Trumped up pedagogy

“No, no, no, I am not a racist. I am the least racist person you have ever interviewed.” 

45, January 14, 2018

President Trump gets under my skin; if you’re here, he probably gets under yours, too.

Many teachers mumble to themselves, and occasionally to each other, how gullible “those” people must be to support him. How can anyone believe what the man says when the evidence screams otherwise?

And then we shuffle off to our classrooms, arms full of papers and books, pockets full of markers, and do what we do. We teach using the best, the very best research education has to offer. And we do it wrong.

We cater to learning styles, we worship the learning pyramid, we tell kids to go figure out this world on their own.

All of it nonsense, but belief (or pretending to believe) is part of the American cult of pedagogy.

Every week or so I immerse myself in the Trump radio universe–I listen to the hosts, I listen to the callers, listen to the myths and the closed loops of reasoning, and it starts to generate an internal rhythm that makes sense. Throw the sense of community in it (and make no mistake, the nationalist/racist movement deep in our bowels depends on this) and this stuff is like cocaine to caged rats.

We do the same thing in education.

A little self awareness goes a long way.

Of course he’s a racist….but you might be, too.

Storytelling

Physical concepts are free creations of the human mind and are not, however it may seem, uniquely determined by the physical world.


Albert Einstein


It is easy to teach science badly, or what passes as science anyway.

With textbooks morphing into monoliths, immutable facts are drilled into the cranium. While a few pages of the text may allude to classic experiments, they are presented like ancient battles in a history book–the experiments matter for their contribution to the scientific database, not for the opportunities in thinking they present the student. As the database increases, we are obliged to increase the diameter of the craniotomies drilled into our students’ skulls.

I stumbled onto a wonderful site, What is Science? while googling, natch, “What is science?”–it looks like a simple question. Seems a science teacher ought to have a handle on the word “science.”

I wandered around the site while pretending to do lesson plans, and found a lovely essay that argues that the essence of science is storytelling. The article is co-authored by Barry Bickmore (geochemistry) and David Grandy (philosophy), faculty members at BYU.

Test bunny

This is a test bunny–I have a couple that go around during exams. A very nice lady makes them for me.

Young adults clutch them tightly when they are stressed. I used to think they were talismans, but now realize I worry more about kids doing well on exams than many of them do.

Many just want to pass.

My test bunnies make stressed students feel better. I’m glad that they feel better, but wonder how hundreds of tests over much of their waking hours affects how they view the world.