Lift Up Your Hearts!

The Dark Ages  (The History Channel, 2007, not rated)

Having worked for a number of months in New York City, Porter had the opportunity both to explore the History Channel on television and to observe throughout the city the advertising placards proclaiming, "The History Channel:  Where History Is Made Every Day."  If he were a vandalizing sort of person, New Yorkers would have soon seen a slight alteration in the slogan:

With my expectations sufficiently lowered, I found The Dark Ages not to be too bad.  (Thanks, Netflix.)  It's not my favorite approach to a historical documentary—Ken Burns set a standard that is hard to beat.  The tone is unpleasantly sensationalistic, and the re-enactments almost painfully unprofessional.  But the facts are consistent with what little I know of the time period (as consistent as historians get, anyway), and without doubt the show packs an amazing amount of history into 94 minutes.

I believe history needs to be taught using many sources, and many approaches.  Not only does this help balance out the inevitable bias each historian brings to his work, but I'm sure I'm not the only person who needs to hear a fact at least three times before it sticks with me.  The Dark Ages is not a great show, but it works well in this context.

The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of Brain Science by Norman Doidge (Penguin, New York, 2007)

Neuroplasticity.

The idea that our brains are fixed, hard-wired machines was (and in many cases still is) so deeply entrenched in the scientific establishment that evidence to the contrary was not only suppressed, but often not even seen because the minds of even respectable scientists could not absorb what they were certain was impossible.  Having been familiar since the 1960s with the work of Glenn Doman and the Institutes for the Achievement of Human Potential, the idea that the human brain is continually changing itself and can recover from injury in astonishing ways did not surprise me. In fact, the only shock was that in a 400 page book on neuroplasticity and the persecution of its early pioneers I found not one mention of Doman's name. But the stories are none the less astonishing for that.

In Chapter 1 we meet woman whose vestibular system was destroyed by antibiotic side-effects.  She is freed by a sensor held on her tongue and a computerized helmet from the severely disabling feeling that she is falling all the time, even when lying flat.  That's the stuff of science fiction, but what's most astounding is that the effect lingers for a few minutes after she removes the apparatus the first time, and after several sessions she no longer needs the device. (More)

Mom knows best:  if you want to learn, you need to sleep.

A new study shows that dreaming is an important part of that process. (More)

Our greatest involvement in our children's public schools came during the heyday of the self-esteem movement, and I recall the frustrations of being a lone voice crying out that easy success is as much an inhibitor of learning as repeated failure.  Those who sail through their early educational encounters with too much ease are often surpassed by their supposedly less able compatriots later in life, because they've missed the important lessons taught by failure.

With a hat top to Free-Range Kids, here's a Wall Street Journal article on why that college rejection letter, that teacher's put-down, and even our own weaknesses can be agents that propel us to success.

Warren Buffett was devastated when Harvard Business School rejected his application.  Buoyed by his father's "unconditional love...an unconditional belief in me," he looked for Plan B, squeaked in under Columbia University's application deadline, and was accepted, later donating some twelve million dollars to the institution whose investment in Buffett turned out to be as savvy as Buffett himself.

"The truth is, everything that has happened in my life...that I thought was a crushing event at the time, has turned out for the better," Mr. Buffett says.

Columbia's current president, Lee Bollinger, grew up in a small town with limited educational opportunities.  He, too, was rejected by Harvard, and the shock taught him to take responsibility for his own education, to realize that "it was up to him alone to define his talents and potential."

His advice: Don't let rejections control your life. To "allow other people's assessment of you to determine your own self-assessment is a very big mistake," says Mr. Bollinger, a First Amendment author and scholar. "The question really is, who at the end of the day is going to make the determination about what your talents are, and what your interests are? That has to be you."

Success has many lessons to teach, too, and frankly I prefer that classroom.  But for grit, determination, perseverance, responsibility, and hard work, failure may be the better teacher.

The Gobblestone School: A Tale Inspired by the German Criminalization of Homeschooling, by Jacob Schriftman (aka Jokim Schnoebbe) (Moonrise/CreateSpace, Scotts Valley, California, 2009)

I wanted to like this book.

First, I wanted to read it, and for that I had to buy it, as it was not available in the library.  It languished in my Amazon "save for later" cart for a while, but I recently decided to indulge myself.  I'm glad I read it, but as indulgence goes, I'd rather have dark chocolate. (More)

Indoctrinate U (On the Fence Films, 2007)

Indoctrinate U has been on my "watch list" for a while, but I hadn't been able to make myself take the time. It's not available from Netflix, but I found it on YouTube, in nine parts of about 10 minutes each.  Today it came up on my "get this done today" list, so I thought I'd watch one or two of the segments. But they don't end in good places, and anyway I got hooked, so I watched the whole thing.

This documentary on discrimination, intolerance, and anti-diversity in American higher education is obviously not a high-budget film, though I'm sure it's better in the original format.  I agree with Janet's comment that "it only pointed out the problems and didn't discuss any causes or better yet, idea for fixing the problems," and fear she may be right that it might be more divisive than helpful.  Nonetheless, it's an important film to watch for anyone attending, planning to attend, or sending money to a college or university.  I am not advocating staying away from college; but do be aware of the larger picture.

Although the film looks with some nostalgia on university life in the 1960's, there was plenty of intolerance for diversity of thought even then, though it was not, as now, enshrined in the bureaucracy, and the hard sciences (where I was) were mostly free of that, at least as far as the students were concerned.  Our professors had a hard enough time teaching us math and physics, and didn't feel that taking time for political discussion would help us understand differential equations any better.  I'm told by math professor friends that that has now changed.  One, who has taught both in the United States and in Africa, expressed frustration that her American university required her to teach her not only calculus, but also the importance of African mathematics.  I'm not sure what "African mathematics" might be that is important for a university math major to learn (I missed it in my classes), but I wouldn't be surprised if in the future the important mathematicians are African—because her African students are eager to learn the content, not the politics, of math.

The investigator for Indoctrinate U has been criticized for his confrontational approach, but while I do think one cannot expect to see a university president without an appointment, as journalists go, he was about as mild and polite as you can get.

Yes, the film is one-sided, and not only because they couldn't get anyone from the university side to talk seriously with them.  It presents, however, a side that is not usually heard—indeed, is often censored, mocked, threatened, and attacked—and can be forgiven for being a little strident.

Here is the first segment; from there YouTube will provide links to the remaining eight.  Be patient with the first couple, as at least I found the emphasis on affirmative action less interesting than the general topic of free speech on campus, which is more clearly presented in later parts.  (There is a small number of profanities—quoting from a threat to a student and from the title of a play—that are bleeped out if you get the "clean" version, but the download versions are unaltered.)

I wish they had made more of a distinction between public and private colleges.  To me, there's a huge difference between what a private school chooses to allow or forbid, and what a taxpayer-funded school does.  But in either case, if the school is presenting itself as a bastion of diversity, tolerance, and academic freedom, evidence to the contrary needs to be heard.  Caveat emptor.

Is there a solution?  Confronting the universities with their own stated diversity policies is a start:  Janet had some success at her school that way.  In the long run, I think the biggest difference will be made by India and the Internet.  American universities have long enjoyed near-monopolistic dominance in their field.  However, as it did for their manufacturing and information technology counterparts, that privilege is coming to an end.  When people have choices, change happens.

It's not a topic I'd intended to blog about, even though I'd read the AP article, Top home-school texts dismiss Darwin, evolution.   But I wrote so much in a comment to a friend's Facebook post (thanks, Liz!), I figure it's a shame not to make a second use of the effort.

Our own homeschooling experience left me not particularly impressed with the efforts of specifically Christian publishers, beginning with the discovery that the A Beka kindergarten book I'd bought taught that winter is a time of snow, with no mention of the large part of the world where that isn't true.  I suspect most books at the kindergarten level are about as bad, but A Beka is based in Pensacola, Florida, and should have known better. (More)

Homeschooling for the Rest of Us:  How Your One-of-a-Kind Family Can Make Homeschooling and Real Life Work, by Sonya Haskins (Bethany House, Minneapolis, 2010)

Sonya Haskins is a calm and reasonable voice speaking to the homeschooler—and potential homeschooler—who is overwhelmed and intimidated by the image of the "perfect" homeschooling experience:  "Matching outfits, polite toddlers, award-winning students, fifteen-passenger vans, and family Web sites."   (Raymond and Dorothy Moore did the same thing in the 1980s with Homeschool Burnout, which was updated and revised in the 1990s as The Successful Homeschool Family Handbook.)  There's a lot of hype, confusion, and contradictory information out there, and Haskins' practical, back-to-basics approach and helpful suggestions will reassure timid beginners that they can, indeed, safely navigate the homeschooling waters. (More)

This article about the mathematics department at the University of Rochester credits much of their recent success to an online homework system developed by two U of R professors.

Any system that results in 80 percent of undergraduates taking calculus, without any requirement to do so, bears looking into.  (More)

Weapons of Mass Instruction:  A Schoolteacher's Journey through the Dark World of Compulsory Schooling, by John Taylor Gatto (New Society Publishers, Gabriola Island, BC, Canada, 2009)

A pastor I know was fond of quoting Martin Luther, who, when asked why he preached on justification by faith every week, responded, "Because you forget it every week."  John Taylor Gatto has no love for Martin Luther, but I can imagine him giving a similar response when asked why his books, articles, and lectures include so much that he has said before.  He has a critically important message to deliver, and is clearly compelled to repeat it as many times and in as many ways as he can.

In his desperation to make people understand what he has learned, from his research and 30 years on the front lines of teaching, Gatto has become more pointed, strident and radical as time goes on.  It's an understandable reaction—I remember noting the same effect in John Holt's writings, and I fall prey to it all too often myself—but for this reason I hesitate a little to recommend Weapons of Mass Instruction to anyone who is not already convinced of the dangers inherent in our pubic school system.  And yet...I do recommend it, highly.  Why?  Let me digress. (More)

Shakespeare:  The Word and the Action, by Peter Saccio; a Teaching Company lecture

For accessible, serious, high-quality, adult-level educational materials (DVD, tape, mp3 downloads) it's hard to beat The Teaching Company.  Tonight we finished the last lecture of Shakespeare:  The Word and the Action, a course which easily ranks as one of my favorites.

Here are the titles of the 16 lectures:

1. Shakespeare's Wavelengths
2. The Multiple Actions of A Midsummer Night's Dream
3. The Form of Shakespeare's Sonnets
4. Love in Shakespeare's Sonnets
5. Love and Artifice in Love's Labor's Lost and Much Ado About Nothing
6. As You Like It
7. The Battles of Henry VI
8. Richard III and the Renaissance
9. History and Family in Henry IV
10. Action in Hamlet
11. Coriolanus—The Hero Alone
12. Change in Antony and Cleopatra
13. The Plot of Cymbeline
14. Nature and Art in The Winter's Tale
15. Three Kinds of Tempest
16. History and Henry VIII

I find it easy to be intimidated by Shakespeare; despite the efforts of my high school teachers, the glories of the Bard didn't begin to open to me until a few months after my 50^th birthday, when I saw Kenneth Branagh's version of Henry V.

Saccio's lectures aren't this inspiring, I will admit.  But most of the plays he teaches I have never seen nor read, and every single lecture left both of us eager to experience the play, which is no small accomplishment.  I highly recommend this course.

Blame me, my parents, or my schools as you see fit, but after half a century as an American citizen, 13 years of public education, and a college degree, I couldn't name all of the presidents of the United States, much less in order.  The mystery is why no one ever tried to teach me, given how easily I learned them when I put my mind to it, and how handy it has been (and would have been in history class!) to have even a rough idea of who fits in where.

Actually, I did not even have to put my mind to the problem, only my ears.  I bought a copy of Sue Dickson's "Song of the U.S. Presidents," and after a few hearings it stuck.  It's not a great song, but as with many not-so-great songs, that seems to make it stick all the better.  (The link takes you to an updated version that I haven't tried yet (mine ends with Clinton), but the sample suggests it is basically the same.)  Of all the U.S. President songs, that one is my favorite, because it is short, simple, and easy to rattle off mentally when needed—such as when I'm playing the "put the pictures of the presidents in chronological order" game with my nephews.  However, it teaches only the order (no numbers) and gives last names but not first, so you have to know which Adams is which, and which Harrison, and that both Clevelands are the same person. (More)

Where were you 20 years ago today?

My own journal entry is remarkably filled with the mundane details of life with two young children.  There is one exclamatory sentence, "Would that every day could be like this!" but it was referring to Heather's having awakened with her alarm clock, showered, dressed, made her bed, cleaned her room and finished all her chores before school.  Not as momentous as events on the other side of the world, but a personal triumph. (More)

Studies showing that teachers will form expectations of a student's character and ability based on nothing more than his or her name are unfortunately nothing new.  Students with "traditional," common names are more likely to receive higher ratings on both academic performance and behavior than those with names perceived as odd.  What makes this article worth commenting on is not the results of the study, but the names themselves.

The study reveals that . . . traditional names such as Charlotte, Sophie, Marie, Hannah, Alexander, Maximilian, Simon, Lukas and Jakob are consistently linked to strong performance and good behaviour. Non-traditional names such as Chantal, Mandy, Angelina, Kevin, Justin and Maurice, on the other hand, are associated with weak performance and bad behaviour.

 (More)

School at the Daley household could hardly have been called normal, since Grandma was there as a distraction and Mommy was sick for the first part of my visit.  Nonetheless, I enjoyed my glimpse into the official, sit-at-the-table side of their 24/7 educational process.

Jonathan is not at the moment as excited about math as he is about reading—unlike his Aunt Janet at that age, for whom reading was all right but math was a bowl full of candy.  He's doing well, though, with basic addition and subtraction (and even some simple multiplication and division), and enjoys the "math paths" that Grandma sends him in the mail, problems like this one:

Both boys also like using their Cuisenaire rods, base-10 blocks, and bucket balance.  The Cuisenaire rods are from our own homeschooling days.  We also had a set of base-10 blocks that I had made out of cardboard.  They disappeared somehow, probably in one of our moves, and trust me, buying a commercial set is well worth the $16 investment.  I can't get over the resources available to homeschoolers these days!

The fun is the same, though.  There are few thrills more sublime than observing the "ah ha!" moment in your child's (or grandchild's) eyes.