I was talking with a teacher, today, about bad habits of thought that govern in education. But the truth is that most of the most resolvable and serious problems in the world are the results of bad habits of thought.
In education, the laziest and worst habit of thought that animates so much of what is wrong with American education and education the world over is the habit of exclusion. The notion that some people are smart and need to be included in the best and most thoughtful educational opportunities and that some people are stupid and need to be left out of those opportunities (or that people who do not think of themselves as smart need to leave themselves out of those opportunities) is the single most serious problem in American education, and likely education internationally, today. It's true that, as I remarked to my colleague, today, we want surgeons who will know more and be less likely to kill people. And it's true that a lot of people want to be auto mechanics and do not want to be bothered with serious academic learning.
It's also true that we are better off with smarter mechanics and surgeons, and that academic learning, when done well, facilitates that sort of deep and broadly applicable learning that can facilitate more knowledge, understanding, brainstorming, problem-solving, and collaboration that learning that does not take such notions seriously does not generally provide as well. To my mind, this means more people getting liberal arts educations (along with whatever other forms of study), but it also means more partnerships between liberal arts institutions and technical and other higher education opportunities. That is one of the advantages, to my mind, of a public university experience: the degree of partnership and inclusion of those who study all sorts of fields and from all sorts of backgrounds in adult education.
I don't come from a terribly educated background. I am, by far, the most educated person in my family and of most of my friends. I also happen to be smarter, independent of background or education level, generally, I think most people who know me would acknowledge.
But I don't feel comfortable in any institution that is exclusive. I don't come from exclusive roots. I am from middle class people. But I'm from middle class people who might very easily be excluded by any number of groups or people. And I just don't feel comfortable with people who might accept me but reject them. And I certainly don't feel comfortable with anyone who might reject me, obviously, and generally find such snottiness a sign of someone who is less sure of their intellect, their station, or themselves.
And yet, it is that exclusiveness that fucks up life, most, for people of every background. It is done in the name of assuring quality, I'm quite aware. But it also serves to promote misplaced notions of superiority and pity, both of which go hand in hand, and both of which serve everyone poorly.
The biggest problem I have in schools, I'm noticing, is that, as I have done my whole life, I am living between two different worlds.
On the one hand, I live in this world of scholarship and reflection and thought on the most serious cultural and policy issues that most people find kind of boring, in their foolish pursuits of entertainment at the expense of more genuine and intelligent self-respect and achievement. Most people don't think of themselves as smart, is the truth. And it is my mission to make the clear argument for why all people are smart, as an objective matter - my kids and I just had this conversation, this week, reflecting on the mistakes of objectively less intelligent human beings of the earliest periods of human existence who had made mistakes that future generations would have to learn from and how virtually every human being living today would be far more intelligent by any objective standard than these earlier human beings - even as it is also clearly true that not everyone is prepared for medical school. If more people recognized their intelligence and their capacity for being smart, the smarter all of our communities would be. Smart janitors and auto mechanics and farmers and builders and industrial workers are good for all of us, including and especially the people with those jobs. But most people don't believe that they are capable of more smarts than they really are capable of because of the more exclusive nature of most schools, American or otherwise, and the fact that too many schools take this pride, and not their commitment to the strongest educations for all people, more seriously than it deserves, rather than their commitment to the idea that the best teaching looks after the interests of each student to get as much and as high a quality of education as possible, even if some people choose to be janitors and others choose to be doctors.
A better commitment to education and to people, generally, does not look for excuses for students or teachers for why they do not pursue opportunities for themselves and one another in the form of biology or genetics or social class or background or whatnot. A better commitment to education and people looks to create opportunities for all people and all students, where the choice to pursue various careers or opportunities are more genuine choices, made freely and without shame or resignation, rather than any one of us (or any faculty, for that matter) attempting to decide for anyone else what they might or might not be capable of. It is a commitment that both students and teachers regularly fail in. It is also the only real solution to educational and consequential life inequities, as well as a genuine commitment to resolving those inequities freely, and none of this small potatoes welfare-state reform premised on the very notions of superiority and pity, dependency and a lack of dignity, which create this problem in the first place.
Real progress around educational equity, like real progress around every other matter of social equity in the 21st century, when so many barriers to greater equity have been removed, does not come from mandates for equity. These will forever and notoriously fail. Mark my words on that one. Real progress around educational equity, like real progress around every other matter of social equity in the 21st century, will come from genuine, voluntary, freely-chosen efforts by average and not-so-average people to share what they have and to create a sense of belonging for all people, just as the most liberal (small-l, liberty-based liberalism, here) progress has offered people since the enlightened progress was first chartered in the history books of liberal cultures.
That is a change in a habit of thought for many people used to thinking about new laws associated with new freedoms and justice. And there are still plenty of ways that law can be employed to expand that more genuine progress and more genuine freedom that comes with the spread of more genuinely liberal values.
But the bottom line is that either people work with a genuine commitment to the interests and welfare of one another, or that promise will never be fulfilled, no matter how much we appeal to it. And pretending that mandating such concern is the same as creating it is just lying to ourselves and others. Nothing new. But it would nice for future generations of our children if we both believed in looking out for the interests and welfare of one another, for real, and didn't have to lie to kids that we do it because we genuinely care about the welfare or interests of them or their family or their friends when we really have the ulterior motive of explaining or justifying their superiority or their pity for themselves or others. It would also be nice that, if, as a part of that commitment, we genuinely believed in their right to self-determine their lives, even as they make foolish and unwise choices. That has been the hardest part of my job, lately. Watching kids and adults make incredibly foolish choices with their lives and the lives of others, foreclosing futures out of a pride about what they do and do not need in the world and out of a lack of faith in an educational system that they don't feel is geared to their needs or interests.
I am learning to let go and let kids make those choices, just as I expect people to let me make my own choices in life, even as I make clear to them that I expect more out of them, whether they or others expect more out of them or not.
But I also expect more out of a world that does not give much of a shit for these kids or many kids or adults who do not fit their selective or exclusive molds in the world. I guess the reason why it's important for me to be an advocate for such kids and adults, I think, is because I could much more easily then they move on to a future that is unencumbered by such low expectations from myself or from others. And most people who have such low expectations for themselves have them because the world has really kicked them in the gut, at some point, when they failed on the way to their dreams and goals. And yet that world is perpetually full of people with boots pretending like it must be something else that has got people down.
I tell my kids and all adults, "Fuck 'em. Let 'em kick you in the gut. Offer them your chin, too. And go fuckin' be what you want to be and don't get discouraged because the road is tough to doing anything important."
In the meantime, it would make a lot of sense to make that road less tough for all of us. And it would be easier for all of us to admit that if we weren't so afraid of admitting how much it hurts. And how much our callousness hurts us much more than it hurts others.
Of the many bad habits that animate our world, the idea that some people can or should be thrown away, cast aside, or left behind is perhaps the most pernicious. And the most common, sadly. Noone wants to be left behind. But everyone generally has someone that they want left outside the promised land. It makes for an unnecessarily rough and tumble existence. It makes for a lot of needless hurt and tragedy.
But it is not bad habit that is limited to any one group or one individual or one official or one person with power or influence. This bad habit of thought - that someone has got to be put down or excluded or pitied for the rest of us to be happy - animates the lives of most people. That's what makes that attitude so common. And common, in this sense, does not qualify as greatness. It's just common. Greatness thinks bigger than this.
The idea that people need to be forced to be good is the most pernicious idea that has ever afflicted humanity. It is responsible for the death, imprisonment, terrorizing, repression or oppression, and the most general and serious ugliness that humanity has encountered in its history, and especially the history of the 20th century, where millions died on this cross and and still it has a hold on the imagination. Imperialism still had a hold on the imaginations of many in the early 20th century, I have to remember. And it took a long time for it to lose its grip.
But eventually all bad ideas lose their grip. Because better ideas come along. And the problems of earlier and lesser ideas become clearer despite apologies on their behalf.
That's what the kids and I have been studying this week. How intellect shapes human history and human cultural evolution, as much as biological evolution, as worse ideas are replaced by better ideas, and notions that were once complicated become commonplace and better notions for an infinitely complex reality help us understand that reality more clearly.
I just hope that the kids and the world that does not welcome them with open arms are willing to give a decent chance to the idea that such serious and complicated thinking is important for everyone.
Because these kids are likely to be cruel to a world that is cruel to them. And the world is likely to be cruel to these kids, absent better understanding. And so life has gone since the beginning of time. And so is our opportunity to end that cycle.
Love,
Ben