CSCOPE chart Glenn Beck doesn’t want you to see

April 2, 2013

. . . because he screwed it up.

Thanks to Morgan Freeberg over at House of Eratosthenes — shows he’s a fair player (I doubt he’s got much sympathy with the CSCOPE project).

Here’s the chart Glenn Beck, or perhaps his partner-in-calumny David Barton, appears to have mis-identified, the one that no one else who joined his witch-hunt bandwagon bothered to read:

CSCOPE chart on economics

CSCOPE chart on rise of economic systems in the 19th century that critics claim, erroneously, promotes socialism and Marxism. This is copyrighted material, posted here in the interests of correcting false claims. Will CSCOPE complain?

I’m not sure which episode of “The Blaze” this appeared on in the fuzzy version in my earlier post (anyone know?); but it’s clear that it’s been grotesquely mischaracterized by CSCOPE critics.  Think about a Texas high school kid; the readings say communism prohibits private property ownership.  Given that, how do you think a Texas high school student — generally a sophomore for  world history —  would answer the questions in the “Communism” box:

What about Private Property?

How much government control?

(Say it ain’t so, Glenn Beck:  Did David Barton really complain that Texas’s curriculum puts the family at the the foundation of our culture, and our government?  (Yes, he did.)  He fought to get that in; is Barton on drugs, or depressed, or drunk?  If so, get him help.  If not, he’s corrupt.)

More, from the rational world:

More from the irrational world, the Wall of Shameful reporting:

English: Cropped from a photo of a group of pr...

Cropped from a photo of a group of predominantly anti-Glenn Beck protesters holding home-made placards in Beck’s hometown of Mt. Vernon, Washington, outside the venue where Beck received the ceremonial key to the town. Even his home town people don’t believe him. Photo via Wikipedia


More unintentional humor from Texas conservatives: Can’t read charts on economic systems

April 1, 2013

Mural in Adams Building of Library of Congress, Jefferson on Education

Mural in the Adams Building of the Library of Congress,m with Thomas Jefferson’s views on education, and education’s importance to liberty. (Click for larger version)

Under the standards for social studies the Texas State Board of Education promulgates, Texas high school kids must learn to read charts and extract information from them.

In the criticism of the small-school curriculum planning system, CSCOPE, conservative critics demonstrate both that they are not as smart as a Texas high school kid, OR they don’t know feces in economics.

Note the chart; it’s a fuzzy picture, but it shows an arrow indicating which economic systems have more government involvement, or control, or “interference” in Texas conservative talk; and note the comments:

So, in other words, the conservatives worry because a chart shows that socialism and communism have “more government control and planning,” and the conservatives come unglued.  They read the chart incorrectly; generally conservatives can be counted on to favor less government control in economic matters, which this chart shows is a virtue of free market economics systems.

Let me repeat:  They read the chart incorrectly.

Worse, there’s a guy who professes to teach economics in a California college who says he doesn’t teach this stuff.

What do they want, what does he teach?  That communism offers more economic freedom from government regulation than free enterprise?

Clearly they didn’t bother to read the chart.  These critics are the epitome of knee-jerk reactionaries:  If there is a word about something they don’t like, they assume the entire piece is tainted and biased against them.  If you said, “We say the Pledge of Allegiance every day as a defense against communism,” they’d claim you’re teaching communism.

BUT, this sort of criticism got Texas Sen. Dan Patrick, R-Mars, to call for an investigation, a witch-hunt, of the group that works to provide curriculum helps especially to smaller districts who don’t have curriculum planning staffs; SBOE and the directors of the Regional Education Centers agreed.  Directors of the Regional Education Centers have bent over backwards to be open about what goes into CSCOPE, and how each lesson and each unit, and each test is aligned with Texas standards, Texas Essential Knowledge and Skills (TEKS).

Yeah, I know:  The chart could have been done differently.  But this is EXACTLY the sort of stuff the Texas Education Agency favors on standardized tests students must pass to advance and graduate, to make sure students read the questions, and the charts.

Are you as smart as a Texas high school student?  Then you’re smarter than the critics of CSCOPE, at least in this case.

Still, CSCOPE, in an well-intentioned effort to be open about the curriculum materials they provide, and whether there is any bias in them, released this statement on their support of free enterprise:

CSCOPE Response to Lesson Regarding Economic Systems

CSCOPE strongly believes in the greatness of the free enterprise system and how it has helped build our country into the envy of all other nations. Free markets are a critical part of our American way of life. It is important to note that the activity in question is in a high school course and not in a grade 6 lesson. This twenty-minute activity is part of a six-day lesson on various economic systems at the high school level that are state required teaching standards set forth by the State Board of Education. The State Board of Education requires students to learn the following economic systems in World History:

  • WH.18: Economics. The student understands the historical origins of contemporary economic systems and the benefits of free enterprise in world history. The student is expected to:
    • WH.18A: Identify the historical origins and characteristics of the free enterprise system, including the contributions of Adam Smith, especially the influence of his ideas found in The Wealth of Nations.
    • WH.18B: Identify the historic origins and characteristics of communism, including the influences of Karl Marx.
    • WH.18C: Identify the historical origins and characteristics of socialism.

Furthermore, the State Board of Education establishes student expectations that focus on social studies skills. For the World History unit referenced above, the following social studies skills are included:

  • WH.30: Economics: The student communicates in written, oral, and visual forms. The student is expected to:
  • WH.30C: Interpret and create written, oral, and visual presentations of social studies information.

The goal of this activity is to address the content and skills standards that have been adopted by the State Board of Education, and it is absolutely not promoting a way of life contrary to what we value as Americans. In this activity, students examine four different flags, beginning with the US flag, and analyze the colors, the design, and the graphics as symbols of each country’s characteristics and economic systems. Students then design a flag to demonstrate their understanding of the characteristics of socialism, as the standard requires (WH.18C).

CSCOPE has a significant emphasis on the free enterprise system. The other economic systems are only addressed as required by State Board of Education. Additionally, every lesson and activity in our system is customizable. The teacher in the classroom is the final authority on whether or not the lesson should be customized for his or her students and community.

CSCOPE would also like to reassure parents and community members that there is a comparable activity in the lesson that focuses on free markets where students are asked to read about characteristics of free enterprise in The Wealth of Nations, complete an analysis chart, and discuss with their classmates the characteristics and benefits of the free enterprise system. In addition, in Texas History, World History, US History, and US Government courses, students are engaged extensively in studying the principles of the US free enterprise system and the role it plays in American society. Furthermore, Texas graduation requirements specify that students take an economics course, and this course focuses entirely on the American free market system.

CSCOPE staff takes great pride in helping educators teach the standards established by the State Board of Education. This dedicated staff works each day to ensure that teachers have the best resources available to help Texas school children succeed, and they continually focus on improving the system for the districts they serve. We are committed to helping every parent and community member better understand CSCOPE. Please contact CSCOPE through the http://www.cscope.us site if you have further questions or concerns.

The exercise with flag making is pretty lame, to me — with no note of irony that CSCOPE nor their critics would notice, it offers the grand opportunity to read all sorts of symbolism into the U.S. flag that was never intended by the flag’s designers, nor by any tradition.  That’s a pro-free enterprise bias if it occurs, however, and not a pro-communist or socialist bias.

One may wonder if the references to Adam Smith and Wealth of Nations threw the critics; more than once I’ve been confronted by a yahoo at a meeting in Texas who argues that we in the U.S. don’t need any foreign influences in our laws or economy, like that “socialist” Adam Smith!  (To be fair, he published in England . . .)

The charges from “Sharon” can’t help but remind you of that famous political smear campaign against then-U.S. Sen. Claude Pepper, of Florida, in which his opponent called him “Red” Pepper, and accused him of ::GASP!!:: matriculating while a student in college — and not just matriculating, but matriculating in public!

Yes, this is an attempted political smear of CSCOPE, Texas teachers, and Texas education.

P.S.:  I’d love to have a copy of that chart in a readable form; if you have access to the chart, especially to information that indicates where it really comes from (it looks like CSCOPE, but it’s fuzzy here), please send me a copy.  Thanks.

More:

Comments from people and groups who appear not as smart as a Texas high  school student:

And the original?  Screen shot from Glenn Beck’s show:


Historic images, encore: Quanah Parker, Last Chief of the Comanches

March 25, 2013

Glenn Frankel at the University of Texas wrote a book about the John Ford movie, “The Searchers.” It’s release, and stories about it, should remind us of the history of Quanah Parker, the last great, chief of the Comanches.  “The Searchers” was loosely based on a true story, the kidnapping of Cynthia Ann Parker, by Comanches, and her subsequent life with the tribe, and her recapture by white relatives.  She had married in the tribe — Quanah Parker was her son.

Back in June 2008 I posted this:

Quanah Parker, photo by Lanney

Quanah Parker, a Kwahadi Comanche chief; full-length, standing in front of tent.
Photographed by Lanney. Public Domain photo.
National Archives, “Pictures of Indians in the United States”

Photographs of Native Americans reside among the publicly and internet available materials of the National Archives. Images can be ordered in sets of slides, or as individual prints, though many are available in quality high enough for PowerPoint works and use on classroom materials. Many of the photos are 19th century.

Quanah Parker stands as one of the larger Native Americans in Texas history. This photo puts a face to a reputation in Texas history textbooks. Texas teachers may want to be certain to get a copy of the photo. His life story includes so many episodes that seem to come out of a Native American version of Idylls of the King that a fiction writer could not include them all, were they not real.

  • Quanah’s mother was part of the famous Parker family that helped settle West Texas in the 1830s. Cynthia Ann Parker was captured in 1836 when Comanches attacked Fort Parker, near present-day Groesbeck, Texas, in Limestone County. (See Fort Parker State Park.) Given a new name, Nadua (found one), she assimilated completely with the Nocona band of Comanches, and eventually married the Comanche warrior Noconie (also known as Peta Nocona). Quanah was their first child, born in 1852.
  • Nadua was captured by a Texas party led by Lawrence Sullivan “Sul” Ross in 1860, in the Battle of Pease River. Noconie, Quanah, and most of the Nocona men were off hunting at the time, and the fact of Nadua’s capture was not realized for some time. Nadua asked to return to the Comanches and her husband, but she was not allowed to do so. When her youngest daughter, who had been captured with her, died of an infection, Nadua stopped eating, and died a few weeks later.
  • Sul Ross was a character in his own right. At the time he participated in the raid that recaptured Cynthia Parker, he was a student at Baylor University (“What do I do on summer breaks? I fight Indians.”) At the outbreak of the Civil War, Ross enlisted in the Confederate Army as a private. Over 135 battles and skirmishes he rose to the rank of Brigadier General, the ninth youngest in the Confederate Army. A successful rancher and businessman back in Texas after the war, he won election as governor in 1887, served two very successful terms (he resolved the Jaybird-Woodpecker War in Fort Bend County, and had to call a special session of the legislature to deal with a budget surplus), refused to run for a third term, and was named president of Texas Agricultural and Mechanical College (Texas A&M) within a few days of stepping down as governor. Ross’s leadership of the college is legendary — students put pennies near a statue of Ross in a traditional plea to pass final exams, among many other traditions. After his death, Texas created Sul Ross State University, in Alpine, Texas, in his honor.
  • Quanah Parker’s father, Noconie, died a short time after his mother’s capture. He left the Nocona band, joined the Destanyuka band under Chief Wild Horse, but eventually founded his own band with warriors from other groups, the Quahadi (“antelope eaters”) (also known as Kwahadi). The Quahadi band grew to be one of the largest and most notorious, always with Quanah leading them. The Quahadis refused to sign the 1867 Medicine Lodge Treaties, and so avoided immediate internment to a reservation. However, dwindling food supplies and increasing opposition forced Quanah to retire to a reservation in 1875, in what is now southwestern Oklahoma. This was the last Comanche band to come to the reservation.
  • Quanah was appointed Chief of all the Comanches.
  • Through investments, Quanah became rich — probably the richest Native American of his time.
  • Quanah hunted with President Theodore Roosevelt.

    Quanah in European-American business attire.

    Quanah in European-American business attire. (Photo credit: Wikipedia)

  • Rejecting monogamy and Christianity, Quanah founded the Native American Church movement, which regards the use of peyote as a sacrament. Quanah had been given peyote by a Ute medicine man while recovering from wounds he’d suffered in battle with U.S. troops. Among his famous teachings: The White Man goes into his church and talks about Jesus. The Indian goes into his Tipi and talks with Jesus.
  • Photo at right: Quanah Parker in his later life, in his business attire. Photo thought to be in public domain.
  • Bill Neeley wrote of Quanah Parker: “Not only did Quanah pass within the span of a single lifetime from a Stone Age warrior to a statesman in the age of the Industrial Revolution, but he never lost a battle to the white man and he also accepted the challenge and responsibility of leading the whole Comanche tribe on the difficult road toward their new existence.”
  • Quanah Parker died on February 23, 1911. He is buried at Fort Sill Cemetery, Oklahoma, next to his mother and sister.

Quanah Parker’s epitaph reads:

Resting Here Until Day Breaks
And Shadows Fall and Darkness Disappears is
Quanah Parker Last Chief of the Comanches
Born 1852
Died Feb. 23, 1911

Other Resources:

Resources new in 2013:


“Return to Madison,” urges James Madison U president on the great man’s birthday

March 22, 2013

What would Madison do?

James Madison’s work, not only on the Constitution, but on making the Constitution and new government work, and on creating the foundation pilings for that Constitution and society, should make his words and ideas key points of study for us, and his principles should be our guiding principles much more than they are today.

Madison is the forgotten founder, I’ve argued.

JMU President J. R. Alger and others present wreaths at tomb of James Madison, March 16, 2013 (Madison's birthday)

JMU press release caption: JMU President Jon Alger, second from left, presents a wreath at the tomb of President James Madison in honor of his 262nd birthday.

James Madison University President Jon Alger spoke at the ceremonies honoring Madison’s birthday last Saturday, March 16, at Madison’s mountain home, Montpelier, Virginia (a few miles from Jefferson’s Monticello).  In his speech, Alger urged a return to civility in discussion of politics, a return to focus on important ideas and the processes by which we discuss them, and make decisions in our national government.

Alger’s remarks deserve a much wider audience, I think.  I asked JMU for a copy, and they pointed to the university’s website where the entire speech is posted.  I repost it here.  Please spread the word.

Jon Alger’s Montpelier remarks

President Jonathan R. Alger
James Madison University
Remarks on the Occasion of James Madison’s 262nd Birthday
March 16, 2013
at James Madison’s Gravesite, Montpelier
Orange, Virginia
(Remarks interrupted by rain)

Good afternoon.  Honored guests, members of the Montpelier Board of Directors, President Imhoff and Montpelier staff, members of the James Madison University Board of Visitors, faculty, students and alumni, family, friends and fellow Madison enthusiasts, it is my great honor to speak at this hallowed place.  On this day 262 years ago, James Madison was born.  Perhaps more so than any other president or founder, James Madison is responsible for the creation and miraculous endurance of our republic.  Known as the Father of the U.S. Constitution, James Madison’s contributions to our nation should be remembered by every American.  The sacred fire of liberty lit by Madison’s ideas burns to this day and draws us here to honor him.

I came to Montpelier for the first time only a few months ago.  As a great admirer of James Madison, to me the trip here felt like a pilgrimage.  When the mansion first came into view as we made our way up the long sweeping drive, I was struck by the majesty of the moment—as we feel when in the presence of greatness.  During that visit, Montpelier board president Greg May invited me to speak at this annual event as we strode down a pathway that Madison himself must have walked many times.  I could not have been more honored.

Indeed, this is a dream come true for me.  As a political science major and history minor in college, I read many of the same texts Madison himself studied—as well as some of Madison’s own work.  Even as a young child, I admired the creative genius of our forefathers.  While other kids had stuffed animals or model airplanes displayed in their bedrooms, on my dresser I proudly exhibited a set of small ceramic statues of the American presidents.  I like to root for underdogs and was always partial to Madison, because his was the shortest statue.  Today his picture hangs proudly in my office.

As many of you know, Montpelier and James Madison University have long had a special bond.  It began when Dr. Clarence Geier, an archaeologist at Madison, arranged an archaeology field school here at Montpelier more than 25 years ago.  Our students and faculty have been coming to Montpelier ever since and have participated in digs all across the grounds. (Except for right here, of course.  They are not allowed to dig in this particular area.  You never know with undergraduates!)

From then the relationship between our two institutions has blossomed.  This past November a bus containing JMU faculty, staff and me – as well as my wife Mary Ann and daughter Eleanor – came here to spend a day brainstorming with the Montpelier leadership and staff on ways to deepen our relationship even further. The primary objective of this deeper relationship is to bring more attention to James Madison and his ideas.  This objective reflects the missions of our two great institutions, but it must go beyond those gathered here today.  As a nation, we are in great need of what I will call a Return to Madison.

It is true that, during the past few years, more and more American citizens are professing respect for the U.S. Constitution.  The document was read on the floor of the U.S. House of Representatives for only the second time in history this past January.  In fact, Representative Bob Goodlatte of Virginia’s Sixth District – JMU’s district – opened the reading with a delivery of the document’s Preamble.  That’s a good start, but as a nation we must go much further.  For this newfound reverence toward the U.S. Constitution to elevate us as a nation, we must explore and gain a deeper understanding of the principles on which the U.S. Constitution is based.  We must Return to Madison.

Now, by suggesting this return, I don’t mean that we become a nation of history buffs (although that would be OK with me).  Rather, a Return to Madison would provide us with very real and practical insights into how we as a society should confront issues facing us all.

Starting with a realistic view of human nature, Madison believed that politics was driven by “interest,” not by “virtue.”  In his excellent work, The Sacred Fire of Liberty, Madison scholar Lance Banning captured this core principle.  He wrote, “Madison did not assume that a republic could depend upon a superhuman readiness to sacrifice self-interest to the common good. Taking humans for the interested, opinionated creatures they are, Madison asserted that in a pluralistic, large republic, partial interests would be counterbalanced by competing interests.”

This was not new political thinking, of course.  During the 16th century in Florence, Machiavelli (whose work was more nuanced than is often remembered today) explored what he called the “effectual truth” of politics.  In other words, as Paul Rahe writes in his book, Machiavelli’s Liberal Republican Legacy, “[I]n order to avoid their ruin and achieve their preservation, men should govern themselves in accordance with how they do behave rather than in the distorting light of how they ought to.”

So Madison’s great innovation was to devise a system of government that sought to create political and civic conditions allowing the interests of individual citizens, groups, regions and other entities to balance one another so that no one of them could overtake the rest.  He recognized that we would be a society with diverse perspectives and experiences, and that we needed a structure to allow that diversity to flourish.

Today – while publicly professing faith in the Constitution as a document – we seem to have forgotten this essential element.  Far too often, our public discourse on the important challenges of our time degenerates into shallow shouting matches and name-calling in which we cry for the elimination of opposing views on political, social, economic and cultural issues. The people we despise across the political aisle, the fools on the television spouting their ridiculously wrongheaded opinions, the heathens who believe in a different god than we do – we not only hold them in utter contempt, we behave as if we want their ideas extinguished.  And if they were extinguished – oh, if only they were extinguished – we believe the world would be a better place.  If only we all agreed on everything – wouldn’t that be great!  Yet we must be careful what we wish for.  If that kind of wish were to come true, not only would our lives be much more boring—but our society would stop progressing and stagnate.

A Return to Madison would shine a light on the fact that the strength of our republic relies on the existence of opposing ideas and perspectives.  Voices who advocate for Wall Street and others who focus on Main Street?  They need each other.  Republicans and Democrats need each other.  Without the diversity of ideas and opinions, our civic balance would tilt and our system eventually would topple.  The great man we honor today knew this was true.  We as a society need to embrace this notion and continue debating the important issues of the day, but with reason and civility—not with hatred and hopes for total domination.  We need each other.  And I believe that spreading the understanding that our great Constitution is based squarely on this principle could lead to greater social harmony.  Boy, do we need a Return to Madison.

Madison’s Federalist 10 is recognized the world over as one of the great examples of political thought in history.  You might remember that Madison published the Federalist with Alexander Hamilton and John Jay in newspapers while the states were considering whether to ratify the proposed Constitution.  Of these 85 essays, Madison’s 10th is widely considered to be one of the best, and it’s about balancing competing interests.  I love it for the philosophy it expresses, but also because it contains one of his most elegant turns of a phrase.  If you’ve read much Madison, you know that his writing can be (to be honest) dense and elliptical.  He is not often quoted in today’s sound-bite culture.  But in the Federalist 10 he wrote, “liberty is to faction what air is to fire…”  Think about that for a moment.  “Liberty is to faction, what air is to fire…”  Madison was making the point that liberty creates a nourishing environment for faction.  At the time, great fear existed that too much liberty could lead to dangerous factions emerging.  Madison was resolute, however, and he completes the idea by writing, “But it could not be a less folly to abolish liberty, which is essential to political life, because it nourishes faction, than it would be to wish the annihilation of air, which is essential to animal life, because it imparts to fire its destructive agency.”

Madison is saying that even though liberty allows faction to thrive, it should not be curtailed.  He goes on to observe, “As long as the reason of man continues fallible, and he is at liberty to exercise it, different opinions will be formed.”

Thus even as Madison advocated for liberty despite its dangers, he was sure to remind his Federalist readers that man’s passionately held views are imperfect.  Therefore, if we claim to respect our Constitution and if we understand this fundamental premise, we have a responsibility to change the tone of much of our civic dialogue.  Now, to be clear, I am not arguing that we should hold our views any less dear.  Passion leads great people to act. And I am not suggesting that we all adopt a relativist perspective – right and wrong do exist.  As enlightened as Madison and his colleagues were for their time on so many issues, for example, even they were unable to come to grips with the tragic injustice of slavery

If Madison were here today, however, I believe he would remind us of our human limitations when we encounter and react to opinions that differ from our own.  We can all benefit from trying to listen to and understand the views of others with civility and respect, even as we hold and espouse our own cherished points of view.  As the president of the university named for James Madison, I feel strongly that our institution of higher education can best honor his legacy by embracing the diversity of perspectives and backgrounds in our society, while fostering and modeling civil and respectful discourse on the great issues of our time.  That is part of the reason why I began my own presidency with a “Listening Tour” to hear, and learn from, the richly diverse voices and opinions of our university community.

In my inaugural address yesterday at the university, I called for James Madison University to be the national model for the engaged university—an institution that combines a commitment to teaching and learning with a conviction that all humans are interconnected.  This combination embodies James Madison’s ideals.  If we enlighten ourselves through education and believe that we all are connected – even with those with whom we might passionately disagree – we honor Madison.  I intend for this idea to be a hallmark of my administration at JMU.

Another hallmark will be to continue deepening the relationship between the university and Montpelier.  Some of the ideas generated during our visit here in November already are taking shape.  For instance, staff in our department of History and our Adult Degree Program are working with faculty here in the Center for the Constitution to create a course about James Madison and his ideas that includes online and in-person instruction, as well as visits here. The course will be available to JMU students and the general public.  As we celebrated Madison Week on our campus these past few days, Montpelier has honored our university by loaning us several artifacts from its own collection.  These exchanges are reminders of the man to whom we owe so much.  Our educational initiatives can go a long way to motivate those who profess their faith in the U.S. Constitution to deepen their understanding of its underlying principles, and thus inspire a Return to Madison.

Let me share with you a personal story of my own heightened sense of Madison’s, and Montpelier’s, significance.  While inside the house, I was surprised by how moved I was when I sat in the modest room that is believed to be Madison’s study.  The thought that I was in the very room where James Madison read Machiavelli and Locke and Montesquieu and all the others; the room where he synthesized thousands of years of thinking into a framework for our most important founding document; the room looking west toward unsettled lands of great promise; the room in which James Madison addressed civilization’s most intractable problem – how to govern ourselves – I was filled with a sense of wonder and awe.

Yet another way in which the university will connect with Montpelier and its legacy will be to honor the memory of Dolley Madison, the great woman buried beside our 4th President.  Dolley was herself an intellectual and social force who played a profound leadership role by convening people of different backgrounds for civil discourse.  In fact, Yale University historian Catherine Allgor wrote, “Dolley’s assumption that compromise would be the salvation of the system marks her as one of the most sophisticated politicians of her time.”  Through a new initiative called Women for Madison, our university will celebrate the vital role women play in leadership and cultivating a culture of philanthropy.

Finally, as an advocate of education and an ardent student himself, I believe Madison would have enjoyed meeting today’s students who benefit from his legacy in this free and civil society.  I wonder how he would have felt meeting students attending the university named for him. We have several with us today – can you come and join me here?

As many of you know, JMU has a robust study abroad program. I will tour several of our study abroad programs this summer for the first time as president, and my second stop will be Florence, the great city where republican thought reemerged during the 16th century.  Machiavelli was the most influential Florentine political thinker of that time, and his work influenced Madison greatly.  In fact, Machiavelli appears in one of James Madison’s adolescent “commonplace” books.  A commonplace book was like an academic diary.  Students during the era when Madison grew up dutifully filled their commonplace books with notes, quotations and poetry.

Students of our era – such as these fine students – and I will visit Machiavelli’s gravesite at the Basilica di Santa Croce in central Florence this summer. We will take with us the moving experience of being here at James Madison’s gravesite, and reflect on the republican ideal with which both men—and so many other people throughout history—have grappled.  It is quite fitting that students attending a university named for James Madison make this journey, connect these two places and contemplate their meaning.

With this symbolic gesture, we hope to inspire all the students of James Madison University, the visitors to James Madison’s Montpelier and all who bear witness, to Return to Madison.  Let’s go from this ceremony with a renewed sense of our roles as citizens, and of the power we have to live the ideals James Madison handed down to us through the ages.  Thank you

Who in Congress listens?  Who in media and commentary listens?  Who in the academic life listens?

More:

Fireworks at James Madison U, at inauguration of President Jonathan R. Alger

Fireworks over James Madison University, on the inauguration of new University President Jonathan R. Alger, in early March 2013. Despite the somewhat tenuous links to this post, I like the photograph. Image from JMU’s UBeTheChange blog.


Forgotten disasters in U.S. schools: The New London, Texas, gas explosion

March 18, 2013

Most high school history students don’t know about it.  Most high school history students in Texas don’t know about it.

New London School, New London, Texas, before the 1937 disaster.  Photo from the New London Museum

New London School, New London, Texas, before the 1937 disaster. Photo from the New London Museum

I wonder, sometimes, how many Texans remember at all.

I wonder, too, if there are lessons to be learned from the New London tragedy, while the nation debates what to do to prevent recurrences of school shootings.

The deadliest disaster ever to hit a public school in the U.S. struck on March 18, 1937, when a natural gas explosion destroyed the new school building at New London, Texas, killing about 300 people — 76 years ago today.

The remains of the London School after the exp...

The remains of the London School after the explosion of March 18, 1937. Wikipedia photo

Noise from the blast alerted the town, and many people in the oilfields for many miles.  Telephone and telegraph communication got word out.  Oil companies dismissed their employees, with their tools, to assist with rescue and recovery efforts.  Notably, 20-year-old Walter Cronkite came town to report the news for a wire service.

Investigation determined that a leak in a newly-installed tap into the waste gas pipe coming from nearby oil fields probably allowed natural gas to accumulate under the building.  A spark from a sander started a fire in gas-filled air, and that in turn exploded the cavern under the school.  School officials approved the tap to the waste gas line to save money.  Natural gas is odorless.  One result of the disaster was a Texas law requiring all utility natural gas to be odorized with ethyl mercaptan.

Though the Great Depression still gripped the nation, wealth flowed in New London from oil extraction from the nearby oil fields.  The  school district completed construction on a new building in 1939, just two years later — with a pink granite memorial cenotaph in front.

Today, disasters produce a wealth of litigation, tort suits trying to get money to make the injured whole, and to sting those at fault to change to prevent later disasters.  In 1937 official work cut off such lawsuits.

Three days after the explosion, inquiries were held to determine the cause of the disaster. The state of Texas and the Bureau of Mines sent experts to the scene. Hearings were conducted. From these investigations, researchers learned that until January 18, 1937, the school had received its gas from the United Gas Company. To save gas expenses of $300 a month, plumbers, with the knowledge and approval of the school board and superintendent, had tapped a residue gas line of Parade Gasoline Company. School officials saw nothing wrong because the use of “green” or “wet” gas was a frequent money-saving practice for homes, schools, and churches in the oilfield. The researchers concluded that gas had escaped from a faulty connection and accumulated beneath the building. Green gas has no smell; no one knew it was accumulating beneath the building, although on other days there had been evidence of leaking gas. No school officials were found liable.

These findings brought a hostile reaction from many parents. More than seventy lawsuits were filed for damages. Few cases came to trial, however, and those that did were dismissed by district judge Robert T. Brown for lack of evidence. Public pressure forced the resignation of the superintendent, who had lost a son in the explosion. The most important result of the disaster was the passage of a state odorization law, which required that distinctive malodorants be mixed in all gas for commercial and industrial use so that people could be warned by the smell. The thirty surviving seniors at New London finished their year in temporary buildings while a new school was built on nearly the same site. The builders focused primarily on safety and secondarily on their desire to inspire students to a higher education. A cenotaph of Texas pink granite, designed by Donald S. Nelson, architect, and Herring Coe, sculptor, was erected in front of the new school in 1939.  (Texas Handbook of History, Online, from the Texas State Historical Association)

Of about 500 students, more than 50% of them died.  Once the new school and memorial were built, and the law passed requiring utilities to odorize natural gas so leaks could be detected earlier, survivors and rescuers rather shut down telling the history.  A 1977 reunion of survivors was the first in 40 years.

New London School shortly after the March 18, 1937, explosion.  Photo from the New London Museum.

New London School shortly after the March 18, 1937, explosion. Photo from the New London Museum.

Because of that healing silence, the story slipped from the pages of most history books.

Trinity Mother Frances Hospital treated the victims; a 2012 film from the hospital offers one of the best short histories of the events available today.

New London, and the New London Museum, work to remember the dead and honor them.  Work continues on a film about the disaster, perhaps for release in 2013:

Now, more than 75 years later, the London Museum, across the highway from where the original school was destroyed, keeps alive the memory of much of a generation who died on that terrible day.

This video was produced by Michael Brown Productions of Arlington, TX as a prelude to a feature documentary on the explosion and its aftermath which is planned for
the spring of 2013.  . . .

www.newlondonschool.org/museum

What are the lessons of the New London Disaster?  We learned to remember safety, when dealing with natural gas.  A solution was found to alert people to the presence of otherwise-odorless, explosive gases, a solution now required by law throughout the U.S.  Natural gas explosions decreased in number, and in damages and deaths.  Wealthy schools districts, cutting corners, can create unintended, even disastrous and deadly consequences.  Quick rebuilding covers the wounds, but does not heal them.

Remembering history takes work; history not remembered through the work of witnesses, victims and survivors, is quickly forgotten — to the detriment of history, and to the pain of the witnesses, victims and survivors.

New, New London School and granite cenotaph memorial to the victims of the 1937 explosion

New, New London School and granite cenotaph memorial to the victims of the 1937 explosion. Photo from Texas Bob Travels.

More:

Houston’s KHOU-TV produced a short feature on the explosion in 2007:


The Presidential Library that isn’t a Presidential Library

March 9, 2013

Campaign poster showing William McKinley holdi...

Campaign poster showing William McKinley holding U.S. flag and standing on gold coin “sound money”, held up by group of men, in front of ships “commerce” and factories “civilization”. (Photo credit: Wikipedia)

Things you learn looking for documents:  The U.S. National Archives now manages the presidential libraries and museums — except for one:  The William McKinley Memorial Library and Museum.

President William McKinley Memorial Library and Museum, in Niles, Ohio.

President William McKinley Memorial Library and Museum, in Niles, Ohio. McKinley was born in Niles. Photo from the LIbrary’s website.

To be more accurate and fair, National Archives manages the documents for the presidential libraries starting with Herbert Hoover, though there are usually special arrangements with each of the libraries.

Separately, the Ladies of Mount Vernon Association manages the research facilities at Mount Vernon, Virginia,  (and the rest of the grounds) associated with George Washington, and the Abraham Lincoln Presidential Library and Museum in Springfield, Illinois, is operated by a separate foundation, too.  The Teddy Roosevelt Center at Dickinson State University in North Dakota stands apart from the National Archives system, too (much TR material can be found at Harvard, too).

The idea of a specific library to hold papers from a president’s term is a mid-20th century idea.  Franklin Roosevelt and Herbert Hoover were the first, with the idea coming about the same time.  Private foundations built and operated them until after the Nixon library, and since then Congress authorized the National Archives to get into the act and coordinate the work, and then made the links official, for libraries from here on out.

For presidents prior to Hoover, papers generally became the property of the outgoing president.  Collection was spotty.  The idea of library dedicated to one president is such a good one, though, that private groups have gone back to set them up for Washington and Lincoln.

And McKinley.

Modern texts don’t show well the high regard McKinley had from Americans before he was assassinated.  Within a few years after his death, the people of Ohio and his birthplace, in Niles, got Congress to approve a memorial.  Eventually the local library moved into the memorial building.

The National McKinley Birthplace Memorial Association was incorporated by a special Act of Congress on March 4, 1911.  The purpose of the Association was to erect a suitable structure marking the birthplace of President William McKinley, the 25th President of the United States. The result was the National McKinley Birthplace Memorial.

McKinley was born in the city of Niles, Ohio on January 29, 1843. The city donated the site for the Memorial which consisted of an entire city square. The architects were McKim, Mead & White of New York and the erection of the Memorial was done by John H. Parker Company, also of New York. Groundbreaking began in 1915 with the corner stone being laid on November 20, 1915.

The building was dedicated on October 5, 1917.

The cost was more than half a million dollars, all of which was donated by the American public.

The 232 foot by 136 foot by 38 foot monument is constructed of Georgian marble with two lateral wings–
one wing houses the public library called the McKinley Memorial Library, and the other wing houses the
McKinley Museum and an auditorium. The Museum contains artifacts of the life and presidency of McKinley.

In the center of the Memorial is a Court of   Honor supported by 28 imposing columns. It features a heroic statue of McKinley sculptured by John Massey-Rhind. Surrounding the statue are busts and tablets dedicated to the members of    McKinley’s cabinet and other prominent men who were closely associated with him.  These bronze busts, mounted on marble pedestals, weigh between 800 and 1100 pounds each.

As a presidential library, the McKinley Memorial Library in Niles is unique.  While it does not offer the vast research resources of the National Archives, it does offer a memorial from the people of Ohio and the U.S., a more down-home look at  reverence for presidents and the keeping of the history of our heroes.

Memorial to President William McKinley in Niles, Ohio

The memorial to President McKinley in Niles. Photo from the McKinley Memorial Library and Museum.

The “official” list of other presidential libraries and museums in the National Archives’ network, listed at the American Presidency Project at the University of California – Santa Barbara:

Herbert Hoover Presidential Library and Museum
Herbert Hoover Presidential Library Association
Franklin D. Roosevelt Library and Digital Archives
Harry S. Truman Library and Museum
The Dwight D. Eisenhower Library
John F. Kennedy Library and Museum
Lyndon Baines Johnson Library and Museum
Richard Nixon Library and Museum
Richard Nixon Library Foundation
Gerald R. Ford Library and Museum
Jimmy Carter Library
Ronald Reagan Presidential Foundation and Library
George Bush Presidential Library and Museum
William J. Clinton Presidential Library and Museum
Clinton Presidential Center
George W. Bush Presidential Library
George W. Bush Presidential Center

More:


Watch this now; practice playing nice in the comments

March 1, 2013

Tip of the old scrub brush to Ms. Christine Pelosi, Tweeting as @sfpelosi.

Notes from the film’s maker and the poet:

Shane Koyczan “To This Day” http://www.tothisdayproject.com Help this message have a far reaching and long lasting effect in confronting bullying. Please share generously.

Find Shane on Facebook – http://on.fb.me/Vwdi65
or on Twitter – http://www.twitter.com/koyczan

I send out one new poem each month via email. You might like to join us. http://www.shanekoyczan.com

“My experiences with violence in schools still echo throughout my life but standing to face the problem has helped me in immeasurable ways.  Schools and families are in desperate need of proper tools to confront this problem. This piece is a starting point.” – Shane

Find anti-bullying resources at http://www.bullying.org

Dozens of collaborators from around the world helped to bring this piece to life. Learn more about them and the project at http://www.tothisdayproject.com

Buy “To This Day” on BandCamp http://bit.ly/VKGjgU

or iTunes http://bit.ly/W47QK2

More:

Poet Shane Koyczan

Poet Shane Koyczan


No more than 3 points in your presentation!

February 28, 2013

Interesting video from Ethos3, a company that works on presentations and helping others make better presentations.

Um, no, I don’t think they aim at teachers and educators — it’s a for-profit group, not a charity.

That’s also one of my concerns.  Here’s one of a series of short videos Ethos3 prepared, to help you with your next presentation or, you hope, the woman or man who will be making that presentation you have to watch next Wednesday morning at Rotary Club, or at Scout leader training next Saturday, or kicking off the budget planning exercise next Monday (at 7:00 — coffee provided so don’t be late!):

98 views

Generally, I’d agree.

But what about teachers, who have to slog through 150 specific items for the state test?

Observations:

365 Project - Day 29 - I *hate* Powerpoint

Borrowed caption: “365 Project – Day 29 – I *hate* Powerpoint (Photo credit: mike_zellers)”

  1. Teachers could benefit greatly from learning presentation secrets, and making their in-class presentations much more effective.
  2. No school district in America, public, charter, parochial, or homeschool, will give you time to put together such an effective presentation.
  3. Most teachers get no coaching on presentation effectiveness, and their students lose out.
  4. Just because the administrators won’t cut you slack to do it, doesn’t mean a teacher shouldn’t learn about effective presentation techniques, and use them.

In a world of bad bosses, it’s almost impossible to get a really great principal at a school.  Teachers gotta slog on anyway.

You won’t have the time to do the presentation your students deserve, but you should try, anyway.

Dreaming for a minute:  I wish I could get a team like this to help out with designing a curriculum, figuring out where presentation work, how to give them real punch, and where not to use them at all.

What do you think?  Can you tell your story in just three points?  Can you reduce a lecture to three key points that would be memorable, and that spurs students to learn what they need to learn?

More:


Post-Valentine’s Day olla podrida

February 22, 2013

How’s the NRA going to spin this one?

Psy got more than 7 billion views on one video.  Can you help Sesame Street get to one billion, total?  It’s a better cause.  And it may frost the heck out of Sal Khan, too.

Sesame Street actually has a lot of video up for YouTube use — that is, for your use.  This is one of the most important educational sites on the entire internet. 992,469,603 total views at this moment.

Whose educational video works best, Sal Khan’s or Cookie Monsters?

U.S. Rep. Marsha Blackburn, R-Tennessee, said she doesn’t think we need an increase in the minimum wage, especially not to the $9 level President Obama asked.  She said her $2.15 minimum wage was enough . . .

Oops:

At that time, the minimum wage was $1.60, equivalent to $10.56 in today’s terms. Today’s minimum wage is equivalent to just $1.10 an hour in 1968 dollars, meaning the teenage Blackburn managed to enter the workforce making almost double the wage she now says is keeping teenagers out of the workforce.

Do Republicans ever learn history, or make the minor mathematical calculations to adjust for historic inflation?  Pretty tough to flunk history, math and economics in such a short statement.

Is there a rational reason that Wisconsin Rep. Paul Ryan’s  solutions to U.S. problems always involve economic pain to others?  Will cuts in food and health care make these 600,000 children smarter, too?

Here you go, Mittens in winter:

The Mittens in winter, by Howard Noel, via National Wildlife Federation

Caption from the National Wildlife Federation: Howard Noel’s photo of Monument Valley captures the East and West Mitten Buttes, as well as Merrick’s Butte on the right. These natural sandstone and shale structures are just a few of the world-famous geological features in Monument Valley Navajo Tribal Park, located along the Arizona-Utah state line within the Navajo Nation Reservation. The Utah resident used a Canon EOS 5D Mark II camera and a 24-105mm lens.

Where in Utah does Howard Noel hail from?  While I’ve been by these formations in winter, it was never with a camera to catch the snow.  This park is an ideal place to spend a couple of days learning landscape photography, if you’re looking for a place to try out your new camera.  Great place to be anytime, for me.

Hey, if you’re planning drive to see the Mittens, you should be aware that part of Highway 89 is out of commission due to a slump off the roadway between Flagstaff and Page, Arizona — the Navajo Reservation being as large as it is, and as unroaded as it is, when a main road goes out, detours can be spectacularly long.   Earthly Musings carries geological explanations, history and great photos.  How much detour?  This one requires a job to the east, through Tuba City, probably adding about an hour to the trip between those two cities.

The Arizona Department of Transportation says traffic will detour around the closure by using U.S. 160 and State Route 98, adding 45 miles of driving. (emphasis added here)

Meanwhile, in the rest of America? This is okay.  America is ashamed of Rush Limbaugh’s ranting, too.  Fair, no?

Why was the death toll so high in season 3 of “Downton Abbey?”  Writer Julian Fellowes explained it’s a kind of contract issue — anti-regulation types will no doubt crawl out of the woodwork to complain about government interference in the right of contract in English theatre.


Photographs for which there are no words: Going to school in Palestine

February 20, 2013

A picture is worth a thousand words?  For some pictures, no adequate words exist.

Ammar Awad/Reuters girl going to school in Palestine, with combat troops looking on

Photo by Ammar Awad, Reuters; caption from L’Express: De l’audace! – 17/03/2010 Afin de se rendre à l’école, une enfant traverse les lieux des affrontements entre les troupes israéliennes et les Palestiniens, dans le camp de réfugiés de Shuafat, près de Jérusalem.

L’Express caption in English:

The audacity! – 17/03/2010

To go to school, a child crosses the scene of clashes between Israeli troops and Palestinians in the refugee camp Shuafat, near Jerusalem.

Rather puts into a different perspective the whines of students about “having to go to school,” not bringing pencils or paper, and not making it to class on time, doesn’t it?  What value does this girl and her family place on education?

To those who think the U.S. should in no case offer aid to Palestinians to build or operate schools, I ask:  Who do you want to pay for this child’s schooling, and direct the curriculum?

Teachers, is this photo useful for studying human rights?  Education?  Middle Eastern human geography (AP), geography, or other issues?  Contrast this girl’s path to school with that of Linda Brown in Topeka, Kansas, in 1951 (Brown vs. Topeka Board of Education).

Is education a civil right? Is education a basic human right?

Tip of the old scrub brush to James Kessler, who posted a slightly profanely-captioned version of this on Facebook.

Update:  Amusing Planet has this photo (with a nice shout out) and several others, showing kids risking their lives to get to school in China, Vietnam, and Indonesia — it’s awe-inspiring, scary and encouraging at the same time.

More:


Science project: Hello Kitty at 94,000 feet

February 8, 2013

GoPro cameras weigh so little, work so well and are so tough that they go anywhere.  How we would have loved to attach one to the kites we sent a couple thousand feet above the Utah mountains.

Only time stood between the cameras and their use in high-altitude photography from weather balloons — even the topic of a credit card advertisement.  And now, a middle school science project, for a Christian parochial school (what science could a religious school foul up in studying the atmosphere?).

Four Go-Pros, a styrofoam box, a bunch of duct tape, a GPS-equipped locater (you could use a cell phone), some high-technology-now-cheap sensing equipment from High Altitude Science for temperature and air pressure — even a 7th-grade science project can make Galileo, Newton and Goddard jealous.

You can tell it’s 7th grade from the choice of the astroKittynaut to the choice of music, no?

Details:

Cornerstone Christian school 7th grade science project.
The effects of Altitude on air pressure and temperature.
Cameras: GoPro Hero2 video footage.
Edited By: Eddie Lacayo elacayo212@gmail.com
Flight gear: High Altitude Science.
Flight computer / Data acquisition: High Altitude Science.
Tree Climber: Woodpecker Arborist.

music: We Are Young by: Fun (Feat Janelle Monáe)
We Do Not Own The Rights To This Song
buy at: http://www.amazon.com/Are-Young-feat-…

This isn’t an ad for High Altitude Science, nor for GoPro (although if they want to send some products along for review, I would review them with full disclosure, and return what isn’t used up), but if you are inspired to try this, look at some of the details.

From High Altitude Science, a sales-pitch on how easy it is:

  • If you’re interested in starting your own space program, click here.
  • If you’re interested in purchasing weather balloons, satellite trackers, and weather balloon kits, visit our Store.
  • If you already have a weather balloon kit, but need some training or a refresher, read our Tutorials.
  • If you’re an educator who wants to inspire your students, visit our Education Page.
  • If you would like to see our products in action, visit our Videos Page.

I got my GoPro at REI; there are other vendors, and the new ones are very impressive.  High Altitude Science uses a special mount for the GoPro, which they sell with the camera.  For the project above, some of the cameras were borrowed.  Some adult supervision is needed — this package drifted more than 40 miles from the launch site; you want to be sure to avoid air travel lanes at launch (a lot of the Dallas-Ft.Worth area would be off limits); launching from Salt Lake or Utah Valleys could put the touchdown site 5,000 feet up in a wilderness area.  There are considerations on safety and recovery that require some thought.  When CNN tried it, they ran into problems — their account could be useful background (with cool photos, too).

What else could you do with these cameras and science project kits?  How about flying a kite, just to look at your town.  Attach a camera to a radio-controlled aircraft (a drone), and see what you can’t see of a wilderness area or riparian environment, or forest canopy, or rockface on a mountain.  Get the water-tight case, and put the thing into a river or lake.

A 7th-grade kid doing real science measurements at a Christian school — ain’t technology wonderful?

Is there gyroscope device to keep these devices from spinning so wildly?  Will the new GoPros support a radio contact to get images live from the device?

More:

Film from the physics class at East Union High School in Afton, Iowa, showing more detail of the data collection and analysis:

A July 2012 launch from Austin, Texas:

A Vimeo version, for a launch from farther east (BrooklynSpaceProgram.org), that garnered coverage from the New York Times:

How many of these projects have there been?


Time machine! For Digital Learning Day

February 6, 2013

Screen shot from HHMI's iPad app, Earth Viewer -- the time machine function.

Screen shot from HHMI’s iPad app, Earth Viewer — the time machine function.

Stealing the entire post from P. Z. Myers at Pharyngula:

I’ve been playing with it for a while. It turns out that when you go back to Cretaceous Morris, you need to be able to swim really well, but Cambrian Morris is high and dry on a fairly small landmass (whoa, but oxygen is way down and carbon dioxide way up). You can have your own time machine, too — it’s the EarthViewer app for iPad, and it’s free from HHMI Here’s what it has:

• Data and continental reconstructions dating back billions of years

• Climate and carbon dioxide data for the last 100 years

• The ability to manipulate the globe and zoom to any location

• Track the location of modern cities back over 500 million years

• In depth features on major geological and biological events in Earth history

• Clickable details on geologic eons, eras, and periods

• Automated play modes

• An extensive reference list

• Suggestions for classroom use

• Tutorial videos

Did I mention that it’s free? This HHMI thing is pretty danged sweet.

There is no creationist/Noah’s Flood version.

No Windows version, yet, either.

Did we mention the Howard Hughes Medical Institute made this and related apps free?


Boy Scout membership standards decision delayed for more discussion

February 6, 2013

Dallas’s Circle 10 Council, BSA, issued this statement from Council Chief Executive Pat Currie, about the discussion of changes in BSA membership policies. FYI.

BSA - Circle Ten Council logo - 550 px wide

February 6, 2013

Dear Circle Ten Family,

We appreciate your participation and support of Scouting as we help equip children with the life skills to become a good, strong citizen. This year we will celebrate Circle Ten’s 100th anniversary, and our focus has remained the same, working together to deliver the nation’s foremost youth program of character development and values-based leadership training. I would also like to take this opportunity to update you on the recent discussions within the Scouting family regarding our membership standards policy.

After careful consideration and extensive dialogue within the Scouting family, along with comments from those outside the organization, the volunteer officers of the Boy Scouts of America’s National Executive Board concluded that due to the complexity of this issue, the organization needs time for a more deliberate review of its membership policy.

To that end, the executive board directed its committees to further engage representatives of Scouting’s membership and listen to their perspectives and concerns. This will assist the officers’ work on a resolution on membership standards. The approximately 1,400 voting members of the national council will take action on the resolution at the national meeting in May 2013.

America needs Scouting, and our policies must be based on what is in the best interest of our kids. We believe good people can disagree and still work together to accomplish great things for youth.

Going forward, we will work to stay focused on that which unites us. Be a part of this discussion by staying engaged and continuing your role in Scouting. The kids in your community need you.

Sincerely,

Pat

Pat Currie
Scout Executive/CEO
Circle Ten Council, Boy Scouts of America


Darrell’s corollaries of education + technology: No good work goes unpunished, most opportunities missed

January 27, 2013

Aristotle, and his pupil Alexander
Does this 19th century engraving show the perfect learning situation? Alexander had no iPhone, no laptop; Aristotle used no PowerPoint, no grading machines, not even a chalkboard. Have we come a long way, or is this a measure of how far we’ve fallen? “Aristotle and his pupil, Alexander (c. 340 BCE)” (original source?)

David Warlick‘s blog serves up a lot of stuff to make teachers think (cynically, I wonder whether education administrators can be shoved into thinking at all . . . but I digress).

David Warlick
David Warlick, formerly pictured in a taxi in Shanghai, probably off at some education conference or other, until that photo went away from the internet.

Recently he pondered his own son’s use of several different kinds of media at once.  In a longer discussion that would be worth your while, someone asked, “Has the nature of information influenced the emerging ‘appropriate technologies’ like the digital learning object called an iBook?”  David responded:

My knee-jerk response is, “Not nearly enough.” This current push toward digital textbooks, urged on by our Secretary of Education, concerns me. I worry that we’re engaged in a race to modernize schooling, rather than a sober and thoughtful imagining and designing of learning materials and practices that are more relevant to today’s learners (ourselves include), today’s information landscape and a future that has lost the comforts of certainty, but become rich with wondrous opportunities.

What I enjoyed, though, about my experience in publishing an iBook was learning to hack some features into the book that were not part of Apples general instructions for using their publishing tool. This is the ultimate opportunity of digital learning objects and environments, that they can be hacked into new and better learning experiences by information artisans who see what’s there and what it can become.

In a cynical mood, I commented on an earlier statement Warlick made, about how technology has changed the education landscape:

“… we live in a time of no unanswered questions.”

BUT:

1.  The internet and especially portable devices have exponentially increased the probability that difficult questions will be answered incorrectly.

2.  For teachers, no longer is it possible to ask a simple, factual question as a teaser to get students to search for the answer, and thereby learn something deeper along the way.  Portable computer devices present one more non-print medium in which education appears to be abdicating its duties, and the war.  (We missed radio, film, television, recorded television, and desk-top computing; now we’re missing portable devices.)

English: Cropped picture of Jaime Escalante
Legendary AP calculus teacher Jaime Escalante; pencil, paper, chalkboard and chalk, maybe a slide rule, made up his technology kit. Photo: Wikipedia

3.  No question goes unanswered, but what is really rare is a question that is worth answering; even more rare, that good question that can be answered well from free internet sources.

Darrell’s Education Technology Corollary:  When administrators and policy makers tell educators (especially teachers) they wish to utilize “new technology,” they mean they want new ways to figure out ways to fire teachers, because they don’t have a clue how technology can be used in education, nor have they thought broadly enough about what education is.

Darrell’s Education Technology Corollary Corollary: When a teacher effectively uses technology in a classroom, it will be at the teacher’s instigation, the teacher’s expense, and administrators will get revenge on the teacher for having done so.

I’ve wondered whether I wasn’t too cynical; David offered a solid response.

A couple of weeks later, my cynicism is growing.  I’m warning you, teachers, you adopt new technologies at your risk, often — especially in some school districts like Dallas ISD.

It’s a caution only.  Teachers, being teachers, will continue to push the envelopes, as Fionna Larcom related at Warlick’s blog.  Good on ’em.  One out of 500,000 will get accolades outside the education system, like Jaime Escalante did.  Many others will face reprimand.

But if education is to improve, this experimentation by teachers must continue.  So teachers slog on, under-appreciated and often opposed in their attempts to fix things.

Someday a school system will figure out how to unlock teachers’ creativity, knowledge and skills.  Not soon enough.

Teacher in primary school in northern Laos
Teacher in primary school in northern Laos.  Photo: Wikipedia

(Can someone explain to me how Warlick’s blog, with much better stuff than I do here, gets fewer hits?  Teachers, not enough of you are reading broadly enough.)

More, not necessarily the opinion of this blog:


Swearing-in stew: Inauguration week olla podrida – Where are the dung beetles when you need them?

January 25, 2013

In no particular order, nor in any particular ardor, stuff of interest and consequence we should be talking about instead of soaking in Millard Fillmore’s bathtub and admiring the plumbing:

More: