kohn – Explorations in Pedagogy and Society

Returning to The New Teacher Book, this week’s readings highlighted some of the psycho-social difficulties implicit within classroom management. Contradicting the best intentions of many new teachers, students are presented as unreliable in their ability to treat others with respect. There is tacit acknowledgement that in order to provide a safe and engaging classroom/learning environment, rules and guidelines need to be implemented. Given that behavioral concerns are certain to affect our teaching, there was a decidedly pragmatic flavour to the readings. However, as has been noted by my classmates, there are significant differences in behavioral concerns within elementary and secondary classrooms (e.g., secondary teachers are unlikely to have the same problems as elementary teachers in their attempt to get the class to sit in a circle on the floor, but that doesn’t mean there won’t be problems (p. 115).). The text’s focus on behavior management in elementary classrooms – to the exclusion of secondary classrooms – doesn’t necessarily eliminate its relevance to secondary teachers, but elementary teachers will probably find more direct correspondence to their daily experience.

Dale Weiss’s essay, “Making Rules”, conveyed his attempts to revise his teaching style in order to improve students’ classroom experience. The author recounts a harrowing anecdotal narrative in which students were unable to self-organize in order to form a circle or stay on task (p. 115-116), which lead him to begin exploring communally-derived classroom guidelines. Suggesting that one can ‘learn from chaos’, Weiss attempts to demonstrate that behavioral challenges aren’t without pedagogical merit – with some creativity, they can often provide meaningful ‘teachable moments’ with lasting impact.

For Discordians, physicists and mathematicians, order and chaos have special primacy. Physicists and mathematicians remind us of the Laws of Thermodynamics, which govern the relationships between different forms of energy – especially heat. The Second Law of Thermodynamics postulates that “entropy in a closed system can only increase”, so entropy (i.e., unpredictability, chaos, randomness) is relative to order. To put it another way, as the amount of order in a system increases, the amount of entropy must also increase, and vice versa. This understanding also has a correlate in information theory, where information is seen as relative to its amount of predictability. As an event becomes more predictable, the amount of information it carries decreases. Unpredictable events, on the other hand, are characterized as ‘information dense’. Relating this to teaching, chaotic environments offer the greatest potential for creating new forms of order, while orderly environments offer the least potential for creating new forms of order. Discordians and Subgenii, of course, know this already.

Discordianism may be seen as a ‘joke disguised as a religion’ or a ‘religion disguised as a joke’. Their creation myth derives from the ancient Greeks, and their central goddess is Eris, who presides over discord and dissonance:

It seems that Zeus was preparing a wedding banquet for Peleus and Thetis and did not want to invite Eris because of Her reputation as a trouble maker.

This made Eris angry, and so She fashioned an apple of pure gold and inscribed upon it KALLISTI (“To The Prettiest One”) and on the day of the fete She rolled it into the banquet hall and then left to be alone and joyously partake of a hot dog.

Now, three of the invited goddesses, Athena, Hera, and Aphrodite, each immediately claimed it to belong to herself because of the inscription. And they started fighting, and they started throwing punch all over the place and everything.

Finally Zeus calmed things down and declared that an arbitrator must be selected, which was a reasonable suggestion, and all agreed. He sent them to a shepherd of Troy, whose name was Paris because his mother had had a lot of gaul and had married a Frenchman; but each of the sneaky goddesses tried to outwit the others by going early and offering a bribe to Paris.

Athena offered him Heroic War Victories, Hera offered him Great Wealth, and Aphrodite offered him The Most Beautiful Woman on Earth. Being a healthy young Trojan lad, Paris promptly accepted Aphrodite’s bribe and she got the apple and he got screwed.

As she had promised, she maneuvered earthly happenings so that Paris could have Helen, then living with her husband Menelaus, King of Sparta. Anyway, everyone knows that the Trojan War followed when Sparta demanded their Queen back and that the Trojan War is said to be The First War among men.

And so we suffer because of The Original Snub. And so a Discordian is to partake of No Hot Dog Buns (“Principia Discordia”, p. 17).

Order and chaos are obviously central to Discordianism. Among their imaginative doctrines of ‘psycho-metaphysics’ is the ‘Eristic Principle’:

The Aneristic Principle is that of apparent order; the Eristic Principle is that of apparent disorder. Both order and disorder are man made concepts and are artificial divisions of pure chaos, which is a level deeper than is the level of distinction making.

[…]

We look at the world through windows on which have been drawn grids (concepts). Different philosophies use different grids. A culture is a group of people with rather similar grids. Through a window we view chaos, and relate it to the points on our grid, and thereby understand it. The order is in the grid. That is the Aneristic Principle.

Western philosophy is traditionally concerned with contrasting one grid with another grid, and amending grids in hopes of finding a perfect one that will account for all reality and will, hence, (say unenlightened westerners) be True. This is illusory; it is what we Erisians call the Aneristic Illusion. Some grids can be more useful than others, some more beautiful than others, some more pleasant than others, etc., but none can be more True than any other.

Disorder is simply unrelated information viewed through some particular grid. But, like “relation”, no-relation is a concept. Male, like female, is an idea about sex. To say that male-ness is an “absence” of “female-ness”, or vice versa, is a matter of definition and metaphysically arbitrary. The artificial concept of no-relation is the Eristic Principle.

The belief that “order is true” and disorder is false or somehow wrong, is the Aneristic Illusion. To say the same of disorder, is the Eristic Illusion.

The point is that (liitel-t) truth is a matter of definition relative to the grid one is using at the moment, and that (capital-T) Truth, metaphysical reality, is irrelevant to grids entirely. Pick a grid, and through it some chaos appears ordered and some appears disordered. Pick another grid, and the same chaos will appear differently ordered and disordered.

Reality is the original Rorschach (“Principia Discordia”, p. 49-50).

Some prevailing attitudes towards chaos, in light of my understanding of Universe, seem misguided. Rather than shunning chaos, I see it as worthy of embrace. Weiss, on the contrary, thinks that ‘students want structure’ (p. 118) – which he equates with rules and consequences. This seems unlikely to me. Although students (and citizens!) are typically dependent on external agents for normative standards, I tend to think that this furthers misanthropic agendas. We don’t need to be moving towards increased dependence on externally-derived standards; rather, I favor personal and social accountability. Whereas punishments and rewards appeal to extrinsic motivations, I see more value in intrinsic motivations. Extrinsic motivations resonate with the childish whims of the ego, but intrinsic motivations foster coherent psycho-personal growth and wisdom. This dichotomy represents a fundamental revaluation of responsible citizenship and pedagogy.

Kelley Salas’s essay on anger management in the classroom explored methods of integrating disruptive behaviors into the curriculum without marginalizing anyone. Strangely, her sensitivity to stereotyping behaviors seemed to ignore the foundations of those stereotypes. Suggesting that she “did not want [her] classroom to be a place where students or staff were allowed to reinforce stereotypes that link anger with boys and men, especially African-American boys and men” (p. 166), one might wonder if she bothered to do any research beforehand. Men are disproportionally prone to anger-management problems. Among other factors, hormones play a strong role in this condition. (see also: “Understanding the Cycle of Violence”) It would be dishonest to suggest that all men are angrier than women, but when looking at averages and psychological data, the trends are clear. Women, far from being pacific, are also prone to anger-management problems, but the manifestations are different. Men are more prone to externalize anger and women are more likely to internalize it or subvert it. I’m not “reinforcing stereotypes” by having some understanding of the prevalence of maladaptive behaviors. Ignoring the foundations behind stereotypes seems as intellectually irresponsible as ignoring the divergent experiences of various ethnic groups (i.e., ‘reverse racism’). In my opinion, the teacher – and students – would be better served by an honest discussion on anger-management, and this discussion should not exclude gender-specific distinctions.

“The Challenge of Classroom Discipline”, Bob Peterson’s essay on discipline and behavior management, offered a few helpful ideas for elementary teachers, but secondary teachers would probably find it less relevant. However, I was amused to find a synchronistic reference to Alfie Kohn (p. 174). Kohn has examined the effects of intrinsic and extrinsic motivations, and suggests that intrinsic motivations are generally superior. Whereas extrinsic motivations foster egocentric behaviors, intrinsic motivations are said to engender a socially diffused ego. Students who are taught to favor extrinsic motivations (rewards & punishments) learn that in the absence of reward/punishment, there is no value in altruism. (see also: “Filling the Void”)

In conclusion, this week’s readings were less daunting than last week’s, but I was once again left wondering whether I’d learned anything. The New Teacher Book may be a fantastic resource for those who have never stepped in front of a classroom, but for those with more classroom experience, the value is largely limited to references for resources. All teachers will struggle with behavior management challenges. The New Teacher Book may give a few pointers on how to weather those storms, but there is no substitute for direct experience.

The UBC Bookstore finally got around to re-stocking copies of The New Teacher Book, so at long last, I had the opportunity to see what all the fuss was about. By and large, most of the comments seem to be supportive of the text, but popularity is a tenuous beast. Nonetheless, I found the first two sub-chapters immensely helpful, and I’ve no doubt several of those titles will be snug in a bookshelf in my home library within the next few years. Their list didn’t presume to be all-encompassing, but I thought I might supplement it a bit with a few resource references of my own. First, I’ll touch on a few pedagogically-relevant authors, but I’ll also have a few Social Studies/History-relevant too.

Alfie Kohn: (Wiki Ed)

Kohn’s work has had a profound impact on my attitudes towards pedagogy (and parenting). He’s somewhat of a prolific author, but I’d recommend some over others. These are my favorites (so far):

No Contest: The Case Against Competition – This book made Kohn famous, and rightfully so, in my opinion. It is supremely relevant to educators to be informed on the impacts of competition, and to begin thinking of creative ways to replace it with cooperation. If teachers allow a competitive environment to flourish in their classrooms, we all suffer.
What Does it Mean to Be Well Educated? – And More Essays on Standards, Grading, and Other Follies – This is a compact but incisive exploration of the “real goals” of schooling. He suggests that we generally ignore the “real goals” of schooling in favor of “misguided models of learning and motivation.” It’s very approachable and discusses a very relevant question. He certainly changed my views on what I think it means to be “well educated”.
Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise, and Other Bribes – This provocative text explores the effects of managing children with a ”Do this and you’ll get that.” attitude. He argues that people “do inferior work when they are enticed with money, grades, or other incentives” and that “the more we use artificial inducements to motivate people, the more they lose interest in what we’re bribing them to do.”
Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason – In 2006 Kohn won a gold medal from the National Parenting Publications Awards for this book. I’ve seen to it that all our friends with children have a copy; I must’ve bought seven or eight copies by now. Anyone who regularly engages children and adolescents could benefit from reading this book.
What to Look for in a Classroom, The Schools Our Children Deserve – Moving Beyond Traditional Classrooms and “Tougher Standards”, and The Homework Myth are also worth a gander.

[youtube]https://www.youtube.com/watch?v=PRE2gqjQx5Q[/youtube]
Kohn on punishment

If that piques your interest, you might also see Kohn on positive reinforcement.

John Taylor Gatto: (Wiki)

John Taylor Gatto is an American retired school teacher of 29 years and 8 months and author of several books on education. He is an activist critical of compulsory schooling and of what he characterizes as the hegemonic nature of discourse on education and the education professions.

I can’t recommend Gatto strongly enough. Whereas Kohn’s work has great relevance to parents, teachers and administrators (ignoring the pundits), Gatto’s work has relevance to anyone who is a product of a North American public education.

[youtube]https://www.youtube.com/watch?v=26DvPQ7EIQ4[/youtube]
John Taylor Gatto – “Classrooms of the Heart” (1991)

Dumbing Us Down – The Hidden Curriculum of Compulsory Schooling – This is a concise yet devastating attack on the institution of modern compulsory schooling. It was built around his essay “I Quit, I Think”:

Government schooling is the most radical adventure in history. It kills the family by monopolizing the best times of childhood and by teaching disrespect for home and parents. The whole blueprint of school procedure is Egyptian, not Greek or Roman. It grows from the theological idea that human value is a scarce thing, represented symbolically by the narrow peak of a pyramid.

That idea passed into American history through the Puritans. It found its “scientific” presentation in the bell curve, along which talent supposedly apportions itself by some Iron Law of Biology. It’s a religious notion, School is its church. I offer rituals to keep heresy at bay. I provide documentation to justify the heavenly pyramid.

Socrates foresaw if teaching became a formal profession, something like this would happen. Professional interest is served by making what is easy to do seem hard; by subordinating the laity to the priesthood. School is too vital a jobs-project, contract giver and protector of the social order to allow itself to be “re-formed.” It has political allies to guard its marches, that’s why reforms come and go without changing much. Even reformers can’t imagine school much different.

David learns to read at age four; Rachel, at age nine: In normal development, when both are 13, you can’t tell which one learned first—the five-year spread means nothing at all. But in school I label Rachel “learning disabled” and slow David down a bit, too. For a paycheck, I adjust David to depend on me to tell him when to go and stop. He won’t outgrow that dependency. I identify Rachel as discount merchandise, “special education” fodder. She’ll be locked in her place forever.

In 30 years of teaching kids rich and poor I almost never met a learning disabled child; hardly ever met a gifted and talented one either. Like all school categories, these are sacred myths, created by human imagination. They derive from questionable values we never examine because they preserve the temple of schooling.

That’s the secret behind short-answer tests, bells, uniform time blocks, age grading, standardization, and all the rest of the school religion punishing our nation. There isn’t a right way to become educated; there are as many ways as fingerprints. We don’t need state-certified teachers to make education happen—that probably guarantees it won’t.

How much more evidence is necessary? Good schools don’t need more money or a longer year; they need real free-market choices, variety that speaks to every need and runs risks. We don’t need a national curriculum or national testing either. Both initiatives arise from ignorance of how people learn or deliberate indifference to it. I can’t teach this way any longer. If you hear of a job where I don’t have to hurt kids to make a living, let me know. Come fall I’ll be looking for work.
The Underground History of American Education – This is a stupendous resource with monumental breadth. It’s mostly available free online, here. It’s a common assumption that schools “fail”, and the solution to this is often “more funding”. Gatto shows with crystal clarity that we aren’t looking at a failed educational system; we’re confronting a thoroughly insidious hegemony intent on universalizing stupidity. IMO, this is an absolute must read.

If you’re curious about the general context:

[youtube]https://www.youtube.com/watch?v=uexMYBkfCic[/youtube]
History of Compulsory Schooling

And now for a few relevant to Social Studies/History:

The Paradigm Conspiracy: Why Our Social Systems Violate Human Potential — And How We Can Change Them, Breton & Largent
Toxic Sludge is Good for You!: Lies, Damn Lies, and the Public Relations Industry and/or Trust Us, We’re Experts! How Industry Manipulates Science and Gambles with Your Future, Stauber and Rampton
The Modern School Movement: Anarchism and Education in the United States, Paul Avrich [This is published by AK Press, which has a terrific catalogue of titles, and an affordable monthly bookclub too.]

Edging into chapter 2, “Curriculum is Everything that Happens” and “How am I Going to Do This” were somewhat less helpful. There weren’t any major points of contention, but there wasn’t anything ‘new’ added to the dialectec either (aside from the references). The advice they give seemed reasonable enough. I especially appreciate the attention to union activism, which I think is tragically deficient in most instances. If we allow ‘curriculum’ to entail “everything that happens”, it seems like the usefulness of the term is suspect. If curricula are “everything that happens”, are they engaged in the curricula while peeing on each other in the bathroom? What about while they’re out back, smoking reefer? Or when they’re planning out how they’re going to cheat on your test? I don’t think we do ourselves any favors by being unnecessarily nebulous in our semantics. There may be derivative effects, but I see the curriculum as the corpus of study as designed by a pedagog for the purpose of instructing pupils. There’s value (and harm!) in specificity.

In regards to eeking out with your sanity, the authors and editors provide the reader with good suggestions. Other teachers in your social circle will help you through dark times. In my case, I’ve got a mutual support network a priori, as my wife is also a Social Studies teacher. That puts us in competition for jobs, but the benefits of our cooperation are of inestimable value.

Tobey