I Love You but You Didn’t Do the Reading

Armistice Day, a century later. Subterranean rivers of ecstasy and violence, a generation later. This week saw a lot of remembrance and few new shockers:

Fart jokes land a professor in hot water at CHE.

fartenberry CHE

Ha ha ha…you’re fired.

How many people go to Ark Encounter? Parsing the attendance numbers at FA.

We’ve been here before: Andrew Bacevich’s lessons from the Sixties at AC.

Once more the subterranean river has unleashed the forces of ecstasy and violence. . . . And as in 1968, little evidence exists to suggest that the nation’s political class has the capacity to comprehend what is occurring, much less the wit and courage needed to address the problem. . . . [Yet] the center will ultimately hold. The market for ecstasy and violence will once more prove to be limited and transitory.

When is personalized learning not? Peter Greene at Forbes.

Young evangelicals and politics at NYT.

…gulp. Is this billboard real? At Snopes.

trump christ

…really?

Wisconsin university spends $5,000 to bring porn star to campus, at JS. HT: MM

UFOs, 19th-century style. The Great Airship Delusion at RCP.

great airship delusion

It’s a bird, it’s a plane…

Trump bans CNN reporter from White House, at CNN.

Why don’t people put their money where their kids are? At TIASL.

From “no excuses” to “restorative justice” at some KIPP schools. Chalkbeat.

It DID happen here: The history of American pogroms at Politico.

Christian Front

Christian Fronters, c. 1940

Teacher strikes move north: Anchorage teachers walk out of school-board meeting. At ADN.

Is Bucky back? Gov. Walker’s ouster in Wisconsin provides glimmer of hope to UWisconsin, at CHE.

Armistice Day recollections:

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I Love You but You Didn’t Do the Reading

Some of the big stories n stuff about ILYBYGTH themes from around the interwebs this week:

The big one: Trump administration might redefine gender, at NYT.

Reactions:

Oh, no. Iowan burns gay-friendly books, at DMR.

Want to start your own NFL team? The Green Bay Packers got started for only $500, at HT.

acme packers

Got 500 bucks?

Want to succeed in life? Go to a rich-kids’ high school, at IHE. HT: MM

Why did Saudi Arabia kill Khashoggi? Mark Perry says he pointed out an unbearable truth, at AC.

David Berliner on the real roots of America’s school problems, at WaPo.

Difficult truths: Peter Greene on the hardest part of a teacher’s job.

Creationism and climate-change denial lose the standards fight in Arizona, at NCSE.

The latest from the Harvard trial: If you want diversity, forget about race and use this factor instead, at CHE.

Ouch. After all the shouting, Jennifer Burns offers yet another scholarly take on Nancy MacLean’s Democracy in Chains, at HPE.

Democracy in Chains promised to do many important things: insert Buchanan and public choice theory into our history of conservative thought and politics; highlight antidemocratic tendencies in libertarian thought; and probe the intersection of midcentury libertarianism, Southern segregation, and white supremacy. Unfortunately, the book is too heated, partisan, and shallow to accomplish these tasks successfully. Even more unfortunately, at a moment when the nation desperately needs new and creative political thinking, of the kind that often emerges out of liminal spaces between ideologies and academic disciplines, the book serves to reinscribe a Manichean right/ left binary onto the past. Rife with distortions and inaccuracies, the book is above all a missed opportunity to encourage critical thought about intellectual and political change on the American right. . . . MacLean’s eagerness for a conviction leads her to browbeat the jury. . . . Ultimately it is not a book of scholarship, but of partisanship, written to reinforce existing divides and confirm existing biases. As such it will not stand the test of time, but will stand rather as testimony to its time.

Thomas Aquinas and evolution, at Touchstone.

Catholics for Fundamentalist U: Notre Dame men’s group requests a porn filter for campus.

I Love You but You Didn’t Do the Reading

This week’s review of the latest news ‘n’ views from around the interwebs:

Atheists for Jesus: Pulling evangelical voters to the left at FA.

Peter Greene on why teachers join unions.

rockwell teacher union thugTexas school board gives history another once-over, and Hillary Clinton is out. At DMN.

Surviving purity culture at NPR.

In this culture, men and boys are talked about as being sexually weak and women and girls are supposed to be the holders of all sexual purity. So ultimately women and girls are responsible for the sexual thoughts and feelings and choices that men make, and it’s women and girls’ responsibility to dress right, to act right, to talk right, to do everything just right to ensure non-sexuality for all people — and if they don’t, they potentially risk being categorized as impure or as a harlot.

Parents in Leiyang riot over school quality, at The Economist.

A liberal ex-evangelical finds a church home, at NR.

Still no-go for yoga in many public schools, at The Atlantic.

What is behind the coddling of the American mind? It’s not just “safetyism,” says reviewer at IHE.

Students have not been coddled, they’ve been defeated.

Concerned scientists weigh in on removal of climate change and weakening of evolutionary theory in Arizona standards, at NCSE.

Queen Betsy misquotes Professor Haidt, at CHE.

Let’s call it ‘Haidt’s choice’: Pursue truth or pursue harmony.

I Love You but You Didn’t Do the Reading

Our weekly news ‘n’ views roundup:

Remembering 9/11:

Peter Greene: What Mark Zuckerberg and Bill Gates are doing in schools is something, but it’s not “philanthropy.”

Modern fauxlanthropy is not about helping people; it’s about buying control, about hiring people to promote your own program and ideas. It’s about doing an end run around the entire democratic process, even creating positions that never existed, like Curriculum Director of the United States, and then using sheer force of money to appoint yourself to that position. It’s about buying compliance.

Is American higher education addicted to opportunism? DG Hart reviews a new book about Wendell Berry and the university, at FPR.

How do they do it over there? A new UK report recommends adding atheism to the list of religions studied in publicly funded schools, at the Guardian.

conservative

Does anyone understand American conservatism?

Does anyone understand the history of American conservatism?

At Harvard and Yale, more freshman identify as LGBTQ+ than as conservative, at NBC.

Creationist victories in public schools, at AU.

Can an evangelical candidate get Florida to vote Democrat? At NR.

CHris king

Can King pull evangelicals to the Blue side?

Gay’s not OK in PA: conservative evangelical college turns away a homosexual student, at IHE.

University of Nebraska surveys itself: Do conservatives feel welcome? At CHE.

Why School Reform Flounders

How can we make something better if we can’t agree what something is? In The New Yorker, Jill Jepore offers a review essay that raises a key question: Is Education a Fundamental Right? It’s an important question, but it sidesteps an even more fundamental problem: What IS education in the first place? If we can’t agree on that—and we can’t—we won’t be able to make progress toward improving schools.

As brainy observers such as Larry Cuban and Peter Greene have reminded us recently, when we can’t agree on the fundamental goals of education, we won’t be able to formulate sensible plans to improve it.

Prof. Lepore offers an insightful review of Justin Driver’s The Schoolhouse Gate: Public Education, the Supreme Court, and the Battle for the American Mind. Driver examines the key SCOTUS case of Plyler v. Doe, in which undocumented migrants sued for the right to send their kids to public schools.

The case raised difficult questions: Can education be considered a fundamental right? Do undocumented Americans have a right to send their kids to public schools, the way they have the right to fire protection if their house is ablaze?

As historians like Prof. Cuban have long pointed out, the question of whether or not education is a basic right needs to take its place in line with all the other fundamental questions about education. Is it a right? Is it a public utility? Is it a tool of class domination?

In every tough case, these multiple visions of the basic goals of education bump uncomfortably along together. Partisans of various political agendas and reform proposals usually insist on one or more definition of the fundamental purpose of education, even though they almost never notice that they are doing so.

The Plyler v. Doe case was no exception. As Prof. Lepore’s review demonstrates, leading voices in that case relied on different unexamined assumptions about the true nature of American education. Consider the following excerpts:

Education is a Right:

Prof. Lepore asks,

Is education a fundamental right? The Constitution, drafted in the summer of 1787, does not mention a right to education, but the Northwest Ordinance, passed by Congress that same summer, held that “religion, morality, and knowledge, being necessary to good government and the happiness of mankind, schools and the means of education shall forever be encouraged.” By 1868 the constitutions of twenty-eight of the thirty-two states in the Union had provided for free public education, open to all. Texas, in its 1869 constitution, provided for free public schooling for “all the inhabitants of this State,” a provision that was revised to exclude undocumented immigrants only in 1975.

Education is a Public Good:

During the Plyler hearings,

Witnesses presented testimony about economies: educating these children cost the state money, particularly because they needed special English-language instruction, but not educating these children would be costly, too, in the long term, when they became legal residents but, uneducated, would be able to contribute very little to the tax base.

Education is An American tradition:

As one lawyer in the Plyler case put it,

An educated populace is the basis of our democratic institutions. . . .  A denial of educational opportunities is repugnant to our notions that an informed and educated citizenry is necessary to our society.

Education is A vehicle for fixing social inequities:

In a related recent case, Lepore writes,

the Detroit plaintiffs . . . identified the absolute denial of education as a violation of the equal-protection clause, and ruled that no state can “deny a discrete group of innocent children the free public education that it offers to other children residing within its borders.” Dismissed by a district court in June, the case is now headed to the Sixth Circuit on appeal.

Education is An imposition on non-White/non-middle class children:

Lepore notes,

If the schoolhouse is a mini-state, it has also become, in many places, a military state.

Education is A public utility:

She records this interchange during the Plyler hearings:

Marshall: Could Texas deny them fire protection?

Hardy: Deny them fire protection?

Marshall: Yes, sir. F-i-r-e.

Hardy: Okay. If their home is on fire, their home is going to be protected with the local fire services just—

Marshall: Could Texas pass a law and say they cannot be protected?

Hardy: —I don’t believe so.

Marshall: Why not? If they could do this, why couldn’t they do that?

Hardy: Because . . . I am going to take the position that it is an entitlement of the . . . Justice Marshall, let me think a second. You . . . that is . . . I don’t know. That’s a tough question.

Marshall: Somebody’s house is more important than his child?

Who is correct? They all are. Education is a right, a public good, a public utility, a means for economic advancement, a tool of class domination . . . all at the same time.

With all these unrecognized assumptions about the basic nature of education, it is hardly surprising that improving education has remained such a chimera. Even regarding a SCOTUS case explicitly dedicated to figuring out if education is a right, lawyers, activists, and historians all appealed unreflectively to all the other fundamental goals of education as well. And, of course, there are many others we could add to the list. Depending on whom you ask and on the case at hand, the basic nature of American education can and has been defined as all of the following:

  • A private matter;
  • A religious affair;
  • A consumer product;
  • A national security imperative…
  • And many more.

Is education a fundamental right? Yes. Is it also all those other things? Also yes. Whenever Americans have a disagreement about the goals of education, they pull from this bubbling cauldron of conflicting and confusing fundamental goals to make their cases. And none of them are wrong.

In the end, they point to the reason why it is so difficult to fix schools. Not only is it difficult to tell what is broken; it is difficult even to find out what schools should do if they were fixed.

I Love You but You Didn’t Do the Reading

School’s back in session, so here are a few education-related gems from around the interwebs from the past week:

An old (2017) essay proving an old universe. HT: JM.

So, could God not have created the world 6000 years ago and just made it look like it was very old? Personally, I believe he could have, had he wanted to, but does that idea fit the traditional Christian view of the character of God?. . .

In a world where cause and consequences are arbitrary, no evil can be committed and in a world without knowledge no evil can be understood. A universe that pretends to have been evolving and to have continually grown in size, but instead was made in discrete unrelated steps, would be such a world where cause and consequence are not to be trusted anymore.

The issue of education tipping midterm congressional races, at RCE.

The Left eats its own poets, at IHE.

silent sam podium

Even more silent now…

Why not pull down racist statues? At AG.

History is . . . not kind to statue smashers.

Uh oh: A majority of young religious people prefer to worship with people who share their politics, at CT.

How do state standards look after the Common Core dust has settled? Common-Core-loving Fordham reviews the current state of affairs.

Is there a “college cartel?” NR says yes, and it’s weakening.

Peter Greene: What school privatizers are really after.

Modern venture philanthropy doesn’t have nearly as much to do with profiteering as it does with buying influence and compliance.

The country-club set comes out as “solidly secular,” at FA.

I Love You but You Didn’t Do the Reading

Our weekly list of ILYBYGTH-themed stories from around the interwebs:

Queen Betsy jeered from Left and Right:

betsy devos dolores umbridge

Saving Hogwarts: Something we can all agree on?

What’s wrong with data? Jeff Tabone reviews The Tyranny of Metrics at FPR.

  • Best bit: “measurements rarely reflect the prime educational mission of an institution.”

Historians tweet about Trump ‘n’ Putin at HNN.

A sort-of-conservative fix for higher ed: Razib Khan reviews The University We Need at NR.

Abortion rights and the coming divide. Will the USA be split in three? At RCP.

SCOTUS could get a different sort of new majority, too: Private-school attendees. At Atlantic.

After Hurricane Katrina, New Orleans scrapped its entire public-school system in favor of privatization and competition. Did the charter-school revolution help New Orleans?

Trump’s Christian Nationalism, by Gene Zubovich at R&P.

Is it kosher for public-school student to fundraise for a religious mission trip? A Colorado court says no, at FA.

When it comes to fixing schools, tech billionaires will continue to fail. Zeynep Tufekci in NYT.

Queen Betsy: It’s Lonely at the Top

No one likes her. In an extraordinary feat of Trumpish alienation, Education Secretary Betsy DeVos has managed to pull off a rare accomplishment in America’s educational culture wars. Namely, she has managed to get progressive and conservative intellectuals to agree on something.

betsy devos dolores umbridge

Saving Hogwarts: Something we can all agree on?

From the Left, Curmudgucrat Peter Greene—my personal favorite writer on teachers, students, and schools—recently offered a reminder of good reasons to protest against Queen Betsy. It’s not because protesters hope to get QB to change her mind or her anti-public-school policies. So why bother picketing QB’s public appearances? Why go to the schools QB visits with signs and placards?

Greene offers a long list of reasons to protest in person. As he concludes,

No, it’s not going to suddenly make everything better if you stand up and speak up, but the alternative is to step back and watch it get worse.

Certainly QB likely has many friends—or at least allies—on the pro-charter side of the education spectrum. But American Conservative writer Michael Shindler isn’t one of them. Shindler doesn’t think people should rise up and speak out against QB ala Peter Greene, but Shindler DOES yearn for a more authentically conservative educational leader.

Shindler is all for shrinking the federal government. But he opposes QB’s recently announced plan to merge the Education Department with the Department of Labor into one big “Workforce” Department.

Why? As Shindler puts it,

to merge the Department of Education with the Department of Labor and redirect its purpose toward DeVos’s beloved “workforce programs,” which explicitly aim at making students good workers rather than good citizens, would be to steer it away from its imperative mission. That would threaten the very foundations of our democracy.

Instead, education policy should be directed toward helping young people understand their responsibilities as citizens of a republic.

The reasoning of these writers from different ends of the political spectrum is not so different after all. Both Greene and Shindler insist that formal education must be about something more than training young people to be productive earners. Both insist that education must remain a transformative experience, an experience that empowers every individual and fosters a profound, authentic citizens’ voice in public affairs.

If intellectuals of the Right and Left can notice that they agree on that, maybe we’re not so bitterly divided about education after all.

I Love You but You Didn’t Do the Reading

It’s finally feeling like summer here in the northeast USA. And as always, the culture-war news ticker didn’t cool down this week. Here are a few ILYBYGTH-themed stories we noted from the past seven days:

What’s wrong with Value-Added Measures? Peter Greene breaks it down at Forbes.

The department the GOP loves to hate: A short history of Republican attempts to close the Department of Ed, at CHE.

sarah-sanders-tweet-red-hen

Tweeting but not eating…

To serve or protest? The Red Hen flap:

What would Elon Musk want a school to look like? At Ars Technica.

Jim Stump of Biologos takes on the ten most common misconceptions about evolutionary theory.

What does the Janus decision mean for schools, students, and teachers? Pro and con at SCOTUSblog.

Colorado takes the “liberal” out of “liberal-arts education.” At CHE.

Can we be educated and aware if we don’t know squat about religion? Grayson Quay says no at AC.

I Love You but You Didn’t Do the Reading

I spent the week buried in the Philadelphia archives, but somehow the world kept on turnin. Here are a couple of stories this week that have nothing to do with Joseph Lancaster.

Defending Kanye at NR.

pence at hillsdale

Do they care that we’re conservatives?

Pence at Hillsdale commencement—the conservative collegiate long game, at Politico.

A Canadian university wonders: Can only Indigenous professors teach about First-Nations history? At CBC.

Peter Greene tees off on Florida’s standardized tests for five-year-olds. At Curmudgucation.

Should fans of Wendell Berry forsake social media? Matt Stewart makes the case at FPR.

  • “We can rest assured, bonded by our faith in each other’s commitment to at least forsaking Twitter, that we are closer to being localists than to being hipster localists. The distinction is simple: a localist does not have to keep the Big Ether informed of one’s commitment to localism at all times and in all places.”

Get em young: Sarah Pulliam Bailey rides along on a Christian-nationalist kids’ tour of DC. At WaPo.

Gaza protest

Signs of the apocalypse?

Apocalypticism, Trump, and Jerusalem:

School revolts hold the key to stopping Trumpism: Henry Giroux at BR.

Standardized tests…what could go wrong? The fallout from glitchy tests in Tennessee, at Chalkbeat.

Arizona tried to edit evolution out of its science standards, at KNAU.

Asking uncomfortable questions at SMU—“Why are Black people so loud?”—“What is the difference between white trash and white people?” At CHE.