"Nation Finally Shitty Enough to Make Social Progress"

WASHINGTON—After emerging victorious from one of the most pivotal elections in history, president-elect Barack Obama will assume the role of commander in chief on Jan. 20, shattering a racial barrier the United States is, at long last, shitty enough to overcome.

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Faced with losing everything, Americans took a long overdue step forward and elected Barack Obama.

Although polls going into the final weeks of October showed Sen. Obama in the lead, it remained unclear whether the failing economy, dilapidated housing market, crumbling national infrastructure, health care crisis, energy crisis, and five-year-long disastrous war in Iraq had made the nation crappy enough to rise above 300 years of racial prejudice and make lasting change.

"Today the American people have made their voices heard, and they have said, 'Things are finally as terrible as we're willing to tolerate," said Obama, addressing a crowd of unemployed, uninsured, and debt-ridden supporters. "To elect a black man, in this country, and at this time—these last eight years must have really broken you."

Added Obama, "It's a great day for our nation."

Carrying a majority of the popular vote, Obama did especially well among women and young voters, who polls showed were particularly sensitive to the current climate of everything being fucked. Another contributing factor to Obama's victory, political experts said, may have been the growing number of Americans who, faced with the complete collapse of their country, were at last able to abandon their preconceptions and cast their vote for a progressive African-American.

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After enduring eight years of near constant trauma, the United States is, at long last, ready for equality.

Citizens with eyes, ears, and the ability to wake up and realize what truly matters in the end are also believed to have played a crucial role in Tuesday's election.

According to a CNN exit poll, 42 percent of voters said that the nation's financial woes had finally become frightening enough to eclipse such concerns as gay marriage, while 30 percent said that the relentless body count in Iraq was at last harrowing enough to outweigh long ideological debates over abortion. In addition, 28 percent of voters were reportedly too busy paying off medical bills, desperately trying not to lose their homes, or watching their futures disappear to dismiss Obama any longer.

"The election of our first African-American president truly shows how far we've come as a nation," said NBC Nightly News anchor Brian Williams. "Just eight years ago, this moment would have been unthinkable. But finally we, as a country, have joined together, realized we've reached rock bottom, and for the first time voted for a candidate based on his policies rather than the color of his skin."

"Today Americans have grudgingly taken a giant leap forward," Williams continued. "And all it took was severe economic downturn, a bloody and unjust war, terrorist attacks on lower Manhattan, nearly 2,000 deaths in New Orleans, and more than three centuries of frequently violent racial turmoil."

Said Williams, "The American people should be commended for their long-overdue courage."

Obama's victory is being called the most significant change in politics since the 1992 election, when a full-scale economic recession led voters to momentarily ignore the fact that candidate Bill Clinton had once smoked marijuana. While many believed things had once again reached an all-time low in 2004, the successful reelection of President George W. Bush—despite historically low approval ratings nationwide—proved that things were not quite shitty enough to challenge the already pretty shitty status quo.

"If Obama learned one thing from his predecessors, it's that timing means everything," said Dr. James Pung, a professor of political science at Princeton University. "Less than a decade ago, Al Gore made the crucial mistake of suggesting we should care about preserving the environment before it became unavoidably clear that global warming would kill us all, and in 2004, John Kerry cost himself the presidency by saying we should pull out of Iraq months before everyone realized our invasion had become a complete and total quagmire."

"Obama had the foresight to run for president at a time when being an African-American was not as important to Americans as, say, the ability to clothe and feed their children," Pung continued. "An election like this only comes once, maybe twice, in a lifetime."

As we enter a new era of equality for all people, the election of Barack Obama will decidedly be a milestone in U.S. history, undeniable proof that Americans, when pushed to the very brink, are willing to look past outward appearances and judge a person by the quality of his character and strength of his record. So as long as that person is not a woman.

—The Onion

The Albatross1

Often, to pass the time on board, the crew
will catch an albatross, one of those big birds
which nonchalantly chaperone a ship
across the bitter fathoms of the sea.

Tied to the deck, this sovereign of space,
as if embarassed by its clumsiness,
pitiably lets its great white wings
drag at its sides like a pair of unshipped oars.

How weak and awkward, even comical
this traveller but lately so adroit—
one deckhand sticks a pipestem in its beak,
another mocks the cripple that once flew!

The Poet is like this monarch of the clouds
riding the storm above the marksman's range;
exiled on the ground, hooted and jeered,
he cannot walk because of his great wings.

1: From Les Fleurs du Mal by Charles Baudelaire. Translated by Richard Howard.

Random jotted thoughts, aphorisms

Our words, our expressions, our analogies, are clothed in humanness--in our concrete everyday-ness, our veracities, our situations. And, it would seem, too, that our outgoing thoughts are clothed in our words.

Philosophy as an ultimatum is a denial of the right for future generations to want to say something profound about the world, to color it with their own experiences and judgments.


What do we get out of such a doctrine? An advancing culture that must continually reject all that comes before it. A generation that says something, and another that says, "You're wrong... but perhaps..." and yet another generation that rejoins "no."


It's my view that one should be skeptical of religious beliefs that establish human-to-human hierarchies. Divine-to-human seems perfectly fine; it's the others that are dangerous. Religion originates in the individual—"subjectivity is truth"; "the crowd is untruth"—in subjectivity's relationship to another.

Deterministic rules, etc. -- The question of what these rules are is scientific. The question of why there are rules is religious.

"Is the space pope reptilian?"

"Culture is an observance. Or at least it presupposes an observance." —LW

The essay at hand is almost subterranean. (Deep.)

Kierkegaard is one of the few thinkers I would describe as overwhelmingly intelligent.


If I don't find a motivation beyond the grade in the course of a class, I'm not going to go very far.

Listening to the new Mars Volta albums is like waiting for a bus. A few beautiful moments in a sea of overindulgence.

"Be one of those upon whom nothing is lost." —W. James

Think about the following: the mark of good writing is in the artistry, wisdom, or significance to be gleaned.

Cheese is one of humankind's greatest achievements.

Debt clock gets extra digit

1. US debt clock runs out of digits

"It’s Not What We Teach; It’s What They Learn"

EDUCATION WEEK

September 10, 2008

It’s Not What We Teach; It’s What They Learn

By Alfie Kohn

I never understood all the fuss about that old riddle – “If a tree falls in a forest and no one is around to hear, does it still make a sound?” Isn’t it just a question of how we choose to define the word sound? If we mean “vibrations of a certain frequency transmitted through the air,” then the answer is yes. If we mean “vibrations that stimulate an organism’s auditory system,” then the answer is no.

More challenging, perhaps, is the following conundrum sometimes attributed to defiant educators: “I taught a good lesson even though the students didn’t learn it.” Again, everything turns on definition. If teaching is conceived as an interactive activity, a process of facilitating learning, then the sentence is incoherent. It makes no more sense than “I had a big dinner even though I didn’t eat anything.” But what if teaching is defined solely in terms of what the teacher says and does? In that case, the statement isn’t oxymoronic – it’s just moronic. Wouldn’t an unsuccessful lesson lead whoever taught it to ask, “So what could I have done that might have been more successful?”

That question would indeed occur to educators who regard learning – as opposed to just teaching -- as the point of what they do for a living. More generally, they’re apt to realize that what we do doesn’t matter nearly as much as how kids experience what we do.

Consider what happens between children and parents. When each is asked to describe some aspect of their life together, the responses are strikingly divergent. For example, a large Michigan study that focused on the extent to which children were included in family decision making turned up different results depending on whether the parents or the children were asked. (Interestingly, three other studies found that when there is some objective way to get at the truth, children’s perceptions of their parents’ behaviors are no less accurate than the parents’ reports of their own behaviors.)

But the important question isn’t who’s right; it’s whose perspective predicts various outcomes. It doesn’t matter what lesson a parent intended to teach by, say, giving a child a “time out” (or some other punishment). If the child experiences this as a form of love withdrawal, then that’s what will determine the effect. Similarly, parents may offer praise in the hope of providing encouragement, but children may resent the judgment implicit in being informed they did a “good job,” or they may grow increasingly dependent on pleasing the people in positions of authority.

From both punishments and rewards, moreover, kids may derive a lesson of conditionality: I’m loved – and lovable – only when I do what I’m told. Of course, most parents would insist that they love their children no matter what. But, as one group of researchers put it in a book about controlling styles of parenting, “It is the child’s own experience of this behavior that is likely to have the greatest impact on the child’s subsequent development.” It’s the message that’s received, not the one that the adults think they’re sending, that counts.

Exactly the same point applies in a school setting since educators, too, may use carrots and sticks on students. We may think we’re emphasizing the importance of punctuality by issuing a detention for being late, or that we’re making a statement about the need to be respectful when we suspend a student for yelling an obscenity, or that we’re supporting the value of certain behaviors when we offer a reward for engaging in them.

But what if the student who’s being punished or rewarded doesn’t see it that way? What if his or her response is, “That’s not fair!” or “Next time I won’t get caught” or “I guess when you have more power you can make other people suffer if they don’t do what you want” or “If they have to reward me for x, then x must be something I wouldn’t want to do.”

We protest that the student has it all wrong, that the intervention really is fair, the consequence is justified, the reward system makes perfect sense. But if the student doesn’t share our view, then what we did cannot possibly have the intended effect. Results don’t follow from behaviors but from the meaning attached to behaviors.

The same is true of teachers who are stringent graders. Their intent – to “uphold high standards” or “motivate students to do their best” – is completely irrelevant if a low grade is perceived differently by the student who receives it, which it almost always is. Likewise, if students view homework as something they can’t wait to be done with, it doesn’t matter how well-designed or valuable we think those assignments are. The likelihood that they will help students to learn more effectively, let alone become excited about the topic, is exceedingly low.

If teachers just do their thing and leave it up to each student to make sense of it -- “so that the child comes to feel, as he is intended to, that when he doesn’t understand it is his fault” (to borrow John Holt’s words) – then meaningful learning is likely to be in awfully short supply in those classrooms.

But let’s face it: It’s easier to concern yourself with teaching than with learning, just as it’s more convenient to say the fault lies with people other than you when things go wrong. It’s tempting, when students are given some kind of assessment, to assume the results primarily reveal how much progress each kid is, or isn’t, making – rather than noticing that the quality of the teaching is also being assessed.

“I taught a good lesson . . . “ probably suggests that learning is viewed as a process of absorbing information, which in turn means that teaching consists of delivering that information. (Many years ago, the writer George Leonard described lecturing as the “best way to get information from teacher’s notebook to student’s notebook without touching the student’s mind.”) This approach is particularly common among high school and college teachers, who have been encouraged to think of themselves as experts in their content areas (literature, science, history) rather than in pedagogy. The reductio ad absurdum would be those who “took their content so very seriously that they forgot their students,” as Linda McNeil put it in her devastating portrait of high school.

The trouble may start in schools of education, where preservice teachers in many states spend very little time learning about learning, relative to the time devoted to subject-matter content. Worse, when teachers these days are told to think about learning, it may be construed in behaviorist terms, with an emphasis on discrete, measurable skills. The point isn’t to deepen understanding (and enthusiasm) but merely to elevate test scores.

The fact is that real learning often can’t be quantified, and a corporate-style preoccupation with “data” turns schooling into something shallow and lifeless. Ideally, attention to learning signifies an effort to capture how each student makes sense of the world so we can meet them where they are. “Teaching,” as Deborah Meier reminded us, “is mostly listening.” (It’s the learners, she added, who should be doing most of the “telling,” based on how they grapple with an engaging curriculum.) Imagine how American classrooms would be turned inside out if we ever really put that wisdom into action.

And it’s not just listening in the literal sense that’s needed but the willingness to imagine the student’s point of view. How does it feel to be sitting there with your shaky efforts to write an essay or solve a problem subjected to continuous evaluation? (Many teachers who expect their students to bear up under, and even benefit from, a constant barrage of criticism are themselves often extremely sensitive to any suggestion that their craft could be improved.) Indeed, educators ought to make a point of trying something new in their own lives, something they must struggle to master, in order to appreciate what their students put up with every day.

Finally, as teachers are to students, so administrators are to teachers. Successful school leadership doesn’t depend on what principals and superintendents do, but on how their actions are regarded by their audience – notably, classroom teachers. Those on the receiving end may be older, but the moral is the same: It’s best to see what we do through the eyes of those to whom it’s done.