Tag: teaching

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Corruption and American Values: Turning Rottenness into Teachable Moments

A new “American values” survey from the Public Religion Research Institute (PRRI) finds that Americans are pessimistic: 77% of us believe the country is headed in the wrong direction. A substantial minority think political violence can be justified. And 23% of Americans agree that “because things have gotten so far off track, true American patriots may have to resort to violence in order to save our country.”

This is a dangerous development. It can seem that everything is broken. In Congress, they are throwing elbows. The former president is on trial for fraud, defamation and attempting to subvert our democracy. The University of Michigan football team cheated. And war continues to kill innocents.

All of this can be overwhelming. When things grow dark, it is tempting to lose hope. But hopelessness is not warranted. Nor is it prudent. When hope evaporates, malice festers and violence appears on the horizon.

The ugliness of the moment is dispiriting. The worse things stink, the more it seems that everything is rotten. But it is better to smell the taint than to keep it hidden.

This is the paradox of our evolving moral sensibility. In the bad old days, corruption and iniquity were ignored or accepted as normal. In the 21st century, even minor misdeeds become magnified. But this can cause us to lose faith in humanity.

Consider the Kevin McCarthy elbow incident. The former speaker of the House supposedly elbowed Rep. Tim Burchert in the back. Burchert was one of the Republicans who voted to oust McCarthy as speaker. If the accusations are true, McCarthy behaved badly. Resorting to physical violence is always stupid and immature.

The “good news” is that as soon as the elbow was thrown, it was known. And folks piled on with outrage. Rep. Matt Gaetz called for an ethics inquiry. Gaetz was himself the subject of a prior ethics inquiry. His call for an elbow-inquiry prompted McCarthy to say, “I think Ethics is a good place for Gaetz to be.”

These tit-for-tat accusations are silly and sad. It can cause us to lose faith in wisdom and virtue. But again, the good news is when people behave badly, we see it — and rightfully condemn it. The McCarthy elbow incident shows us how not to behave. Something like this is also occurring with the Trump trials, the Michigan cheating scandal, and so on.

The moral lessons of the moment are clear. Keep your elbows to yourself. Don’t lie about your assets or about election results. Cheaters get caught. And violence is stupid.

The crises of the present are “teachable moments.” There are moral lessons and legal case studies all around us. This is an opportunity to remind ourselves about the need for honor, integrity, self-control and compassion.

These basic lessons are not a panacea. It is not easy to root out the rot. Bad things will continue to happen. It can take a long time to bring facts to light. But the process of shedding light on evil does happen. Sometimes bad guys get away with their crimes — for a time. But the slow wheels of justice and truth keep turning.

Seeing all of this rottenness can lead decent people to lose heart. So, we must guard against despair. Human beings can be wicked. But we can learn from our mistakes. We can reform our institutions and our souls. We can get better. Despair and violence only make things worse.

The philosopher Immanuel Kant said that humanity is constructed out of “crooked timber.” It is too much to hope that the warped wood of humanity can be made perfectly straight. But we can learn and improve.

The work of moral improvement is painstaking. Violence is appealing because it is spectacular and quick. But violence does not make anyone better. Instead of violence, we need virtue. We improve our humanity by holding fast to morality and by applying reason and ingenuity to our problems.

The process of improvement demands that we confront the corruption around us. We must call out evil and stupidity when we see it. But rather than dwelling in the mud, we should seek higher ground. We overcome despair by understanding our duty to improve our humanity despite the wickedness of the world.

Read more at: https://www.fresnobee.com/opinion/readers-opinion/article281997683.html#storylink=cpy

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Ethics Lessons: Learning and Improving

October is global ethics month, at least according to the Carnegie Council for Ethics in International Affairs. The Carnegie Council has also declared the third Wednesday of October as Global Ethics Day. This October is busy for me in terms of public presentations on ethics. This month, I’ll be talking ethics with economic development professionals, folks working in healthcare, and educational leaders. I’ll also be speaking in Tennessee and Ohio on the ethics of war, and about ethical issues in political life.

As I’m reflecting on the common thread of these presentations, a few things come to mind. First, ethics matters for all human beings. It is especially important for professionals. Second, there are unavoidable moral conflicts. But there is also general consensus about what it takes to be good and to do good work. Finally, ethics can be taught and trained. We are not born knowing the difference between right and wrong. Rather, we learn this from mentors and role models. And even though we begin as novices in living well, we can improve. Let’s consider each of these points in turn.

Ethics matters for everyone including professionals

Human beings mostly want to be good, to do good, and to live good lives. There are some bad actors in the world: criminals and sociopaths exist. And some people may get a thrill out of being notorious, or have a strange admiration for bad guys (as I discussed recently). But for the most part, human beings want to be known for being good. And most people seem to understand that happiness depends in part on virtue.

This is especially true in specialized fields and in the professions. Consider sports as an obvious example. Athletic endeavors have standards of excellence and rules that must be followed. If you value the sport, you ought to want to play by the rules. A person who “wins” a 100-meter race by tripping an opponent has not really won. Cheating defeats the very idea of winning and of excellence in an endeavor.

Now consider the ethical codes, rules, and standards of excellence that govern doctors, lawyers, journalists, artists, and other professionals including soldiers. These ethical ideals define what it means to be a good doctor, lawyer, and so on. To be an excellent member of a professional community, you have to do the right thing.

This is also true in families, friendships, and in life in general. A good mother, father, brother, or friend is honest, kind, courageous, and respectful. Ethics matters in our relationships. It also helps define your identity: what you are known for, and who you are. Some of this is specific to professional roles. But much of what counts as ethical is found in widespread and common ideas about human flourishing and excellence.

Moral conflicts exist but there is also broad general consensus

This broad consensus about ethics is found in typical lists of key virtues, characteristics, and behaviors of good people. Around the world it is widely held that good people are fair, truthful, and compassionate. Different cultures and traditions may emphasize different sorts of virtues, or connect them in different ways. But there is no culture or tradition that says that murder is noble, that we should break our promises, or that cowards are admirable.

This is not to deny that there are conflicts and that some values are relative to culture and history. There are genuine dilemmas in ethics such as the conflict between justice and mercy. Proponents of retributive justice think that justice requires “eye for eye” retaliation. Others call for forgiveness, mercy, and compassion. This is a genuine conflict.

But here is also consensus in addition to conflict. The challenging nature of ethical dilemmas may be why people often spend more time talking about conflicts than about consensus. It is a bit boring to say that everyone values honesty. It is more provocative to think about cases when honesty may not be the best policy—for example, in cases involving spies or when authorities lie to people for their own good.

We can learn to be ethical

Finally, let’s note that we are not born knowing how to be good. I tend to be sympathetic to the idea that human babies are born with a tendency toward prosocial behavior, and maybe even an innate sense of compassion and fairness. But those innate tendencies must be nurtured and developed. Ethical behavior among adults is learned behavior. As Aristotle suggested character is “second nature.”

Goodness is developed by emulating role models. It is further developed by “direct instruction”: by some code or teacher literally explaining to us the difference between right and wrong. We also need coaches and mentors, who encourage us and offer criticism. It helps to have structures of accountability (including rewards and punishments). And we need positive peer pressure: good friends help us be better.

Training and mentorship are also important in professional life. Professional organizations help cultivate good behavior by instructing, coaching, and reminding. They hold individuals accountable, reward good behavior, and punish the bad. Good organizations often have codes, training programs, and systems that reinforce values and ideals. All of that is important for what is called “professionalization,” which is the process by which people come to identify with the values of professional life.

The Value of Ethics Month

With all of that on the table, let me conclude by suggesting why it is useful to have a month and a day dedicated to ethics. It is easy to get lazy and take your eye off the ball. But if you want to live well, you need reminders and admonitions. We often take virtue and character for granted and simply assume that people will figure this out for themselves. Some folks may also think that some people are just good by nature, and others are irredeemably corrupt. But the truth is that we can improve. Reminders help, as do mentors and role models. It also helps to set aside some time—a month, a day, or an hour—to think critically and explicitly about ethics.  

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The Joy of Teaching and the New “Ed Scare”

Fresno Bee, August 27, 2023

A new report from PEN America describes “education intimidation bills” in conservative states as part of an “ed scare.” They see this as “a nationwide effort … to foment anger and anxiety about public education; to restrict or prohibit instruction about race, sexuality, and gender; and to ban books that address these topics.” The result is a “chilling effect” that is causing some teachers to leave the profession.

Critics on the right have also claimed that speech codes, diversity training, and left-wing cancel culture have had a similar chilling effect.

These politicized discussions seem far away from what actually happens in classrooms. And they ignore the basic question of how teaching, learning and education work.

Teaching is a risky adventure. Teachers have the immense responsibility of nurturing diverse young minds. The human beings in our classrooms are real people, with problems, personalities and passions. You cannot predict how students will respond, what questions they will ask or what ideas they will discover.

Teaching can be a joy-filled activity. But it should not be taken lightly. It requires patience, spontaneity, humor and care. It is also nerve-wracking. Teachers don’t teach well when external stressors are thrown into the mix.

This is also true of learning. We learn best when the intensity of our curiosity blossoms. Fear and intimidation can be used to instruct. But mere instruction is mechanical and top-down. It is important to memorize formulas and information, and to learn to follow rules. But instruction does not develop the passions of the soul.

Authentic education is not merely instruction. It is not about memorizing a restricted set of rules. Nor does education succeed when it is based on fear and constraint. Discipline and punishment may work for circus animals. But to educate autonomous human beings, freedom must be wedded to the love of wisdom.

Genuine education is soul formation. As we develop habits of critical thought, we become autonomous rational human beings. Education ought to develop the virtues of free thought, while empowering us to create and discover new ideas. The human soul is a free and creative thing. Human beings are driven by wonder and curiosity. We are concerned with justice, goodness, beauty and truth. And no matter what teachers say and do, young people will think for themselves.

Curiosity and freedom are ultimately irrepressible. Consider the case of Socrates. He educated his students in the art of free and critical thinking. The conservative authorities of ancient Athens did not like this. They put him on trial and executed him for corrupting the youth.

But by canceling Socrates, the authorities were not able to prevent people from thinking. In fact, Socrates became famous as a martyr for free thought and critical inquiry. And the questions he asked remained on the table. His method of thinking did not belong to him, nor did his ideas. Rather, free thought is the common endowment of the human spirit.

Now consider the questions about race, gender, and sexuality that are provoking us today — and fueling the cancel culture of both left and right. By banning certain lessons, books, or topics, the underlying questions and ideas don’t magically disappear. Human beings will still have these questions and ideas. We would do better if we empowered students to explore them wisely and well.

Much of the current debate about education occurs at an abstract level, divorced from the concrete process of teaching and learning. At that level of abstraction it is easy to forget that teachers are mortal beings working without a net. Very few teachers set out to indoctrinate students into a political worldview. Mostly they love to see young people develop curious and inquisitive minds. We also forget that ideas have a power of their own. Students are going to ask tough questions and explore difficult topics, no matter what rules are imposed from on high.

Genuine education cannot avoid the hard questions. It must confront them directly. This is delicate work that requires caring and creative teachers, who need support rather than intimidation. The youth are thinking beings who need inspiration and guidance to become free and critical thinkers. Education happens best when teachers love their work, and when students are free to explore ideas.

Read more at: https://www.fresnobee.com/opinion/readers-opinion/article278587959.html#storylink=cpy

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The Wisdom of Secular Education

School of Athens

Right-wing commentator Dennis Prager said at a recent “Moms for Liberty” conference: “There is no such thing as a secular institution with wisdom… That is why the stupidest institutions are the most secular: the universities.”

He’s wrong. The wisdom of secular universities is found in their reluctance to teach wisdom. That may sound like a paradox. But it is an approach to teaching that is as old as Socrates.

I am a professor of philosophy—a “lover of wisdom.” But I don’t teach wisdom. I think that what I teach may help students develop wisdom. But I would never presume to teach wisdom. I can teach about the world’s wisdom traditions. But I do not have the right to teach wisdom in my role as a secular professor.

Prager’s critique of secular education

Prager is a frequent critic of secularism, and of public education. He is not happy with what secular schools teach about racism, gender, and religion. Prager wrote, in a column in July 2022: “When America was more religious, wisdom was taught to young people. This is another reason to fear a thoroughly secularized America—we are producing a nation of fools. The proof lies in our universities. The most secularized institution in America is the most foolish institution in America.”

Really? American universities lead the world in research and creativity. People come here to study from across the globe. American universities are not stupid or foolish.

But Prager is right that secular universities do not teach wisdom, in his sense. He thinks that wisdom implies the specific content of the Judeo-Christian tradition.

But it is not the job of a secular university to instill the values of a specific religious tradition. This does not make universities foolish or stupid. Rather, secular universities refrain from teaching wisdom because in a diverse society grounded on liberty, we leave wisdom to the private sphere. If you want wisdom, go to a church or temple. But if you want knowledge, go to a secular school.

Secular universities should be neutral, inclusive, and pluralistic. They ought to disseminate knowledge, without staking a claim about wisdom. They ought to train students in the art of sifting and winnowing. They should teach skills in scientific method, critical thinking, and hermeneutics. But knowledge and critical thinking skills do not produce wisdom.

Wisdom vs. knowledge

Wisdom is about meaning, value, and purpose. It is a matter of the soul, the conscience, and our fundamental beliefs. Universities can and should include courses that teach about the varieties of opinion about wisdom and the meaning of life. But no secular university professor should presume to grade and evaluate students based upon the condition of their soul. That would be obnoxious, and it would violate the spirit of open inquiry that is essential to the secular pursuit of knowledge.

The pursuit of wisdom is different from the pursuit of knowledge. In religious traditions, teachers of wisdom provide definitive answers about meaning, value, and purpose. The teachers of religious wisdom aim to transform the souls of their disciples. They inspire, admonish, and guide their pupils toward a vision of the good life.

This is not what university professors should be doing. University professors teach knowledge, and methods for discovering it. But they should avoid any attempt to peer into the soul of a student. They may inspire students to seek knowledge. But they should not pick sides in cultural, religious, or spiritual struggles.

The pursuit of knowledge is, of course, part of wisdom. Wisdom requires knowledge. Ignorant and stupid people are not wise. But wisdom is not simply the accumulation of knowledge. And there are knowledgeable people who lack wisdom. Wisdom is a virtue or character trait. It is more a way of being than a pile of facts.

Wisdom involves judgement, discernment, and a sense of justice. Wisdom is about what we do with our knowledge, how we apply it to solve problems, and how we construct a life of meaning and value.

The Socratic model

An important model for the contemporary secular approach is Socrates. Socrates never claimed to be wise. He was a questioner, and a gadfly. He did not pontificate about the meaning of life, apart from suggesting that to be fully human is to think. This what he meant when he said, “the unexamined life is not worth living.” Socratic wisdom is a lifelong commitment to the ongoing labor of thinking. But this is an open-ended kind of wisdom that avoids picking sides in cultural or religious squabbles.

And now, finally, let’s return to Prager’s contention that when America was more religious, wisdom was taught to young people. He’s probably right. In a homogeneous world young people are often trained to conform and identify with a specific answer to life’s questions. Some may call that training wisdom. But it is narrow and limiting.

Such a narrow training in wisdom is not appropriate for a world that values liberty, free inquiry, and diversity. For that world—our world—we need a secular, Socratic approach. The secular approach is oriented around the Socratic “love of wisdom,” and a process of arguing and inquiring that is open-ended. Secular universities do not teach wisdom. Rather, they teach us how to decide for ourselves what is wise.

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Teaching and learning require love and play

Play learning

Fresno Bee, August 21, 2022

The headlines talk of failing schools, teacher shortages and lost students. There are controversies about religion, race, gender and sexuality in the schools. In the background is anxiety about violence. Education has become a battleground.

One solution is to simply ban controversy. In Texas, a school district removed controversial books from the library, including “Anne Frank” and the Bible. In Wisconsin, a school board banned flags, badges and slogans, including Pride flags, Black Lives Matters banners, and We Back the Badge signs. And here in Fresno, Bullard High School is planning to ban cell phones. An article in The Bee connected the cellphone ban to the controversy about racist photos taken on phones at Bullard High last year.

Schools have become a breeding ground for controversy. But let’s not turn schools into spiritless places where burned out teachers and disengaged kids go through the motions of education. That old Pink Floyd video comes to mind, in which students plod into a meat grinder.

We are so focused on controversy that we often miss the good news. So here’s a bit of good news. A recent study by Paul E. Peterson and M. Danish Shakeel concludes that kids are learning more now than they did 50 years ago. They analyzed data stretching back to 1971 that shows improvement since then in math and reading. This echoes the fact that IQ scores have also improved over time.

Their study notes that this improvement is true across demographic categories. The researchers admit that COVID was a recent setback. But they conclude, “Contrary to what you may have heard, average student achievement has been increasing for half a century.”

And yet the prevailing image is demoralizing. Perhaps we are too focused on nitpicking diminishing returns. As things generally improve, you start to freak out about small setbacks and minor blips. But all of this nitpicking can be disheartening.

It might help to remind ourselves that kids are innately curious and that teachers love to help them learn. The culture war approach to school misunderstands teaching and learning. War destroys things. It doesn’t build them up. Teaching and learning come from a place of love, empathy, creativity and play.

This is an ancient truth about teaching and learning. Socrates thought love was the guiding spirit of education. He challenged his students to think about difficult things. And he chastised them when they went astray. But he also loved them and believed that his students had the potential to improve.

Teaching and learning require a playful spirit. Mechanical and compulsory training may work for animals and for human beings forced to master monotonous tasks. But human beings learn the best and highest things through play and exploration. Plato thought that we are most fully human when we are free and at play.

Only humans engage in sports, games, drama, storytelling, art, and music. These are all forms of play. They require practice and discipline — but they are supposed to be fun. Scientific exploration and philosophical speculation are similar. They are ways of playing with concepts, ideas, and with the world itself.

Play involves intense concentration focused on activities we love for their own sake. Genuine play is not done in order to produce some external result or because some coach forces us to do it. Rather, authentic play is self-motivated and free. We play with ideas and explore the world because we are curious and because exploration and creativity are enjoyable. Playing and learning are ends-in-themselves. We do these things because we love them.

That’s the key to teaching and learning. Teachers love teaching because they enjoy playing with ideas and sharing their love of learning with their students. And students learn best when they fall in love with a subject that inspires their curiosity and their innate desire to explore.

The good news is that kids are learning better now than they were a half century ago. Of course, there is more work to be done. But let’s stop freaking out and turning schools into battlefields. It’s impossible to learn or teach in a war zone. Education occurs best under conditions of peace, when playful and curious spirits are given the freedom to question, create, and think.

Read more at: https://www.fresnobee.com/opinion/readers-opinion/article264669234.html#storylink=cpy