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Occupy movement about sense of unfairness

‘Occupy’ movement about sense of unfairness

Fresno Bee, Oct. 21, 2011

The “Occupy Wall Street” movement is an expression of resentment about inequality. The motto of the movement – “We are the 99%” – shows this. The top 1% of Americans hold half of the nation’s wealth. Corporate CEOs are doing well, while wages stagnate, hours are cut and debt increases for the rest of us.

It is not surprising that these inequalities cause resentment. Resentment is about fairness. And things seem unfair to many Americans today.

Some inequalities are fair: such as inequalities that result from differences in talent or expertise. We want the pilot to fly the plane, not the flight attendant. Resulting inequality of income is fair – so long as it is reasonable and leaves the flight attendant doing well. In a similar way, inequalities resulting from certain genetic differences can be fair. Tall and fast kids get to play on the basketball team. But fairness means that there should be other opportunities for other kids.

Genetic differences can produce unfair inequalities. Racial discrimination and sexual inequality are unfair because racial and gender differences are irrelevant to performance. It would be unfair if women were not allowed to be pilots, for example, as was once the case.

Individuals do not earn the advantages or disadvantages of their genetic differences – these differences are a matter of luck. The advantage of inherited wealth is also a matter of luck. Rich kids don’t earn the advantages of wealth: They are just fortunate. Individual initiative does matter in the long run. Poor kids can do well, despite their relative disadvantage; and rich kids can fail to achieve. But a privileged starting point will give you an advantage. And this seems unfair – because neither the poor kid nor the rich kid has earned their relative difference.

This is not to say that we should engage in “class warfare” to make rich kids miserable. In a certain sense, that would be unfair as well, since parents should be free to help their own children excel. Rather, the point is that poor children should have fair opportunities for wellbeing. The drive for equality is not about bringing the privileged down. Instead it is about lifting the underprivileged up and providing a fair starting place. Women should be able to fly planes and poor kids should have decent schools.

The basic idea here is equality of opportunity. This idea was defended by John Rawls, the most important political philosopher of the past century. Rawls said that inequalities are justified only when they benefit the least advantaged. The basic idea is that as the rich get richer, the poor should also do better. When this happens, resentment diminishes because even the poor will agree that they benefit from the system.

This idea undergirds our graduated income tax system: as the rich get richer, their tax dollars help poor kids in poor schools. This creates equality of opportunity and a sense of fairness. For Rawls, the aim is to “improve the long-term expectations of the least favored.”

Presumably, most Americans agree with this idea. It is a basic value in the Christian tradition. In the parable of the sheep and the goats, for example, Jesus says that we have an obligation to the “least of these” among us: the sick, the hungry, the imprisoned.

But one wonders whether we are actually fulfilling that obligation. The “least favored” includes a growing number of unemployed, disenfranchised, imprisoned and indebted people. Unemployment hovers around 10% (15% here in Fresno County). Twenty percent of American homeowners are underwater in their mortgages (closer to 45% here in Fresno). The median student loan debt for recent college graduates is $20,000 – without good job prospects. And 1 in 100 adults are in prison – the highest incarceration rate in the world.

Statistics such as these remind us that we are not improving the long-term expectations of the least favored. And this is what is fueling the resentment of the “Occupy” movement.

The Occupy protesters have not offered much in terms of concrete policy initiatives. It is not clear what we should do to promote fairness in a dysfunctional economy. But first we should get clear about our shared conception of justice. The Occupy movement is reminding us of the basic idea of fairness. This is not the only principle of justice: liberty matters too. But it is important to focus our concern on the “least” among us.

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Community service can transcend religions

Community service can transcend religions

Fresno Bee, Oct. 07, 2011

According to Gandhi, “religions are different roads converging to the same point.” This is a nice idea. But it is most likely false. There may be some common values shared by religious people. But the details diverge — often in quite radical ways. Catholics, Hindus, Muslims, Mormons and Jews will never agree about fundamental metaphysical questions: about the nature of God or the soul. And if we include atheists in the mix, it is unlikely that these roads will ever converge.

And yet, there may be a common path that we can walk together for a while, despite our differences. One common path is community service. Most religions stress altruism. And atheists recognize the ethical importance of working for the common good. Although there are different ways of providing service, it is rare to find a person who does not think it is good to help others.

It is important to understanding that despite our differences about fundamental things, we live together here and now. We drive the same roads, use the same resources and make our livings together. And our children will inherit this world from us. Productive relationships among diverse religious people can develop around shared interest in our common world.

This is the idea behind President Barack Obama’s Interfaith and Community Service Campus Challenge. This initiative aims to bring people of different faiths together to engage in a joint service project. The White House website describes this project as “an important way to build understanding between different communities and contribute to the common good.”

Fresno State is participating in this interfaith campus challenge. The project will begin with an Interfaith Student Discussion Panel as part of the Ethics Center’s Conference on “Ethics, Religion, and Civil Discourse.” On Thursday, a diverse group of students will discuss how their own religious traditions understand community service, and they will begin brainstorming a joint service project.

This joint service project is being coordinated by the Jan & Bud Richter Center for Community Engagement and Service-Learning, under the leadership of Chris Fiorentino. According to Fiorentino, a substantial amount of research indicates that service-learning works to promote greater cross-cultural understanding. Fiorentino says that people “find common ground through service.” Fiorentino recognizes that there are some issues that are intractable. It may be impossible for diverse religious people to agree about an issue such as abortion. But he maintains that there is quite a lot of room for consensus around issues such as education, safe neighborhoods and hunger.

A joint service project aimed at one of these topics can help to show that despite our differences, we have much in common. Fiorentino points out that we often over-emphasize our differences. One reason for this is a sort of self-absorption. It is easy to stereotype other people and their divergent points of view, especially when you only associate with people like yourself. Fiorentino argues that working on a joint service project can help people move beyond their narrow perspectives and learn to see “that there is something bigger than their own point of view.” That bigger thing is the community itself.

It is obvious that community service is not a panacea that will cure religious tension. Atheists and theists will still disagree about the existence of God, even if they swing hammers together. And Catholics and Mormons will still disagree about the teachings of Jesus, even if they work together to teach kids to read. But it is important to learn that, despite our deep differences, we can work together on projects of common concern.

Gandhi’s idea that all religions are fundamentally the same is hopeful — but misleading. If religions are fundamentally the same, then it is very difficult to understand the depth of religious conflict. Instead of hoping for a final convergence of religious belief, perhaps the most we can hope for is to learn to admit our differences while focusing on those values we share. The idea of being of service to the community may be one of those universally shared values.

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A worthy goal — neutrality without censorship

A worthy goal — neutrality without censorship

Fresno Bee, September 24, 2011

A math teacher in San Diego County, Bradley Johnson, hung posters on his classroom wall that displayed religiously oriented statements from American history. The posters included phrases such as “In God We Trust” and “God shed his grace on thee.” Johnson claimed that he intended this as a patriotic celebration of America’s heritage.

The school district removed the posters, claiming that, “because they were taken out of context and very large” these phrases “became a promotion of a particular viewpoint that might make students who didn’t share that viewpoint uncomfortable.” This month, the 9th U.S. Circuit Court of Appeals ruled in support of the school district. It found that Johnson’s display was not “neutral”– as required under the First Amendment. The court agreed that the school district was enforcing “neutrality” by removing Johnson’s posters.

Neutrality is an important ideal. Religious dissidents came to America in order to escape the power of the state-sponsored churches of Europe. Today, there is more diversity of belief, with growing numbers of nonbelievers and non-Christians. We need state neutrality with regard to religion.

But we should be careful that as we pursue neutrality, we don’t end up stifling debate. This case can be understood as a call for improved public discussions of religion. It is obvious that genuine philosophical debate is not conducted by hanging posters on the wall. We need to find better ways to discuss our most fundamental differences.

I discussed this case with Doug Fraleigh, chairman of the communication department at Fresno State. Professor Fraleigh — an expert on freedom-ofexpression issues — agrees that Johnson’s posters violated the First Amendment. But Fraleigh is concerned with a growing trend toward government regulation of speech. He worries that the court seems to think that “teachers are paid to convey the government’s message.” Fraleigh said, “While some control of classroom speech can be warranted, excellent teaching is an art which cannot flourish when lessons are subject to inflexible government control.”

According to Fraleigh, this decision extends a precedent in which the government attempts to “broadly regulate government employee speech.”

The court reasoned that the government can limit an employee’s speech at work, so long as it does not interfere with that employee’s right as a citizen to speak freely outside of work. Fair enough: Johnson remains free to discuss his religious views after work.

But there is a silencing effect, nonetheless, when teachers fear that they will run afoul of the authorities.

More extensive academic freedom — along with more civil public discourse — could be part of the solution. A truly open and tolerant discussion of religion would be useful in our diverse society. We would have to listen to one another and learn about other points of view. And we would have to understand our own beliefs well enough to defend them.

This may be too much to ask for in an elementary school context. But if teachers felt free to discuss religion in an open and inquiring fashion, school would be a more lively place: a place in which important ideas are considered and defended, instead of simply ignored in the name of neutrality. Such lively exchanges — if they were conducted with a genuine spirit of inquiry — would open student’s minds, stimulate curiosity and create a love of learning.

The philosopher John Locke said, “Truth would do well enough, if she were once left to shift for herself.” But our tendency sometimes points in the other direction. Our justifiable fear of the establishment of religion can lead us to limit freedom of discussion. The danger of this approach is that it prevents us from engaging in those sorts of vigorous debates that help us understand what we believe and why we believe it.

Johnson’s posters may violate the spirit of the First Amendment. But they are also weak as teaching devices. We need open-minded and inclusive discussion of our diversity, not simplistic posters and competing bumper stickers. In our increasingly diverse world, we need more and better discussions of religion and our religious differences.

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Reflecting on Sept 11

Silence will offer space to reflect on 9/11

By Andrew Fiala

Fresno Bee 2011-09-10

Memorial activities dedicated to 9/11 have continued to create controversy. Critics on the right complained that when President Obama called for national service in honor of 9/11, he was slipping “socialism” into Patriot Day. And on the left, critics worry that the name “Patriot Day” is itself too nationalistic and militaristic.

This year the dispute is over the place of prayer in the dedication of the 9/11 memorial in New York City. The plans for the event do not include public prayer. In response, the Family Research Council has circulated a petition that concludes: “This nation needs prayer more than politics.” But public prayer is political. Public prayers would inevitably include some and exclude others.

All public speech is political. Perhaps what we need is more silence and less squabbling. The 9/11 ceremony in New York will, in fact, include several moments of silence. This is the best way to proceed in a diverse society in which religion is politicized. Indeed, silent reflection is welcome, in a culture that is filled with speech. In silence, we can sort out our own thoughts — apart from the incessant bickering and chattering of public life.

Our desire to give speeches and offer public words of prayer is connected with our need to make sense of things. We want a story in which events have some meaning. But our stories are tendentious. We always reconstruct the past based upon our present concerns. Over time, as our memories fade, we establish memorial rituals, as an attempt to preserve the past against the corrosive power of time. But these ritual memorials are partial and biased. They skate on the surface, while lacking the complexity of serious history.

For several years, the images and emotion of 9/11 were seared into our memories. Those who were directly involved in the horrors of that day may never be able to forget. But for many, the memories fade. And events that were once so vivid, now become episodes in a story that is being told to the next generation, which has no living memory of the event.

Ralph Waldo Emerson explored the problem of memory in his essay, “Experience.” Emerson was troubled by the fact that he could no longer feel the same grief for his dead son as he did in the days and months immediately after his son had died. Emerson worried that forgetting was disloyal to the past. He concluded: “The only thing grief has taught me, is to know how shallow it is.”

But forgetting is natural and normal. It is healthy to turn the page and allow the past to become a story. And we should admit that these stories cannot touch the reality of what is past. Even atrocities are forgotten and we are left with stone memorials and ritualized ceremonies. Emerson said that things “slip through our fingers when we clutch hardest.” The more we try to hold on to the fading past, the less we grasp it.

As we pause to remember 9/11, it is important to recognize the complexity of the process of remembrance. It is easy to be swept away by maudlin spectacles and sentimental speeches. There is pleasure in the emotional excess of public ceremony. It is comforting to belong to a community that remembers and grieves together. We need these ceremonies to reassure us and to express solidarity with those who are still suffering from trauma.

We want to belong, to share a common story, to celebrate a common past, and mourn a common loss. But somehow public speeches don’t go deep enough. The staged emotion of public ceremony is too shallow to reach the reality of a past that is slowly fading away. And oratory offered in commemoration is always colored by present purposes. The controversy about prayer at the 9/11 event is, after all, as much about the politics of the present as it is about the past.

There is a time for speeches and for prayer. But silence is also useful. And we don’t have nearly enough of it. As Thoreau — Emerson’s disciple — put it, “silence is the universal refuge.” Silence allows us to think on our own terms, outside of the din of public life. And silence offers a common refuge for each of us, whatever our religious or political inclination.

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Teachers need, deserve support to do their jobs

Teachers need, deserve support to do their jobs

 By   Andrew Fiala

 Fresno Bee 2011-08-27

This summer, the Atlanta public schools were caught up in a cheating scandal that involved 44 schools and 178 educators. While the scope of the Atlanta scandal is appalling, such scandals are not new. Cheating scandals have plagued schools across the country for many years. If teachers cheat — either by coaching students or by erasing and correcting student answers — then we’ve got a serious problem. Even the most rigorous system of education is only as good as the educators who control it.

It is not difficult to imagine how the pressures of today’s high-stakes testing environment create a recipe for moral failure. In a low-performing school, in a context in which job security depends on easily manipulated standardized test scores, it is not surprising that some teachers are tempted to cheat.

This is no excuse for cheating. And we should establish safeguards to prevent cheating. But we also need to consider cheating as a symptom of an environment that is not conducive to moral development. If we expect teachers to teach better, we must change these conditions so that teachers can thrive.

I discussed these issues recently with Jack Benninga, the director of the Bonner Center for Character Education at Fresno State. According to Benninga, the key to moral schools is a safe, nurturing environment. Indeed, he argued that there is a connection between a supportive moral environment and academic achievement. Students learn better when they are not worried about being bullied or assaulted.

The same idea applies in the lives of teachers. Teachers teach better when they are provided appropriate support, mentoring and a sense of job security. Benninga pointed out that the moral and professional development of teachers depends upon a caring and humane environment. He explained, “A significant problem in schools today is that the environment is less focused on the development of children than on the skills needed to score well on high stakes tests. The U.S. Department of Education that mandated this approach in 2001 now realizes that its direction was a wrong turn for children and the adults who teach them.”

In a forthcoming article that he shared with me, Benninga and his co-authors conclude that classrooms today, “are tightly controlled, focused on students’ skill development, and are places where teachers are regularly monitored and publicly held accountable for student performance on high-stakes tests in just a few skill areas. This is not an atmosphere that encourages moral sensitivity or moral judgment.”

We do need to hold teachers accountable. Educational and behavioral standards do matter. The key to excellent performance in any field is to create conditions that make success possible. Cheating is more likely to happen when the stakes are high, when resources are scarce, and when caring and sustained mentoring relationships are replaced by a mechanical system of rewards and punishments.

This is true in sports, in science, in business and in academics — each of which have seen cheating scandals. Athletes use steroids and scientists fudge data. The individual athlete or scientist is obviously to blame. And so is the social environment that encourages winning at any cost or that demands “publish or perish.” We want athletes, scientists and teachers to strive for excellence. But competition leads to cheating when success is emphasized without proper training, mentoring and moral support.

Aristotle suggested that teachers deserve more honor than parents. Anyone can give birth to a child. But only an excellent teacher can prepare that child for a good life. And only an excellent society can train and nurture excellent teachers. Indeed, one test of a society’s well-being may be to consider how well it treats and trains its teachers.

Shrinking budgets and increasing class sizes do not help teachers; and they do not reflect well on our values as a society. Teachers do the essential job of nurturing the next generation. We need to create conditions that, in Benninga’s words, encourage educators to develop “moral sensitivity and moral judgment” as well as academic proficiencies.

Fortunately, there are many more excellent teachers than there are cheaters. Most teachers are sincerely dedicated to the academic achievement and moral development of the youngsters in their care. As the school year begins, let’s make sure that they have the support they need.