On this day, hundreds of thousands of people are marching together throughout the world to protest Donald Trump’s inauguration yesterday. I write in sympathy with these marchers, with the hope of creating more understanding between the 63 million Americans who voted for Trump, and the 66 million who did not. (Yeah, it’s a long shot, so I’ll try to keep it short.)
Here, I want to acknowledge Donald Trump as a moral leader. I think that we “on the left” don’t create enough space in everyday conversation to allow for this. We tend to get stuck on the immoral (or even just amoral) actions we’ve witnessed, and lash out with the claim that “he is not moral,” and so on. This kind of communication is likely to underscore many of the demonstrations today.
But I’ve done a lot of thinking about morality in the course of my education, and I think we should acknowledge that there are many visions of the good. Action that is in line with such visions are generally regarded as “moral.” Groups of people vie for the moral high ground—the argumentative advantage that their good is the good. When history settles, the winner gets to “write it,” as the saying goes. Prematurely then, we hope we are the victors, but sometimes we are not.
I think it may be unwise to pursue this moral position in the time of Trump. (Perhaps just too late.)
A more pluralistic understanding of morality has the consequence of raising the bar on our descriptions of the good. We have to say more about what we want, what it means, and why it deserves to be part of our vision. Of course we do this; we do it all the time. It’s the kind of talk we all look for in a visionary leader. But—and be honest now—when was the last time you sat down with a spreadsheet and charted out all the pieces of your vision, how they are connected, and what the costs are of achieving them? It’s the kind of thing we generally do shorthand (e.g., pulling bits from the news or op-ed pieces), allow others to do for us (re: especially “the political class”), or maybe even forget to do.
I think the cost of this omission of tallying the sum total of our vision of the good (assuming we even have one, or only one), is higher than we think. If, for example, our vision isn’t as coherent as we think it is, then we need to be more open to criticism. My suspicion is that many people voted for Trump because Clinton seemed to smug and sure of herself—and not particularly what she said or how she said it, but how her representation of policies didn’t sit well with the people actually experiencing economic despair.
Or, in other words, the Culture War maybe played a smaller role in Clinton’s loss than we think. Yet I’m not making an “It’s the economy, stupid” argument. I think the problem is about articulating a coherent vision of the good. I think it’s what Obama was able to do, though I think it’s fair to say he spent down most of the “capital” the Left has—for better or worse—pursing a diverse, meaningful agenda that unfortunately was not seen as doing enough fast enough for many Americans (well okay, maybe in a hasty sense it’s an “It’s the economy, stupid” moment). I don’t know if it was possible to do more, but he certainly didn’t go out of his way to cooperate with the Republican-led Congress.
So here came Trump with an alternative vision of the good. Racist. Sexist. Anti-immigrant. Isolationist. Anti-media. Anti-science. Anti-democratic. Fascist. But importantly: distinctly alternative.
It’s a vision nonetheless. It’s not even particularly coherent; I’m not sure how one can hold a coherent vision that’s anchored in an anti-science denial of global warming. But it was different than visions afforded by the Democrats. It was starkly different from even most visions outlined by more traditional Republicans. It was essentially an anti-establishment vision, and he wowed enough Americans to rise to power.
Philosophically, then, I acknowledge Donald Trump as a moral leader in a weak sense—allowing for room that his vision is compelling for some people as surely as other leaders inspire others. To acknowledge this is to step (however unwillingly) into a different political landscape than we’ve become accustomed to. I think it means we should at least contemplate abandoning the competition for “moral leadership” in a strong sense—meaning that we are somehow striving towards ultimate agreement and understanding, and a unanimously-shared view that a singular vision of the good has once-and-for-all risen above all others. As in the Christian-Judeo sense.
I think it’s important for the Left to start now from a different place. We should, instead, be focused on how the policy positions Trump represents (or, indeed, is unable to define) differ from our own. Particularly how we think they will lead to outcomes that we find undesirable. Once we’ve agreed on how to articulate that, we need to be more strategic in enacting communication that directs attention to our visions.
Yes, my heart is with the pussyhat, but my mind charts a somewhat different course for future moral leaders to help us achieve justice around the globe.
This short essay was drafted in an afternoon. I hope to be able to clarify and expand it over time!
The slogan is deeply judgmental yet optimistic: “Make America Great Again.” Until now, a week away from the inauguration, I’ve mostly turned a blind eye to it. But there it is, now firmly lodged in our collective imagination.
There is some truth in it. K-12 education education in America isn’t “great.” But it never really was, broadly speaking. Americans are often an optimistic bunch, however, and we’ve invested a great deal in public education over the past century. Have we seen this investment pay off? Slowly, steadily, I think we have, though American education remains firmly middling compared to other (albeit smaller) countries.
So, with respect to education at least, we can certainly do a lot better. But the slogan “MAGA” is unsettling because it harkens back to a history that is no longer a good yardstick for measuring our progress. America has changed. The world has changed. We’re more inclusive and diverse now. Many of our classrooms are more progressive now, and we’re trying to make progress in many areas at once (link to the “Guiding Vision and Definition of Principles of the Women’s March on Washington).
But I’m skeptically optimistic about education.
I think we’re going to see education get worse before it gets better—this will be true for most aspects of American life over the next 4 years, unless you’re lucky enough to be a billionaire (… or vested in Russia’s political regime?). With Republican support for vouchers and other options that put public money into private hands, it looks like a federal investment in public education will be on a swift decline.
But after that—when the jobs don’t really come back, and the money doesn’t really end up in the pockets of most Americans—I think Americans will wise up to the false promises, the angry dismissals, and get-fixed-quick schemes and realize that education is worth the investment and worth the wait.
I hope we have the time. I hope we have the patience.
But for 79,646 votes cast in those three states, [Hillary Clinton would be] the next president of the United States. – Philip Bump, The Washington Post
So, Hillary lost. We’re descending into a dark period of American politics, and you’ve dedicated your life to education. What can and should you do now? First, read “Now is the time to talk about what we are actually talking about” by Chimamanda Ngozi Adichie. It’s great.
But you already know life in America just got a lot more complicated. It’s overwhelming. There are so many people and institutions in need of help, what can one person do? If you’re an educator, you’re probably looking for the most effective ways to make a difference. And you also know that bigotry is part of the challenge we face. So, at least in regard to this widespread problem, don’t worry! I have a 47-step plan to help people with bigoted views discover and understand different, liberal perspectives.
Here’s my 47-step plan:
Don’t be angry with people.
Talk to some people.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about how politicians are people.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about how journalists are people.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Wear T-shirts with political messages.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
Talk about things that matter to me.
Listen to other people talk about things that matter to them.
I just had the great fortune of spending two days with Leakey Foundation members exploring the meaning of evolution (and human origins) in relation to the theme of “human survival.” It was an amazing experience led by seven thoughtful and well-spoken scientists speaking about diverse topics such as physiology, virology, climatology, behavioral psychology, and more.
It not only led me to reflect on how to describe my work, but (perhaps predictably) how to describe it at a cocktail party in under two minutes. And for me, that’s the challenge of describing EdLab.
What are folks at EdLab doing?
At EdLab, our work touches on many of the ideas that were explored during two days of discussions on the survival of humans—namely, how can education help us solve our most difficult problems as a species?
We do a lot of experimental software and multimedia projects at EdLab, and we also run the Gottesman Libraries—a local, service-oriented side of our work that keeps us enmeshed in the immediate, day-to-day work of the Teachers College community of 5,000 teachers and researchers. And for the past two years, some of us have been involved in making a “learning theater”—an extension of both the “experimental” and “practical” sides of our work.
Creating a “Learning Theater”
I’ve been deeply involved in this project of conceptualizing, developing, building, and programming the Smith Learning Theater. Indeed, just recently I’ve spent many hours optimizing the workflow of the soon-to-be-completed AV system; multimedia, however, is only one aspect of this expansive project. In light of my recent cocktail party experience, I’ll risk summarizing the purpose and mission of this experimental space as follows:
The Learning Theater is designed as a multi-use space for active learning supported by innovative multimedia technology, a unique software platform, and the most knowledgeable teachers in the world.
(Oh, did I forget to mention that it’s a unique and complex architectural endeavor at one of the world’s leading educational institutions, and possibly the most advanced space of its kind in the world!? That’s right:pretty cool stuff.)
We’ll be unpacking this mission over the next decade, and trying to live up to the potential this space affords us and our collaborators. But if someone asks me right now what that means to make this space work, these are some of the ideas that come to mind:
Exploring the pedagogical and technological potential of such a space with everyone who uses it.
Working smarter, harder, and finding the right colleagues who are willing to undertake this inherently interdisciplinary work.
Taking risks, and resisting institutional pressures that diminish creativity.
Making an effort to share Learning Theater experiences with the wholeworld.
Thoughtfully supporting even modest efforts to use the Learning Theater.
…and rigorously demonstrating how learning happens in an active, comfortable space!
The Learning Theater should change the world. It should change education and, importantly, perceptions of education; it should deepen respect for teaching as a noble, complex, and valuable vocation.
This week I witnessed a handful of caring, thoughtful, visionary, and eminent scientists agreeing that, above all, the well-being of the human race essentially rests on the ability of teachers (of all kinds) to inspire billions of people to be more imaginative, curious, and empathetic.
It’s a complex problem a whole bunch of people need to work together to solve.
Jeff Frank‘s article on expanding the educational significance of documentary film (Frank 2013, detail below) is a thoughtful reflection on how film and education can intersect.
Frank is a philosopher interested in better understanding education generally, with a specific interest in literature and other narrative texts (I love that he teaches a class entitled, “What Does it Mean to be Educated?”).
In this essay he outlines how educators can be “responsive to genre” when teaching from/with documentary films. By contrasting how a documentary approach is different from a “news” approach, Frank surfaces issues of how bias is constructed and experienced through media. He argues that a documentary film necessarily surfaces the issue of how a subject is represented, and what the inherent biases, shortcomings, or values of that approach may be to the viewer. News, for example, often sidesteps this “deeper” discussion of the many problems of representation (perhaps, not wrongly, news relies more heavily on the “brand identity of the publisher?).
He then returns to his claim that documentary film is a more meaningful educational tool than a source of mere content, connecting it’s method (of surfacing issues of representation) to the project of building a democratic public. Drawing on Stanley Cavell’s voice and work, Frank shows how engaging a documentary might lead someone through a “transformational” educational experience—the kind of experience where the world changes you. Very cool.
Full citation: Frank, J. (2013). The Claims of Documentary: Expanding the educational significance of documentary film. Educational Philosophy & Theory, 45(10), 1018-1027.
Apple’s live events keep evolving, and I would love to be able to use their “live broadcasting” toolkit—essentially turning their website into a media-rich live blog of the event. Here’s a screenshot of what today’s Apple Watch-focused event looked like:
The key features of this mode of presentation are:
Live video of the main presentation—which is being produced somewhere (usually California) for a live audience.
Produced video elements are used during the presentation. Split-screens are sometimes used to juxtapose the speaker and other content (as above).
Pre-made, widget-like cards appear from top to bottom with short summaries (including images and video) of the presentation content. They have simple, built-in social sharing functionality.
When you scroll down to see older cards, the video is shrunk to a thumbnail and continues to play at the top of the page.
These elements combine for a simple, compelling online presentation. One can easily step away and come back, and skim the cards to see what was missed. It would be equally great if the presentation could be replayed from the point of any ‘card’… though I don’t think this is currently the case!
So, if I had this presentation toolkit, would I use it? Given the amount of pre-planning and multimedia in use, it would certainly take a significant up-front investment (e.g., time, money, preparation). However, to deliver a high-impact event to a web audience, it seems like a great place to start.
I especially like the live element—which underscores the event with the sense that, “this would be even more impressive in person, but I’m as close as I can get!”
If you had a high school gymnasium, how would you turn it into a technology-friendly space for teaching, learning, and research?
As part of the Gottesman Libraries team, I’m currently involved in developing the concept of a “learning theater” — both programmatically and architecturally. Pulling this concept out of primordial soup of imagination (if such a space already exists as we imagine it, we do not know of it), our team embarked on a very broad inquiry:
What could a learning theater be?
What could it be within a library (in our case, it is)?
What is it within the context of Teachers College (with its legacy of innovation)?
We’ve already come a long way. Last winter, library staff hosted a series of design events with the TC community (summary videos can be viewed on Vialogues). This fall we’ve been working with a design team from Shepley Bulfinch to develop the concept and arrive at a schematic design. Our goal:
Renovate the 10,000 sq. ft. fourth floor of Russell Hall as a space for ambitious learning and research activities.
One aspect of our design progress that I’m very excited about is the ability for other educational institutions to use what we’re learning (and inevitably going to learn later on, after we move into our facility).
Don’t all schools need innovative teaching and learning spaces? These will be spaces that must accommodate richer and richer densities of learning tools – physical, digital, and any/every combination thereof. Being able to conduct research about teaching and learning in these spaces, therefore, seems to be increasingly important as well.
Retrofitting libraries and high school gymnasiums as new learning spaces could be only the beginning…
For a closer look at design thinking, EdLab is making a series of videos that show individual designers reflecting on its meaning. The first video features Annette Diefenthaler, a Senior Design Research Specialist & Project Lead at IDEO on creating and launching IDEO’s Design Thinking for Educators Toolkit.
Watch the video, and share your perspective on this resource!