Archives for category: Character

 

I was driving home from a friend’s memorial service held in Salisbury, Connecticut, and I tuned in to CNN, where I heard the live broadcast of a speech by Joe Biden. He was in Burlington, Iowa.

It was about American values, what we stand for, what our ideals are, and how Trump has betrayed those ideals and appealed to the darkest forces in our society. Trump is a propagandist and apologist for racism and White Supremacy, he said. The biggest applause line was when he said that Trump was like George Wallace, not George Washington.

He spoke of the stain of racism that runs through our history. And he spoke of the constant struggle to extend our ideals and overcome our history of slavery and racism.

He tore into Trump with passion and vigor. He described as clearly as possible why this accidental president is unfit for the office he holds, Why he is a threat to our democracy, and why he must not be re-elected.

The link from NBC.

 

 

In this comment, posted not long ago, reader Laura H. Chapman describes the Ohio view of education as workforce preparation. The pioneers of education had nobler goals. Above all, they considered the purpose of education to be preparation for citizenship in our emerging democracy. That meant literacy and numeracy but also character development with the hope of cultivating a commitment to democratic values and a readiness to participate in improving society on behalf of the community, not just oneself.

A resident of Ohio, Chapman describes the state’s narrow, utilitarian view of the goals of education. She notes that this goal was announced without any public discussion.

Several days ago, she wrote:

 

Today March 30, 2019, several Ohio newspapers had variations on the same announcement of a new non-profit headed by Lisa Gray, a long standing point person for the Bill and Melinda Gates Foundation. Gray is now the “founder” of Ohio Excels, a corporate-led non-profit intent of making evidence of job preparation the priority for all high school graduates . The mission statement also includes educational choice, a policy perfectly consistent with the view that early apprenticeships and career prep from preschool are the singularly important missions of Ohio’s public schools.

This set of policy and practice priorities, comes to us hard on after the State Board of Education published Each Child, Our Future. Ohio’s Strategic Plan for Education: 2019-2024 in June 2018. That plan also included a strong emphasis on workplace skills and early career education, notably with Lisa Gray participating in a “workgroup” on “ High School Success and Postsecondary Connections ” led by LEAH MOSCHELLA from JOBS FOR THE FUTURE (JFF) where Moschella is a senior program manager for the Pathways to Prosperity Network, a collaboration between the Harvard Graduate School of Education.

I judge that plan 2018 Ohio plan (a conceptual mishmash) left too many CEOs unhappy, so Ohio Excels will be putting a new plan is in place–one that is an offshoot of Jobs for the Future (JFF) and the Pathways to Prosperity Network.

I looked at the board of Ohio Excels and see lots of CEOs, many from activist positions in metro area business committees and civic and cultural groups. One is also on the board of Hillsdale College–a radical right school. I recognize another as a major supporter of the arts. Another was leading an initiative instigated by the MindTrust in Indianapolis, seeking more charter schools in Cincinnati with the usual patter about needing more “high quality seats.”

I am still unravelling the connections among all of these outfits, but so far I have discovered that JFF has received 35 grants for a total of about $122.5 million from the Bill and Melinda Gates Foundation dating from 2002. Early grants pushed the Common Core with “college and career” readiness, beginning in earnest in grade 9.

The Pathways to Prosperity Network has been funded within each member state (e.g., annual participation fee for California, $500,000) in addition to funds from the Carnegie Corporation of New York $450,000, the James Irvine Foundation (about $12 million, most in California), the Noyce Foundation (before it closed in 2015), and SAP an international Software company.

Jobs for the Future,appears to be inseparable from the Pathways to Prosperity Network. JFF has 18 projects in Ohio. All of these are designed to make Ohio education serve corporate interests. I have not yet done research on each of these projects.

Pathways to Prosperity Network (a project and all host to other efforts);
Center for Apprenticeship & Work-Based Learning;
Student-Centered Learning Research Collaborative;
Postsecondary State Network;
Student Success Center Network;
Nudging to STEM Success;
Early College;
Improved Reentry Education;
Jobs to Careers;
Counseling to Careers;
Middle-Skill STEM Pathways Initiative;
New Skills at Work;
Digital Career Accelerator;
Great Lakes College and Career Pathways Partnership;
Lumina Foundation Talent Hubs;
Google IT Support Professional Certificate;
Policy Leadership Trust, and the big surprise:
“Pay for Success in K–12 Education” wherein venture capitalists overtly hope to make money from turning K-12 education into a financial product with little or no public voice and oversight.

Jobs for the Future has “partners.” These are

GOOGLE,
California Endowment,
Salesforce.org (cloud computing, artificial Intelligence),
Educational Credit Management Corporation (ECMC) Foundation,
The James Irvine Foundation,
William and Flora Hewlett Foundation,
Social Finance (Pay for Success contracts), and yes–
US Department of LABOR and US Department of EDUCATION.

This national network of interlocking programs, foundations, and corporate groups has an agenda far removed from vocational eduction.

Ohio Excels, the new Ohio non-profit to be led by Lisa Gray has three staff and a policy agenda for public education that has not been shaped by public discussion. Our students are to part of the “talent pipeline” that CEOs say they want. Never mind what the life of our students may offer or require beyond getting a job and getting ready for a job beginning in Kindergarten. I hope to offer more detail about “Ohio Excels,” Jobs for the Future, and Pathways to Prosperity in another post.

 

The boys’ volleyball team at Kepler Neighborhood School, mostly 7th and 8th graders, went for a run over a bridge near the school. They spotted a woman attempting suicide, dangling from the bridge. They raced to ask their coach what to do. He said, “Tell her that her life matters,” as he dialed 911.  The boys ran to the woman and told her again and again that her life matters, that people care about her, that she must not give up.

She pulled herself up. She did not commit suicide. The boys persuaded her to go on living.

According to the NAEP data, Fresno schools and students are among the lowest performing in the nation. Their scores are very low.

What do you think of those kids in Fresno now? Put another way, what do you think about using the scores to judge the worth of these boys?

We live in a time of maximum selfishness and greed. It is important to remember that true heroes acted selflessly, doing the right and principled thing with no expectation of honor or reward. We must hold on to those memories so we can reclaim decency, when the opportunity presents itself.

The New York Times recently published a little-known story about a Japanese diplomat who saved the lives of thousands of desperate Jews during the Holocaust. In these dark times, this story might restore your faith in the possibility of human goodness and courage in the worst of circumstances. It was written by Rabbi David Wolfe of Sinai Temple in Los Angeles. If you are able to open the link, you will see a picture of the hero of this wonderful story.

NAGOYA, Japan — “Even a hunter cannot kill a bird that flies to him for refuge.” This Samurai maxim inspired one gifted and courageous man to save thousands of people in defiance of his government and at the cost of his career. On Friday I came to Nagoya at the invitation of the Japanese government to speak in honor of his memory.

The astonishing Chiune Sugihara raises again the questions: What shapes a moral hero? And how does someone choose to save people that others turn away?

Research on those who rescued Jews during the Holocaust shows that many exhibited a streak of independence from an early age. Sugihara was unconventional in a society known for prizing conformity. His father insisted that his son, a top student, become a doctor. But Sugihara wanted to study languages and travel and immerse himself in literature. Forced to sit for the medical exam, he left the entire answer sheet blank. The same willfulness was on display when he entered the diplomatic corps and, as vice minister of the Foreign Affairs Department for Japan in Manchuria in 1934, resigned in protest of the Japanese treatment of the Chinese.

A second characteristic of such heroes and heroines, as the psychologist Philip Zimbardo writes, is “that the very same situations that inflame the hostile imagination in some people, making them villains, can also instill the heroic imagination in other people, prompting them to perform heroic deeds.” While the world around him disregarded the plight of the Jews, Sugihara was unable to ignore their desperation.

In 1939 Sugihara was sent to Lithuania, where he ran the consulate. There he was soon confronted with Jews fleeing from German-occupied Poland.

Three times Sugihara cabled his embassy asking for permission to issue visas to the refugees. The cable from K. Tanaka at the foreign ministry read: “Concerning transit visas requested previously stop advise absolutely not to be issued any traveler not holding firm end visa with guaranteed departure ex japan stop no exceptions stop no further inquires expected stop.”

Sugihara talked about the refusal with his wife, Yukiko, and his children and decided that despite the inevitable damage to his career, he would defy his government.

Mr. Zimbardo calls the capacity to act differently the “heroic imagination,” a focus on one’s duty to help and protect others. This ability is exceptional, but the people who have it are often understated. Years after the war, Sugihara spoke about his actions as natural: “We had thousands of people hanging around the windows of our residence,” he said in a 1977 interview. “There was no other way.”

On Friday I spoke at Sugihara’s old high school in Nagoya, during a ceremony unveiling a bronze statue of him handing visas to a refugee family. After the ceremony, in front of some 1,200 students, I spoke with his one remaining child, his son Nobuki, who arrived from Belgium to honor his father’s memory. He told me his father was “a very simple man. He was kind, loved reading, gardening and most of all children. He never thought what he did was notable or unusual.”

Most of the world saw throngs of desperate foreigners. Sugihara saw human beings and he knew he could save them through prosaic but essential action: “A lot of it was handwriting work,” he said.

Day and night he wrote visas. He issued as many visas in a day as would normally be issued in a month. His wife, Yukiko, massaged his hands at night, aching from the constant effort. When Japan finally closed down the embassy in September 1940, he took the stationery with him and continued to write visas that had no legal standing but worked because of the seal of the government and his name. At least 6,000 visas were issued for people to travel through Japan to other destinations, and in many cases entire families traveled on a single visa. It has been estimated that over 40,000 people are alive today because of this one man.

With the consulate closed, Sugihara had to leave. He gave the consulate stamp to a refugee to forge more visas, and he literally threw visas out of the train window to refugees on the platform.

After the war, Sugihara was dismissed from the foreign office. He and his wife lost a 7-year-old child and he worked at menial jobs. It was not until 1968 when a survivor, Yehoshua Nishri, found him that his contribution was recognized. Nishri had been a teenager in Poland saved by a Sugihara visa and was now at the Israeli embassy in Tokyo.

In the intervening years Sugihara never spoke about his wartime activities. Even many close to him had no idea that he was a hero.

Sugihara died in 1986. Nine years earlier he gave an interview and was asked why he did it: “I told the Ministry of Foreign Affairs it was a matter of humanity. I did not care if I lost my job. Anyone else would have done the same thing if they were in my place.”

Of course many were in his place — and very few acted like Sugihara. Moral courage is rare and moral greatness even rarer. It requires a mysterious and potent combination of empathy, will and deep conviction that social norms cannot shake.

How would Sugihara have responded to the refugee crisis we face today, and the response of so many leaders to bolt the gates of entry? There is no simple response adequate to the enormity of the situation. But we have to keep before us the image of a single man, overtaxed, isolated and inundated, who refused to close his eyes to the chaos outside his window. He understood the obligations common to us all and heard in the pleadings of an alien tongue the universal message of pain.

On Friday, I told the students that one day in each of their lives there would be a moment when they would have to decide whether to close the door or open their hearts. When that moment arrives, I implored them, remember that they came from the same school as a great man who when the birds flew to him for refuge, did not turn them away.

Nancy Bailey opened her mail and saw that Angela Duckworth was on the cover of the handout for Costco Connection, touting the virtues of grit and why every child needs it.

I had somehow hoped we had passed through the “grit” phase and moved on to something else. Probably, the fact that it is featured on the cover of the Costco flyer means that it is already passé.

Duckworth has has list:

Her grit goals for children include the following:

I am a hard worker.
Setbacks don’t discourage me.
I finish whatever I begin.
I don’t give up easily.
I am diligent.
I will never give up.
Numbers 3 and 6 might especially give us pause.

Nancy rightly notes that teachers have been instilling “grit” since time immemorial.

For starters, grit is a repackaged idea. If you’ve read “The Little Engine Who Could” by Watty Piper to your child, you’ve taught them to try their best. Many children’s books incorporate the idea of endurance. It’s a timeless virtue.

Teaching character traits like perseverance through children’s literature seems more meaningful, and enjoyable, than browbeating students to carry through on every task to prove their stamina.

Lots of good ideas here. Nancy warns about the “strictness” imposed by KIPP-style no-excuses.

It’s important to remember, that with grit and high-stakes standards, including Common Core, children are not always setting their own goals. They aren’t dreaming of passing tests. They want to do well on them, or they fear them, because it’s what adults tell them to do. They’re being set up to please adults.

That’s a huge problem with grit and what makes it disingenuous.

John Thompson, retire teacher and historian in Oklahoma, cites the testimony of his fellow Oklahoman before the Senate Judiciary Committee:


To grasp the threat that Supreme Court nominee Brett Kavanaugh represents to our constitutional democracy, read Emily Bazelon’s “Red Dawn” in the New York Times Magazine. To understand Kavanaugh’s threat to public education and our kids, check out the testimony of Oklahoma City’s high school teacher Melissa Smith to the Senate Judiciary Committee.

Click to access Smith%20Testimony.pdf

Bazelon explains how Kavanaugh was “preapproved by the Federalist Society,” and “groomed” as an advocate for the rightwing’s social and economic policies. She explains how Federalist ideologues, who were dismayed that Chief Justice John Roberts hasn’t been conservative enough, have pushed for jurists like Kavanaugh, who could make it “increasingly difficult to believe the court is doing law, not politics.” The possible result is a court that is out of step with the public to the point where it could “strain the constitutional order – and the country – to the breaking point.”

In short, the Federalist Society would like to do to the United States of America what they and their allies, the Koch brothers, ALEC, and other corporate funders, have done to Oklahoma. That makes the testimony of Ms. Smith even more pertinent.

Smith teaches at Grant High School, where “almost 90 percent of our families are considered to be economically disadvantaged, 35 percent are English language learners, and 15 percent are disabled or have special needs.” Since senators can’t be in our schools every day, she shared some of our students’ experiences which they should consider before confirming a lifetime appointment to the U.S. Supreme Court.

Due to corporate-funded lobbying (further weaponized by Citizens United) and extreme political gerrymandering (defended by the Federalists), budget cuts have resulted in cuts of 50 percent in Grant’s fine arts program and the elimination of the library media budget. Grant serves 2/3rds more students than what it was designed for, and it has classes of 40 students or more; last week, students were still sweltering in 90 degree heat in Ms. Smith’s room.

Kavanaugh’s support for private school voucher programs, with little oversight and accountability, would siphon even more funding away from public education. Moreover, his support for anti-union rulings like Janus v. AFSCME could do to the rest of the nation what Right to Work has done to Oklahoma in the last 20 years.

Ms. Smith explained:

Judge Kavanaugh has a strong history of siding with big business over the needs, rights and safety of individual employees. His record shows that he sides with employers who do not adhere to their collective bargaining agreement, does not believe in union representation in employee meetings, and in one decision, would allow the employer to “abolish collective bargaining all together.”

Kavanaugh’s sponsors presented him as a caring father and coach, but what experience does he have caring for poor students? The suffering of Grant kids is ameliorated somewhat by dental vans in the school’s parking lot offering free services. But does he understand the reasons why Ms. Smith paid the senior dues of a student so that the kid’s family could pay their rent?

Ms. Smith has personally experienced some of the ways that Kavanaugh’s agenda has damaged children. She has had to respond to a Saturday night call to intervene with a suicidal student, and also carry another sobbing, suicidal student in the hallway to a counselor who, fortunately, was in the building that day, not traveling to other overextended schools.

Similarly, Kavanaugh might be more open to considering the welfare of kids beyond his experience if he understood what it was like for Ms. Smith to comfort a transgender student. The nominee might question the National Rifle Association’s agenda had he sat in her classroom on lockdown after a student brought a loaded .380 gun to school. Above all, Kavanaugh might reach different legal judgments if he could empathize with Grant’s Hispanic majority, including undocumented kids who must worry about ICE agents empowered by Trumpism.

Ms. Smith explained:

Just last week, the teacher in the classroom next to mine wrote a reference letter for a student and his family to take with them to their hearing to determine whether they could remain in this country. She stressed about it for days because she needed it to be perfect. Her student has never known anything but his life in Oklahoma, and he is terrified of being sent to a place that is not home, regardless of what anyone tells him.

Of course, the Federalist Society and corporate interests have had the right over the last few decades to secretly plan and implement their collective plan. But who would have believed they would have become so successful in undermining collective action by the rest of us?

And that is why we face the prospect of a Justice Kavanaugh, who “has sided with the powerful and their institutions, rather than with the voiceless and the vulnerable—be they immigrants, individuals with disabilities, or workers—who need protections from the courts.”

Kavanaugh has the right to remain oblivious to the realities that teachers and students face. But maybe at least two Republican senators will listen to Ms. Smith. As she says, “I teach my students about justice and equality, but I worry that we live in a country where these rules no longer apply.” Maybe they will listen to a teacher who concluded her testimony the same way she ends every Friday at school with her students: “Be the example, have a good weekend and make good choices.”

Lieutenant Governor Casey Cagney, the Republican candidate for Governor, admitted in a secret recording that he pushed a very bad voucher bill to passage, because if he didn’t, the Walton family would give $3 Million to his opponent in the Republican primary.

What a creep. He sold out public schools and the children of Georgia for fear of Walton money going to his rival.

Joanne Yatvin is a former teacher, principal, superintendent, and president of the National Council of Teachers of English.

 

Far too many politicians and ordinary citizens have forgotten that the purpose of American education is as much to support a democratic society, as it is to prepare students to be active citizens, in charge of themselves and their communities. They have also forgotten that the proof of the pudding is not how well our students’ test scores compare with those of other countries but the proportion of American citizens who are leading intelligent, productive, and caring lives.

Ideally, civic learning begins and continues for children at home, mostly by watching, listening, and imitating what good parents do. But not all homes are wise and harmonious, and even the best ones cannot offer the full range of experiences that civic maturity requires.

Traditionally, schools were expected to reinforce civic actions as children grew older, such as developing friendships with students of different backgrounds and taking responsibility for their own behavior. But now the pressure to raise test scores and increase graduation rates has forced most schools to abandon those responsibilities. In enacting harsh discipline policies and expecting academic achievement beyond what is normal, the demands for better test scores have all but wiped out the opportunities for teachers to teach and students to learn the basics of good citizenship. In addition, schools have been forced to reduce or eliminate recesses, and cut back on classes such as art, music, and physical education, where students are most likely to interact positively.

Although teachers do not have the power to change the school curricula or the emphasis on testing, they can eliminate some of the harsh practices that have come with them.  Teachers may still set up processes in the classroom that allow students to have power and work together, such as selecting books to read, planning projects, and developing classroom rules. When students feel that “this is our classroom” rather than the teacher’s personal domain, they will learn how to be responsible citizens in their own school community.

At the school-wide level it is up to administrators to establish policies that respect students’ rights and personal dignity, even when they have broken the rules. One common practice should be giving students a fair hearing before setting any punishment. That means a private meeting with the adults involved after everyone’s temper has cooled. In really serious matters, a hearing before a committee made up of the principal, a few teachers, and one or two community members is the best choice. As for consequences, schools should reconsider suspensions and expulsions for minor offenses by older students and any errors  by young children.

The next step in civic education is having students share decision making with adults in ways that are age-appropriate.  For instance, elementary grade students can work with teachers to choose new playground games and set the rules of participation, while high school students should serve on groups that make decisions about what is best for them, such as curriculum committees and even the local School Board.

In their free time students of all ages should be encouraged to join with adults on local projects such as planting a community garden, adopting a road, or building a playground in a neighborhood that has none.

Once more, I remind you that giving all this attention to student citizenship is not an unreasonable expectation. Until high stakes testing took over our schools, demanding that every school day and every bit of student and teacher effort be dedicated to raising test scores, public support for character building in schools was common. But now, the legislators concerned about school “accountability” have no interest in how students treat each other or how schools treat their students.

Concern for the growth of responsibility and humanity in our children should never be out of style.

 

A friend recommended “Come from Away,” the story of a small town in Newfoundland that was  overwhelmed on 9/11 when diverted airplanes start landing, bringing thousands of strangers. Then I saw a tweet by James Comey, saying that he loved it.

I don’t usually make theatrical choices based on a Comey tweet, but the combination was irresistible.

I saw it today. It was wonderful.

It reminds us of what our society has lost: generosity of spirit. Kindness.

See it.

This is not just a New York play. Opportunities to see the musical are growing, with a second company now performing in Canada and a third set to launch a North American tour in Seattle in October.

The best dramas and musicals cross cultures, time, space.

This is what the writers of the play said about it.

New York audiences have included many people close to the tragedy, and to Hein and Sankoff. At a recent performance the couple attended, viewers included both their 4-year-old daughter’s teacher and a firefighter’s widow.

Having their young child accompany them through Come From Away’s progress has been especially meaningful. “The show reminds us to teach our daughter to be kind, how important that is in this world,” says Hein. Sankoff adds, “It takes a unique kind of bravery to do that, to be kind. Sometimes it’s seen as a kind of weakness, but really, one of the riskiest things to do is to open yourself up to people. To sit down and push away is easy.”

To further promote that message, the Come From Away team has done “a ton of education outreach,” Hein notes. “So many teachers have come to see it. People who weren’t born when 9/11 happened have come and been really moved.”

Imagine that: a message that kindness matters.

 

On February 13, the New York Times published a great full-page ad that consisted of quotes from previous presidents and other eminent people. It was titled “Mr. President, in anticipation of Presidents‘ Day consider the following words of counsel and caution.”

The ad contains  57 quotes. The article was summarized in Forbes, including some of them.

I could not find a link to the ad.

Here are some of the quotes.

1. Human kindness has never weakened the stamina or softened the fiber of a free people. A nation does not have to be cruel in order to be tough. President Franklin D. Roosevelt

2. Facts are stubborn things; and whatever may Be our wishes, our inclinations, or the dictates of our passions, they cannot alter the state of things. President John Adams

3. Let us not seek the Tepublican answer or the Democratic answer, but the right answer.  Let us not seek to fix the blame for the past, let us accept responsibility for the future. President John F. Kennedy

4. Patriotism is supporting your country all the time, and your government when it deserves it. Mark Twain

5. The freedom of speech may be taken away—and dumb and silent we may be led, like sheep to the slaughter. President George Washington

6. It’s amazing what you can accomplish if you do not care who gets the credit. President Harry S Truman

7. I would rather the man who presents something for my consideration subject me to a Zephyr of truth and a gentle breeze of responsibility rather than blow me down with a curtain of hot wind. President Glover Cleveland

8. To announce that there must be no criticism of the President…is morally treasonous to the American public. President Theodore Roosevelt

9. How can we love our country, and not also love our countrymen. President Ronald Reagan

10. We have a tendency to condemn people who are different from us, to define their sins as paramount and our own sinfulness as being insignificant. President Jimmy Carter

11. No person was ever honored for what he earned. Honor has been the reward for what he gave. President Calvin Coolidge

12. He that is of the opinion money will do everything may well be suspected of doing everything for money. Benjamin Franklin

13. Always vote for principle, though you may vote alone, and you may cherish the sweetest reflection that your vote is never lost. President John Quincy Adams

21. Whenever you do a thing, act as if all the world were watching. President Thomas Jefferson

23. This country will not be a good place for any of us to live in if it is not a reasonably good place for all of us to live in. President Theodore Roosevelt

30. Whoever is careless with the truth in small matters cannot be trusted with important matters. Albert Einstein

36. There is nothing new in the world e  pet the history you do not know. President Harry S Truman

40. It is a paradox that every dictator has climbed to power on the ladder of free speech. Immediately on attaining power each dictator has suppressed all free speech except his own. President Herbert Hoover

41. When you single out any particular group of citizens for secondary citizenship status, that’s a violation of basic human rights. President Jimmy Carter

44. The test of our progress is not whether we add more to the abundance of those who have much, it is whether we provide enough for those who have too little. President Franklin Delano Roosevelt

45. A people who values its privileges above its principles soon loses both. President Dwight D. Eisenhower

50. Leave the matter of religion to the Family altar, the church, and the private school. Keep the church and the state forever separate. President Ulysses S. Grant

52. No man has a good enough memory to be a successful liar. President Abraham Lincoln

54.You can give a man an Office, but you cannot give him Discretion. Benjamin Franklin

56. America was not built on fear. America was built on courage, on imagination, and an unbeatable determination to do the job at hand. President Harry S Truman

57. In the end, we will remember not the words of our enemies, but the silence of our friends. Martin Luther King, Jr.