Tag: education

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In the Beginning, Man Pondered Creation

Fiala on ethics: In the beginning, man pondered creation

Fresno Bee, originally published March 9, 2013; published online March 12, 2013

By Andrew Fiala

The debate about creationism and evolution is clearly not over. Nearly half of the American population believes that God created human beings in their present form about 10,000 years ago.

According to the Gallup Poll, the percentage of Americans who believe this has not changed much in 30 years, going from 44% in 1982 to 46% in 2012.

In Ohio last week, the state Supreme Court heard arguments about a teacher, John Freshwater, who was fired because he taught intelligent design. Freshwater’s attorney argued that intelligent design is “a scientific theory that happens to be consistent with the teachings of multiple major world religions.” Defenders of intelligent design argue that there are signs in nature that an intelligent designer either planned or is guiding natural processes. Defenders of evolution will interpret the data differently. But however we interpret the data, it is not clear that intelligent design really is consistent with the teachings of multiple world religions.

Some creation stories lack an intelligent designer. Babylonian, Greek and Roman myths talk about the gods arising out of primordial chaos, with battles, patricide and violence among the gods. In those traditions, there is a struggle and elemental power but no apparent designing intelligence.

The idea of intelligent design obviously has more in common with Christian theology. Traditional Christian theology points toward an omniscient, omnipotent and loving God who created the universe. But the all-knowing and all-powerful God of theology is different from the God of the Genesis story. The God of Genesis is surprised by human misbehavior and the wily ways of the serpent. It is hard to make sense of an intelligent and loving designer who is so frustrated with his creation that he floods the Earth and kills everyone in order to start over again.

Many liberal readers of the Bible will claim that these stories are not meant to be taken as literally true. Rather, such tales are supposed to impart a moral or spiritual lesson. There is no denying the importance of fables and parables to warn, inspire and exhort. But if they are read as parables and fables, they lose their explanatory power and their value as a competitor with the theory of evolution.

Someone might claim that despite the allegorical nature of many creation stories, these tales point toward an intelligent designer behind the myth. But some religious ideas aim in entirely different direction. Ancient Christian heretics — the Gnostics and Manichaeans — believed that the material world was created by a malicious bungler. That might explain all sorts of problems, like evil, cancer and natural disasters.

Other traditions are not focused on creation. Buddhism emphasizes the repetition of vast eons of time instead of a moment of creation caused by a creator god and a final judgment or endpoint of creation. From this standpoint, time involves eternal or infinite cycles. Within those cycles, consciousness can evolve through a long process toward enlightenment.

How would we decide which religious account is true: that the universe is an eternal cycle, or that this world is a failed creation, or that an intelligent designer created the whole?

While it is interesting to speculate about the origin and purpose of the world, it is important to acknowledge that there is no consensus about these metaphysical ideas. Nor is there a commonly agreed upon method for deciding which account is true.

Critics of evolutionary theory want to “teach the controversy,” as Sen. Rick Santorum used to put it. However, the controversy runs quite deep. While it is doubtful that science teachers could reasonably cover the gamut of creation stories in their classrooms, a course in religious studies might help, along with a course in the philosophy of religion and the philosophy of science. Americans need more information about the history and diversity of religion and about the scientific method.

It might be that almost half of the population accepts a literal account of creation because they have not been exposed to the depth of the controversy about creation and design — even among the world’s religions.

Defenders of intelligent design may not want to open that particular can of worms. But it is fascinating to consider how our ideas about creation have evolved and developed.

http://www.fresnobee.com/2013/03/12/3210031/fiala-on-ethics-in-the-beginning.html#

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Mathematics and Morality

Want to do the right thing? Do the math

   Andrew Fiala

Originally published 2012-08-25

As kids tune up their calculators and complain about their math homework, let’s consider the moral value of mathematics. It is widely known that American students struggle with math and are being outperformed by kids in other countries. In response, President Obama plans to contribute $1 billion to support expert math and science teachers.

Is this a wise investment? Why do we put children through the math wringer: hammering them with algebra, geometry, trigonometry and calculus? At least one pundit has claimed that all of this is cruel and unnecessary.

In a recent essay in The New York Times, Andrew Hacker — a professor at the City University of New York — questioned the need for advanced mathematics. Hacker claimed, “Algebra is an onerous stumbling block for all kinds of students.” He argued that the solution was to change our emphasis on higher mathematics, focusing less on algebra and more on applied quantitative skills.

While I smiled at Hacker’s claim that “poets and philosophers” do not really need to do calculus, I suspect that higher mathematics remains useful. This is not because we use algebra or trigonometry in daily life, but because training in mathematics, like training in music or a foreign language, helps us hone our mental skills. Most adults don’t play the French horn they practiced in middle school, or speak the French they learned in high school. But we are better for having studied these things. Mathematics, like music, is a new language. To learn it, you have to apply abstract rules, think creatively, problem solve, and practice and persevere.

Morality seems to require the same ability to apply abstract rules that we associate with mathematics. Morality involves problem solving, as we come to see how the rules ought to be applied in a variety of complex cases. Of course, ethics involves more than following rules. Moral acuity also involves an emotional and empathetic element. It is a bit more like music in this regard. But as in music, creative and emotional responses must be grounded in a basic understanding of the principles and rules of the art.

The ancient Greeks thought that there was a connection between mathematics (and music) and morality. Plato’s school — the Academy in Athens — was said to have a sign on the door that read, “Let no one ignorant of geometry enter.” The path to enlightenment, for Plato, was prepared by mathematical insight. Mathematics provides rigorous discipline for the mind, which leads to higher wisdom.

There is a parallel between the orderly procedures of mathematical reasoning and the orderliness of a virtuous life. The Greeks thought that a good life was properly proportioned, with each part in its place. Aristotle taught that virtue was a “golden mean,” the middle or average amount: not too much, not too little. He defined justice as giving “equal to equals.” In order to distribute things fairly, you need to understand math.

There is also an analogy between mathematical and moral knowledge. Everyone agrees that 2+2=4. You don’t have to test this claim against the world. Rather, it is true for everyone, at all times, known with certainty. Plato thought moral knowledge was like that: universal and innate.

Unfortunately, people often disagree about morality. Some people don’t eat meat; others do. Some get abortions; others don’t. And so on. Moral principles appear to be quite different from mathematical truths, insofar as people vigorously debate them, even killing one another over them. This leads some people to skepticism about morality. It might be that there are no universally valid moral principles.

But someone like Plato might respond by saying that just as we can make mistakes in “doing the math,” we can also make mistakes in “doing morality.” Disagreement does not prove there is no right answer. If a child adds 2 and 2 and ends up with 5, we don’t give up on mathematics. Instead, we teach him or her how to do it right. And when children have good teachers and do their homework, their math skills improve.

Morality may be similar. We need good teachers who correct our mistakes and teach us how to do better. And, of course, we all need to keep practicing our instruments and doing our homework.

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Education and Democracy

Holiday marks promise of education, democracy

   Andrew Fiala

Originally published Fresno Bee, 2012-06-30

We may be created equal and endowed with basic rights, but we are not born knowing this. Education is required to help us understand our rights and the legal structure that protects them. Thomas Jefferson once warned, “if a nation expects to be both ignorant and free … it expects what never was and never will be.” As we head toward Independence Day it is important to recall the essential connection between education and democracy.

American schools and universities have the opportunity to change the world. Consider this remarkable fact: The newly elected President of Egypt, Mohammed Morsi, and the Prime Minister of Israel, Benjamin Netanyahu, were both educated in the United States. Morsi received his Ph.D. from USC. He taught at Cal State Northridge. Two of his children were born in California, which means that they are U.S. citizens. Netanyahu graduated from high school in Philadelphia and later earned degrees from MIT.

This reminds us of the global reach of the American educational system. Not only are we educating our own citizens but also people from across the planet. This is an amazing opportunity to disseminate democratic values.

Since Plato, democracy has been criticized as unstable rule of the ignorant mob. If the masses are uneducated and immoral, democracy can produce negative outcomes. And if the rulers are not properly educated, they become despotic demagogues who pander to the mob. Plato’s solution was anti-democratic. He wanted to educate the best individuals — those of good breeding. This ruling elite would then keep the masses under control through the use of propaganda and force.

The American Founders proposed a different solution: more and better education. Faith in the power of education is a deeply American ideal.

Benjamin Franklin argued that there was nothing more important to the common good than “to train up youth in wisdom and virtue.” He continued: “wise and good men are, in my opinion, the strength of the state.” Franklin even imagined, contrary to the prevailing opinion of his day, that education could be of value for women and blacks. Franklin worked to establish the Philadelphia Academy, a school that played a central role in the intellectual lives of many of the Founding Fathers.

Jefferson wanted the state of Virginia to fund public education for all citizens. The Virginia legislature balked at the expense. But Jefferson persuaded the state to fund the University of Virginia. Jefferson argued that “primary education” should “instruct the mass of our citizens in their rights, interests and duties, as men and citizens.” Higher education was to go further in educating future statesmen, scientists, and business leaders. The university was to “develop the reasoning faculties of our youth, enlarge their minds, cultivate their morals, and instill into them the precepts of virtue and order … rendering them examples of virtue to others, and of happiness within themselves.”

George Washington was also an ardent supporter of education. Washington asked the first U.S. Congress to consider establishing a national university. In his address to that first Congress, Washington stated that among other things, education was essential for “teaching the people themselves to know and to value their own rights.” He went on to say that education teaches citizens “to discriminate the spirit of liberty from that of licentiousness — cherishing the first, avoiding the last.”

The Founders thought that education would produce virtue, wisdom and love of liberty. This would prevent democracy from sinking toward rule of the uneducated, vicious mob. And it would prevent statesmen from becoming demagogues.

For two centuries, Americans have worked hard to improve our educational system. We now have universal and free public primary education. Our schools are less segregated. And our universities are the envy of the world.

But it’s not easy to provide quality education in an incredibly complex society that includes recent and noncitizens. Teachers are supposed to get this diverse group of children to understand their rights and value democratic governance.

Public school teachers are the guardians of the future of democracy. As we contemplate budget cuts and taxes for education, we should ask ourselves how much we are willing to spend in order to educate citizens (and even noncitizens) about the need to secure the blessings of liberty for ourselves and our posterity.

 

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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.