Marveling at Human Potential, Part 1

It is easy today to find examples of things that are simply marvels of human invention and brilliance. The everyday cellphone today is a pretty amazing instrument, considering all that one can do. This past week, I had a chance to see an exhibit of replicas of the items that were found in the tomb of Tutankhamun.

A replica of the death mask of Tutankhamun.

What I find remarkable are the incredible effort, skill, and resources that were put into respecting Tutankhamun. At so early a period in history, people gathered and used a simply massive quantity of gold, masterfully designed and adorned, to pay homage to a ruler who died quite young, Tutankhamun. Tut’s tomb featured countless treasures (ok, there were a little over 700), besides the multiple nested shrines, each of which protected yet another shrine of gold-leaf covered wood. Ultimately, inside the larger gold-covered shrines there was an incredible whole piece of carved alabaster, which contained several solid gold nested sarcophagi.

When I try to imagine the skill of the craftsmen of Tut’s day, I marvel already at what people were able to do so many thousands of years ago. There are periods in human history when people were capable of simply amazing feats. The entombment of Tutankhamun is a great example of what people were capable of doing back when tools were at their most limited in recorded history.

A photo of modern dovetail joinery.On the one hand, the objects and artworks surrounding Tut are enormously enjoyable to look at and think about, given their beauty and the craftsmanship that had to go into them. For instance, it was amazing to see in the furniture included in Tut’s tomb some dovetail joints, that are still woodworking methods that we use today.

On the other hand, when you think about historical artworks, it is important to remember how many people died in their creation. Or, how people were taxed enormously without any kind of representative government, so that the people in power could fund wars, monuments, and solid-gold sarcophagi. It is hard to imagine such times — even if England does still have a queen.

Thousands of years ago, people were capable of creating outstandingly beautiful golden artworks, paying respect to a deceased ruler. It is hard not to marvel at what human beings were capable of accomplishing, even so long ago and with such modest, early tools.

Guest View: Don’t gut the Dewey Center

Eric Thomas Weber, first published in The Southern Illinoisan, April 26, 2015, 12A.

I am an alumnus of SIUC’s Ph.D. program in philosophy. I am writing to urge you to continue full support for the Center for Dewey Studies. I understand that the center has been asked to prepare a budgetary plan for a reduction of its support by 50 percent. Were that reduction to be applied, it would incapacitate the center. That would be a truly terrible mistake.

This is the scan of my op-ed in The Southern Illinoisan, titled 'Don't Gut the Dewey Center.'

The Center for Dewey Studies is one of the jewels of SIUC. As I said in a recent interview with the Daily Egyptian, it is simply the best resource in the world of its kind. John Dewey’s work remains deeply important. Presently, Penguin Books is in contract negotiations with me to release a collection of Dewey’s public writings, in part because of help I received from the center, its director, and its relationship with the SIU Press. Dewey was America’s greatest public philosopher, and next year marks the 100th anniversary of his master work, Democracy and Education. There is also a burgeoning movement in public philosophy for which Dewey is the exemplar to whom people will be looking with increasing interest. This is not the time to cut support for the center, but to increase it.

The Center for Dewey Studies is one of the premier programs at SIUC. It’s the reason I came to SIU for graduate school when other places were making me competing offers. SIUC is special for its unique strengths in American philosophy, and it is known around the world for that reputation. The central reasons for that reputation are the work of the Center for Dewey Studies and the faculty’s remarkable strengths in that area, bolstered by the center. Compared with any other element of a university campus, the Center for Dewey Studies must be by an incredible margin the very cheapest initiative of profound excellence at the university. It would be immensely unwise to cripple the center with drastic cuts, when they are down to the bare budgetary essentials to keep afloat.

Please preserve this cherished resource at SIUC, which fundamentally depends on the Dewey Center staff. Materials do not preserve, catalog, edit, or collect themselves. The delicate and important work of the Center for Dewey Studies is priceless, even though the requested price tag is so small. The proposed savings would be minuscule already for a major research university. It cannot make sense to debilitate a remarkable center of excellence for a $20,000 savings at an institution whose operating budget exceeds $430 million. As you consider what is best for the university, the only sensible steps forward must include serious support for its truly excellent programs, like the Center for Dewey Studies.

Strategic Peacebuilding (USIP Instructor-Led Online Course)

The United States Institute of Peace (USIP) Strategic Peacebuilding is an instructor-led online course which seeks to equip learners with the ability to build and utilize a more comprehensive and strategic approach to constructing a just peace.

From USIP

USIP_Strategic peacebuildingStrategic Peacebuilding originates in the assumption that the successful building of a viable and just peace, as well as the creation and operation of programs that sustain it, is a complex process that requires significant expertise. If, as the American saying goes, ‘war is too important to be left to generals’, than most certainly peace is too important to be left only to those with good intentions or a passion for principled action, however virtuous these characteristics may be.

The course teaches that to end situations of large-scale violence, hatred or injustice; professional peacebuilders must combine their knowledge of the central concepts, theories and findings of modern peace research, with what we know of the best practices of experts engaged in peacebuilding and related problems, with careful, in-depth, reflection on how insiders and outsiders to a violent conflict can build stable peace in their particular situation at hand.

It has been designed to provide a cross-disciplinary examination of violence and peace issues so that learners will have a firm grounding in the central concepts, methods, frameworks and findings which peace research scholars, policy makers, and professional peacebuilders employ in dealing with war and violence. This course underscores the shared interest and circumstances across various fields that participate in and contribute to peacebuilding – sociology, psychology, anthropology, political science, international relations, economics, and religion. Our approach in the course is that a more holistic approach to peacebuilding enhances its efficacy and sustainability. We believe that peacebuilding must build and maintain top-down and bottom-up connections between people and groups at all levels.

Agenda:
Week 1: An Introduction to Strategic Peacebuilding
This session provides an overview of the seven components of strategic peacebuilding: (1) recognizing the burden of long-term violence, (2) eliciting plans from locale for how to get to long term peace, (3) beginning processes of moving from conflict resolution to conflict transformation, (4) identifying the needs for insider-outsider links and helping to build them, (5) identifying and attempting to deal with spoilers, (6) identifying the issues that will pose significant challenges to the success of strategic peacebuilding, and (7) “evaluating, eliciting, evaluating, eliciting…” During this session you will be immersed in a scenario that exposes you to the myriad issues, problems, and dilemmas that can emerge “the day after the violence ends.” Through this scenario you will come to understand what is meant by “strategic peacebuilding”, how and why the concept has evolved and why it’s important.

Week 2: Long-Term Violence and Conflict Transformation
This session takes a closer look at the ways in which experiencing long-term violence impacts various elements of social, political, and economic structures of a conflict-affected community. It also takes a closer look at the academic and practical shift in the field from engaging in conflict “resolution” work to conflict “transformation” work. In order to explore these components you will be immersed in a scenario that touches on issues related to both “disarmament, demobilization and reintegration” (DDR) and gender dynamics of peacebuilding.

Week 3: Insider-Outsider Links and Spoilers
This session investigates how strategic peacebuilders should (or should not) work with and connect individuals, organizations and institutions from inside the zone of conflict with those who are intervening or providing support from the outside. In addition, this session deals with the problem of spoilers who seek to disrupt the peace process, be it intentionally or unintentionally. To explore these topics, you will be immersed in a scenario that touches on the issue of balancing the sometimes competing concerns of human rights and justice with conflict resolution and ending violence.

Week 4: Strategic Peacebuilding Challenges and Monitoring & Evaluation
The final week of the course looks at what challenges peacebuilders face when trying to apply and practice the above mentioned components into their work. It also looks at the role of monitoring and evaluating what we do as strategic peacebuilders throughout the course of our work. In order to explore these topics, you will be immersed in a scenario that touches on crime and corruption as the new enemies of peace. This session will also provide a bridge into the second-half of the course that guides you through a series of self-paced learning experiences.

About the United States Institute of PeaceUSIP
The United States Institute of Peace works to prevent, mitigate, and resolve violent conflict around the world. USIP does this by engaging directly in conflict zones and by providing analysis, education, and resources to those working for peace. Created by Congress in 1984 as an independent, nonpartisan, federally funded organization, USIP’s more than 300 staff work at the Institute’s D.C. headquarters, and on the ground in the world’s most dangerous regions.

Follow on Twitter: @USIP.

Resource Link: www.usip.org/online-courses/strategic-peacebuilding

This resource was submitted by Leah Cullins, the Program Coordinator at the United States Institute of Peace, via the Add-a-Resource form.

Rethinking Complexity Blog

We live in a time of growing complexity, a time that calls for new thinking, new conversations, new ways of working together and new forms of organization that support continuous learning and innovation. Finding new ways to work within and across organizations and communities is critical to address current needs for climate change, resource use, social innovation and social justice.

Rethinking Complexity is a forum to explore these issues, examine best practices, and share critical research at the cutting edge of how organizations behave, systems change, and complexity can be managed for the good of humanity.

Rethinking Complexity BlogProduced by the Organizational Systems program of Saybrook University, Rethinking Complexity holds a system must be sustainable and support the human potential of the people it touches before it can be considered effective.

About Saybrook University
Saybrook University is the world’s premier institution for humanistic studies. It is a rigorous and unique learner-centered educational institution offering advanced degrees in psychology, mind-body medicine, organizational systems, and human science. Saybrook’s programs are deeply rooted in the humanistic tradition and a commitment to help students develop as whole people – mind, body, and spirit – in order to achieve their full potential. Experiential learning and professional training are integral components of the transformative education offered through Saybrook’s programs.

Our global community of scholars and practitioners is dedicated to advancing human potential to create a humane and sustainable world. We accomplish this by providing our students with the skills to achieve and make a difference, empowering them to pursue their passions and their life’s work. Our scholars and practitioners are creative, compassionate innovators pursuing new ways of thinking and doing for their professions, organizations, and communities.

Follow on Twitter: @SaybrookU.

Resource Link: www.saybrook.edu/rethinkingcomplexity/

This resource was submitted by Marty Jacobs, a student at Saybrook University, via the Add-a-Resource form.

The Changing World of Work: What Should We Ask of Higher Education? (NIFI Issue Guide)

This 11-page Issue Guide from the National Issues Forums Institute, The Changing World of Work: What Should We Ask of Higher Education?, was published January 2015 to help inform participants in deliberation about the current state and future of higher education.

From the guide…

There is a pervasive anxiety in America about the future of higher education. Spiraling costs combined with seismic changes in the American workplace raise questions about whether a bachelor’s degree is still worth the cost. In a recent cover story, Newsweek magazine asked: “Is College a Lousy Investment?” For a growing number of Americans, the answer appears to be yes.

Today’s students accumulate an average of almost $30,000 in debt by the time they graduate. They will go into a job market that looks especially bleak for young people. Many college graduates are unemployed or working minimum-wage jobs. Still more are working in jobs that don’t require a college credential.

Some of the troubles facing new graduates can be attributed to the post-recession economy. But there are larger forces at work that are transforming the nature of employment in America—forces that colleges and universities have been slow to recognize, much less respond to.

The Issue Guide presents three options for deliberation:

Option One: “Prepare Students for the Job Market”NIF-Changing-World-of-Work
Colleges and universities should tailor their programs to the real needs of employers and direct more of their educational resources toward vocational and pre-professional training.

Option Two: “Educate for Leadership and Change”
Academic institutions should focus on preparing students to become effective citizen leaders—the men and women who will go on to create the jobs of the future, effect change, and build a better society.

Option Three: “Build Strong Communities”
Colleges and universities should harness their power to create jobs, generate business opportunities, provide essential skills, and drive development in their communities and in the region.

More about the NIFI Issue Guides
NIFI’s Issue Guides introduce participants to several choices or approaches to consider. Rather than conforming to any single public proposal, each choice reflects widely held concerns and principles. Panels of experts review manuscripts to make sure the choices are presented accurately and fairly. By intention, Issue Guides do not identify individuals or organizations with partisan labels, such as Democratic, Republican, conservative, or liberal. The goal is to present ideas in a fresh way that encourages readers to judge them on their merit.

Issue Guides are generally available in print or PDF download for a small fee ($2 to $4). All NIFI Issue Guides and associated tools can be accessed at www.nifi.org/en/issue-guides

Follow on Twitter: @NIForums.

Resource Link: www.nifi.org/en/issue-guide/changing-world-work

Int’l Summer Certificate Program in Identity-Based Conflict Resolution

The Conflict Resolution, Management and Negotiation Graduate Program (CRMN) [in Hebrew] at Bar-Ilan University (BIU) has recently opened its International Summer Certificate Program in Identity-Based Conflict Resolution, in English. This Summer Program offers students the opportunity to earn 11 academic graduate credits and a certificate in a period of four weeks during the month of July.

Taught by leading scholars and practitioners, this is the only Israeli academic summer certificate program taught in English in the field of conflict resolution. It will examine international, national and local conflicts with a particular emphasis on identity-based conflicts. Its approach is interdisciplinary and addresses various perspectives such as psychology, law, culture, and religion. It offers a diverse student environment and consists of: simulations, guest lectures, an internship course (with two full day study tours), seminars, and workshops in providing theoretical insights and conflict resolution training. The Program will also organize various social events such as meetings with Israeli Jewish/Palestinian students, receptions, and cultural activities.

The Summer Program is comprised of the 5 following courses (each 2 credit hours, for two weeks):

  1. From Identity-Based Conflict to Identity-Based Cooperation
  2. Religion and Conflict Resolution
  3. Collective Memory, Narrative and Conflict
  4. Alternative Dispute Resolution and Culture
  5. Field Work/Internship (3 credits, four weeks) at leading think tanks and practitioner NGOs as well as guided excursions and meetings.

Applicants can register for any number of the courses. Applications are open to current graduate students and holders of undergraduate/graduate degrees, worldwide, from all fields and disciplines in liberal arts and the social sciences, as well as, to professionals and the general public.

For details contact Dr. Rafi Nets, Managing Director of the Summer Program, at rafi.nets-zehngut [at] biu [dot] ac [dot] il.

About the CRMN program
The Conflict Resolution, Management and Negotiation Graduate Program (CRMN) at BIU (est. 2000), which is operating this Summer Program, is an established Israeli CR program. Its students come from all walks of Israeli Jewish, Muslim and Christian societies and its professors merge practice and theory. It awards Masters and PhD degrees (in Hebrew), operates a Mediation Center, as well as sponsors international conferences, training programs and research. It also publishes the International Journal of Conflict Engagement and Resolution, launched the first Religion and Conflict Resolution Masters Track in an Israeli university and founded the Israeli Association of Conflict Resolution.

Resource Link: http://pconfl.biu.ac.il/en/node/1950

This resource was submitted by Dr. Rafi Nets, Managing Director of the BIU CRMN Summer Program, via the Add-a-Resource form.

We’d all be better off if some of us decided to stay home.

Map of WalkoutsToday is National Adjunct Walkout Day, but instead of participating I’ll walk-in to the Jessup Correctional Institution and I won’t walk-out until my class and other responsibilities are done. Mostly that’s because I think the adjunct problem is less important than the mass incarceration problem, and my students would be worse off if I decided to stay home. I’d be a cad to complain to them about my plight, in any case: they make less than a dollar a day, if they’re lucky enough to get jobs at all. But my situation is probably a bit unique: most students won’t complain if their teachers cancel class. They consider themselves better off when we stay home.

On the commute to Jessup, I’ll get caught in traffic. It seems like I always do! And there’s something I like to remind myself as I’m driving: I’m part of the problem. It always seems like the car in front of me is the problem, the one who just cut me off. But to the car behind me, I’m the one in the way. Traffic works that way: we think we’re the victims of traffic, but really we’re the perpetrators. We’d all be better off if some of us decided to stay home.

Low wages work sort of the same way. It seems like they’re the employer’s fault, or the competition’s. But the employers are just trying to save money (and yes, that means they don’t care as much about the quality of the education they provide as they do about costs, though adjuncts provide high quality educations anyway). And our fellow adjuncts are bidding down wages because they are willing to work for so little, but they can rightly point to me as the problem, working–for free!– at a prison alongside three other jobs when I ought to be bidding wages up. Collectively, we have made ourselves cheap. We’d all be better off if some of us decided to stay home.

Anyone with a PhD can make more money in another field: we’re smart folks, with skills that other people will pay to learn, which they will then use less well than we could–for more money. So a walkout makes sense. What makes less sense is coming back. We’d all be better off if some of us decided to stay home.

Now of course I’m ignoring the obvious: universities are corporatized businesses run in such a way as to exploit their labor force, to separate us from the value of our labor. Without shareholders, the primary beneficiaries of that exploitation are other workers in the same firm: administrators, senior faculty, and the like. But still: that exploitation depends on a reserve army of underemployed PhDs willing to take the job, which of course pays poorly but comes with great heaps of respect and esteem. So it’s still true: we’d all be better off if some of us decided to stay home.

So all we need to do is decide who will stay home. For that we’ll need collective bargaining–unions–and we’ll need to understand that the unions are only going to be effective if, after the walkouts, some of us decide (or are forced) to stay home. But maybe in that case we won’t all be better off: maybe the people who have to stay home or leave the academy will be worse off. Or maybe many of us would be better off if only someone would convince us that working at GEICO would be a better job.

Three reports worth looking at if you want to have an evidence-based discussion of these issues:

A Paradox to Savor: A High-Quality, Free Economics Textbook

The economist Paul Samuelson once wrote, “I don't care who writes a nation's laws—or crafts its advanced treaties—if I can write its economics textbooks.” 

What a pleasure to learn that an insurgent team of economists, The Core Project, is about to rewrite the nation’s laws.  The new introductory economics textbook is called The Economy.  It is surely the most daring, cosmopolitan and empirically driven textbook since Samuelson’s tome was unleashed on undergraduates in 1948.  It is also packed with innovations worthy of our digital age. The Core Project’s sardonic tagline says it well:  “Teaching economics as if the last three decades had happened.” 

This is not your grandfather’s econ textbook.  Nor is it an exercise in ideological spin or neoliberal bashing. In both style and substance, Core-Econ (the name for the Core Project's website) shakes off the dreary norms of conventional economics and embraces the critical intelligence of the real world. 

Savor the delicious paradox that The Economy is published as an interactive ebook available for free downloads (pdfs) and printing. It is published under a Creative Commons Attribution, NonCommercial, NoDerivatives license, demonstrating that a free lunch is entirely feasible (at least for non-rival goods like books).

So far, ten of the twenty-one planned teaching modules have been published online; the remaining ten modules are expected to be completed by the end of 2014. At the moment, the online version is available as a “beta” release, which means that anyone can submit feedback and suggestions to improve the text before its release.

read more

Why Schools? The Middle Class “Fear of Falling”

I’ve been thinking a lot about how the middle-class exercise school choice through real estate decisions, and what that does to the fabric of our cities. Recently I came across a dissertation by Jennifer Burns Stillman that has some interesting references. Here, for instance, she addresses Barbara Ehrenreich’s account of the middle-class mentality. Much as material conditions matter, I suspect there is something to this analysis:

“Ehrenreich (1990) would call this a ‘fear of falling,’ a ‘rational fear’ held by the middle-class that their children will not also be middle-class if they don’t instill them with the right education and work values. She argues that unlike the lower or upper classes, where class is simply transmitted through birth, middle-class professionals cannot simply pass down their middle-class status to their children. The steep educational barriers to enter middle-class professions–law, medicine, engineering, business, etc.– keep out those who lack discipline and a willingness to delay gratification, something parents can’t simply give to their children. The only thing middle-class parents can do “…is attempt, through careful molding and psychological pressure, to predispose each child to retrace the same long road they themselves once took. If they fail in this task, their children could fall down the social class ladder. A child’s school experience is key to this careful molding process, with peer pressure viewed by middle-class parents as equally important to parental pressure. Evidence from recent school integration research suggests that children from a high socio-economic status do not learn as much in schools dominated by children from low socio-economic backgrounds as they do in schools dominated by children from high-socio-economic backgrounds (Rumberger and Palardy 2005), lending credence to the reluctance of [gentrifying parents] to utilize their neighborhood school.”

It shows just how much of school competition is due to a perhaps-impossible task: to preserve a family’s middle-class status intergenerationally, even as the jobs that guarantee that life change. With enough money, you can make a child upper-class, and without any money you can virtually guarantee a child lower-class. But the middle-class is anxious because we can’t guarantee our children’s future. And that anxiety drives everything else: de facto segregation, massive real estate bubbles, and ultimately the equation of poverty and race, of blackness and danger.

falling manBut what’s really at work is adverse selection: chasing great schools, the middle class follow each other from the city to the suburbs and back again, and from neighborhood to neighborhood within the city.

Real estate prices surge and plunge in our wake; people are left in “failing” schools” or congratulated and then displaced from improving ones.

The power to move from place to place is a privilege: it’s a white privilege, generally (though middle-class African-Americans do the same thing). But here I think a class analysis helps: because it shows us the anxiety that makes that privilege so very stifling. It shows us the fear that turns an advantage into a burden.

Education, Information Credibility, and Control of Corruption

Cartoon by Winsor McCay (1930), archived by Alan Light on Flickr.

Here’s an interesting paper by Weitz-Shapiro and Winters (2014)  on the role of education in political control of corruption, which should be of interest to those working in the open government/transparency domains.

When are citizens most likely to hold politicians to account for wrongdoing? In a crowded information environment, political accountability can be achieved only if credible information is available and citizens are able to identify that information. In this paper, we argue that the ability to discern more from less credible information is increasing in citizen sophistication. Using data from an original survey experiment in Brazil, we show that all citizens react negatively to corruption allegations, but that highly educated respondents are more likely to punish credible accusations and to overlook less credible accusations. We then show, using municipal-level audit data, that voters are more likely to punish credible accusations of corruption in municipalities with high literacy rates. Our findings suggest a novel mechanism that may link increasing education with control of political corruption: educated citizens are better able to discern and therefore act on credible accusations.

And, from the conclusion, an important message on the credibility of institutions:

Our findings have interesting implications for our understanding of the relationship between education and political accountability. They suggest a new mechanism through which high educational attainment might decrease corruption—not through changes in preferences that may be associated with different education levels, but rather because more educated individuals are better able to discern more from less credible information and therefore are more likely to act on the former. These results should be heartening to governments, like Brazil’s, that have invested in the creation of reputable independent auditing and control units. As long as these agencies are able to maintain their reputation for high quality, we should expect their influence to grow as the population becomes increasingly educated.

Finally, I couldn’t help but notice that, indirectly, this paper is a good reminder of the validity of the principal-agent model of accountability. Even though it is now fashionable to criticize the model, despite its limitations, it is far from obsolete.

You can download the full paper here [PDF].