The Eulogy Virtues Valued in Life

This is a photo of the cover of David Brooks's latest book, The Road to Character, 2015. David Brooks has been challenging young people lately to think about more than what he calls the “résumé virtues.” His latest book is called The Road to Character, and he has been touring the country to talk about what’s more important than the many small steps we take in advancing our careers. Which matters more: what people think or say about your résumé, or what people will say at your funeral?

Brooks argues that so many of us today focus on the wrong things — on getting the next notch in our belts — when what we should be developing are the eulogy virtues. In the end, people usually don’t care about this or that promotion you earned. The bigger house you bought rarely comes up at a funeral. What matters most to people are the qualities of your character, not the quantities in your bank account.

Brooks’s message especially to young professionals and those aspiring to be them resonates with me. First of all, Aristotle noted that happiness is something that can only really be measured in terms of a person’s whole life. When we say we are happy, in everyday language, we are primarily talking about how we feel right now. What makes for a happy life, however, is not a certain number of happy-feeling-moments. We can endure great challenges for the right reasons and be happy about what we have contributed. The feeling is less the issue, however. What matters, as Brooks notes, is our character.

With a focus on professionalism today, one can certainly make a great deal more money going into any number of careers than one earns as a teacher. So some other force pushes people into that line of work. As I said in my last post, I’ve been very fortunate to feel appreciated at the University of Mississippi. Recently, a number of students added to that very kindly.

The funny thing about moving, as Annie and I soon will, is that you get a glimpse of people’s appreciation of the eulogy virtues, but without the dying part.

The logo of the University of Mississippi's Student Alumni Council.The Student Alumni Council at the University of Mississippi is a clever organization, in which current students are involved in the work of the alumni association — hook’em early, they say. It’s a great idea, actually, for networking purposes as well as for opportunities for student leadership. Yes, those are related to résumé virtues. The group is more meaningful than that, however. They organize an event each spring (though I don’t know how long this has been going on) where they recognize mentors, hosting a “Random Acts of Kindness” event. When I received my invitation, I joked to myself that I generally intend my acts of kindness to be thoughtful and purposeful, rather than random.

The event was lovely. One student at a time got up to say a few words about a mentor he or she wanted to recognize on campus with a Random Act of Kindness award. Next, two students got up to say that they had both nominated a certain professor. It was heartwarming. We do this work because we believe in it. It’s icing on the cake when people actually show you appreciation for it. When the time came, I was taken aback by three students who each got up to say some deeply thoughtful and kind things about our work together. I got a taste of the value of the eulogy virtues, without having to die, when Mary Kate Berger, Natalie King, and Rod Bridges each spoke eloquently and kindly in their explanations for their nominations for me.

I feel profoundly fortunate to have worked with great people in Mississippi. I also am more confident that Brooks and Aristotle are right. Character is the most important thing we can cultivate. The funny thing that so many people miss, however, is that attending to one’s own happiness really comes down to attending to the same for others. I can’t think of a more rewarding opportunity than to help others to shape their character.

Thank you again, Rod, Mary Kate, and Natalie (left to right in the photo)!

This is a photo of Rod Bridges, Mary Kate Berger, Eric Thomas Weber, and Natalie King at the UM 2016 Student Alumni Council 'Random Acts of Kindness' event.

 

Elections and Assessments — A Citizens’ View

In our "Bridging Differences" conversation on Education Week, Deborah Meier raised the role of "structures" in a democratic way of life in her last blog. She brings to mind my discussions with students at Lonestar Community College in Houston last week. They wondered how to think about the elections. Some had a candidate they were passionate about - Sanders, Clinton, Trump, or Cruz -- and thought if their candidate didn't win they would withdraw from "politics," which they saw as elections.

I described what I learned in the freedom movement in 1964 from Oliver Harvey, the janitor at Duke who was organizing a union. I couldn't vote yet, but I proclaimed there was "no difference" between Lyndon Johnson and Barry Goldwater, with all the zeal and naivety of an 18-year-old. "Johnson won't desegregate the south!" I said.

Harvey replied, "That's ridiculous. Of course he won't - that's what we're doing in the movement. But who wins makes a large difference for the environment in which we're organizing." He went on to detail national discussions and media coverage, legislative possibilities, federal agency practices, protection of civil rights workers. I learned a lesson - structure (including elections) doesn't substitute for agency, but it's crucial to the larger task, which I would call a democratic awakening. This will require organizing coalitions across partisan divides -- Sanders and Trump supporters, for instance.

We need to avoid a repeat of Richard Nixon's successful "Southern Strategy," which divided working people by race for a generation. We've found in our Public Achievement work at Lonestar and elsewhere that education can be a rare meeting ground across partisan and other differences, in our highly fragmented society. You raise another way in which democracy in the schools organizing can contribute to democratic awakening. Changing the categories of "assessment," in our bureaucratic, technocratic age, is a crucial task. I like your idea of developing a way to assess democracy schools that incorporates both agency and "formal democracy."

Formal democracy seems a lot like a "constitution," the way a community is constituted. There are many connections between agency and constitution, formal or informal. For instance, how much the constitution of a community -- any community, including a school -- is seen to issue from "the people" makes a large difference in terms of ownership.

"We the People," the opening words of the Constitution, are a brilliant moment in US history. The people were declared the authors of constitutional order, not kings or aristocrats or other elites. More, the widespread engagement of people in debates about the constitution (the Federalists versus Anti-federalists, and then the Bill of Rights) deepened the sense of popular ownership, against anti-democratic trends (elites, for instance, sought to change "the people" to "the voters" early on, as the late political theorist Sheldon Wolin showed in his essay, "State of the Union" in the New York Review of Books. "Voters" are a lot easier to control than "the people").

This connection underlines the importance of keeping constitutional orders alive, regularly revisited. For instance, if Hillary Clinton is elected, we should work for campaign finance reform -- a change in the constitutional order.

Assessing schools' cultures for how they nourish civic agency is different than individual democratic habits, though they are related. And assessment of agentic cultures is tough to get at. In contrast, assessing structures by various quantitative measures is commonplace.

Assessing school cultures for civic agency is largely unknown in the higher education scene. The most widely used assessment tools, the VALUE rubrics of the Association of American Colleges and Universities (AAC&U), have advanced the adoption of what AAC&U calls "high impact practices" such as service learning and deliberation. As the civic engagement rubric title ("Civic Engagement, Local and Global") suggests, the rubrics emphasize "local" and "global," with no attention to students' contributions to building a democratic society. The value rubrics neglect democratic habits generally and civic agency specifically. In fact democracy is not mentioned.

But there are signs of an alternative way to think about this. Margaret Finders, chair of the education department at Augsburg College and Catherine Bishop, Augsburg director of student success, recently called for new attention to concepts and practices of civic agency at an AAC&U conference on assessment. They used the description of Adam Weinberg, President of Denison University, one of several universities which have begun to emphasize civic agency. "Beneath every facet of this work [at Denison] is a focus on instilling within students notions of civic agency--the ability of people to act together on common problems across differences--while also giving faculty, staff, and local residents more opportunities to work in their communities."

Here are a few of the contrasts Bishop and Finders propose to get the conversation started:

Traditional assessments Democratic assessments
Emphasis on independent work Emphasis on acting together
Defined by disciplinary boundaries Interwoven knowledge
Emphasis on written work Performative practices

They argue that "competitive metrics and dominant conceptual frameworks stress individual and competitive excellence, 'knowledge acquisition,' and preparation for narrowly acquisitive and individual achievement-oriented careers." They ask instead, "How might we look at academic excellence through a democracy lens to move toward development of capacities for public work and civic agency? This is not a question of disadvantaged versus 'mainstream' students. We need new approaches to assessment to prepare all students for civic leadership in the rapidly changing world."

This isn't a finished process or product, but it is a good beginning.

aphorisms, proverbs, maxims, and the purpose of this blog

If you search the Internet for “aphorisms,” you’ll find a mix of authors, from Lao Tze to Jean Baudrillard.

Some are literary figures who are eminently quotable–good at writing short, memorable passages that stand on their own even if they were originally composed for longer poems or continuous narratives. Oscar Wilde, Dorthy Parker, and Emerson are just a few examples of people called “aphorists” because they are pithy and witty.

Other books of aphorisms are lists of sentences or very short passages that are intended to be serious and wise. The biblical books of Proverbs and Ecclesiastes, the Greek collections of accumulated sayings attributed to Pythagoras and the Delphic Oracle, and the sutras of the Hindu tradition are examples. When these statements take the form of imperative sentences (“Enter not into the path of the wicked, and go not in the way of evil men”), they can be called maxims. When they sound more like generalizations about the world (“To every thing there is a season, and a time to every purpose under the heaven”), they are better named proverbs.

A philosophy professor friend of mine once disclosed his profession to the person sitting next to him on an airplane. “Oh, you are a philosopher,” the neighbor said. “What are your sayings?” He was thinking of traditions in which philosophy means explicit wisdom, and wisdom is succinct and quotable. Needless to say, that is not what professional philosophy is today.

Once collections of short, pithy sayings are treasured as wisdom (a thesaurus means a “treasury”), it becomes possible to write collections that look like proverbs but are more idiosyncratic, personal, and perhaps ironic or subversive. La Rochefoucauld exploits the subversive potential of the genre when he writes in the format of the biblical Book of Proverbs but gives advice like, “If we had no faults we should not take so much pleasure in noting those of others.”  Erasmus collects real wisdom in some of his books (Adagia, Apophthegmata), but he puts strings of quotable falsehoods in the mouth of the Fool in the Praise of Folly. It is never clear where the author stands. James Geary collects current examples of aphoristic writers in this tradition.

By the way, the root of “aphorism” is the Greek verb for dividing, defining, or setting limits (ultimately from horos, boundary). In the New Testament, the verb aphorizo is used for dividing the damned from the saved and for excommunicating sinners. I think “aphorism” means division because each one is disconnected from the next (not because their content is necessarily about distinctions). In contrast, the Sanskrit word sutra means “string” or “thread.” Both traditions refer to distinct fragments of text that are loosely strung together without explicit transitions. The Greek word emphasizes the distinction among these items; the Sanskrit stresses their connectedness.

Francis Bacon and Friedrich Nietzsche epitomize a different tradition. They are highly critical empiricists who use the aphoristic form to shake their readers’ assumptions and demand their readers’ creative attention.

Bacon begins his book Novum Organum (“or, true suggestions for the interpretation of nature”) by decrying two categories of thinkers. On one hand, some have “presumed to dogmatize on Nature,” inventing or borrowing a theory, trying to explain everything in terms of that theory, and “bringing others to their [preconceived] opinion.” On the other hand, some have succumbed to the “despair of skepticism” and are known only for their “complaints and indignation at the difficulty of inquiry.” The third course is to observe and experiment with nature, one piece at a time, striving always to challenge our prior assumptions. Having proposed that course, Bacon then offers a series of numbered “Aphorisms on the Interpretation of Nature and the Empire of Man.”

Why aphorisms? Arguably, because Bacon is highly suspicious of grand theories that organize everything neatly and prevent us from noticing what is actually happening. So he is suspicious of the logical connective tissue that would turn individual propositions into larger arguments. He prefers to list specific propositions and encourage the reader to consider each one on its merits and to put them together only tentatively. We must stop to think about the logical relationship, if any, among Bacon’s thoughts. The form thus befits its substance.

Nietzsche’s earliest works are essays distinguished by their highly quotable passages yet also connected into rhetorically powerful wholes, with beginnings, transitions, and conclusions. With Human All Too Human (1878) Nietzsche shifts to a new genre that then occupies almost all of his energy for the rest of his life: collections of aphorisms. Like all his later books except ZarathustraHuman All Too Human is a set of numbered passages that range from a single sentence to a few pages in length.

Although Nietzsche’s style is influenced by aphoristic authors after Bacon (La Rochefoucauld, whom he cites in aphorism #35; Pascal; Lichtenberg, and others), the opening of Human, All Too Human takes us back to Bacon. Nietzsche, too, wants to shake his readers out of their “habitual opinions and approved customs.” He too is fascinated by people’s cognitive biases and limitations and suspicious of generalizations. In the very first aphorism of his first aphoristic volume, Nietzsche writes: “in fact, I myself do not believe that anybody ever looked into the world with a distrust as deep as mine.” I think he is hinting why his book will not offer a connected argument. A string of distinct ideas avoids the pretentiousness or naïveté implied by a larger whole.

Here Nietzsche almost sounds like one of the skeptics whom Bacon decries for dropping the effort to understand nature because they understand our limits all too well. But they are just complainers. Nietzsche, echoing the distinctions of Novum Organum, insists that he takes “pleasure in externals, superficialities, the near, the accessible, in all things possessed of color, skin and seeming.” That is not the same as Bacon’s path–striving to understand the phenomena–but Nietzsche sees it as the next step. He is moving beyond Baconian empirical science into his own “gay science.” (And in Ecce Homo, Nietzsche insists, “We do not know half enough about Lord Bacon—the first realist in all the highest sense of the word—to know what he did, what he willed and what he experienced in his inmost soul.”)

A final tradition consists of authors who have left collections of numbered and loosely connected passages–string-like sutras–because death or some other contingency prevented them from pulling these fragments into more coherent works. An inspiration for Bacon may have been Hippocrates, the ancient physician who called for close observation. Hippocrates’ writings (other than the Hippocratic Oath) read like aphorisms for a contingent reason: he didn’t write them. They are collections of fragmentary Greek texts about medicine wrongly attributed to him.

I am not sure to what degree Novalis wanted to write connected arguments, but we have his fragmentary notes in the condition that he left them when he died of consumption; both his tragic youthful death and his aphoristic style seem to match the content of his thought. A century later, Kafka also died of TB, leaving 109 aphorisms on philosophical topics.

And then there’s Wittgenstein, all of whose major works consist of short numbered passages without explicit connections. After he died, Elizabeth Anscombe and Georg Henrik von Wright published

a collection of fragments made by Wittgenstein himself and left by him in a box-file. They were for the most part cut from extensive typescripts of his, other copes of which still exist …

Often fragments on the same topic were clipped together; but there were also a large number lying loose in the box. …

We … came to the the conclusion that this box contained remarks which Wittgenstein regarded as particularly useful and intended to weave into finished work if places for them should appear. Now we know that his method of composition was in part to make an arrangement of such short, almost independent pieces as, in the enormous quantity that he wrote, he was fairly satisfied with.

They published this book under the title Zettel, which I think it an unpretentious work for snippet or cutting. But a cutting is also what an aphorism is. A clipped-together packet of snippings from typescript also bears a distant resemblance to a string of beads, a sutra. 

The word “cutting” could also have a more organic sense. In his 1948 poem “Cuttings,” Theodore Roethke evokes their generative potential:

Sticks-in-a-drowse over sugary loam,
Their intricate stem-fur dries;
But still the delicate slips keep coaxing up water;
The small cells bulge;

One nub of growth
Nudges a sand-crumb loose,
Pokes through a musty sheath
Its pale tendrilous horn.

To be sure, Roethke wrote a much darker second poem with the same title, emphasizing the pain of growth and rebirth. April is the cruelest month, and all. But I’d like to stress the latent promise of things that are clipped and piled together in conditions favorable to regeneration. In fact, that hope explains why I have been moved to write 3,123 posts on this blog (which is yet another word to compare with aphorism, sutra, maxim, and the others cited here). If I believe anything, it’s that we are too strongly influenced by grand conceptions that simplify and block our progress, yet we do need ambitious ideas. So let’s let them emerge from close, responsive, joyful engagement with people and their creations, taken one at a time.

Teaching Controversial Topics Webinar Up!

Last week, I had the great pleasure of attending a webinar on teaching controversial topics, which featured discussion from social studies and civics professionals from across the country. Well, happily, the webinar is now up on the Teaching For Democracy Alliance webpage. It is definitely worth your time, especially the conversation with Dr. Paula McAvoy. Her new book with Dr. Diana Hess is an excellent read.  You can access the webinar here.
TFD Webinar

Of course, being the happy web denizens that we are, there was an ongoing discussion of the webinar on twitter at #EducatetoParticipate. Check out the Storify for additional links, resources, and discussion!

Storified

 


Teaching US Foreign and Domestic Policy

Here in Florida, one of the harder benchmarks to teach in Civics is SS.7.C.4.1: Differentiate concepts related to United States domestic and foreign policy. This particular benchmark has five clarifications, any one of which could be what the EOCA focuses on at the end of the year:

  • Students will recognize the difference between domestic and foreign
    policy.
  • Students will identify issues that relate to U.S. domestic and foreign
    policy.
  • Students will analyze the domestic implications of U.S. domestic and
    foreign policy.
  • Students will identify the goals and objectives of U.S. domestic and
    foreign policy.
  • Students will recognize the role of the U.S. State Department in
    foreign affairs

Thanks to the work of our own Peggy Renihan and our friend Alana Simmons in Bay, we have review, remediation, and instructional support materials that you might find useful as you approach this benchmark (or if you are outside of Florida and teaching similar concepts.

Powerpoint

4.1 PPT capture

The Powerpoint provides an overview of the benchmark and its clarifications and engages students in reading strategies to explore the concepts and ideas while reinforcing content.

Click on C.4.1 to download the Powerpoint!

Warm-up, Reading, and Review Activities

One thing to remember about the Civics EOCA here in Florida is that much of the test requires students to read and interpret primary sources, and the requirements placed on item writers limits how much they can adapt the sources (in short, they pretty much cannot). So you want to make sure that you are providing your students with a number of opportunities to read and use complex texts. This is especially true for this difficult benchmark. Here are a number of texts that can be used in conjunction with the Powerpoint (or without it, if you are so inclined. The resources use a text coding approach to help students breakdown the readings.

Warm up and Carousel Reading

Newsela AA

You can access the Newsela version of the article for this activity here.

Benchmark Clarification One Reading Task (Recognize the difference between foreign and domestic policy)–adapted from iCivics materials integrated into FJCC lessons

BC1

Click on 4.1 BC1 SFR and Task to download this resource.

Benchmark Clarification Two Reading Task (Identify issues related to foreign and domestic policy)

Reading tools

Click on 4.1 BC2 SFR and Task to download this resource.

Benchmark Clarification Three Cartoon Task (Analyze the domestic implications of US foreign policy)

Cartoon Axctivity

Click on SS7C41 Analysis Activity Political Cartoon to download this resource.

I hope you find these useful. If you have any additional resources to share, please leave them in comments or shoot me an email! 

 


Black Sash Making All Voices Count (MAVC) Community-based Monitoring (CBM) Project

Author: 
Black Sash, a non-governmental human rights organisation in South Africa, partnered with Making All Voices Count (MAVC) in mid-2014 to conduct an independent community-based monitoring pilot project across the nine provinces in South Africa. MAVC is part of a global fund initiative, which aims to empower community-based organisations (CBOs) to...