RIP Grant Wiggins

Sadly, education lost a brilliant researcher and advocate this week when Grant Wiggins, one of the fathers of Understanding by Design, passed away suddenly. While I can add nothing that has not already been said, I encourage you to visit and explore his blog. He has some excellent material on assessment, literacy, social studies education, curriculum design, and more. His loss will be felt for a long time.

Here are three recent posts of his that are relevant for us as social studies and civics educators.

This first one looks at the NAEP results that were recently released to quite the hue and cry:

wigginsNAEP

Another post asks an important question, and a frustrating one: why do history teachers lecture so much? In case you can’t tell, he is NOT a fan.

lecture

One of the positive things about Dr. Wiggins’ blog is that he is responsive to feedback and participatory in the comments, so he has a follow up post that sort of addresses the question while offering solutions. This post is done by a colleague of his, a practicing history teacher even, that allows Wiggins to give the stage to someone who can sell the point perhaps a little stronger! 

history lectre

I encourage you to remember Wiggins as a leader, and be sure to check out his recent and important work!


Problematic Heroes

Heroes play an important role in our culture.

Whether they come in the form of celebrities, caregivers, or activists, heroes inspire us. They show us what a person can achieve, and they provide guidance – intentionally or not – on how a person should live.

There’s just one thing – heroes aren’t perfect.

None of us are perfect.

I tend to think of Gandhi as the quintessential problematic hero. He is widely revered and his words are often uttered as hallowed. As if we could truly build a better world if only we could internalize what it means to be the change you wish to see in the world.

But despite his near-saint status, Gandhi was not without his faults.

Speaking of Jews in World War II era German, Gandhi wrote:

And suffering voluntarily undergone will bring [Jews] an inner strength and joy which no number of resolutions of sympathy passed in the world outside Germany can…The calculated violence of Hitler may even result in a general massacre of the Jews by way of his first answer to the declaration of such hostilities. But if the Jewish mind could be prepared for voluntary suffering, even the massacre I have imagined could be turned into a day of thanksgiving and joy that Jehovah had wrought deliverance of the race even at the hands of the tyrant. For to the godfearing, death has no terror. It is a joyful sleep to be followed by a waking that would be all the more refreshing for the long sleep.

That’s some commitment to non-violence.

Furthermore, there is significant evidence that Gandhi was “a most dangerous, semi-repressed sex maniac.” It is certainly well documented that he preferred to sleep “naked next to nubile, naked women to test his restraint.”

I could go on with other problematic elements of Gandhi’s character and beliefs, but I think I’ll stop there.

The point is – the man was far from perfect.

And I don’t mean to pick on Gandhi. I suspect that under the surface of many of our revered, we’d find imperfections and flaws. Racism, dark elements of their past, or simply habits that would trouble our refined sensibilities.

There’s a reason why Jackie Robinson was selected as the first black major league baseball player:

The first black baseball player to cross the “color line” would be subjected to intense public scrutiny…the player would have to be more than a talented athlete to succeed. He would also have to be a strong person who could agree to avoid open confrontation when subjected to hostility and insults, at least for a few years.

And there’s a reason why Rosa Parks’ predecessors weren’t successful in launching the Montgomery Bus Boycott. 15 year-old Claudette Colvin, the first to be arrested for not moving to the back of the bus, was “too dark skinned, poor, and young to be a sympathetic plaintiff to challenge segregation.”

Activists Aurelia Browder, Susie McDonald, Mary Louise Smith and Jeanette Reese were similarly seen as not being the right icon for the movement.

But icons aren’t always selected by shrewd organizers, carefully crafting an effort to shift public opinion.

Sometimes these heroes just emerge.

And we should not be surprised to find them flawed.

Perhaps the Greeks were wise to see their gods as afflicted by the drama of human emotions; a hero always has his hubris.

And none of this is to say we should abandon our heroes – that we should be disappointed with their humanity and cast them aside for their flaws.

But we should see them not as a remote icons of perfection, but as whole people – struggling with their flaws just as we struggle with ours.

And then we much each decide whether we find a person’s failings forgivable – whether we can still find wisdom and insight in their words.

facebooktwittergoogle_plusredditlinkedintumblrmail

Ashbrook Weekend Colloquia

Just wanted to take this opportunity to remind friends and colleagues that the deadline to apply to attend Ashbrook’s excellent on-location weekend colloquia is around the corner. I had the opportunity to attend one at Mt. Vernon very recently, and it was incredible. If you have the chance to go, I encourage it. Plus, they give you a nice stipend to help defray costs! The message from our friends at Ashbrook is below.  I would LOVE to attend a couple more of these! (You may be more familiar with Ashbrook through their Teaching American History website).

If you have not yet applied, or are waiting to apply, now is your last chance! Apply today for elite Ashbrook Weekend Colloquia on American History and Government at Historic Sites during the summer of 2015. The application deadline is this Sunday, May 31st.
You and teachers like you from across the country will have the opportunity to:
  • Visit historic sites, like Independence Hall or Monticello
  • Experience Ashbrook’s unique discussion-based format
  • Engage in thoughtful conversation with fellow teachers, guided by a historian/political scientist
  • Explore primary source documents
  • Increase your expertise and develop content knowledge
  • Reignite your passion for your subject area
  • Take ideas back to your classroom that inspire your students
  • Earn up to 8 contact hours, with the option to earn 1 graduate credit
  • Receive a stipend of $425 to defray the cost of travel, plus have your program accommodations for the weekend provided by Ashbrook
  • Be treated to complimentary continental breakfast, lunch, dinner and refreshments during the program
  • Abraham Lincoln’s Political Choices and the Necessity of Eloquence
July 17-19, 2015
Springfield, IL

  • Thomas Jefferson and Education
July 24-26, 2015
Charlottesville, VA

  • The Jefferson Enigma: Founder and Statesman
July 24-26, 2015
Charlottesville, VA

  • Creating a Constitution
July 24-26, 2015
Philadelphia, PA

  • Creating a Constitution
July 31 – August 2, 2015
Philadelphia, PA

  • Security, Self-Determination, and Empire: The Grand Alliance, 1941-1945
July 31 – August 2, 2015
New Orleans, LA

  • Calvin Coolidge: Silent Cal Speaks
August 14-16, 2015
Killington, VT

  • Alexander Hamilton: Treasury Secretary and Indispensable Presidential Advisor
August 21-23, 2015
Philadelphia, PA


We look forward to meeting you at one of our programs. Please direct any questions to:
            Monica Moser
            Teacher Programs Coordinator
            MMoser@ashbrook.org
            (419) 289-5411

Everybody Wants to Rule the World (?)

There’s a famous adage – or maybe it’s just a Tears for Fears song – that everybody wants to rule the world.

That sounds like a reasonable declaration for a particularly desperate day – when it seems like everybody is just out for themselves, willing to push people over to get to the top.

But there’s another way to interpret this phrase.

Someone once told me a possibly apocryphal story about Ray Bradbury. The author was 18 when the 1938 War of the Worlds broadcast originally aired. I am told that after hearing the reports of alien invasion, young Bradbury and his brother packed sandwiches and sat out on a nearby hill.

Because the world was ending.

And it wasn’t just that the world was ending, it was that his world was ending. I’ve never found any documentation of this story, but I’ve always remembered it, and remembered Bradbury’s argument that his own death meant the end of the world.

It wasn’t a self-centered argument, but rather a commentary on the nature of reality and autonomy.

Each person has a unique perspective – not only does each person bring their own unique experience, each person experiences life uniquely. Perhaps the color I see is not the color you see.

We have developed effective mechanisms for translating across these experiences – so you and I may agree the sky is “blue” even if we experience that blueness differently.

But fundamentally, our experiences are different. Our experiences are unique. My world is not synonymous with your world.

Given that approach, wanting to rule the world is no longer about domination of everyone’s world. It’s about domination of one’s own world.

Everybody wants to rule their world.

Everyone wants freedom and autonomy. And everyone wants the right to have a say over their own existence and experience.

Of course, sometimes our needs and desires – our worlds, if you will – come into conflict, and we require collaborative tools such as politics to mediate such conflict.

But fundamentally, I suppose, it’s true – everybody wants to rule the world. And everybody has a right to.

facebooktwittergoogle_plusredditlinkedintumblrmail

defining “games”

I am reading Josh Lerner’s Making Democracy Fun: How Game Design Can Empower Citizens and Transform Politics because it makes an important argument. Games are fun for specific reasons; most political processes fail to be fun because they lack those elements; and we could make politics more fun without sacrificing serious purposes if we learned from game design. That’s the great value of the book, but here is a philosopher’s digression ….

Lerner (p. 29) defines games as “systems where players engage in artificial conflict, defined by rules, that results in measurable outcomes.” My ears perk up at any definition of “games” because Ludwig Wittgenstein famously avoids defining that word in his Philosophical Investigations. There he observes that games come in many different forms and asserts that no single feature defines them all. Games constitute a family of cases, each of which resembles several others even though they are not all alike in any particular respect. We know how to use (and teach) the word “game” even though we cannot define it in terms of necessary and sufficient conditions. This observation is important for Wittgenstein because he believes that language is a heterogeneous set of games. And we think in language. Thus our thought is a set of practices that lack a common feature, yet we can learn to think and communicate.

Lerner offers a definition. He emphasizes relevant and important features of many practices that we call “games”–features that we should heed when we design political processes, which is Lerner’s interest. One wouldn’t need his definition to understand the word “game”: I have been playing games for almost half a century without thinking in Lerner’s terms. His doesn’t exactly work as a literal definition, because, for instance, a business competition could easily be an “artificial conflict, defined by rules, that results in measurable outcomes” such as profit and loss. If that competition is devoid of fun, we wouldn’t call it a “game,” except metaphorically. Also, if you showed Lerner’s definition to someone who had never played a range of games, it wouldn’t communicate what he has in mind. This person might think of standardized tests, duels, court cases, and other artificial conflicts that we don’t usually call “games.”

This is not a criticism of Lerner. I think his definition plays its intended role in his book. He presumes some real world experience with games and provides many vivid examples to expand one’s store of cases. His definition points to general tendencies in those examples that are important in a different context, politics. That is a typical and appropriate way to advance an argument. But I am left thinking that Wittgenstein was right about the indefinability of the word “game.”

(As a digression on this digression: Wittgenstein wrote in German, and the word “Spiel” means both “game” and “play.” For Lerner, the differences between the English words “game” and “play” are important; to make politics more game-like is different from making it more playful. Does Wittgenstein fail to see a common denominator to all “Spiele” because that word encompasses play as well as games? I don’t think so: all of his examples are actually “games” in the English sense. His argument works perfectly well when translated.)

The post defining “games” appeared first on Peter Levine.

Great Pre-Conference Sessions @ Frontiers of Democracy

Tufts-logoWe recently mentioned here on the blog that the pivotal Frontiers of Democracy conference is happening in Boston this June 25th – 27th, and the conference itself is reason enough to make the trip. But with the announcement of two pre-conference workshop, both headed by NCDD members, there’s even more reason to attend.

Both of these pre-conference sessions will happen on Thursday, June 25th from 1-4pm, so unfortunately, you have to choose one, but both promise to be excellent learning opporutinities.

NCDD Supporting Member Cornell Woolridge, founder of CivicSolve, will be hosting a pre-conference session called “Civic Engagement & Disability Advocacy: The Peril & Promise of Bursting Bubbles.” Here’s how Cornell describes the workshop:

Once one of the most ignored and abused populations in the nation, the disability community received long overdue recognition and protections through the Americans with Disabilities Act of 1990. In the wake of the ADA, much of the disability advocacy community has created bubbles of protection and shared experience, but what happens when that bubble gets in the way of integration? What happens when the disability advocacy community shifts focus from services, self-advocacy and support groups to civic education and community development? CivicSolve and the National Association of Councils on Developmental Disabilities (NACDD) have been working together for nearly two years to address these questions. This session will present the story of this partnership between CivicSolve & NACDD and explore how civic engagement can be a tool both for building community and building identity.

The other session will be co-led by NCDD Founding Member Nancy Thomas and NCDD Supporting Member Timothy Shaffer – co-leaders of the Democracy Imperative – and is titled “Political Learning and Engagement in Democracy 365.” Here’s how Nancy and Tim describe it:

According to the National Study of Learning, Voting, and Engagement (NSLVE) at Tufts University, only 47% of college students voted in 2012. Voting can serve as a gauge of student willingness or capacity to engage in public life. For example, Harvard’s Institute of Politics 2015 survey found that only 21% of young people consider themselves “political engaged or active” and only 7% engaged in a government, political or issue related organization over the past year. Polls suggest that Americans view the political system as inefficient if not corrupt, distant if not elitist, and willfully disdainful of their opinions.

Citizen disengagement is exacerbated by the reality that colleges and universities, both public and private, often shy away from politics, controversial issues, and educating students for social activism or political engagement. We found some exceptions, however. Using NSLVE data to select campuses, researchers conducted case studies to examine how institutions foster campus climates that support student political learning and engagement in democracy. On these campuses, students are taught to analyze, communicate, and debate information. Social connections are so strong that “movements” happen almost spontaneously. Students feel a sense of shared responsibility for their campus, their peers and their learning. Curricular and co-curricular experiences capitalize on student diversity of identity, perspectives, and ideology. Free speech, academic freedom, and controversial issue discussions are robust and pervasive. These are not isolated “best practices” but deeply embedded practices and norms that have been intentionally cultivated by the institution over time. Political engagement is not just for political science majors and it is not just for an election season. Engagement in democracy is pervasive, habitual, and 365 days a year.

In this workshop, we will examine the NSLVE findings and then move to a learning exchange on how campuses can foster environments conducive to political learning and engagement in democracy for all students.

We highly recommend checking out both of these pre-conference workshops at the Frontiers conference! You can learn more about the conference here or go ahead and get registered by clicking here.

Humboldt Bay Municipal Water District

The Humboldt Bay Municipal Water District (HBMWD) designed and implemented an innovative and highly participatory public planning process about water use, a controversial subject in a drought-prone state. The process resulted in three promising solutions that the District is pursuing and that all stakeholder groups support.

Where the Streets are Reclaimed

There was some news coming out of my hometown this weekend. Oakland Mayor Libby Schaaf instituted a ban on nighttime protests in response to Sunday’s #SayHerName protest.

Mayor Schaaf argued that “there have been no changes to any city policy or enactment of any new ordinances in any way to prohibit peaceful protests,” however, it seems clear that this is a novel interpretation or implementation of city laws.

After night fall, Oakland Police Officers will “block demonstrators from marching in the streets.”

This, despite the fact that “Oakland crowd control policy specifically states that OPD will facilitate marches in the street regardless of whether a permit has be obtained as long as it’s feasible to do so.”

Of course, since its implementation, there have been protests every night as citizens peacefully test the limits of the new regulations.

Now, too be fair, Mayor Schaaf is in a difficult position. She was harshly criticized at the beginning of the month for the vandalism which occurred at Oakland’s May day protest.

And I don’t imagine Oakland to be a city where keeping demonstrations peaceful is easy. Oakland has long been known for its riots – for social justice and Raider’s games alike.

Some of that reputation is overblown racism from the wealthier side of the bay – but as an Oaklander myself, I have to admit, even riots make me a little proud.

So, reasonable or not, the city government sees two possible actions: minimally impinge on protestors rights, risking significant property damage, OR minimally impinge on property-owners rights, ensuring the safety of homes and businesses but restricting the freedom of protesters.

From that point of view, I’d expect most city officials to go with the property-owners. The first responsibility of any government is to ensure the safety of its citizens and their belongings. Justice will almost always take a back seat to that.

I see similar logic coming out of Baltimore and other cities – when a portion of the population turns to looting and vandalism, best impose a curfew. Keep the law abiding citizens out of the way, and clean up the trouble makers. That’s the best solution for the folks who don’t want any trouble.

In someways, that approach is not dissimilar to the shutdown of Boston which occurred following the 2013 marathon bombing. Police were searching for a suspect, a lot was uncertain, and they asked the rest of us to stay out of the way while they got their work done. Seems reasonable.

There’s just one thing: perusing a man who set bombs off across the city – even hurling explosives at police as they fled – is not the same thing as protecting a city from itself.

These are Oaklanders out on the street protesting. These are Baltimoreans and New Yorkers, and folks from Ferguson.

Whose streets? They chant. Our streets.

These are our streets.

I’m not convinced the problem is really a zero-sum game as it’s been laid to to be. Does it really come down to a choice of restricting freedom for protestors or restricting rights of property owners? Are those really the only choices we have?

That implies that government’s role is primarily to protect the rights of the majority. That whenever conflict arises, it is the minority who must suffer. It’s James Madison’s fear of factions all over again.

Our government was designed to prevent this.

But perhaps it could do a better job. Perhaps too often the rights of the minority are subjugated to the rights of the majority.

Indeed, they are – that’s why we protest.

facebooktwittergoogle_plusredditlinkedintumblrmail

Participatory Budgeting in Mayan Village, Chengdu, China

Author: 
With 30 years of rapid economic advancement in China, there has been growing disparities of public services and divisions between urban and rural communities. To address this, participatory budgeting was implemented in China on a massive scale, particularly in the municipality of Chengdu over the period of 2009-2012. The Chengdu...