Wednesday, November 23, 2011

It's the substance & the stress (not the salary), stupid.

As some of you know, I am starting to look for, ahem, a job, including positions that would put me back in the classroom. The position of "unpaid writer" isn't exactly putting food on the table and I'm starting to feel antsy writing so much about education without actually doing much about education. Reading over and updating my teaching resume, I am reminded of former students, colleagues, schools, and yes, curriculum. I am reminded of how much I enjoy teaching, for teaching itself but also for the content I got to ponder. I graduated at the top of my class in high school and went to an elite college. I'm "the type" many education reformers talk of attracting to teaching and, initially, attracted I was, but given what teaching has become in many cases, I am somewhat reluctant to go back.

The first reason is the working conditions. While I agree teachers are underpaid and I appreciate Secretary Duncan's strident acknowledgement of this, I would do the work at the current salaries if the working conditions made the job more manageable: if I knew classes would be reasonably and appropriately sized; if I were given adequate time for planning, development, collaboration, and frankly, bathroom breaks; and if I knew the school where I might work would be fully staffed with content teachers, a librarian, a nurse, a social worker, enough administrators, etc. If I knew I could do an adequate job in a 40-hour week (obviously, it would be more some weeks and a bit less during others and yes, the work would always be on my mind), I might never have taken the break I did in the first place. I can't work the punishing hours because I have my own children to raise. And I'm in favor to the idea of changing compensation systems to reflect the different roles and demands of different teaching jobs. If there are teachers out there who have the space in their life and desire to take on more work and responsibilities than I can, I think they should be paid more. I would be happy to take on a lesser teaching position for less money than a harder working colleague if it meant I could be in the classroom again and still be the parent I want to be. Unfortunately, it became clear to me that I had to choose.

Second of all, I was attracted to teaching because it's intellectual, interesting, stimulating, creative, and socially useful. Well, at least it should be. As Diana Senechal put it in this comment:
The McKinsey researchers examined teacher recruitment and retention in Singapore, Finland, and South Korea. They found many factors that make teaching an attractive profession in those countries: salary, job security, autonomy and trust, cultural respect, and more. Given their own findings, it’s odd that they or anyone would conclude that financial incentives should reign supreme. And there were things they should have investigated but didn’t–for instance, the intellectual and spiritual appeal of the profession.  
Look at the talented people in professions where the pay is decent but not stellar–the arts, humanities, teaching, scholarship, nonprofits, journalism, and more. What brings people to these professions? Not incompetence, but interest. The work has substance.  
But when the substance is driven out, when the work turns into busywork, people turn to professions that offer the combination of qualities that they seek.
Yes, the work has substance. Or it did. Or it should. Of course teaching is going to have some busy work--all jobs do. Sometimes I even look forward to the busy work as it gives me a break from the harder tasks of thinking, evaluating, planning. Of course, there are going to be some tasks I enjoy more than others. Reading up on the Bubonic Plague, planning how my students will learn about it for a world history class, and then assessing what the students have learned counts as enjoyable. Figuring out how to teach the standardized reading test to my world history students and doing a technocratic version of reading tea leaves, i.e., charting who got the "main idea" and "context clues" questions wrong on said standardized tests is not. And when the job starts to become mostly useless, fruitless busy work and mostly teaching vapid curriculum, that's when I'd rather work as a self-employed, unpaid writer and blogger or work at something less demanding that would still save time and energy for writing.

As Nancy Flanagan put it in her typically thoughtful way,
Good teaching is not about classroom rules, cute videos, raising test scores, cool field experiences or unions. It's about relationships, mastery, analysis, persistence, diagnosis and continuous reflection. It's complex, layered intellectual work. And it happens in hundreds of thousands of "regular" classrooms, every day.
Yes, it's complex, layered, challenging, and intellectual work with so many decisions to make at almost every turn. This is primarily why I want to do it. Okay, so the pay isn't great, but when you take away the substance of it, I no longer even enjoy the work and I don't want to do it. I'd rather do something mindless (wait tables, bar tend, or be someone's personal assistant) where I won't have to go against my principles.

As teacher James Boutin describes here (and again here), at some point in my teaching career, I began to feel like a bureaucrat:
During a visit I made to a private school in Denver last November, one of the teachers there confided in me that he moved out of public education because he didn't want to be a bureaucrat. The comment struck me. I'd never thought of myself as a bureaucrat before, but he's right - I am.
Yes, there's certainly more room for me to be more data-informed and consider the values of a technocratic approach. But if that's what I wanted to do, I'd go be a bureaucrat or a technocrat. If I wanted to teach test prep, I'd go work for Kaplan. That's not what I see as the primary role of a classroom teacher. As James further demonstrates in this must-read series, the data-driven dimension of teaching has gotten out of hand and has become a huge waste of time and resources for educators and students alike. Moreover, as I was engaged in it and was forced to make ill-advised curricular choices, I realized that such tasks weren't helping my students learn or improving my teaching, but were fueling political point-scoring and sustaining the education reform industry.

So thanks, Arne Duncan, for saying teachers should be paid more and thanks for your attempts at debunking flawed research that states otherwise. For a next step, consider advocating against acceptance of the "new normal" that translates to terrible working conditions for teachers and principals and terrible learning conditions for students. And then consider how you're going to attract more serious college and graduate school students to the profession if the work you're asking them to do lacks substance and insults their intelligence and, eventually, expertise. Finally, consider that if the most educated among us don't want to do to the work because it's bankrupt of creativity, intellectual exercise, meaning, and substance, then the education our students are going to be getting will hardly be rich, meaningful, and relevant. Think about how many of our best and brightest would rather get paid poverty wages working as adjunct professors and journalists than teach in the classrooms your and your predecessors' policies are molding.

Perhaps this isn't the best post to put out there as I apply for teaching jobs, but then again, I'm not going to lie or pretend. I'm going to do my best to be a team player and to be open to the advantages of a more quantitatively- or data-based approach to teaching. But I'm not going to give up my principles or knowingly engage in educational malpractice. Frankly, I'd rather scrub floors.

What's wrong with modernist architecture?



An interview with Nikos Salingaros, a follower of Christopher Alexander, on what went wrong with architecture in the twentieth century. "By contradicting traditional evolved geometries, modernist and contemporary architecture and urban planning go against the natural order of things. When an architect or planner ignores the need for adaptation and imposes his or her will, the result is an absurd form—an act of defiance toward any higher sense of natural order. There is no room for God in totalitarian design." From The Public Discourse, with a link to download the full interview. For wonderful articles on Christian architecture, see the Institute for Sacred Architecture web site.

Friday, November 18, 2011

In Defense of Flipping the Classroom & the Lecture

There's been a lot lately about "flipping the classroom," a teaching method where students are to view a lecture at home --ostensibly on-line--of their teacher presenting key concepts while saving doing harder and trickier homework-type assignments for in class. This idea appeals to me and I've been somewhat surprised that so many other education peeps out there whom I follow don't seem as enamored. Not only are they disparaging of the idea, but they seem to think "lecture" is synonymous with torture.

Before I begin I want to offer two caveats. First, the access problem is no small one and if not satisfactorily solved, could easily be a deal breaker. Second, I am envisioning this for older students, not necessarily for younger ones. As I've written about before, considerations of grade, age, and subject are very important in any conversation about teaching and learning.

Now, I wouldn't flip the classroom all of the time (getting stuck in one practice or approach is never a good idea) or get rid of outside-of-class readings and I wouldn't say it's going to "transform education" (puh-lease), nor would I call it a silver bullet method (don't believe in silver bullets), but, again, access issues aside, what's not to like?

As a teacher, and this was partly because I generally taught students who didn't have a lot of support at home (though these same students would lack access to technology, as well), when I assigned more challenging reading, projects, papers, and essays, I had them do a lot of the work in class anyway because that's when they needed guidance the most. I saved easier reading assignments and exercises that involved practicing or analyzing what students had already learned for homework.

Other aspects of flipping the classroom that excite me: Teachers can record their lectures a few times until they get it just right and then maintain a video library, if you will, of these presentations. Teachers can share and exchange video clips with one another. Students can have access to the library of them and can view each presentation as many times as they need to. They can access the library anywhere, without having to lug a textbook with them, and unlike a textbook, it's a living source of information. The teacher can get feedback on it and alter it easily if necessary without having to send it back to the publisher; students can leave comments or questions beneath the video. For someone who can't even upload digital photos from camera to laptop without assistance, I sound pretty excited about this, don't I?

During discussions of "flipping the classroom" I have been disturbed (and this has long bothered me) by how many of my fellow educators, bloggers, and commentators use "lecture" as if it's a bad word, dismissing it as an instructional technique almost out of hand. Flipping the classroom is just another form of lecturing! Lecture?!? You can't lecture the children! Heaven forbid. Lecturing is baaaaad. Well, I disagree.

To me, the problem isn't giving lectures per se, but rather with how and when they're done. Lectures come in all shapes and sizes. Certainly, lectures can be monotonous and boring, but they can also be lively, creative, interactive. So, there are good lectures and bad lectures, and there are times, places, and audiences for lecturing. Some audiences and topics require shorter lectures and some longer. When you go to hear Alfie Kohn, Diane Ravitch, Deb Meier, or Jonathan Kozol speak, you're listening to a lecture. Listening to a news report? That's a lecture. TED talk? Lecture. Author reading? That, too, is a lecture.

When I was in ed school (to read some of my thoughts on ed schools, read this post and this comment I made on the same post), I learned that the lecture was one way to present information, or teaching methodology, but lecturing was definitely frowned upon. (As you can imagine, I especially loved being lectured on how it was bad to lecture.) When I was student teaching high school US Government, I did everything but lecture. Finally, as I was gathering feedback, which I did often (come to think of it, much more often than I did as a regular classroom teacher. Why was that? Adding that to my list of things to change when I go back to the classroom) the students were growing frustrated and unresponsive. So we stopped to talk about it. One student hesitated but then said, "Look, Ms. Levy, you're asking us to work together and put together presentations on topics we don't really know anything about. We need you to teach us about them first, to tell us about them. You're the teacher--you're supposed to know about these things." I looked around and saw the rest of the class nodding in agreement. So, for the rest of my time, I lectured more, not all of the time, but more often than I had been. On the day when my university adviser and supervisor came to observe me, I happened to have a lecture planned. In our debriefing, she asked me, and I knew this was coming, what I could have done differently besides, "you know, just standing up there and lecturing." I explained to her that I had been doing all of the other stuff but that the students had told me to lecture more. She raised her eyebrows and said, "Huh. Interesting." To her credit, she didn't evaluate me negatively on this (she actually was a fantastic teacher and adviser).

The following summer, when I started my first teaching job (and I wrote about this particular class before here) I taught tenth grade English. If I recall correctly, we spent about one quarter of the class explicitly on writing. On one piece I decided to have students do peer editing. This, I had been told, was a great thing to do, but it was a disaster. The students really got into it and tried their damndest but it wasn't working; they weren't properly editing one another's work. The straw that broke the camel's back was when as I was circulating, I overheard two students arguing heatedly about a rule of punctuation (awesome!) But they were both wrong (arrgghh!) Nobody was learning anything and worse, the students were reinforcing bad habits and giving one another terrible advice.

Since then, I've learned to assess what students already know or have been successfully taught before expecting them to "teach one another" or "learn cooperatively." For example, after teaching lessons on how to give constructive and diplomatic feedback, I have students give one another feedback on what they take away from or hear in another student's piece or suggest questions they think might be left unanswered. However, I avoid peer editing or advice that involves peers giving advice on how to write or explain rules of grammar when they don't know them themselves. That, ahem, is my job.

Which leads me to another problem I have with privileging group work or cooperative learning over direct instruction or lecturing. I've seen it as an excuse to be lazy and I've seen it done wrong. Here kids, you do this. You're responsible for your own learning now. Go forth and teach yourselves. I'll sit back and do nothing. Of course, students should certainly be responsible for their work and learning but they need some help and guidance along the way. Of course, instruction beyond direct presentation or lecturing has its place, but it's not an anti-dote to poor lecturing.

I will end this with some much more articulate and organized thoughts on the subject of group work from Diana Senechal. As usual, she says exactly what I'd like to say myself.


Tuesday, November 15, 2011

The coming of THE CHILD

15th November, the feast of St Albert the Great, patron of scientists, saw the launch of the new (free) online review HUMANUM: Issues in Family, Culture, and Science, edited by Stratford Caldecott for the John Paul II Institute in Washington. It is all about “the human”: what makes us human, what keeps us human, and how to rescue our humanity when this is endangered. Our aim is to pick our way with discernment through the flood of publications (some good, some confused, some pernicious) that claim to tell us about ourselves, about family, marriage, love, children, health, and human life.

Humanum has a particular concern with issues that directly affect the poor and the vulnerable in our society. Each issue will have a main theme around which the reviews and articles cluster, and we begin with an issue on THE CHILD, because this reveals the foundation of our perspective on humanity: the child is the purest revelation of man and his relationship to Being. The lead article is a major piece by the Editor of Communio, Prof. David L. Schindler, which goes right to the heart of our present cultural malaise.

The Humanum website was designed by Adam Solove. For an article about the first issue, go here.

Friday, November 11, 2011

Education Films Series V: American Teacher

There are two ways to look at American Teacher, the recently released documentary by Dave Eggers and Ninive Clements Calegari:

1) If you don't know much about public education and school reform, then American Teacher is a well-made film which very poignantly and realistically portrays what it is to live the life of a teacher. Everyone agrees that teachers are under-paid and undervalued (well, almost everyone). After seeing this film, the public will be more aware of this.

2) If you are steeped in public education and school reform, then American Teacher is a well-made film which very poignantly and realistically portrays what it is to live the life of a teacher. Everyone agrees that teachers are under-paid and undervalued. However, it will drive you nuts that the film skips over the wild disagreements between various educators, education scholars, and education reformers on how to increase compensation for America's teachers. The film features the ideas of Linda Darling-Hammmond, Eric Hanushek, and Jason Kamras (of DCPS) as if they were all on the same page and as if the research on merit pay, VAM, and economic predictor models were uncontroversial in education reform debates.

While I still hope lots of people see it, I think it would have been better if the film makers had let the vignettes speak for themselves, alone, if they trusted the viewers to come away with their own thoughts about and reactions to education policy. The narratives and stories were so compelling and so complex, it was a shame to have them mixed in with such a confusing and shallow presentation of policy ideas.

If I am not making a clear case for what the film's flaws were, Dana Goldstein absolutely does in her review.

One personal upside to my watching American Teacher, poorly done aspects and all: Being so steeped in education and education reform topics, I was reminded to be much more skeptical of simplistic accounts from other policy topics of interest but about which I know considerably less than I do about education, even if it's coming from people and organizations I respect.



Monday, November 7, 2011

Will Flat NAEP Reading Scores Mean More Flat Reading Instruction?

At first I was annoyed with Matthew Di Carlo of the Shanker Blog for criticizing people for things they hadn't yet said. Speaking of the NAEP, he predicted, "People on all 'sides' will interpret the results favorably no matter how they turn out." But, he was right.


The results in my state of Virginia, were reported in The Richmond Times-Dispatch as follows
Virginia's fourth- and eighth-graders perform better in reading and mathematics than their peers nationwide, but less than two-fifths have a solid grasp of reading and less than half have a solid grasp of math. . . . In math, 40 percent of Virginia eighth-graders achieved proficient scores in 2011, up from 36 percent in 2009, according to the report. Forty-six percent of fourth-graders performed at the proficient level, compared to 43 percent in 2009.
According to VA DOE spokesman Charles Pyle, in short, Virginia students did relatively well nationally, but there's much room for improvement, especially in reading:
A lack of significant improvement in Virginia's eighth-grade NAEP reading scores over the last couple testing cycles as well as on state achievement tests has informed state efforts to pursue more rigorous standards in the subject, Department of Education spokesman Charles Pyle said. The new reading standards will take effect in 2012-13.
Oh dear. "More rigorous standards in reading"? Aren't they already "rigorous" enough? Let me enter the fray and tell you why I think reading scores are unimpressive in Virginia and flat nationally: Because in the (albeit, well-intentioned) mania to make American kids better readers, we're spending overwhelming amounts of time teaching reading as a subject, as a skill, at the expense of teaching knowledge of other subjects such as science, social studies, foreign language, art, music, PE, theater, etc.

Yes, my children spend more time on math than on other subjects, but that doesn't bother me nearly as much. Now, I don't know much about teaching math but from what I can tell from the elementary math curriculum used in the Virginia county where my kids attend school and from what I can tell from the work they bring home, yes, they are learning different strategies to solve math problems, but they are also learning math facts.

There is such a thing as math strategies. There is such a thing as mastering the mechanics of reading, which is essentially decoding and there is such a thing as reading strategies, but they aren't nearly as useful or applicable as math strategies and needn't be taught nearly to the extent that they are. There is such a thing as math facts. But there is no such thing as reading facts; there's just facts, background knowledge, and vocabulary, the more of which one knows, the better of a reader that one will be.

On a series of posts on Eduwonk between Eric Hanushek and Diane Ravitch about Hanushek's tiresome silver bullet solution of firing the bottom 5-10% of teachers based on standardized test scores (yes, teachers who don't do their jobs or who do them poorly should be removed, but I have no confidence that Hanushek's handwaving gimmickry will achieve that), superb edu-thinker Diana Senechal commented that:
We talk so much about achievement but do not adequately address the question “achievement of what?” This explains, in part, why “literacy” scores are much more stubborn and difficult to raise than math scores. There is no such subject as literacy, and we are spinning our wheels trying to teach it. There is literature, grammar, rhetoric, composition. Teach those things, and you will see some gains. (Math curricula are far from perfect in this country–but at least, in comparison with literacy curricula, they have some sort of substance and sequence.)
Exactly. Beyond teaching decoding and some limited reading strategies, if we want our children to be stronger readers, we need to teach them content (which yes, includes language arts as just outlined by Diana).

While Jeff Bryant did well to point out that NAEP shouldn't be looked at as a report card per se and "Nation At Risk" co-author James Harvey highlighted some short comings of NAEP as an assessment, I still fear the influence of these NAEP results over instruction and curriculum decisions. I worry that with NAEP reading scores being "flat," that educators and reformers will take an even more draconian and ill-informed approach, and call for beefing up reading standards and spending even more time on teaching reading and even less on everything else. For example, in a recent essay in Education Week unrelated to the NAEP release of NAEP results, Eric Witherspoon, superintendent of District 202 in Evanston, Illinois, called for just that:
Reading is the gateway to all learning. Literacy must be addressed in every classroom, every day—reading strategies must be an integral part of history class and math class and of physical and technical education. At ETHS, teachers receive training to help them implement literacy-learning strategies in everything from history and math to physical education.
Certainly, all public school teachers in America should be prepared to work with and help struggling readers, but do we really need kids in PE, math, and history to learn reading strategies? What will that serve other than teaching our kids to know less about PE, math, and history (and every other subject) than they already do. Yes, reading is a tool to learn content--indeed, it's a "gateway to learning"--but learning content is the gateway to becoming a stronger reader and more educated in general.

Matthew Di Carlo's prediction was right on. Let's hope for the education of our children that mine isn't.



Friday, November 4, 2011

Discussion of The Lord of the Rings

What follows is a hitherto unpublished discussion of The Lord of the Rings by Gregory Glazov and Stratford Caldecott. (And if Tolkien interests you, you might also like to take a look at Andrew Abela's article "Shire Economics".)


Glazov: Many thanks for sharing a little time with us. The issue that I am excited about and wish to explore with you concerns the nature of a spiritual book. In a BBC interview I heard a few years ago between J.K. Rowling and Stephen Fry, when they were discussing C.S. Lewis and his book The Magician's Nephew, Rowling said that she always understood the pools between the worlds to be a metaphor for books. This also translates into understanding the Wardrobe of The Lion, the W, and the W, as a metaphor for a book… What I like about this metaphor is that it catches the fact that a book is a vehicle that can transplant us into another world, open our eyes to things we've never seen before, allow us to share in the adventure of the protagonists, broaden our world view, nurture ourselves and then return into our own world enriched. I especially like how in The L, W and W, the children, having befriended Aslan/Christ, are told that they would be returning to their own world and needing to learn to relate to him by his name in this world and then how their return to this world is depicted as being attended with suspense and a sense of adventure. C.S. Lewis thereby communicates very well that this same adventure is open to us readers to have as well, whereby the journey to Narnia through his book and back again gives us fresh eyes to believe and recognize the presence of Christ in our own lives and live more fully and adventurously with him. This I understand, but I'd like to take these insights deeper. What are some things that you might like to add here?

Stratford: I like Rowling's insight. Tolkien's The Lord of the Rings is like that too – very deliberately on the author's part, since the characters in the story often comment on the "tale" that they are in. The reader is hauled in by the ears, as Sam is hauled in through the window of Bag End in the beginning of The Fellowship of the Ring. By "listening in" to the story he becomes personally involved, and in fact the whole journey to Mordor and back is his adventure as much as it is anyone's. Another moment worth remembering is when Frodo sees Lothlorien for the first time. Tolkien, and I think Lewis, believed that in a fairy story, real, created things such as metal, horses, and trees are manifested in glory (Excalibur, Anduril, Pegasus, Shadowfax, Yggdrasil, Telperion). The effect is to give a glimpse of the real world transfigured (or, as Tolkien would say, “enchanted”). Thus the reader of The Lord of the Rings, entering the imaginative world of the novel, may have a similar experience to that of a character entering one of those "pools" in the Wood, or (one of my favourite scenes) Frodo entering the Elvish landscape of Lothlorien: “A light was upon it for which his language had no name. All that he saw was shapely, but the shapes seemed at once clear cut, as if they had been first conceived and drawn at the uncovering of his eyes, and ancient as if they had endured for ever.” That is the experience we have, as readers, when we read a good fairy tale, and why we keep coming back for more – why we find it a wholesome and healing experience to do so.
   In one of his letters (Letter 131 in the published collection), Tolkien says a bit more about that "light" that shines within a good story. He calls it “the light of art undivorced from reason, that sees things both scientifically (or philosophically) and imaginatively (or subcreatively) and ‘says that they are good’ – as beautiful.” It is the light that takes us back to the very Beginning of things. That's what his "Elves" are all about. And the important point is that when Frodo leaves Lothlorien – as we leave the novel, by setting it aside or coming to the end – he will in some sense always remain there, out of time. "When he had gone and passed again into the outer world, still Frodo the wanderer from the Shire would walk there, upon the grass among elanor and niphredil in fair Lothlorien."

Glazov: I have been researching and writing a short booklet on the prayers Glory Be and the Gloria recently. One of my interests is to understand and explain why we should give glory to God not just for what was in the beginning or what will be forever and ever but for what is now, given that the "now" is so intertwined with sorrow and grief. As a biblical scholar I am aware of how psalm scholars divide the psalms into psalms of orientation (those that praise God for the goods of creation), disorientation (the laments) and reorienation (the praises and thanksgivings that transcend the phases of disorientation). As a Catholic, I relate these three phases to the three traditional groupings of the mysteries of the Rosary: the Joyful, the Sorrowful and the Glorious. I intuit that the Christian tradition has here defined glory by distinguishing it from joy through the interposition of sorrow. This is to say that Glory involves a transformation or transfiguration of reality in a way that presupposes sorrow and transcends it. The challenge is to explain how this transpires organically, in life. How does sorrow turn to glory? In the course of preparing this booklet I was also underlining all the glory motifs I could find in the works of Tolkien and Lewis, which are many. One theme that I was very interested to understand occurred in the initial pages of The Silmarillion describing the creation of the world. There, each angel sings a theme that God gave him to sing with a view to intertwining it with others so as to make a great music. The music foreshadows the history of the world. Morgoth, the fallen angel or Satan, seeks to mar the music and destroy the harmony. In a series of movements, God works to work Morgoth's disharmony into a greater harmony: "And it seemed at last that there were two musics progressing at one time before the seat of Iluvatar, and they were utterly at variance. The one was deep and wide and beautiful, but slow and blended with an immeasurable sorrow, from which its beauty chiefly came. The other... essayed to drown the other music by the violence of its voice, but it seemed that its most triumphant notes were taken by the other and woven into its own solemn pattern... into the devising of things more wonderful, which he (that attempteth the alteration) hath not imagined." 
   So are we – and how are we – to translate the perception of the light that shines within a good story into a perception that the same transpires in our own world and lives? How does sorrow increase beauty and lead to glory? And as for moving out of time, how is this movement to be mediated? What are some further ways in which Tolkien's stories illustrate these mysteries and sustain us with hope in the midst of sorrow?

Stratford: What Tolkien is trying to express using mythopoeia is what Hans Urs von Balthasar calls the "theo-drama" based on the interplay of created and uncreated freedom. The message of his story is that by acting rightly we tune ourselves to the beautiful music, we become part of it. By acting out of harmony with others, we become part of the alternative music that he says is "loud, and vain, and endlessly repeated". In the end, whatever is of value in the second music is subsumed and transfigured by the first – evil can create nothing of itself, and whatever it achieves by marring the good can be turned by the good into an opportunity to make something "more wonderful". So "in everything God works for good with those who love him" (Romans 8:28). Tolkien shows us how to act, how to "work for good", through the way his characters behave. For example in The Lord of the Rings, the various members of the Fellowship manage to act with courage and kindness and wisdom even when evil appears to be triumphing all around them. Aragorn's very name (in Elvish "Estel") means "Hope", and he demonstrates the kind of heroism that is based on doing the right thing because it is right, even when we have no idea how it will turn out – a hope founded not on some prediction of advantages to be gained, but on the nature of things. This is the contrary of modern moral thinking based on "consequentialism". 
   At the end of the passage you quoted, God stands up and brings the Music to an end with a single chord "deeper than the Abyss, higher than the Firmament". That could be a reference to the Last Judgment, which is brought about through the Incarnation and Passion of Christ, for that is the supreme case of bringing good out of evil. This, the final chord, integrates all the notes and themes of the Music, but in a way that could not have been predicted by Angels, Elves or Men. It is worth noting that Tolkien actually builds a prophecy of the Incarnation into the story of Finrod and Andreth (published posthumously), in which he speaks of the possiblily that Eru, the One God, might enter into the creation and heal it from within. So Tolkien's mythopoetic account is consistent with the Christian answer to the problem of evil. Jesus, on the Cross, accepts all that evil can throw at him, even allows himself to be killed, but turns it all into a story of love. In the end, love proves stronger. Sorrow is turned to beauty and joy.

Glazov: Yes, you told me about this piece, the Athrabeth Finrod Ah Andreth, and having read it, it remains for me one of the most consoling and hope-sustaining texts I know, since it is all about the grounds for hope in the nature of things, and also about the consolatory value of words and conversation, but I also want to express wonder over this last insight of yours into the deeper meaning of that phrase "deeper than the Abyss, higher than the Firmament" in its context and for explaining how it may be understood in a way that does not integrate evil into the final harmony and does not make the ultimate harmony dependent upon evil but allows evil to be an occasion for goodness to reach deeper and higher levels. And I can see how this explanation can also have profound pastoral and vocational worth. But let us turn to a related concern the expression of which I don't notice very clearly in Tolkien but which interests me, namely prayer. Now I know that from one perspective, Tolkien's work is a fictional, secondary world, and is, as such, an exercise in creative imagination. On the other hand, it is a concerted exercise on his part in understanding the nature of our existence. Now given this second point, why is it that his characters hardly ever pray, save perhaps when they sing what may be taken as hymns? If human beings and elves are the children of Eru, the One God, why is there so little consciously manifest spiritual communication between them in the realm of prayer? Even in our own world, way before Abraham, in the most primitive of times, "men still called upon the name of God" (Gen 4:26). But in Tolkien such prayers are at a minimum. How come? What are the lessons to be drawn from this as to his views on prayer and on the way we should conduct our own lives?

Stratford: Given the way thousands of Tolkien fans dress up as Elves and Wizards one must be grateful that he wasn't too explicit about religious practices in Middle-earth. One might by now have a number of Ring-inspired churches. I doubt, though, that he would have considered that as a possibility while he was actually writing the books in the 1940s. He tells us somewhere that in the pre-Christian, even pre-Judaic era where his stories are set, the One God was so “remote” that prayer to him would have seemed impossible. You could only approach the Divine through the intermediary beings, the Valar, who “knew him” face-to-face. The Elves venerated and invoked Elbereth, for example, even though they were aware that she was a created being. But "prayer" in the explicit sense of words or thoughts addressed to Eru would only become possible when Eru began to reveal himself to Men in preparation for his own Incarnation. In that sense the world of Middle-earth is a world in a state of "waiting" for God, without fully realizing what it is waiting for – without knowing any kind of Covenant. The only portrayal of a "pagan" religion among Men in Tolkien's work is the cult of Sauron in Numenor, which was obviously a kind of Satanism. 
   Now all of this strikes us as most peculiar when we come to the Shire, which resembles the rural England of Tolkien's childhood. Hobbiton is an English village with a pub but no parish church – hardly possible! Yet by omitting all reference to a religion among the Hobbits, Tolkien is able to produce quite an effective commentary on post-Christian, "postmodern" Britain – if you take the Scouring of the Shire into account along with the Long-Expected Party. The philosopher Nicholas Boyle has even suggested that the Shire represents (for Tolkien) an England deprived of Catholic Christianity by the Reformation, with the Scouring a prophecy of the return of the Old Faith. I think that is pushing things a bit! To find Tolkien's views on prayer and the Christian life there are two places we can look. Firstly, as a Catholic father he could speak quite openly about prayer and the spiritual life in letters to his children. Many important letters on this subject (for example Letter 250, which is partly about his love for the Eucharist, and Letter 310, about the meaning of life) are published in the official collection. Secondly, we can look within the book itself, provided we look beneath the surface. In his well-known 1953 letter to Robert Murray, Tolkien says it is BECAUSE the work is Catholic that he has cut out "practically all references to anything like 'religion', to cults or practices, in the imaginary world. For the religious element is absorbed into the story and its symbolism." So we should not expect to find the Lord's Prayer in Elvish, but we can find Tolkien's understanding of the "religious element" of life embedded in the symbolism and the story.

Glazov: There is something jarring to me still about the absorption of the religious element (of things like prayer) into the story and its symbolism, but it is addressed by understanding that this absorption and absence were the result of a conscious intention and revision on Tolkien's part and that the search for what he thought about this element is better satisfied in his letters and explanations of the symbolism of his work than in his work. Perhaps we should turn to Tolkien himself in bringing this conversation to a close. Could we synthesize what we spoke about by clarifying the reason why you gave Gandalf's epithet, "the keeper of the secret fire" to Tolkien in your book about him? I have a few hunches, one of them being the identification in Tolkien's writings of Gandalf with the angel Olorin who, before his incarnation as Gandalf, would frequent men and inspire them with faith and hope without revealing himself to them, and whose name is connected with the concepts of "dream" and "artistic imagination." Would it be right to connect him with the keeper of that "light" you spoke of earlier that shines within a good story, “the light of art undivorced from reason, that sees things both scientifically (or philosophically) and imaginatively (or subcreatively)" and says that they are good and beautiful – the light that takes us back to the very Beginning of things? That fire or light that Gandalf seeks to sustain in Tolkien's world, Tolkien is dedicated to in ours. But what Tolkien is dedicated to is illuminating the salvific importance of the "light of art undivorced from reason" that shines in good stories. If this is ok, I'd now like to make a huge leap and suggest that the humble hobbits in Tolkien's world, to whom few but Gandalf pay attention, correspond in some way in our world to good stories, faerie to whom few of the wise of this world pay serious attention, but at a severe cost. Taking the analogy further would suggest that the salvation of the world depends in large measure on theologians recognizing the key role that humble good fairy stories have to play in bringing humanity onto the winning side of the good in its battle vs evil. I haven't said this very well. Can you clarify it?

Stratford: A servant of the Secret Fire would be more appropriate than "keeper", and I think is what I hinted. The Fire is with God, and kept by Him alone. Ultimately, it is none other than the Holy Spirit. So I guess I would make a distinction between the Fire and the light we are speaking of. The Fire is the power of making real. When Melkor sought to create a world independently of God, he needed the Secret Fire to make it possible, but "he found not the Fire, for it is with Iluvatar". Without the Fire, all he could do was copy and spoil. The light of "art undivorced from reason" is I suppose a kind of radiance from the Fire, or a reflection of it, not the Fire itself. Here Verlyn Flieger's book Splintered Light would be most helpful to read. Notice that Tolkien says it is a light "that sees", and so it must also be a kind of primordial consciousness. (Another of the Inklings, Owen Barfield, would have appreciated that, since his big theme was the evolution of consciousness.) That little quote we are discussing, from a footnote in Letter 131, is very condensed. The Light or consciousness of Valinor enables us to "see things... scientifically (or philosophically)", to imagine them by seeing them "sub-creatively", AND to recognize them as beautiful and good. Tolkien associates the Fall with the "divorce" of the first two, which he calls reason and art, and implies that once that divorce has taken place in our consciousness, we can no longer see things in the way the Creator sees them, as "beautiful". (A connection could be made here with what Hans Urs von Balthasar said about the loss of a sense of the importance and meaning of beauty in the modern world.) 
   So I would call Tolkien a "keeper", if you like, of the Light of Valinor in the sense that his work was intended to heal that divorce, to reawaken that primordial consciousness in his readers. In fact back in 1916 he even wrote in one of his letters about his mission as a writer being to "rekindle an old light in the world". He was writing to one of a group of schoolfriends, who felt they had been collectively granted "some spark of fire" to kindle that light. It turned out to be true, and Tolkien was the one who carried the spark, or through whom a glimpse of that light was passed on to us. You are quite right. The Hobbits and their stories embody the "old light" that is in danger of dying out in the world – just as much as the Elves do. In fact the Elves represent it to the Hobbits, and the Hobbits represent it to us, because they are closer to us than the Elves are. We get drawn into the story through the Hobbits, and with the Hobbits we are changed by their experiences. We start to be able to see the Elvish light.
Theologians need to see that they can't help us by using "reason" divorced from "art". Unless their work is imaginative as well as rational they won't be able to show us the light that comes from the Creator.

Glazov: Perhaps this is a good place to end a conversation on the light and glory to be found in our world through the mediation of fairy stories and imaginative literature. What you say suggests that it might not be inappropriate to commence a gentle campaign for Tolkien's beatification and perhaps canonization, who knows?, that could begin with a collection of testimonies to the spiritual nourishment that he may have provided to thousands of people, in ways analogous to those of Lewis and Newman. Are there any hearts and minds in the hierarchy who would be positively responsive to such a desire and credit it? Von Balthasar would have been one of them were he still alive. You probably know of others. Do you think it's a worthwhile venture?

Stratford: I would love to be able to say yes, and I certainly believe that Tolkien must be in heaven. The impact of his books cannot be overestimated, and he was instrumental in the conversion of C.S. Lewis, and thus at least indirectly in the conversion of many others. I think many Catholics would attribute their conversion in part to the influence of his writings on their imaginations, making goodness and providence more intelligible to them – myself included. But there are many saints in heaven who were never formally canonized and never will be. The process of canonization is extremely complex in cases like this, and I am not sure it would even be a good idea to try to get it started. Something similar has been mooted from time to time about Chesterton, because he inspires great devotion and his writings are so full of Christian wisdom. In Chesterton's case it would almost be easier, since his life was explicitly devoted to defending Catholic faith, and there is plenty of testimony to his personal virtues. But even there the cause for canonization has not even been started, and may never be. Tolkien is more complicated, even by his own account. And who would give testimony to his holiness? His colleagues were sometimes bitchy about him, his family probably had mixed feelings and in any case would not want to encourage a religious "cult" around him. That leaves the fans, who admittedly leave little tokens and symbols of their love and votive offerings on his grave in Oxford (I have noticed a woollen eagle, a sheep, scraps of paper inscribed in Elvish, rosary beads, action figures...). But the Church would want more than that. A few miracles would be needed, but first they would have to establish heroic virtue. My own view is that we should thank him in prayer for what he has written, that we should learn from him and study him by all means, praying for him and his family at All Souls, and if we are privately inclined to ask for his intercession, as someone we believe to be close to God, there is nothing to prevent it. No need to worry that he doesn't have his own feast day in the calendar! I trust that does not disappoint you.

Glazov: No it doesn't disappoint me. It's rather fitting really and helps to conform Tolkien to his character Niggle in Leaf by Niggle in a manner that suggests that that story, about the journey through purgatory of a man dedicated to a painstaking realization of the painting of his dreams/imagination, a Tree, but accomplishing no more than one of its leaves on account of constant interruptions and demands on his charity by his neighbors, and meeting little but contempt from the practical world, is autobiographical. It looks forward to the debate he anticipated about his career, reflecting real worries about the judgement he would receive but also a real hope of intercession by his guardian angel. It suggests that he had faith that his life task and vision would serve as a doorway and a gate to the realization of his dreams beyond all measure in heaven, where he would see not only the leaf he sought to realize but the tree and forest and world to which it was attached. I don't know of a more consoling or inspiring text. I've given it to several people who I think are Niggles at heart and it sustained and consoled them beyond measure. On the other hand, it might be enough to think of Tolkien as a Bilbo or a Frodo or a Sam, rather than as a Gandalf, for the labours he undertook, and not give up the hope that, were the first two analogies to apply, the cardinal analogues of Gandalf in our world might commemorate his memory by saying he deserves a publicly recognized place on a ship to Valinor. But as you've alluded to his family, then Sam-Christopher, might be the better judge of this as you say. Would Christopher reciprocate his father's identification of him with Sam (I recall this from somewhere) by identifying his dad with Frodo?

Stratford: I couldn't say anything about Christopher's present view, since I don't know the family well enough. It isn't easy to identify the author, let alone his son, with any one character. Tolkien senior at one point tells us that he feels more like Faramir than any of the other characters – and he also identifies deeply with Beren, whose name is inscribed on his tombstone along with "Luthien" referring to his wife. However, your question brings up an interesting point that takes us in a way to the heart of the books. If you read the series of volumes Christopher edited and published after his father's death under the title "History of Middle-earth", you see that the father-son relationship is closely related in Tolkien's own mind to the theme of storytelling. Over and over again in the early years of his project, after the First World War, he started, and then abandoned, attempts to "frame" the stories that were to become The Silmarillion by developing a plausible account of the "transmission" of the tales. The final version of The Lord of the Rings, as you know, purports to be a transcription of the "Red Book of Westmarch", which originates in the memoir that Bilbo is seen to be writing in Rivendell, which he then hands over to Frodo to complete, as his "heir", and Frodo in turn passes on to Sam. In the posthumously published "Lost Tales", the one who collects the narratives is a man called Eriol, who comes to the island of the Elves from the north of what is now the European mainland and hears the history of the Elves in the "Cottage of Lost Play". The island itself is later conquered by Eriol's sons (Hengest, Horsa, and Heorrenda) and becomes known as "England". In Tolkien's later writings, Eriol becomes Aelfwine ("Elf-friend", which you remember is also one of the names given to Frodo), and by 1937 in "The Lost Road" and 1945 in "The Notion Club Papers" Aelfwine is just one of a series of father-son pairs, descended in direct line from Elendil of Numenor, who share a kind of inherited memory of the island's fall. Tolkien and his son Michael (who was born in 1920) were haunted by exactly such an apparent "memory", a dream of great wave drowning a green land. It would, of course, be neat if the son who shared the dream had been Christopher, who was the one who went on to become the "heir", but nevertheless the idea of inherited memory suggested to Tolkien a non-technological means of time travel that would enable him to root his stories even more firmly in the reality of our present.
   The metaphor of the "leaf" and the "tree" that you found in Leaf by Niggle is tremendously relevant to all this. Not only is each of Tolkien's tales merely a leaf on the great "Tree of Tales" that he tries to sketch out in The Silmarillion, but he sees himself as a leaf on a great tree of ancestors, and the stories are a way of connecting himself and his people, the English, back to Numenor/Atlantis, back to the Elves, and ultimately back to the stars and the first light of creation. It is a vision of history in which we are all connected through a great story that begins in God and returns to him, woven of human freedom under divine Providence, a tale of loss and tragedy and defeat that culminates in eucatastrophe and ends in the healing of all sorrows. This is the landscape and the reality that is revealed to Niggle after his death. Tolkien wrote in one of his letters to his son Michael in the dark days of the Second World War, "The link between father and son is not only of the perishable flesh: it must have something of aeternitas about it. There is a place called 'heaven' where the good here unfinished is completed; and where the stories unwritten, and the hopes unfulfilled, are continued. We may laugh together yet...."

Gregory Glazov teaches at Seton Hall Seminary in New Jersey.



Wednesday, November 2, 2011

Remake the university? How about we understand its purpose first.

Today's piece is a guest post by Michael Lopez. Michael is a few of my favorite things: an attorney-philosopher-graduate student-educator. He previously guest posted here on our shared alma mater and he also guest posts at Joanne Jacob's blog, Linking and Thinking on Education. His own blog is Highered Intelligence.


"But the truth is that nobody has any business to destroy a social institution until he has really seen it as an historical institution." -CK Chesterton.

Preliminarily, I'd like to thank Rachel for inviting me to guest-blog here once more. I've immense respect for her education writing and am honored to be a part of it. She's asked me to write a "response" to this article  in The New Republic about Rick Perry's "higher education vision." The author of the piece is Kevin Carey, the policy director of Education Sector, a DC think tank. And he apparently thinks that Rick Perry has great ideas for the university. So let's do two things up front (besides reading the article): let's identify Perry's ideas, and identify why Carey thinks they're so great.

The article itself provides a link to Perry's "7 Solutions". Carey also provides this brief summary of the relevant steps:
Taken together, the seven solutions are remarkably student-friendly. Four of them focus on improving the quality of university teaching by developing new methods of evaluating teaching performance, tying tenure to success in the classroom, separating the teaching and research functions within university budgets, and using teaching budgets to reward professors who excel at helping students learn. The fifth solution would give prospective students choosing colleges more information about things like class size, graduation rates, and earnings in the job market after graduation. The sixth would make state higher education subsidies more student-focused, and the seventh would shift university accreditation toward measures of academic outcomes.
So what's so wonderful about these efforts on Carey's account? Well, the long and the short of it is that both Carey and Perry share a vision of the role of the university in our society, a vision that has quite a grip on our collective consciousness these days. That vision has a few assumptions behind it: (1) that the role of the university is primarily economic; (2) that the university is part of the "social assembly line" that our elementary and high schools have become in which institutions produce citizens something in the way a screw machine turns out screws; and, (3) that college benefits (or should benefit) everyone who attends, and, specifically, does so through advancing their career prospects.

We can see these assumptions at play throughout Carey's article. For example:
A landmark study of college student learning published earlier this year by the sociologists Richard Arum and Josipa Roksa of NYU and the University of Virginia found that “American higher education is characterized by limited or no learning for a large proportion of students, and persistent or growing [race- and income-based] inequalities over time.” Fixing this problem ought to be a bipartisan concern.
That Carey assumes that these findings "should" be a universal concern convinces me that he doesn't even entertain two notions: (1) that university might not actually have as its mission teaching everyone equally; and, (2) that the university may not be a suitable a tool for eliminating at least some race- and income-based inequalities. These aren't implausible views, in my estimation, and they deserve at least consideration.

The balance of the article is really more about progressivism than it is about Rick Perry. (Although one might have guessed this by looking at the last sentence of the first paragraph, the traditional location of the "thesis statement."--Carey's doesn't mention Perry at all, despite the title and the picture.) His conclusion is, essentially, that progressives should be seriously committed to their goals of equality-through-social-engineering, that they should treat the university as a tool to accomplish those goals, and that they shouldn't allow party-line loyalty to interfere with their vision. Carey is, in other words, calling for a more consistent progressive idealism that pursues goals over political positioning:
Making college more accessible and affordable is, of course, the foundation of progressive higher education policy. Yet Democrats in Texas have almost uniformly denounced Perry’s plans.
Running through much of this discussion is a common theme: that students aren't getting everything they should from college, that some professors are not great teachers, and that the university is failing in its primary mission to educate the population and prepare them for the workforce. And there's no doubt in my mind whatsoever that universities are, indeed, failing to prepare students for the workforce. Carey and I agree about that. 

Where we disagree is that I question whether universities should be in the workforce-preparation business in the first place. That might seem like a bit of heresy these days, when the phrase "get a college degree" is almost ubiquitously followed with the words "in order to get a good job." But the fact of the matter is that while certain portions of the university are geared towards employment preparation--schools of engineering, education, law, medicine, and the like--the undergraduate curriculum is typically a curriculum in the liberal arts. That is, it is a preparation not for employment, but for life as a free, educated member of the civic body. The university has always had this split, since its inception: there was the arts curriculum on the one hand, and then there was advanced study in Theology, Medicine, or Law on the other.

The study of the liberal arts-- the preparation to live a civic life--is primarily about maturity, reflectiveness, and grounding in culture and philosophy. It's about the development of reason and the contextualization of experience, all so that one's "wider view" of the world might be brought to bear in the course of one's life. Public universities were established in order to make this sort of personal development more available to the populace, on the theory that an informed citizenry is a better citizenry, not necessarily a wealthier citizenry. (Please note that I am referring only to the more common programs at colleges of Arts and Sciences; there is a difference between the purposes of liberal arts programs on the one hand, and technical colleges such as Texas A&M on the other.)

Now perhaps this is something that we should hope for everyone, and maybe college should be more accessible, and cheaper. But if so, it's not because college is simply the last step in preparation for the workforce. The benefit of college (in the sense I'm talking about) isn't economic and the outcome of a college education should not be judged in terms of either economic outcome or economic parity.

This vision of the university does not see the professor as a content-delivery system. That is the role of the teacher in high school, which really is an institution developed and geared towards the distribution of foundational skills for use in one's economic life. Indeed, the K-12 system was developed after the university system, and can credibly be seen as a way to fill a foundational-skills void that the university system was never designed to address. A college professor is not a high school teacher; a professor is there because he or she ostensibly has a subject-matter expertise that makes him or her a resource for those who would like to learn about those things. The burden of learning, however, is on the student; the college student should be one who can teach him or herself, and who can use the professor as a resource in their own educational development.

The high school, by contrast, is an institution for imparting foundational skills that enable students to pursue their own goals and interests. If we see education as the project of providing students with the ability to lead good, flourishing lives, we can see high school as providing the student with the means, the capacities for action, while the liberal arts curriculum helps refine the student's goals.

Yet somewhere along the line--I suspect it was in the 60's--someone decided that college should become the new high school, that a college degree should be the natural continuation and culmination of the basic-skills acquisition that the K-12 system was designed to impart. Progressives like Kevin Carey see college as a way to level the playing field, to achieve their dream of economic egalitarianism. But I think it's the wrong tool for the job, and by leaving it to colleges to pick up the slack left off by a failing high school system that has substantially abandoned any attempt at hard and fast academic standards, we're asking colleges to deliver something that they are not originally equipped to deliver.

It's hardly a surprise that colleges fail at tasks for which they are, by design, incredibly ill-suited. That failure may be a problem, but by proposing seven-point reforms like those advocated by Perry, we're not "fixing" the university, but rather reshaping it into something else.

Now maybe that's really for the best. So far, I've been merely descriptive, offering an alternative vision of the university. It happens that, historically speaking, my vision is much more accurate than Perry's or Carey's. But that doesn't mean it's the best vision for our future. Nevertheless, I think that it's important that we understand what we are doing, and that we avoid the fallacy of Chesterton's Fence, that is, the reform or changing of institutions without regard to the purposes for which they were initially constructed. (Megan McArdle discusses that fallacy here. Please, especially read the block quote from CK Chesterton.) We have universities that provide a liberal arts curriculum for a reason--presumably because the society which attends to such things is a better society. If we "reform" the university, we do so at the risk of losing the benefit of that original purpose. To overstate the case somewhat, by transforming that which gives us a vision of the good life into that which gives us financial success, we risk pursuing money at the expense of our national soul.

I hope readers will excuse me if I'm not quite as eager as Perry and Carey to sprint down that road.