers who, desperately, still believe that such scenes have to be horrifying. We no longer need to guess where it leads. We can read about it in the paper nearly every week.

Living in Possible Worlds

Despite the problems teachers face today one thing that never changes is that the best teaching remains committed not simply to preparing young people for the world that surrounds them, but to bringing better worlds into being. To do that, the best teachers must be willing to live by the rules of a world that could be and ought to be rather than by the rules of the world as it is. Though contemporary debates about goodness often descend into arguments about jurisdiction—which groups will control the debate—our only hope for unity nonetheless lies in the possibility that each one of us, from whatever cultural or ethnic group, can conclude that some things are good, and that we can refresh and rejuvenate our folkways and build into our ways of living what Sumner called “monuments, festivals, mottoes, oratory, and poetry” that teach that it’s good to help other folks get something they need, that it’s good to be moved by the plight of our neighbors, that it’s good to be gentle, and that it’s good to practice the patience and selflessness necessary to have friends.

The alternative is moral anarchy, in which, Sumner warns us, we can all lose our way. When all stories have equal legitimacy, people’s “notions, desires, purposes, and means become untrue.” Only the willfully blind don’t see that large groups of people today are moving into such a condition. Much of popular culture seems intent on fostering cultural suicide. Without vision, the people perish.

If we don’t like where we are headed, the solution, open to any of us, is to change directions. We can identify and act on “correct notions of virtue” in matters big and small, making them our habits. We can, for example, refuse to attend “R” movies, we can give money to agencies that help the poor, we can be honest in paying our taxes. People who take such actions soon see that it is the “only success policy.” They soon find themselves becoming more prosperous or less anxioius, soon find their towns becoming beautiful and safe, find their farmlands becoming bountiful and sustainable. A few such people can create a community that neglected children can join.

Fortunately for my little town, the Salish culture was never completely destroyed. Though the tribe has its share of politicians who have learned from oppression to imitate the oppressors in ruthless and dishonest pursuit of wealth and power, it also has a large number of quiet folk who have struggled for years to keep alive their belief in a better way. In recent years, some tribal leaders have emerged strong from their long history of hardship. More or less ignoring those leaders who are too bitter and distrustful to move forward, they are rebuilding a living moral order, and they are reaching out to lost children to join a real community, to remember better ways. Though they face enormous problems, their faith is strong. Teachers can learn much from them.

They know that when we’ve strayed from a good path, our lives often take on a momentum that carries us father than we meant to go. It becomes harder and harder to believe we can stop or go back. We need to be reminded more often than we need to be taught, and we need to be given courage more often than we need to be given information.

Twenty minutes after I got home from examining Abel, my radio went off again. Mission Ambulance, please return to the Mission Hotel. An officer is down.

When I got there, the deputy who had shot Abel was writhing on the floor, gasping for air. His forehead glistened with sweat. He had trouble hearing or answering questions. His hands and feet were numb. He felt sharp pains in his chest.

Hyperventilation. It begins when a person breathes too quickly, but the feeling is that he can’t get enough air. The faster he breathes, the more he feels air hunger. It’s a common pattern in our lives: we do the wrong thing, and the more we do it the worse things get and the more we feel we need to keep doing it. It was a pattern Abel knew.

A good coach can help, standing outside the problem, staying calm, reminding the person of what he knows but, at the moment, feels wrong. It’s as simple as standing close to the person, speaking into his ear, convincing him that he can breathe normally, reminding him how to do it. It is possible for one person to infect another with calm, with faith, and maybe even with goodness.

Sometimes we feel overwhelmed and lose faith that our small contributions will make enough difference. One spring after being caught up in a particularly nasty and futile political war, I visited a lake in the Mission Mountains. It was a calm day, and I tossed a rock into the water, then watched. I followed the ripples as far as I could. Eventually, at the edge of my eyesight, the ripples merged into riffles caused by wind and other disturbances, becoming part of an endless dance. It was a half-hour before I lost completely the pattern of my stone amid the endlessly changing patterns of the lake’s surface.

I lost sight of it, but I never saw it stop.

The local always includes the global (in ways ideologues may not grasp)

Experts who discuss education fluently at the level of abstractions but cannot or do not regularly think through how their designs "work" (or don't work) in the minds of particular students may not know, actually, what they are talking about--and may not know that they do not know.

Experts who discuss education fluently at the level of abstractions but cannot or do not regularly think through how their designs “work” (or don’t work) in the minds of particular students may not know, actually, what they are talking about–and may not know that they do not know.

I’ve worked on encouraging local studies at the secondary level for years. In thinking about a label for our work, I finally decided on “community-centered” since the real work has to do with slipping out of ideological abstractions to include the actual as we can only experience it locally–using community in a broad sense to include plants and animals as well as persons and families–in whatever universal and global phenomena we examine.

Over on Front Porch, Charles Carman contemplates the difficulty of separating local concerns from global concerns:

The problem with emphasizing localism over globalism is that this emphasis is harder to prescribe than it is to identify in our own experience. Understanding localism primarily as against globalism does not define localism (or globalism). Living locally cannot not mean joining a tribe, completely isolated from the outside world. Local and global are permeated by each other. Every town is local and global. Coffee is not local to anywhere in the lower forty-eight, even if the coffee shop is. Consider a trader on the New York Stock Exchange. His job is the global markets and yet he knows when to tip his favorite bartender generously. He spends much on the local economy. He has small talk at his favorite halal cart, knows his tailor by name. He changes the price of aluminum in Europe in the morning and asks for the usual in the evening. Granted, a city in Idaho does not have a community of stock brokers, but more likely a community of farmers. Nonetheless, whether a place is a port city or Midwest town, it participates in varying degrees of global and local integration. And however localism is understood, surely it is must be hospitable to the stranger.

The local always includes the national and global, but those who think about the national or global do not always manage to consider the local. Their thought and their ideas are dangerously incomplete. A simple test for experts: ask them to translate their thoughts into particular, concrete illustrations. Someone who understands something deeply and thoroughly knows how it appears at a conceptual level, but also what it looks at the local level–which is to say, in the actual world inhabited by practitioners.

The lawyer explicitly identifies morality itself as the target

scales of justiceThe lawyer explicitly identifies morality itself as the target of the lawsuit:

The exact legal arguments for same-sex marriage equally apply to multiple-person marriages. Turley acknowledges that marriage laws that do not include both are “a tool for the imposition of a uniform moral agenda or tenets on citizens.”

I don’t know whether he understands that the argument “we ought not to impose morality on others” is a contradiction, but he might. The ethic of the ubermensch is that those with sufficient power will impose their vision on others, and morality has nothing to say.

As we shall see.

Free ebook on placemaking

Sauna Dam

Building a swimming hole

There’s something–quite a lot, actually–to be said about teaching and placemaking. Wendell Berry commented that the best meaning of work was to make the world a better place, and education broadly understood is a process of worldmaking. Thinking in such ways, I was delighted to find Jay Walljasper’s (former editor of Utne Reader) free ebook: How to Design Our World for Happiness: The commons guide to placemaking, public space, and enjoying a convivial life.

It’s the vision behind Teaching as a Craft of Place and the Heritage Project.

Here’s a sample:

26 Ways to Make Great Places
Have fun while building a better world

1 Challenge the prevailing myth that all problems have private, individualized solutions

2 Notice how many of life’s pleasures exist outside the marketplace—gardening, fishing, conversing, playing music, playing ball, making love, enjoying nature, and more

3 Take time to enjoy what your corner of the world offers (As the Brazilian educator Paulo Freire once declared, “We are bigger than our schedules.”)

4 Have some fun. The best reason for making great places is that it will enliven all of our lives

5 Offer a smile or greeting to people you pass. Community begins with connecting—even in brief, spontaneous ways.

6 Walk, bike, or take transit whenever you can It’s good for the environment, but also for you You make very few friends behind the wheel of your car

7 Treat common spaces as if you own them (which, actually, you do) Pick up litter Keep an eye on the place Tidy things up Report problems or repair things yourself Initiate improvements

8 Pull together a potluck. Throw a block party Form a community choir, slow food club, Friday night poker game, seasonal festival, or any other excuse for socializing

9 Get out of the house and spend some time on the stoop, the front yard, the street—anywhere you can be a part of the river of life that flows past.

10 Create or designate a “town square” for your neighborhood where folks naturally want to gather—a park, playground, vacant lot, community center, coffee shop, or even a street corner

11 Lobby for more public benches, water fountains, plazas, parks, sidewalks, bike trails, playgrounds, and other crucial commons infrastructure

12 Take matters into your own hands and add a bench to your front yard or transform a vacant lot into a playground

13 Conduct an inventory of local commons. Publicize your findings, and offer suggestions for celebrating and improving these community assets

14 Organize your neighbors to prevent crime and to defuse the fear of crime, which often dampens a community’s spirits even more than crime itself

15 Remember streets belong to everyone, not just automobiles. Drive cautiously and push for traffic calming and other improvements that remind motorists they are not kings of the road

16 Buy from local, independent businesses whenever possible (For more information see American Independent Business Alliance and the Business Alliance for Local Living economies)

17 Form a neighborhood exchange to share everything from lawn mowers to childcare to vehicles

18 Barter. Trade your skill in baking pies with someone who will fix your computer.

19 Join campaigns opposing cutbacks in public assets like transit, schools, libraries, parks, social services, police and fire protection, arts programs, and more.

20 Write letters to the editor about the importance of community commons, post on local websites, call into talk radio, tell your friends

21 Learn from everywhere. What can Copenhagen teach us about bicycles? India about wellness?
Africa about community solidarity? Indigenous nations about the commons itself? What bright ideas could be borrowed from a nearby neighborhood or town?

22 Become a guerrilla gardener, planting flowers and vegetables on neglected land in your neighborhood.

23 Organize a community garden or local farmer’s market

24 Roll up your sleeves to restore a creek, wetland, woods, or grasslands

25 Form a study group to explore what can be done to improve your community

26 Think of yourself as a local patriot and share your enthusiasm

Irony and multiculturalists and a sense of place

I’m sometimes prone to a quixotic hope that knowing and loving a particular place might be an adequate antidote to modernity. Theories are always simpler than reality, and thus wrong. I’ve played with these thoughts before:

powwow-file0001606276919“Yai Ya!” my grandson called, as he opened the kitchen door and walked in. It’s the Salish name for one’s mother’s mother. This happened nearly daily or several times a day once he was old enough to walk the few blocks from his parents’ house to ours. He didn’t knock, of course. And he was partly calling his grandmother and partly just announcing he had arrived. It was partly greeting and partly invitation. He was here! Where we were! It was good.

How many generations of young Salish boys showed up at their grandparents’ homes with just those words? How long had those syllables been echoing, more or less unchanged, through the abodes of people living in this valley? This place?

Place is a tricky concept to nail down, but I tend to enjoy all the various ways people have tried. They end up talking about the central realities of human life–-story, memory, kin, tradition, culture and land. My grandson traces his heritage in this place we share back, on his father’s side, into the “time immemorial” that the Salish like to talk about. I trace my own heritage back to Kansas, and then to Maryland and then to the Irish highlands on one side, and back to Utah, and then Ohio, then Massachusetts and then to the London slums on the other. Those connections, of course, are also part of my grandson’s history.

One of the ironies of the multiculturalists is that whether one talks to someone advocating a Salish language class on a reservation Montana or activists resisting cultural domination of Islam by the Dutch in the Netherlands, one will encounter similar conceptual machinery leading to parallel categorizations of thought. Multiculturalists around the world share what French political philosopher Chantal Delsol calls a “clandestine ideology.” This unifying ideology, she says, is “ultimately the mandatory litmus test” that people of any culture must pass to avoid being marginalized.

To be acceptable among the right sort of people,

one must join the call for equal representation for both sexes in all spheres of power. One must consider delinquency to be a result of poverty caused by social injustice. Contemporary man must hate all moral order; he must equate the Catholic Church with the Inquisition, but never equate communism with its gulags. He must a priori be suspicious of profit and financial institutions; he must be suspicious of the virtuous, who invariably must be disguising hypocritical vices even more dangerous than the vices of the depraved. He must hate colonizers, unless they are former victims themselves. On the other hand, our contemporary must legitimize all behaviors and all ways of life. He must call for equality everywhere, and fight for ever greater freedom for ever younger individuals.

She predicts that most people who read the excerpt above “will immediately suspect the author of wanting to defend colonial powers or a strict moral order.” This, Delsol says, is precisely what

shows so clearly that a mandatory way of thinking really does exist, and that contemporary man is unable to distance himself from it. Whoever dares to question it, or to even express a doubt about the validity of this sacred discourse, doubtlessly belongs to the camp of the opponent.

There’s a moral certainty in the ideology of late modernity–an absolutism–that disguises itself in talk of openness and inclusion and tolerance. At bottom it flows from a metaphysical dream that first took its characteristic modern form in the cafes of the Palais-Royal in Paris before the Revolution, amid an intoxicating mixture of philosophy, drugs, food and sex. Amid the feasts of foreign delicacies and the prostitutes, distinctions of rank were obliterated, and hedonistic liberty created an atmosphere of social equality that combined illusion with gratification, making total secular happiness seem within reach. Reality would be reconstructed by intellectuals. The old morality would be dissolved.

Living as we do on this side of the cascading sequence of horrors orchestrated by secular ideology, from the Reign of Terror to Auschwitz to the gulags, we tend to wince and retreat a little when people begin speaking too confidently about their truths.

So we now often encounter moral certainty without truth. Our institutions are staffed with many who know what is right but who are also averse to real argument. Their moral certainty is ofen expressed as derision for those who have the wrong thoughts, and the aversion to discussion of fundamental assumptions appears as a smug distaste for the contentions caused by those who persist in old certainties. Better to maintain the peace–a bland equality without strong positions. Except, of course, for the modernist orthodoxy on which that world is premised.

Most years, I read D’Arcy McNickle’s novel Wind from an Enemy Sky with high schoolers on the Flathead Reservation, where I have always lived. McNickle’s father was Scottish and his mother was Métis, and they arrived on the Reservation in time to be included in the tribal rolls, so McNickle was an enrolled member of a tribe in which he had no actual blood. He did share the cultural experiences of many Salish children, even attended a boarding school for natives. He spent his working life as a Ph.D.-bearing bureaucrat in the Bureau of Indian Affairs in Washington. He had a rich experience of cultural pluralism.

He crafted a novel about cultural misunderstandings, one that has no real villain, in the sense of someone intentionally causing harm–but that is nonetheless a tragedy. Those of us who grew up in the same place he grew up might find in its broad cast of characters the sort of dislocations and patterns of misunderstanding that are familiar.

My students and I encounter McNickle in the social context of public schools–in fact, the teaching of native literature is required by the state–that have taken much of their character from modern ideology, including texts such as this:

. . .if allegory is the attempt to move beyond beginnings, creating an abstracted colonial narrative, McNickle shows how this narrative continually fails, as the voice of the colonized continually erupts through it. Turning the colonizer into a corpse, McNickle ironically feeds off his displaced body. Through the ironic portrayal of the colonizers’ naivete, McNickle recontexualizes allegory, making a homeland for it, as well as turning it back as a weapon upon the enemy. It is in this sense that the figure of Washington is perpetually parodied for its ineffective allegories, turning its authority into yet another corpse–the emptied figurehead of colonial control.

I encounter no argument about whether colonial categories provide an adequate approach to this story–just an assumption that “colonilism” is the overarching structure within which we are to make our meanings. I do seem to encounter moral certainty, linked to clear categories. The categories support an enduring guilt–the presence that hovers over us all. The question the author angles up to is how should white people, such as myself, read native literature:

Let me then address the question outright: (how) should whites read indigenous texts? The “how” in this case is parenthetical because the sentence without it has never been adequately addressed. And yet the doubling of the discourse, along with the use of the English language, suggests that Euro-Americans are at least intended to be a partial audience. There is also the fact that native texts are being not only read, but taught, analyzed, and incorporated into an expanding English canon. So the question of “how” Euro-American culture should read these texts seems essential at this point, regardless of the intended audience.

She notes that when whites attempt to read texts written by indigenous writers, they often try to avoid their complicity by looking for native authenticity:

Possibly as a means of assuaging colonial guilt, indigenous literature is often treated with kid gloves–the “it’s not our place to say” mentality of colonial cultures who, while attempting to preserve some kind of native authenticity, simultaneously squat on their territory.

The author argues the Native American novel

serves to “interrogate” Euro-American discourse, rewriting European history in America through the “counter-discursive” practice of allegory. Through D’Arcy McNickle’s text, I have also attempted to reveal how Euro-Americans can read indigenous fiction for these counter-discursive practices. My hope has been that taking a seemingly postmodern trope (allegory) and reinvesting it with post-colonial interrogations might serve to define the genre of the Native American novel, which should be read differently than both the Euro-American novel and native oral tradition.

She cites revisionist historian Patricia Limerick, who said “the frontier only closed when the Indian was turned into an artifact.” In other words,

the representational system used to annex the receding frontier only became closed or complete when Indians were adequately accounted for as artifacts–unable to change or affect the new discourse. In a sense, this closing of the frontier is what has made natives appear safe, though inaccessible, for the first time. The closed nature of colonial discourse, which would turn natives into allegorical figures in a master discourse, or frame native literature in a precolonial moment, has had its day. It is time that the frontier was opened again.

That’s one way to think about what happened here and what McNickle is doing. It does seem, to me, to be a somewhat deadening discourse, hankering after fixed categories of oppressed and oppressor, white and indigenous–the categories with which intellectuals are wont to construe our world.

I’m not sure that those of us who live in such places as McNickle has in mind ever stopped experiencing race as a frontier–fluid and undergoing continuous redefinition and renegotiation. Time–as experienced and thought about for decades at particular places–is a dance within a constant flux of biology and culture–life. The ideological categories of oppressed and oppressor, Indian and white, fail to do justice.

The historian Elliott West once observed that in terms of what actually happened in the American West, the metaphor of marriage seems more useful than that of war and conquest. The rigid categories of war and enemy did arise, but they were less frequent and less sustainable than other modes of intercourse as groups of actual, living people found each other in the American West. The fur traders often took native wives and got on with the business of human commerce. Marriage has been a primary means of cultural survival and continuity.

James Hunter made a fascinating study of all that in Scottish Highlanders, Indian Peoples: Thirty Generations of a Montana Family. He tells the story of a different Scottish family than McNickle’s–that of the MacDonald family–which today is one of the largest tribal families on the reservation. Members of that family are descended both from medieval warriors who battled for independence from England in the Scottish Highlands and from Nez Perce and Salish warriors who contested with the formidable Blackfeet of the northern plains over access to buffalo country. At the center of that story is the 1842 marriage between Hudson Bay fur trader Angus McDonald and his wife Catherine, a Nez Perce/Iroquois woman.

A friend of mine whose father who was fullblood Kootenai–a man of the twentieth century who made his living as a gypo logger–calls people who think about such things as emptied figureheads of colonial control “college Indians.” What they espouse they found at universities and not in traditional folkways.

A happier way of thinking about what happened here was offered to me by my friend Clarence Woodcock years ago. He was one of the local leaders in preserving and restoring Salish culture on the Flathead Reservation–including the creation of a Salish Culture Committee, to record, publish, teach and sustain traditional culture. Clarence was also a devout Catholic. The singing of Catholic hymns in Salish was a weekly feature of worship at the church in St. Ignatius, when he was alive. I asked him about that once–if he sometimes felt a conflict between his love and teaching of Salish culture and his Catholicism. He said he didn’t. “The cultures are much alike,” he said. “We didn’t know about Jesus, but the rest of it–knowing how to live in good ways–that was here.”

I’m neither Salish nor Catholic, but I think I understood.

True stories in an age of fictions

“No society can be just or good that is built on falsehood.” Stanley Hauerwas

watership_down___the_great_patrol_by_fisi-d4oy7xfI spent some of the day outside reading Stanley Hauerwas. He deals with some of the same concepts as Alasdair MacIntyre–the connection between narrative and social ethics, for instance–but his style is simpler and less technical. I think high schoolers in an AP class could follow much of his thinking. His essay “A Story-Formed Community” lays out quite vividly some basic ideas about communities and politics that would be useful for young people to discuss, but the essay is organized as a reading of Watership Down, so some familiarity with that novel would help. I’ll watch the film version, which I’ve never seen. Maybe that would provide enough background, given that Hauerwas uses extensive re-telling of the story to make his points.

He uses the novel because “the best way to learn the significance of stories is by having our attention drawn to stories through a story.” The significance of stories, for a polity, is fundamental. Communities are founded on stories, and they sustain themselves as members tell their personal stories, finding how they fit within and extend the founding stories. Arguments and political discussions “are subordinate to the ability of a community to live and tell its stories.”

It’s a useful balance in an age awash in policy discussions and multi-step plans. The stories people tell and the stories they believe they are part of matter more than any number of contests between wonks. Who we are will shape what happens, and we are creatures formed and driven by stories.

A story is true to the extent that it can accommodate the pressures of actual events. Societies whose stories can no longer accommodate that pressure do not remain communities, though they may produce Potkemtin villages and other forms of seeming. Seeming is the first refuge of a scoundrel. Hauerwas contrasts the society of Russia under Stalin with communities formed and sustain by religion: “It is well-known that Stalin responded to Pius XII’s condemnation with the taunting question about how many divisions had the pope. Most assume that Stalin’s point is well taken, for without divisions the power of the church counts for nothing. Yet in spite of all appearances to the contrary, Stalin’s response masks the fundamental weakness of his position. A leadership that cannot stand the force of truth must always rely on armies.”

That’s quite true. Lying and deceiving are forms of weakness, and when leaders begin lying they also begin arranging stronger methods of control than persuasion. Audits, maybe. Inquisitions. “Peace is bult on truth,” said Hauerwas, “for order built on lies must resort ultimately to coercion.” I would be more optimistic about our future if Americans seemed more attentive, more outraged, at the steady stream of deceptions and misdirections flowing from the current administration.

Justice is based on truth, and freedom is based on justice. The only real defense good people usually have against bad people is the truth. Systems of justice are always systems of ascertaining the truth–of figuring out amid conflicting testimony what really happened, of unmasking liars and shedding light on deceptions. There’s no other way to work at getting the right things done. Creating fog and confusion is the stock in trade of criminals angling to get possession of other people’s property. They don’t care that if we can’t keep what we’ve made and acquired needed for the way of life we’ve chosen, if we can’t keep the place we’ve created for ourselve and our fellows, then we can’t stay free.

The president’s chronic deceptiveness is necessary because people would not tolerate his designs if they were clear–good and just people may still constitute a majority.

One thing to do, as we wait to see what happens, is to tell and discuss the stories that lie at the heart of the better world that we’ve seen, sometimes in true texts, sometimes in daily life. Ultimately, stories are more powerful than armies. Caesar and Napoleon had far less impact on the world than Buddha and Jesus. The best story wins.

Beyond good and evil: complying with the Montana Behavioral Initiative

surveillance camera at school

Monitoring and surveillance is becoming the dominant interest of today’s “evidence-based” school reformers.

Yesterday was spent listening to school reformers against the backdrop of breaking news about the murdered children in Newtown. This was enervating. School reformers do not, by and large, talk about any actual world. They are most comfortable at an abstract level of discourse, where all their dreams seem possible. They had me thinking about how Orwell’s depiction of society governed from the center via propaganda and surveillance was apt.

Montana schools have adopted Montana Behavioral Initiative as the basis of school culture and student discipline. It’s driven by low-level psychology–behaviorism–and it assumes “success” as the main goal driving the choices we make about how to act. We will have lots of little rules (stated “positively” of course) all linked to little rewards and little punishments (now called “consequences”).

The functionaries see their system as the world–they create propaganda, implement programs, collect data, refine their programs. They create a total reality in which the goals of their programs are not questioned, in which data measures the depth and breadth of their program’s penetration into the consciousness of the subjects (us). Interventions are designed to extend the effectiveness of what they are doing. It’s a little circular and self-referential system, which functions as a world. They are somewhat dull-witted when confronted with statements or events that do not fit their ideology.

Schools are “free” to identify their own “core values” around which to organize their “data-driven” systems (monitoring and surveillance). Of course, when such “values” are chosen through the usual consensual models (small groups contribute little tidbits on big sheets of paper which then get “reported out” to the white board at the front of the room to be lopped off to make a list compliant with expectations from on high), one can be sure that the values that survive will be accurate summaries of the conventional wisdom. So since teachers are low- to mid-level bureaucrats, we predictably end up with catalogs of the bureaucratic virtues.

Our new program will be built around the acronym POWER, with P for pride, O for ownership, W for work and R for respect. I can’t at the moment recall what E is for.  Being “positive” and “authentic” are “pluses.” I have not yet heard mention of double pluses, but they can’t be far away.  Such is the nature of our tribe.

If the room had been filled with Spartans, our list might have included ferocity, strength, and loyalty. If we had been in the Catacombs of Rome, faith, hope and charity might have made the list. A gathering of Confucian scholars in ancient China hoping to counter the mad influence of King Zhou would likely have listed benevolence, honesty, loyalty, integrity and propriety.

But we are a tribe of bureaucrats, so our virtues tend to be those which support success in bureaucracies. Aristotle was the great teacher who in Nicomachean Ethics  first helped us understand that every community is formed mainly by which virtues are taught and practiced. Not very long ago, it would have seemed possible to base an education program on Aristotle, with teacher talking about the way such virtues as honesty, courage, generosity and justice link individual happiness and community well-being.

A discussion among educators familiar with Aristotle–or the cultural heritage of western Civ in general–does not any longer seem possible, but it does still seem odd to have education captured by a tribe of little bureaucrats, who imagine they can control everyone with an ever-expanding system of surveillance linked to consistent rewards and punishments, aiming at “success,” as though we need more “successful” people. The focus of the talk was on how to get nearer to 100 percent–all students passing all classes, all students getting a diploma. What was not discussed was what grades or diplomas might mean–or what they should mean.

The very concept of freedom seems outside the thought world of professional educators. In place of freedom as the long-standing goal of liberal education, we have substituted “success” and “compliance.” I take it as the totalizing imagination of little functionaries who imagine their little system is the world, and that when their system is fully implemented, all will be well.

Our central planners have, to a great extent, reduced the economic possibilities in our communities. Not very long ago, a kid who did not love school and the kingdom of abstraction enshrined there could graduate from high school, get a job at one of the local saw mills, and make enough money to provide for a family–a house, two cars and a boat if he so desired.

The saw mills are gone, by design. Our central planners and reformers have for decades been urging us to believe that we only need a “knowledge” economy and that actual production and manufacturing can be left to poor nations. Now, they are “reforming” schools to serve their new economy, where everyone will be fluent enough in literacy and numeracy to collaborate on abstract tasks assigned from above. Schools are being perfected, in the sense of becoming nothing more than adjuncts to a centrally planned economy.

We are far enough into this process to see clearly that this will leave many people unemployable, but that’s not a problem, from the point of view of those who believe we were made for the system. The unemployed will be fully organized into the administrative state, living on the dole and thus submitting to constant surveillance as fully employed bureaucrats monitor their housing, their income, their diets, their health care. In that system, it makes perfect sense for central bureaucrats to monitor the blood glucose levels of citizens–probably more properly described as “subjects” or “patients.” In that system, it might soon seem normal that morning calisthenics mandated from the center and monitored through new technologies makes perfect sense. The potential for tutelary programs to more fully manage the lives of the poor gives a certain sort of heart a flutter.

At our staff meeting, we did not talk about good people and a good society and how the two relate. We have, as our cultural heritage, a vast and profound literature on those topics. But instead of reading some of it, we are referred to the OPI website, which has a lot of information on how to do “it”, but nothing at all on what is worth doing.

Einstein observed quite early in the twentieth century that “perfection of means and confusion of ends seem to characterize our age.”  The ends–the big goals toward which we strive–are left to the central planners and functionaries. We are taught to collaborate and brainstorm about means. The message to teachers yesterday was “You will use behaviorist psychology and more complete monitoring to improve compliance of students with school rules in the classroom, in the halls, in the parking lot, and even in the restrooms. With that goal unquestioned, get in small groups to collaborate and brainstorm suggestions (that the facilitators will revise for compliance with central objectives into documents by which you will be held accountable.)”

Are we really content to teach kids that our main desire is for success, defined as a free cup of coffee for complying with the rules (positively stated, of course)?

I’m probably a little out of step, since my culture continues to teach that pride is not a virtue but a sin, and I think on days when kindergarten children are murdered in school, our discussion would be more truthful and thus more useful if it included those old words: good and evil.