Category Archives: Culture

Job Markets and Political Money

My Twitter feeds are pouring with woes about peoples’ hard luck on the job market. Yet other sources are reporting on big money being dumped into political campaigns. The irony of this is sad.

On Learning and Connecticut’s SB40

If Connecticut’s governor signs the S.B. 40 legislation, I fear we’ll be taking steps out of semi-lit and into even darker rooms. It’s hard to say whether a piece of legislation is a backward step, as the course that legislation is meant to adjust may not have been progressive in the first place. The latest public writing about this comes from Jaggar, Bailey, and Hughes in the Hartford Courant. The author’s state their claim in the third paragraph

Overall, we applaud Connecticut’s efforts to rethink its system of remedial education. Nationally, as many as 60 percent of community college students take at least one remedial class, and only around a quarter of these go on to complete a credential. It is essential that states focus on developing policies that will help colleges achieve better results. Given the paucity of knowledge about what works for remedial students, however, Connecticut’s bill is too inflexible.

There’s a subtle charge in this paragraph: that the promoters of the law are either misreading the evidence about “remedial” education or they’ve gone a tad bit too far in the intent

To allow all students open access to entry level courses in a college level program and prohibit public institutions of higher education from forcing any student to enroll in a remedial course.

Section 1.c of the act reads thusly

(c) Not later than the start of the fall semester of 2014 and for each semester thereafter, if a public institution of higher education determines, by use of multiple commonly accepted measures of skill level, that a student is below the skill level required for success in college level work, the public institution of higher education shall offer such student the opportunity to participate in an intensive college readiness program before the start of the next semester. Such student shall complete such intensive college readiness program prior to receiving embedded remedial support, as provided in subsection (b) of this section. The Board of Regents for Higher Education, in consultation with Connecticut’s P-20 Council and the faculty advisory committee to the Board of Regents for Higher Education, shall develop options for an intensive college readiness program.

Section 1.b goes like this

(b) Not later than the start of the fall semester of 2014 and for each semester thereafter, if a public institution of higher education determines, by use of multiple commonly accepted measures of skill level, that a student is likely to succeed in college level work with supplemental support, the public institution of higher education shall offer such student remedial support that is embedded with the corresponding entry level course in a college level program. Such embedded support shall be offered during the same semester as and in conjunction with the entry level course for purposes of providing the student with supplemental support in the entry level course.

It’s tough understand with also including Section 1.d

(d) Not later than the start of the fall semester of 2014 and for each semester thereafter, no public institution of higher education shall offer any remedial support, including remedial courses, that is not embedded with the corresponding entry level course, as required pursuant to subsection (b) of this section, or offered as part of an intensive college readiness program, except such institution may offer a student a maximum of one semester of remedial support that is not embedded, provided (1) such support is intended to advance such student toward earning a degree, and (2) the program of remedial support is approved by the Board of Regents for Higher Education.

If the above appears easy to understand, then please send me something on a get-well card.

It would seem to me easier to simply ask colleges to review the effectiveness of their systems and to do some innovation, where they see the need. Colleges by their nature have, after all, a vested interest in their students’ success. The above three section parts are very difficult to parse in regards to “why this is a solution.” At the college, my colleagues have strained themselves crazy over the years trying to figure out how to make access smoother and prep student to accomplish their goals. They are not disregarding under preparedness. Indeed, they understand under preparedness very well. And they don’t want to trick students into forking over their’s or the taxpayers’ money just to line their own or their institutions’ pockets, which are always empty but for the little puffs of lint. These are some of the hardest working people I know.

The problem is that students are enrolling in college underprepared for the work, and so, what is a college to do? More students who are underprepared are enrolling in college, and, so, what is a college to do? This is why a quarter of students in the above mentioned group either drop out or otherwise don’t complete. Because they are underprepared. A larger issue has to do with the requirement of universal higher ed, but that’s a different story.

It’s certainly not unreasonable to ask colleges and universities to evaluate their entrance requirements. Do the tests measure what they’re meant to measure? Are freshman courses too difficult or too strict in their standards? We could ask hundreds of questions. A significant issue about which to wonder has to do with the legitimate concerns of people working in academic and professional disciplines.

The reader may ask, why are so many students underprepared? And for the umpteenth time the response will be the same: testing obsession, grade inflation, curriculum mismatch, the simple arithmetic of bodies, the need to reform cores as cooperative communities, the tectonics of technological ecology, and, most significantly, struggling communities of people. How about a year or a few years off to grow up a little for college bound students? My metaphor has always been “Aristotle in the 9th grade.” Maybe someone else has a better name. But I hope the general point is clear. I’d bet that if general knowledge tests were de-emphasized, then students who actually want to go to college would be a little better prepared or less tired when they get there.

But, then again, when I was a kid, I didn’t want to learn any of the stuff my teachers wanted me to know. I wanted to read my own books, play in the band, and goof off.

Ultimately, I would argue that the legislature in this regard is ignoring the reality of the totality of education in the state and is looking for an easy out, an easy target that will play act as a solution.

The Free Bible Plan

I like the idea of the free bible plan. Indeed, people’s lack of knowledge about religion is a real hindrance to my teaching in British Literature. Historical and cultural literacy is just as important as science and numerical knowing. Whether people “believe” is not an issue. That should be left to someone’s place of worship or la famalia.

The issue should be about free and open inquiry into all rationale ideas, not just those the school board thinks are salient.

On the Question of Evil

I was brought up in the Catholic Church in the diocese of El Paso Texas. We did Saint Patrick’s Cathedral on Sundays and all the religious holidays. We did the Advent Wreath, early morning Christmas mass. I was a curious altar boy as none of the robes fit.

In this context, evil was defined as sin, as a cause, and as a reduction point. We were all sinners and had to avoid sin at all costs or Hell would flag at us after dying. There were also evil people in the world. That’s an exaggeration. We grew up with the typical cast of characters: Christ, the Devil, the Holy Spirit, and Mary and Pilot and Judas. First Communions came. We got our missals (I lost mine and still kick myself for it). But I also grew up surrounded by stories of World War II and the Holocaust. My nightmares were filled with images of being lost deep in Nazi Germany. I grew up with the language of fascism and communism, all the scares of the 50s and 60s. But the neighborhood was also nicely multicultural. So much so that we never really took on the language of race or ethnicity. We knew everyone by their names. The Enemy was defined as “anyone we didn’t know.”

In Anglo-Saxon cultures, the word evil was attributed to bad behavior. They could be seen as synonymous and thus syncretically meshed well into the growing spread of Christianity out of the historical periods.

A list could certainly be drafted providing all the senses of the term evil. Evil as cause, however, or as adjective or as philosophical quandary, as in the “problem of evil,” or as a noun all need qualification beyond those attributions and formulae.

At some point, Hitler and Komisarjevsky lost their sense of empathy, their ability to see others as human within the universe of humanity. The better formal educators I had about this question of empathy were Borowski, Baldwin, Garcia Marquez, and numerous other poets, even Roddenberry. Borowski didn’t have answers to causality. But he had a powerful sense of irony.

I really don’t think my ideas about evil are all that interesting. To me, the notions it evokes are just irrelevant.

The Cost of Higher Education

While I agree with the Hartford Courant in this editorial that the cost of a Community College education is a reasonable alternative, its other points are naive. The editors could read up on the economics of higher ed and find that even expensive colleges are still relatively cheap for the “real” outlay. Housing, technology, physical plants, salaries for people who do actual work, and all the other stuff that goes into the modern college costs a hell of a lot. If everyone sought the reasonable alternative, the reasonable alternative would have to “ask for more money to expand.”

The article also provides no evidence showing that students are “startled” at the price of their loans once they’ve graduated.

The editorial supplies this weird statement: “These debts drain money from the economy because it isn’t spent on goods and services that would help create more jobs.”

We could therefore make the argument that all college debt should be forgiven, as this would benefit the economy and be a boon for jobs. Fine by me.

It would seem from the article that the Hartford Courant would be advocating immediate health care reform as a means of assisting states with their budgets. Fine by me, too. The Courant editorial staff should be well aware that millions of dollars have been subtracted from our budgets and additional responsibilities added to the work load. To, therefore, argue about costs is irresponsible.

An Essay on Belief and Definition

It is true that I often get visitors at our Simsbury house. They are often inconvenient but as I don’t like to be rude, I bear the visitations. A often comes with B. Or A will come with B and C. One time D came with B and I sensed the smell of alcohol on B, but it might have been that B was suffering a cold and had taken medicine. I didn’t ask. Who comes is a form of strategy.

The purpose of these meetings is conversion. I’m to be brought around to the views of A, who holds to Russell’s and Rutherford’s ideas. A contends that he’s right and that I’m wrong. On one of the visits, A argued that he was right because of birds. This is a fairly accurate paraphrase:

“Have you noticed how birds can fly so swiftly through the trees without hitting any branches?” I agreed with this, that I had indeed observed this activity, although I also said that sometimes the birds do indeed smack into limbs. He said, “The reason is that God built them this way.” This I disagreed with. I told him, partly with a joke, that birds evolved with this capability as without it they wouldn’t be able to get where they needed to go or make good at escape. He wasn’t impressed. I also told him that there were many theories about bird flight. I closed with a question: it’s usually the small birds that do this best, right?

A and Co’s typical method is to carve their fingernails under lines of the Book of Isaiah and tell me how these words justify or supply proof for their conclusions. I tell them that this kind of proof is not something I find all that convincing. One of our discussions had to do with a belief in evil. A had brought E this time, who has yet to return. E was a young, serious guy, a computer geek, and he told me point blank: “You do believe in evil.” I said, “No, I don’t.” He said, “You don’t think Hitler was evil?” I said, “No, I think he was crazy.” E was visibly shocked.

With A I pursued this line: why do you need to use deity to explain the flight of birds? Why was it not good enough to explain bird flight by studying bird flight, a curriculum he obviously hadn’t taken up? But he asked a legitimate question in return: why was that “good enough” for me?

Mitt Romney in his Liberty U speech claimed that “marriage is a relationship between one man and one woman.” The problem of same sex marriage will obviously persist in our culture. I often wonder when people say things like this what they really mean. Do they really believe that this is what marriage is or are they trying to get people on their side, as a statement of conviction or as a statement of fact? Does the distinction matter to them? Historically speaking, this is not how marriage has been defined or used in practice. There are several domains of marriage. In some theologies, marriage has been defined as a relationship between people and the church. The word also forks back to the Latin mātrimōnium, which has to do with mothers and their “state.” The Old French marier seems to indicate an act, that is the act of combining or providing a husband for a woman, a means of creating kinship relationships, or establishing any number of forms of unions, one of them being religious. In politics, the later is emphasized, which is the domain of explanation for the flight of birds for A.

What does it mean to say that “marriage is a relationship between one man and one woman”? The first observation is that Mr. Romney asserts this as a “universal” fact. Delta equals Delta(1). If we observe, therefore, Delta(1) we label it as Delta. More precisely, Delta comes with conditions which, absent any one of them, alters one side of the algorithm, therefore the conditions are not met for the definition to be valid. This would mean that when the Old Testament claims 700 wives for Solomon that Solomon was not married according to Mr. Romney’s definition. Solomon’s was an invalid “marriage.”

When I lecture on the idea of clubs in class I usually claim that clubs define their members by who is excluded. Belonging is often defined by exclusion. Because to not belong means one is “outside.” As kids, my brother and I started a club whose name I can’t remember. In our mean way (which our mother set right by giving us a good dress down), we wrote beneath the name of the club “No Smellingsuaces.” This was a reference to the kid whose odor we found not to our liking. We had used black crayon for the sign. We scratched the excluding condition out with red crayon, but I’m pretty sure the unliked boy still knew what we had intended. Writ large, religions work in much same way to various degrees. Doctrinal ideas are a means of defining who is not in the club just as much as they define the congregation. The Catholic Church, for example, excludes gays and lesbians from Catholic marriage.

The problem is that these kinds of assignments are not phenomenologically factual. Nor do they conform necessarily to true beliefs or statements of faith. Do people believe in definitions? It seems odd to claim that one can “believe” in a definition. A could certainly believe that the deity “created” bird flight and birds and, therefore, require no further examination. A can believe in the deity, building the degrees of his faith. A can also want me to believe in these things, too. Definitions provide meaning, and these meanings can be agreed upon with their variety of stipulations, connotations, and cases.

In arguments, persuasive cases can be made for reasonable definitions. Poverty, for example, can be reasonably defined as Delta if several items can be excluded from Delta. Or, in Romney’s case, an argument to define a set without having to supply arguments of essence, as in quid nominis/quid rei relationships or the Lockean nominal and real. Romney may want to the definition of marriage to be “this and that” but to claim that definition as Marriage’s authentic nature is like claiming a case for bird flight by avoiding avian observation and, instead, just making wild guesses and pretending to know what you’re talking about.

Ultimately, I think A’s world view is insufficient and with his world view he can easily avoid responsibility. I don’t find claims for deity all that interesting. That’s what I told him. It’s sufficient for me because it’s more interesting and comes with more profound conclusions and insights.

The Curious Behavior of People in Institutions

Again, the Connecticut Mirror has a report on the state of new rules in Connecticut education. It has a ring of the Keystone Cops. It’s really about how to do proper division. But as Neruda writes about in his poetry, what is proper is almost never understood

And so I left, keeping my silence.

That quote comes from Neruda’s poem Sobre Mi Mala Educacion. The article also illustration the friction that exists between administrators and teachers, whose aims are different.

Thomas’s piece is an interesting companion to this post by Marie Bjerede at O’Reilly on Do It Yourself culture in education, which, I would argue, is befuddling for lack of concreteness. Most people I know working with the Web are self taught. In the old days of Flash, most people learned Flash on their own. DIY is nothing new. In the absence of a school system, people learned what they needed to to get by. But getting by wasn’t that easy for the shoe maker or black smith. And my son wants to make a go-cart. We have an old lawnmower whose engine beckons. He’ll probably be watching lots of Youtube videos. I’ll be reading up on dangerous things that throw flames. DIY, writes Bjerede,

. . . puts us on the path to personalized learning. It weakens the requirement for students to learn together in lockstep, covering the same material at the same pace at the same time by listening to lectures in the same room and turning in the same homework on the same morning. It invites tinkering with different ways to break apart building blocks and put them back together while creating room for new building blocks to fit into those emerging structures.

This may be true. But a frequent critique of media types is the way people use them. We watch and listen to Sesame Street. We watch and listen to a lecture. Or I can watch and listen to an MIT lecturer at Open Course. I’m not quite seeing the difference yet.

Some subjects are best learned by doing them, practicing their known components. Poetry and programming share this characteristic. People have learned to write poetry for ages. People have learned to program for many years. If I sit in a room and listen to the teacher illustrate compositing, I have to take that info and objectify it myself. I have to do it. It’s another given of learning that “knowing something” is NOT a reference to someone else’s opinion on objects or of affective word order. Inside class Poem somewhere inside my Java interface I can call any number of already determined objects if they’re available, like a new stanza:

Stanza myFirstStanza = new Stanza();

We could change if we don’t like the way Java does it and go to Ruby or Python. The concepts travel, just as they do in poetry. DIY seems to be about assisting people learn what they are inclined to learn.

People will learn things for all kinds of reasons. Some people will learn a subject because they want to (very few people in my college experience wanted to learn Texas history); they enjoy learning and doing the thing they learned, even if it isn’t profitable (some people did want to learn Texas history. I say: GFT). Some people want to learn things that are profitable. People interested in learning will always try and figure out how to make a subject more accessible, to people who want to learn and to those who don’t. Currently, games are fashionable in education because they provide another means of access and on the assumption that games do teach. They can be used to trick people who don’t want to learn a thing into swallowing a superficial serving. Maybe. In my opinion, games teach critical intangibles, like how to lose and how to persist. A problem in any institutionalized program will always be how to learn if someone does indeed know what they should know, like brain surgery. Standardized tests can only approximate this but they can’t indicate motivation or the pull of an incentive. Connecticut’s obsession with these tests is cynical.

Institutions can be defined as big roomy places crowded with people who would rather be somewhere else. They could also be defined as big roomy places filled with people who do want to be there but are there for incredible or false reasons.

I’ll end with more Neruda:

Todos los que me daban consejos
están mas locos cada día.

The Facebook IPO and the Big Data Craze

Somini Sengupta’s article in today’s New York Times asks how to make gold out of Facebook’s Big Data pile. Indeed, in all my newsy feeds, a top story (I assume the world of news on finance has grown boring over the years) has to do with Facebook’s valuation. Is it $10 Billion or $100 Billion? Another anxiety in the piece has to do with the social model under the pressure of public holdings. The relationship here is how to make gold out of the data for stakeholders and how the stakeholder model will influence Facebook’s mechanics. It’s an interesting new media question. It should, perhaps, inspire other questions about how to think about internet use.

For example, Facebook could decide to charge users a $1 dollar a month for a subscription, $2 dollars for premium services. Or it could go with a public radio model and ask users to fork over a determination of value. This would, of course, amount to real money, close to a billion dollars a month, if everyone participated. It could inform each user that some of that money would go into assigned investments. This dollar more than competes with other data services.

The story of Facebook is buried deep in contemporary memes. One of these is “Big Data.” I don’t think users would be surprised at how fast data has become a metaphor. Try a search on Google or Bing. It’s all the rage on O’Reilly at the moment. Everyone has data. Some data is protected by law, other data is more ambiguous, a current mood, for example. Facebook has “tons” of it, some of it mine, which I’m uncomfortable with, not because I fear anything about privacy. In conversations between people at the cafe, every third word is the word “data.” When people talk to their mothers, their mothers respond with the word “data” more so than Captain Picard.

Note that I have no issue with data itself. We need to count things. My issue is with how we determine the value of something. To whom is my current mood of value?

All of this isn’t the only possible story. It could be that a user model is designed on the binary: teeny data. That a model is developed on the notion that one does not have to supply information, truthful or not (how much of all that user input is tweaked by users–re age: I’m 29), to use a service, that one does not need to login (what happened to the idea of superlogin–oh, I know?) to attend the party.

Data, given the meme, represents physicality. It comes with proportion; it has potential energy. It shares properties with rare minerals. But must it be this way? I note that at Quora the design concept has built into it a series of fields for email. This means that email is important. One cannot use Quora without an email account.

Someone could ask: why do we have to do it that way? We should pursue user models that ask different questions. I’m going to try one this summer just for kicks.

Spirituality: Theology or Philosophy?

This is the subject of the upcoming Proof and Possibility series talk, brought to us by Jesse Abbot and Rabbi Howard Herman: Wednesday, April 18th at 7PM in 6-127/128, a room so big it has two numbers, a room just large enough to contain such big ideas.