Recommended Reading

One of the best things about the Book It! program is that it encourages students to write down the books that they read on a monthly basis.

2nd Grade Books read 1
Erin’s November, 1986 Book List

I regret that I did not keep up that habit (note that I did have some help from Mom).  As the saying goes, the best time to start a good habit was 32 years ago, and the next best time is now.  So I thought I’d use this blog as a way to record what I’ve been reading on a semi-regular basis.  Please feel free to share ideas, thoughts, or recommendations based on what’s below.

Couple of additional notes – I’m a big fan of re-reading books, so I’ll make a note of when a book is on a second or third (or more) pass.  There are also some books (especially poetry/philosophy) that I like to dip into a little each day, as opposed to read cover-to-cover in several sittings.  Finally, some books I consume as Audible, others in written form, and others I do a little of both (especially using the fantastic WhisperSync technology).

Here’s my list from roughly September to now, in no particular order:

  • Atomic Habits, James Clear.  I found this book so useful and will be going back to it again and again.  The concept of making 1% improvements on a daily basis has motivated me to start habit-tracking using an app, so that I can see my “streaks.”  Right now, I’m using HabitBull, but it’s a little crash-prone.  If I find something better, I’ll share.
  • The Coddling of the American Mind, Greg Lukianoff and Jonathan Haidt.  The authors’ observations about the doctrine of “safety-ism” taking over American parenting, schooling, and childhood are spot-on.  I saw this phenomenon gaining strength as a middle and high school teacher from 2004 to 2014.  Each year, parents got more and more reactive to things like students receiving B’s (as opposed to A’s), field trips becoming more and more tricky to pull off due to safety concerns, and a general sense that friction of any kind had to be foreseen and forsworn in institutional contexts.  It worried and puzzled me then, and I’m relieved that there are organizations like LetGrow that are helping parents and schools fight back against these damaging presuppositions.  I loved that the authors make a really clear case for viewing childhood through the lens of antifragility.
  • Ego is the Enemy, Ryan Holiday.  This one is a re-read, and I should probably re-read it 3-4 times a year.  If you are interested in a really engaging introduction to Stoic thought or applying CBT-like techniques to the mess in your head, this is the go-to.  See below for the real-life implications of both allowing your ego to run amok and restraining it.
  • Conspiracy: Peter Thiel, Hulk Hogan, Gawker, and the Anatomy of Intrigue, Ryan Holiday.  I mean, what more can I say?  This book has it all –professional wrassling, libertarian billionaires, Florida Man, and blackmail.  The biggest take-away for me we might all do better to engage in more conspiracies for good — by which I mean being singularly focused on a goal, enlisting the right people to help, and doing it out of the spotlight.  Seeking credit is death for any long-term, big, and important plans, and I think this true of making changes in your own life or in the world.  That dopamine hit you get from the “likes” to your Facebook post that you’re starting a diet actually robs you of the motivation to make healthy changes.  Really.
  • Mindshift: Break Through Obstacles and Discover Your Hidden Potential, Barbara Oakley.  Re-read.  Going through transitions in your life, especially as you approach the middle of it, can be really hard.  This book helped me get my head right about how much is still within my power to change for the better.
  • How to Change Your Mind: What the New Science of Psychedelics Teaches Us about Consciousness, Dying, Addiction, Depression, and Transcendence, Michael Pollan.  I’ve written about this one here already.  I think its perfect companion piece is Mindshift, so read them back-to-back.
  • Mind at Play: How Claude Shannon Invented the Information Age, Jimmy Soni and Rob Goodman.  I love biographies, and I’m especially fascinated by the stories of people who kick-started the new age.  What’s interesting about Shannon is how he (outside of short period following a break-up) was really not a tortured genius.  Just a genius, who had a good life, loving family, and remarkably modest ego.  Kind of the polar opposite of Steve Jobs, whose biography by Walter Isaacson I re-read as a companion.  I like doing the whole Plutarch thing where you study the lives of people in similar situations or positions that exemplify different virtues and vices.
  • Poetry/fiction/philosophy: for morning readings, I like to dip into A Book of Hours, which is a compilation of Thomas Merton’s writings arranged by times and days of the week.  You really can’t beat P.G. Wodehouse if you need a laugh at the end of the day.  His insight into human nature and its foibles is downright Shakespearean.
  • What I’m reading now: As a fan of both detective fiction and yes, in the spirit of full disclosure, true crime, I’m happy to recommend Margalit Fox’s new book, Conan Doyle for the Defense.  One of Fox’s previous books, a history of the decipherment of Linear B and especially Alice Kober’s role in it, taps into my other obsession, the Greek Bronze Age.  She is one of the finest writers of biography out there, a craft honed by her years as the writer of obituaries at the New York Times.

Please feel free to share other ideas or suggestions for the next round-up (probably coming in January).


Review: Learning How to Learn (Part III)

This is the final part of a three-part review of Learning How to Learn.  Here are the links to part I and part II.

Of the many insights packed into Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying, I’d say the concept of metaphors and deliberate practice may be the two that have the most far-reaching ramifications for pedagogical practice.

On Thursday we took a look at metaphors and the vital importance of helping students build a varied and rich network of mental models and stories.

Today, I won’t even scratch the surface on the topic of deliberate practice.  I’ll attempt to sketch what it is, why it’s important, and then point you to some terrific resources to learn more.

Drs. Oakley and Sejnowski define the concept thus:

Deliberate practice means focusing on the material that’s most difficult for you.  The opposite is “lazy practice” – repeatedly practicing what’s easiest.

Anders Ericsson, whose book Peak: Secrets from the New Science of Expertise, is a deep dive into exactly what, why, and how deliberate practice is the factor that distinguishes experts from amateurs.  Experts develop mental representations about and within their domains.  Drs. Oakley and Sejnowski use the term “brain chains” to describe the phenomenon.  Here’s Ericsson on this process (pp. 99-100):

Deliberate practice both produces and depends on effective mental representations.  Improving performance goes hand in hand with improving mental representations; as one’s performance improves, the representations become more detailed and effective, in turn making it possible to improve even more.

Seeing the “big picture” is what experts do.  But you can’t get there without building up a lot of smaller connections that get more and more frictionless through recall and practice.  

The path to get there is NOT to try to teach students to “think abstractly” or “use critical thinking skills” – those are manifestations of expertise, not means of getting there. 

If you’ve read Malcolm Gladwell’s bestseller Outliers: The Story of Success you know that he popularized the “10,000 Hour Rule.”  Well, guess where he got that?  From Anders Ericsson.  

The trouble with the popular understanding of the 10,000 Hour Rule is that it kind of glosses over the most important feature of it — that those 10,000 hour have to be taken up by a particular kind of practice — deliberate practice.  Check out this episode of Freakonomics on which both Anders Ericsson and Malcolm Gladwell give their perspectives on this point.

Drs. Oakley and Sejnowski provide students with a number of techniques by which they can develop the habits of deliberate practice, including interleaving, active practice, and recall.

If you’re a teacher or otherwise interested in helping students develop their knowledge and talents, I recommend that you pick up Daniel Willingham’s Why Don’t Students Like School?.  It draws on many of the insights regarding practice and the differences between novices and experts and applied them to the art of teaching.  Here he is in a fantastic chapter, “What’s the Secret To Getting Students To Think?” (p. 143 – emphasis mine):

Whenever you see an expert doing something differently from the way a nonexpert does it, it may well be that the expert used to do it the way the novice does it, and that doing so was a necessary step on the way to expertise.

To wrap up this mini-series inspired by Drs. Oakley and Sejnowski, here are the resources I recommend you look at next:


Review: Learning How to Learn (Part II)

This is the second part of a three part review of Learning How to Learn.  Here are the links to part I and part III.

Drs. Oakley and Sejnowski cover a lot of ground in Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying.  Yes, it’s chock-full of neuroscience, goofy (and memorable) images, very practical tips, and bracing exhortations.

Yet it’s not really about about “quick-fixes” or even, as the kids say theses days, “hacks.”  The book’s more profound take-aways for folks who work in the education business, as teachers, policy-makers, or leaders are:

  • Metaphors matter when it comes to learning anything;
  • Mastery requires deliberate practice.

I think that if folks got their head around the first point, so much else would fall into place. I believe that bad metaphors or a poor understanding of how they work is at the root of many issues, including our current polarized political climate.  Allow me to justify this claim.

We speak and think in metaphors all the time without noticing.  Part of this is because a lot of our metaphors are so worn that they have lost the force of the original meaning.  Part of it is because metaphorical communication is the only way to tell a truth about the world, at least as well as we can understand it.

Kids learn this way – by comparing one thing or process with another, unfamiliar thing or process.

The more they know about the world, the more they can name and describe things, or relate them to stories that they know, the more quickly they can assimilate and/or discard comparisons that no longer hold.  The fewer stories they know, the fewer connections or conjectures they can make when faced with novel situations.

So far, so good.  What does this have to do with polarization?

I’m convinced that pedagogy that focuses on strategies or skills for reading comprehension falls prey (see, that’s a metaphor) to the false notion that thinking can be divorced from meaning.  That’s why I really don’t like the phrase “critical thinking.” Thinking occurs when we are thinking about something.

But if kids are deprived of knowledge about the cultural web of metaphors, allusions, and references that we’ve all created through our speech, how can we expect them to become curious about things?  Eager to read to learn?

Here is an excerpt from a forthcoming book, The Knowledge Gap, by Natalie Wexler, as cited by a recent Knowledge Matters Campaign release on NAEP scores.  I just ran across it today, and I CANNOT wait to read the book.   I think it demonstrates this point with perfect (and tragic) clarity:

In Ms. Arredondo’s first-grade classroom, the focus of the lesson is the skill of identifying captions, after a recent test showed that most students couldn’t distinguish them from subtitles.

Ms. Arredondo is trying to get the kids to understand the concept of a caption, which she’s explained before: it’s a label that tells us about a picture. When it’s clear the kids don’t remember the definition, she tells them again.

But the kids have trouble grasping the idea. “Words?” one student ventures, when asked to repeat the definition. What the students are interested in is what’s going on in the pictures.  When Ms. Arredondo shows the children a book with a picture of a shark, they’re eager to know what the shark is eating.  When she shows them a picture of a planet, they want to know if it’s the moon. But Ms. Arredondo doesn’t answer these questions, because the point is not to have students learn about sharks or planets but to identify the captions that go with the pictures.

By the time she shows the students a funny photograph of a bunch of goats that have climbed a tree–a photo that cries out for an explanation–they don’t even ask about it. It’s not clear they’ve learned what a caption is, but they seem to have learned that their questions about the content of the photos aren’t going to be answered.

One of the arguments in favor of reading used to be that it gave you the experience of getting out of your own skin and experiencing the world through the eyes of another, only to discover that you had more in common with them than you initially thought.  In other worlds, fiction helps develop your theory of mind and your imagination.  One might even go so far as to say your empathy.

But if kids don’t read books that stretch them much past their own experiences or lives and they are taught that books are really just an exercise in “getting to the main idea,” for instance, they won’t be able to:

  • Understand that other people have inner lives and motives too, and that disagreements do not make them your enemy
  • Comprehend arguments that draw on historical comparisons or philosophical schools of thought that are unfamiliar
  • Have a nexus of diverse metaphors into which they can weave or challenge new ideas.

Kids who learn about, say, the Roman Monarchy, Republic, and Empire, are arguably on a far better footing later in life when it comes time to learn about the American Revolution.  What made it so radical?  What ancient examples were the founders both drawing on and resisting?  Were they successful?  If so, how so?  If not, why not?

We lament the state of civics education in this country.  And we are right to do so.  But that’s a symptom of (and I use this in its literal, not pejorative sense) ignorance.  The word ignorant simply means “without knowledge.”  We can’t blame the students.  The educational system has in many cases been rigged specifically against imparting knowledge.

We’ll take a closer look at what deliberate practice is and why it’s so important on Monday.

Review: Learning How to Learn (Part I)

This is the first of three-part review of Learning How to Learn – here are the links to part II and part III.

I’ve name-checked one of my favorite thinkers and writers on the science of learning, Dr. Barbara Oakley, a couple of times already on this blog.  It’s time I share with you a little bit about why you should be as excited about her work as I am.

Dr. Barbara Oakley and Dr. Terry Sejnowski are the teachers of Learning How to Learn – the number 1 MOOC in the world.  They wanted to bring their insights from the course to students of younger ages.  The result is the new book, Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying.  Unless you have above average knowledge of the latest neuroscience, I’d say this book is for you, too.

The earlier in your life you pick up, read, and adopt these ideas, the better off you’ll be.  As one of my other favorite life-coach-y authors, James Clear, often says: “habits are the compound interest of self-improvement.”

There is so much goodness here that I’d like to split this review into at few parts, if my faithful readers will bear with me.

The first chapter, “The Problem with Passion,” is the antidote to Facebook/LinkedIn memes like this one:

Steve jobs best famous quotes ideas pics images (14)


Drs. Oakley and Sejnowski beg to differ, and add personal stories to support their science:

It’s easy to believe that you should only concentrate on subjects that come easily for you.  But my story reveals that you can do well in subjects you don’t even like.  The truth is, it’s okay to follow your passions.  But I also found that broadening my passions opened many wonderful opportunities.

I think this is a message that all of us, of all ages, need to fully embrace.  As someone who is persuaded by the idea that division of labor generally leads to the flourishing of societies and individuals, I think it will lead to impossibly bad results if we misapply the insight to mean that young students (let’s say up to 8th grade) should be free to concentrate their time only on the subjects that they “get” or that seem to hold some fascination.

Educational myths like “learning styles” ironically perpetuate the bigotry of low expectations because they teach students that it’s OK not to push themselves to improve their abilities in say, math, science, or reading.

But I digress.

Drs. Oakley and Sejnowski don’t spend time tilting at the windmills of the educational establishment (and I include in that number loads of education “reformers”).  They are quite correct that true change start with the individual and with the individual’s ability to grow, change, and improve.  How better to empower the next generation than by letting them in on the marvelous secret that their factory-installed equipment is more than up to the challenges that life poses?

As we’ll see, Drs. Oakley and Sejnowski make the case that metaphors are the way we can “hack” our brains to learn new subjects.  Having exposure to a number of different subjects, especially ones that are very different from the domains where we are most comfortable, is a powerful way to make new and creative connections and discoveries.

While specialization has many benefits, let’s not forget that our brains are antifragile.  Getting too comfortable, or falling into “rut-think” (Chapter 14), can lead to stagnation and complacency.

I’m excited to share more with you about this book in the next few posts.  Hopefully I’ll find a way to move a little faster than one blog post per chapter!



Remember the Alamo?

EdWeek just published an article by Stephen Sawchuk, How History Class Divides Us.  Reading it at the elegant Ascension Coffee in Dallas yesterday, I chose not to give in to my impulse to alternate between shouts of “Amen!” and “Damn straight” (over and over again).  I’d like to maintain my access to Avocado Toast on Hippie Bread + pourovers.

Mr Sawchuk kicks off by noting the recent controversy at the State Board of Education over the history teaching standards related to — what else — The Alamo.

My faithful readers will not be surprised we’re going to turn to Mike Judge, the Oracle of Austin, to illustrate this point.

A 2004 King of the Hill episode, “How I Learned to Stop Worrying and Love the Alamo,” told us everything we need to know about how culture wars over history textbooks have led to the dumbing-down of content.

“How I Stopped Worrying and Learned to Love the Alamo.”  King of the Hill, 2004.

Hank is outraged when Bobby brings home a new Texas history textbook whose entry on The Alamo is:

The Alamo was a mission in present-day San Antonio, population 1.5 million.

Hank goes to the principal and then the school board, and is told that the reason the content on The Alamo is so weak is because of “objections, mostly by lawyers.”

This episode tracks pretty closely controversies over textbooks from the 1930’s, as traced by Mr Sawchuk:

Americans have never been all that united as to what belongs in or out of history classes, or even which specific civic values those classes are supposed to inculcate.

He then takes us to several schools that have essentially discarded history textbooks in favor of an approach that focuses on careful reading of primary sources.  The idea is that by learning that there are often competing contemporary versions of events as well as perspectives students will build their critical thinking abilities — with the hope that these skills will assist them better understand current events.  (For more real-time tracking of culture wars in public schools, Cato publishes the Public School Battle Map.)

How does this relate to civics?  Well, it may suggest that learning to discuss controversial topics in history is a good practice for discussing controversial issues that arise in civics.  Furthermore, students who have a good understanding of the historical context of the founding and the form of government that emerged from it may lead these facts becoming more “sticky.”

Civics and history are deeply intertwined subjects.  Poor history learning undermines civics education.  It does more than just remove context and facts from discussions — it robs students of the opportunity to practice moral reasoning.

It is impossible to get all parents to agree on the scope of history books.  This inevitably leads to dumbing down of the content in those books and further perpetuates the problem.

First, I think there is a possible policy solution.  Allowing parents the opportunity to choose private schools will lead to better sorting in terms of ideological pre-commitments.  Before you object that this will only make polarization or national instability worse, I’d recommend you take a look at Corey DeAngelis’s recent paper on the role of private education enhancing the stability of nation-states.

Counterintuitively, forcing a single narrative on all students will actually lead to more cynicism about “fake news” and facts in general.  And to respond by removing all controversy take the life out of history.  Better to deal with those controversies in communities where there is trust and solidarity, rather than in courtrooms where there is only coercion and constraint.

Second, as discussed in Mr Sawbuck’s story, there are curricular resources that can make history class better, as well as prepare students for civics education.  For parents, teachers, and students who want to fall in love with history, my personal recommendation is the Gilder Lehrman Institue .  It offers rich resources for primary-source based curricula, outstanding teacher development events, and online courses.  GLI’s online library has over 60,000 American history primary documents digitized and available for free.

Learning both sides of a story builds empathy, moral reasoning, and maybe even the ever-elusive unicorn of education-reformers, critical thinking skills.

It’s time that we, like Hank Hill, take history seriously.



Taking Knowledge for Granted

The 2018 World Economic Forum’s Future of Jobs Report includes a summary of the outlook for skills over the next four years, classified in terms of “growing” and “declining” demand:


This report and others like it are the source material from which many business, academic, philanthropy, and government leaders derive their point of view on which outcomes K12 and higher education should be oriented to produce.  Here’s one particularly silly graph from Harvard Business School that I ran across right after publishing this post — h/t @stuartbuck1 via @iowahawkblog:


I’d like to share a little bit about my own journey to learn new skills, especially analytical skills.

Analytical skills are things like being able to apply statistical models to data sets and thereby derive useful insights from them.  I’ve been taking some courses in Python as preparation for a data science program.  After completing this introduction, I’ll need to take some courses in statistics.

Here are a few things I can assure you about the computer science and Python courses I’ve been taking over the past couple of months:

  • I’ve used Memory, verbal, auditory, (not spatial) abilities (“declining” skill #2) every single time I’ve settled down to complete basic Python lessons via MOOC.  I don’t know how I would be able to track the lessons, delivered via written notes and video (with speech), without “verbal and auditory abilities.”  Oh, and also, it’s kind of important to remember what you’ve learned from lesson to lesson in order to complete the end of course coding assignments.  So, you do need some “memory abilties,” too.  As to spatial abilities, when and if I get to the point of actually being able to slice up and use data sets, knowing how to present that information in useful, interesting, and memorable ways via infographics will absolutely require extremely well-developed spatial abilities.
  • Reading, writing, math, and active listening (“declining” skill #5) are sine qua non for learning “analytical skills.”  It’s particularly weird to see math on this list.  I can assure you that data science jobs (one of the fastest growing categories of jobs now) are typically filled by people who are pretty dang good at math. Statistics are a basic pre-req for learning “analytical” skills needed for these kinds of jobs.

Here’s the syllabus for the Statistics and Data Science MicroMasters Program by MIT offered through one of the leading MOOC providers, edX.  Let’s take a second to zoom in on the last paragraph of the program description (emphasis mine):

Anyone can enroll in this MicroMasters program. It is designed for learners that want to acquire sophisticated and rigorous training in data science without leaving their day job but without compromising quality. There is no application process but college-level calculus and comfort with mathematical reasoning and Python programming are highly recommended if you want to excel. All the courses are taught by MIT faculty at a similar pace and level of rigor as an on-campus course at MIT. This program brings MIT’s rigorous, high-quality curricula and hands-on learning approach to learners around the world – at scale.

This program is targeted at folks who would like to be qualified for one of the hot (and highly compensated) jobs in data science.  But guess what?  It would really help if you had COLLEGE LEVEL CALCULUS in order to take advantage of this offering.

If you never learned algebra well, you’ll struggle in calculus.  If you don’t have calculus, you may not have access to the best jobs that the 21st century is currently offering.  Enjoy your low-paying occupation that robots (enabled by data science) will soon make obsolete.

There is more than a whiff of class privilege that lists like the one published by WEF give off.  If you were to break it down (i.e., analyze) the list of so-called skills, you’d realize that they aren’t skills at all but by-products of a well-rounded, character-enhancing, rigorous education.

You know, the kind that kids who attend great schools with lots of family support take for granted.  

By diminishing the importance of strong abilities in math and reading, lists like these and the un-critical adoption of them as measures of educational quality can actually be used to excuse the failures of the educational status quo.  ACT scores in math are actually declining?  NBD, math isn’t that important.

Well, unless you want the kinds of skills that give you access to the decision-making class — the class that publishes lists that take cultural literacy, math, and verbal abilities for granted.

The Playlist’s (Not) The Thing

Yesterday in my Twitter-browsing, I came across an article in New York Magazine by Nick Tabor (h/t Emily Hanford @ehanford) – Mark Zuckerberg is Trying to Transform Education.  This Town Fought Back

Look, I think it would be a mistake to assume that all of the 380 public and charter schools that have adopted the Facebook-funded Summit personalized-learning platform have had an experience as bad as the Cheshire, CT elementary and middle schools did.  It’s clear from the article that this town’s experience seems to be an outlier (at least for now).

Furthermore, I’m not on the bandwagon with the idea that it is a malum in se for corporations to make investments in U.S. education.  In fact, I think this would be good if more private companies supported education for students in need — something that tax-credit scholarships programs make very attractive, BTW.

With those caveats out of the way, let me just say this — beware tech moguls bearing gifts.  The reason has nothing to do with “greed” as conventionally understood.  It has everything to do with the paradox of massive tech companies:

  • they are by nature disruptive
  • they are by nature homogenizing.

The NY Magazine story highlights the first problem — the townspeople were not consulted about this massive change that adopting the Summit personalized-learning platform would bring to both curriculum and pedagogy.  There was, as the story points out, not a chance to opt-in or opt-out.  So, that’s mistake #1.

The second problem is apparent on a few levels.  The core idea of this platform is a very old notion about the role of education.  The author notes:

The modern notion of personalized learning, in which lesson plans are adapted for each individual student, dates back to the Progressive era, and is the general basis for Montessori- and Waldorf-style education, but has never taken hold broadly in the U.S.

I think Mr Tabor is right that the idea of personalized learning is old, but I think it’s a mistake to trace its ultimate origin back to the Progressive era.  The core idea goes back to our friend Rousseau and his Romantic idea that civilization corrupts the child.

Furthermore, while Montessori-style education is not generally practiced in public schools, the philosophy of the role of the teacher as a “guide on the side not sage on the stage” is 100% the conventional view in schools of education and in most school districts.  Again, theory and practice are different things, but Zuck’s ideological commitment is indistinguishable from what most professors of education espouse.

On the surface, it would appear that a philosophy or platform that adapts to the individual student would enhance diversity, not homogeneity.  I think this is one reason that some well-meaning libertarian education reformers are attracted to tech-enabled personalized learning.

But pay close attention to the way that these programs are actually implemented.  Here,  Mr Tabor gives the students’ perspective on what it was actually like to have the “playlist” be your teacher (emphasis mine):

They also noticed the computer was easier to trick than a teacher. They could skip the lessons and pass the multiple-choice tests, if they were so inclined, either by making educated guesses, or by working the odds, retaking them until they answered eight out of ten questions correctly (even though the teacher would get pinged after a few consecutive failures). Other students realized they could open two separate browser tabs, one with the questions and another with the answers, and cheat their way through.

That’s right.  As you’re likely aware, computers as we know them run on zeros and ones, yeses and noes, on and off.  Binary choices.  In the core educational context, relying on “playlists” that students can game to determine mastery (based on multiple choice quizzes) seems to be pretty much the opposite of enhancing student individuality, creativity, and problem-solving.

BTW, as an official TED-Talk-Speaker-Approved™ metaphor for a framework of learning, “playlist” might be one of the dumbest ones yet.  I mean, it’s already outdated – content is streaming and/or algorithm-optimized now.

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I don’t want to be unfair to Montessori fans.  The approach has much to recommend itself when done well.  But it might not be scalable, at least in conventional school settings.  In fact, it might cause a good deal of harm if it is imposed in inappropriate contexts, and it might be particularly bad when it’s computerized.

This is where the tech moguls and sometimes other philanthropists really screw things up — they take an idea that might work in a smaller setting, with well-trained teachers and lots of community buy-in (hello school choice) and then say, well, technology brings down the price of everything else it touches (disruption) so if we (badly) map this idea onto some code and bring our (homogenous) platform to any particular community, it must bring about the desired results.

When the power of education is concentrated in just a few institutions, it makes it a lot easier for bad ideas to be imposed from the top down and do lots of damage.  One of the most compelling arguments for educational freedom is that it will bring about more pluralism in education — more groups, organizations, and more families will become gatekeepers.

And I think that brings me to the thing that really nagged me about this story.  It’s clear that the community that fought Zuck and won is a rather affluent one.  It’s clear that parents had the power of both voice and exit (emphasis mine):

As the school year in Connecticut went on, some parents tried to move their kids into classes that weren’t using the platform — but administrators said they couldn’t, because it would disrupt the distribution of students to teachers. A few reportedly pulled their kids from the district. And a cadre of others committed to getting the program suspended.

They created a group on Slack, the workplace messaging system, and a private forum on Facebook, where they could share links to relevant news articles and social-science research.

I’m very interested in the demographics of the 380 other schools that have adopted the Summit platform.  I’m interested to learn whether the ones that have had a problem with it tend to be in more affluent areas than the ones that have not raised the same kind of ruckus.  If you are a parent with limited choices for your child’s education, you may not be as effective in advocating against changes that are having a negative effect on your child.

As I’ve discussed here before, I’m actually a fan of online education.  What I’m deeply skeptical of is whether conventional school settings are the place where the power of online learning can truly and meaningfully be unleashed.  It may be that in conventional school settings, a combination of lecture and Socratic methodologies works best.

If that’s not palatable to you, then we need to figure out a way to make it possible for more families to afford schools that are narrowly tailored to meet their needs.  These schools will adopt a variety of approaches to learning.  And if they are accountable to families, they are far more likely to produce better outcomes — no matter their approach.



Is Civilization Corrupting?

There are, of course, whole books (and arguably academic disciplines) devoted to this question so I’ll try to keep it fairly brief here.

I think this is the fundamental question of our time.  It’s particularly relevent to education.  Rousseau’s postulation of the child as tabula rasa who only degrades as he comes into contact with civilization and its authority figures is pretty much the fundamental mental model of schools of education, and even lots of people who consider themselves radical reformers.

But you see this idea emerge in all sorts of areas of life.  I was thinking about this as I was baking some sourdough boules the other day.  It’s a skill I’m still trying to master, and I’m extra motivated right now by the approach of the holidays to be able to bake consistently good loaves for family and friends.

With deep respect to those who’ve chosen to avoid carbohydrates/gluten for both medical and personal reasons, I’m looking at you, bread-haters.

From an archaeological and anthropological perspective, it’s pretty dang clear that civilization and agriculture are completely intertwined phenomena.  Whether you’re a “beer-firster” or “bread-firster,” the fact is that people figured out that they could get reliable food and drink by settling down and growing some grain.

Was this somehow a mistake that our ancestors made back in the mists of history?  I ask that with only a little tongue in cheek.  If you take seriously the myriad and multifarious modern assaults on civilization, you’d have to conclude that its critics are putting forward (at least implicitly) an argument that we’d all be better off in a state of nature.

The fashionable contempt for the work, ideas, and yes, innovations of millenia of fellow humans is just straight up ungrateful.  I think Jonah Goldberg does a really good job of making the case for gratitude in his new book, Suicide of the West.  But he tends to focus on “The Miracle,” a period of skyrocketing prosperity kicked off in either England or The Netherlands roughly 300 years ago.

I’m going to get meta-metaphorical here, so bear with me for a sec.

Most of the laborious bread-making process seems really boring and undramatic.  You have to start out with a healthy starter or mother (which you can inherit from a friend – thanks Nova! – or a family member, but you can also capture spontaneously from the spores floating around in the air).  You add it to a larger portion of flour and water and it spends some time eating and digesting sugars (that’s where the bubbles come from).  Your bread is a living thing, and like all living things, it farts.  This stage is called the levain.  It looks kinda like this:

levain 5-26
Levain.  Photo by Erin Valdez

You take this levain and add even more flour and water.  Now you’re at the autolyze stage, and for hours, it looks like absolutely nothing is happening.  You fold the dough periodically.  Still nothing.

“The Miracle” Goldberg describes reminds me of the final stage of bread-making.  This is when you pop the blob of dough into the hot stove and presto, it undergoes something that bread people call “oven spring.”  This is when the loaf poofs up and any surface damage that you’ve done becomes visible. The tears, or scoring, in the crust not only allow the loaf to rise upwards (producing better texture) but they also allow the beauty of the bread to shine through.

20% Kamut Boule.  Photo by Erin Valdez

This is my way-too-periphrasitic way of saying that millenia of human history are getting no respect these days.  We look at long epochs where it looks like nothing is happening.  But just like the edible manifestation of agriculture, it’s exactly when things appear most idle that the biggest changes are occurring within complex systems.

Progress in all things worth doing is not linear.  We all sort of know this from our own lives.  Why shouldn’t we also take that view of civilization itself?  Why should we heap contempt on the countless tiny innovations and refinements that put us in the position to pass judgement so flippantly on the past?

I’ll just wrap this by noting the central significance of agricultural products, like bread and wine, in many religions.  If you’re from a Christian background, you know that Jesus called himself the bread of life.

Metaphors are centrally important to the way we experience, process, and make sense of the world, a concept that new insights from neuroscience is validating.  I think that one of the dangers of contempt for history and cultural knowledge is that we are actually taking away from future generations crucial metaphors by which they can refine and improve their own lives and the lives of those around them.

When it comes to education, I think this is why I’m such a big fan of the idea of cultural literacy.  That’s a blog for another day…

Speaking Up

I’m going to spend a little of the time I normally use to write this blog this morning on practicing recording a podcast.  I’ve studied up on various forums and contexts, and the advice I’ve heard from all of them is that the key is to practice (big surprise!).  So, even though I’m a little nervous, I’ll give it a shot.

As a long-time fan of the medium, I think I’ll enjoy the process of creating my own.  The barriers to entry have never been lower.  There is so much room to grow — I think that it’s only the beginning of audio taking over content consumption.

Right now, I’m thinking about making it an interview-driven podcast, since I’m pretty excited about highlighting how others have engaged in life-long learning or have created the conditions to allow others do that.  If you have ideas or your own experiences in creating podcasts, I’m all ears!

Cultivating leadership by letting sunk costs sink

I’m still digesting an amazing podcast I just listened to on Shane Parrish’s Farnam Street.  The guest, Jennifer Garvey, is a leading thinker and writer on adult development, leadership, and the intersection of these concepts in a world of increasing complexity.  Can’t wait to read her books now!

Anyway, one of the ideas that stood out to me was an idea of leadership being a kind of stage of maturation — which doesn’t mean that it can’t be cultivated by effort.  It just means that we aren’t all equally mature at any given point in our lives.  So, there is a natural limitation to the utility of leadership programs that ask folks to “write a personal mission statement,” for instance.  That may be a valuable exercise, but it’s only useful for people who are at a point where something like that comes naturally.

One concept that she didn’t mention explicitly but that I think was implicit in her perspective was the concept of the sunk cost fallacy.   In case you’re not familiar with it, I think it’s one of the most useful ideas to come out of the field of economics.  A sunk cost is one that is already spent, already done – a ship that has passed.

An example would be how a manufacturer might address the issue of a piece of now-outdated equipment.  It’s not going to allow him to be as profitable as a piece of newer equipment, but he might be tempted to keep using it (even though it’s costing you money NOW AND IN THE FUTURE) because he spent money on it THEN.

Mentally, we do the same thing when we say, well, I got a major in education, so I guess I have to be a teacher.  You can’t get those years (or dollars) back.  Being a teacher may not be the way that you can be as productive and fulfilled as possible, but you’re doing it because you feel like if you don’t, you’ve wasted that investment of time and treasure.

As I’ve been trying to grow personally by gaining new perspectives and developing new habits, one of the hardest parts is overcoming my own propensity to fall for the sunk cost fallacy.  I think growing into new identities is really only possible once you realize that old identities, especially those that cling to external validation or certainty, are the sunk costs of the mind.

Cultivation of better habits, better relationships, and better modes of life can only occur through some kind of death.  You know this if you really unpack the agricultural metaphor of the word “cultivation.”  Plants grow best in soil that is rich in decay.  If we don’t let our old ideas and identities die, we can’t get new growth.

So I’m going to try to let go of as many of the pointless sunk costs in my own mind as possible.  It’s something that I hope the people in my life will help hold me accountable for as a goal.  It’s tough to remember and tougher to implement.   But it’s the only way forward.