Sunday, November 24, 2013

"Pain Which Cannot Forget"

The past week was marked by remembrances of JFK on the 50th anniversary of his murder. The historian in me can't help but take some satisfaction with the impulse to re-visit the past. Nonetheless, all week long the coverage produced in me a nagging unease, whose source I could not pin down.

On the day itself, it came to me. At least in the coverage I saw, heard, and read, it seemed there was an awful lot of re-living, but precious little reflection.

Over and over, people who were in Dallas and who played some role--reporters who covered the story, the Secret Service agent who jumped onto the president's car, doctors at the hospital, people lining the motorcade route--all re-told their stories. Average people repeated where they were when they heard the terrible news. Perhaps because at that time I was alive but not yet aware, these stories seemed, ultimately, somewhat unsatisfactory.

I think my inner historian was waiting for someone to seriously reflect and not simply remember. The closest most accounts ever got to reflection was trotting out the tired, cliched remark that America lost its "innocence" that day. How a nation that had lived through the Civil War, or more recently the Great Depression and World War II, could be described as "innocent" escapes me.

Reflection is more than remembering and re-living. It involves a search for meaning and perspective. What do we do with those memories, how do we process them, and how are we different when we re-emerge from that process?

A discussion with a friend and colleague on the anniversary for some reason triggered a memory not about JFK, but RFK and the speech he gave the night of Martin Luther King Jr.'s murder four and a half years after his own brother had been gunned down. In that age before instant communication, Kennedy learned the news on his way to give a speech in Indianapolis, knowing that most if not all of the people gathered to hear him would be unaware of what happened.

The police feared a riot and advised Kennedy to cancel the speech. Instead, he insisted on going ahead with it. According to Evan Thomas' biography of RFK, the "police escort peeled off when he entered the ghetto." It's a remarkable speech, well worth watching in its entirety.

The reason it came to my mind is the way RFK takes his own pain at the death of his brother and uses it to try to assuage the pain and anger he knows his audience feels.

He quoted Aeschylus:


That RFK quoted that passage from Aeschylus is no accident. Thomas reports that, in his grief after his brother's murder, in his search for answers and meaning, RFK took the advice of Jacquelyn Kennedy and began reading the works of the ancient Greeks: "The saving grace for Kennedy was the exaltation Greeks found in suffering. 'In agony learn wisdom!' cries the herald in Aeschylus' Prometheus. The Greeks understood that 'injustice was the nature of things,' but that the awfulness of fate could be borne and redeemed through pain."

RFK reflected. He learned. He found wisdom. He adopted some humility to balance the brash, youthful arrogance for which he had become known. He became a better man.

By the time history assigned him that role to play on April 4, 1968, he had transformed himself in such a way that the casting was ideal. He converted his personal pain into comfort for others.

Perhaps that's something only individuals, and not nations, can do. But I can't help but wish that this past week's remembrances had revealed a nation that had reflected and learned. That had become more humble. That was better. Whose pain had led to wisdom through the awful grace of God.

Monday, November 4, 2013

Experience Becoming

One of the great things about reading a variety of kinds of writing from a variety of sources is the occasional serendipitous connection it helps you make.

I read yesterday's Education Life section of the New York Times, growing increasingly agitated at the mindless cheerleading in its section titled "The Disrupters." Article after article treats the reader to largely uncritical accounts of various "edupreneurs" (no, that word is not my snarky coinage, but what some of these people evidently call themselves). 

We are promised (or is it threatened?) that "the disrupters" are on the verge of "disrupting" higher education by bringing the always perfect approaches that universally serve the private sector so well to that hopelessly outdated institution, the American college/university. (That sentence is snarky.)

There so many things wrong with every one of those articles that I could not focus on any one of them. The avalanche of mindless corporatespeak passing itself off as wisdom and insight and innovation was just too overwhelming.

So to break the spell of banality, I went online to Andrew Sullivan's The Dish and saw this link to a letter by Kurt Vonnegut (which everyone should take a minute or two to read).

At first, I simply enjoyed the letter. But within a few minutes, I realized that it had brought into perfect focus one of the things that had bothered me most about the New York Times articles. Vonnegut's advice to a group of high school students was simple:

That's what was missing in all of these breathless edupreneurial proposals to disrupt higher education, but its absence was most obvious in one in particular: awarding degrees based simply on demonstrating competence in various areas.

Something calling itself College for America offers an associates degree for $1250 per six month term. Students can breeze through as quickly as they like. The article highlights one young man who completed all "120 competency goals he was given" in only "three months and five days"--in other words, he got a two-year degree in one semester, for very little cost.

Pretty impressive, huh? Well, not if the goal was education.

This man got a degree. He did not get an education. Education is about becoming. It is not simply a checklist of (often employer-determined) competencies. This man had no time at all for reflection, no time for actual learning, no time for any of the discrete assignments he tackled to percolate in his unconscious, no time for the unplanned, unexpected connection to form and develop and blossom.

None of these supposedly "disrupting" ideas care one bit about those things. All we hear is that they will cut costs or speed up the process of getting a degree. Whether these ideas actually do anything to help students become something (other than a person with a "marketable diploma") seems to be of little or no concern to these Disruptive Masters of the Educational Universe.

A college is not simply a job-training institute. Its purpose is not to turn out interchangeable cogs who have been trained in specific marketable skills that our corporate masters dictate they must have.

At its best, it gives young women and men the chance to to find out what's inside them, to become who they want to be. You don't do that in three months of producing "deliverables." You don't do that sitting at home in front of your computer looking at online videos. You don't do that with the aid of "academic success coaches."

Those things might get you a "marketable diploma" but they will never get you an education. As long as it makes them a profit, the edupreneurs could not care less.

The rest of society should.