Categories
life

Where I’m At With COVID-19

My daughter’s school closed last week, as did mine, as did my wife’s (three different schools; three different closures). My wife and I continue to teach online, working through Google’s G Suite for Education and Zoom. My daughter, a first grader, completes some of her assignments online, communicating with her teacher through SeeSaw, using a variety of online games to work on math and reading, doing yoga with Cosmic Kids on YouTube, and engaging in plenty of independent learning activities, such as drawing, reading, and building with LEGOs. In addition, my wife and I take time away from our students to help our daughter with science, music, gym, etc. (yesterday afternoon, for example, I helped her begin a personal learning project wherein she will, through the development of a coherent slideshow and accompanied presentation, persuade her mother to let us get a puppy — but I digress).

On the second or third day of our schools being closed, my daughter’s schedule called for social studies. I’d received an email that morning from PBS promoting a two-year-old episode of American Experience titled Influenza 1918, which focuses on the 1918 flu pandemic. I asked my daughter if she was interested in watching it for her social studies class. She said, “Yes,” and we sat down and watched it together.

There’s a lot to digest in the documentary. Caused by an H1N1 virus, the pandemic killed over 50 million people worldwide. In one month in 1918 — the month of October — over 195,000 Americans died from the virus (for comparison’s sake, the total number of American military deaths in all of World War I is 116,516). Towns throughout America were forced to bury their dead in mass graves. Children watched their parents die; parents watched their children die. Cousins were lost to orphanages; families and dreams disintegrated.

As I hear the governor of my state declare a “Stay Home, Stay Safe” order, I think back to the Influenza 1918 documentary, and I remember the way I had to describe to my daughter what a mass burial was, and I see my wife in the other room giving me a look like, “What the hell are you showing our seven-year-old daughter?”, but then I think of my daughter, later in the week, days after we watched it, standing in the door of our bathroom, telling me how lucky we are because we don’t live in 1918.

I also think about the day this week when she and I went out for a walk and we came across two of her best friends playing together and I had to tell her that no, she couldn’t go play with them, and how she listened to me, but how she also put her head down and walked home in silence, and how as soon as we entered the house, she ran up to her room in tears, not even stopping to take off her coat, and how I followed her upstairs to comfort her, and how she collapsed on her bed with her face in her pillow and her knees pulled up tight, and how she didn’t even argue with me about it or scream at me to “go away!”, but instead how she told me she “gets it,” she knows why she can’t play with her friends, but how it still makes her sad and she just needs to cry, and how I walked back downstairs to the sound of her wailing into her pillow, and how later, when she got quiet, I was able to go back upstairs and help her take off her coat, and how, after a good cry, she was ready to go on with her day.

I think about my seventy-two year old parents, one of whom is immunocompromised. I think about my father needing to keep himself busy, and venturing out to a hardware store for some item that will help him do just that, but I also think about all the other people in his hometown who have to keep themselves busy and who also need to go to the hardware store to get an item to do just that, and I imagine all of the people they’ve interacted with and been breathed on by, and like a terrifying movie, I watch the virus move from person to person until it touches my father’s hand, which soon touches my mother’s hand, and soon…

I think about my mother just wanting to spend time with her grandchildren, and their governor’s shelter in place order.

I think about my students, teenagers who have already experienced so much trauma, now being forced to stay inside with their families, some of whom contributed to that trauma. I think about my students’ parents, many of whom are single mothers, now robbed of even unsteady employment, and the number of mouths they need to feed.

I think about my coworkers who are home alone, my cousins and uncles and aunts, my in-laws, my friends across the country, and the loneliness, pain, and anxiety that so many of us are feeling.

But then I think about those mass graves, and with my seven-year-old daughter, I feel thankful to be alive.

Categories
dungeons & dragons works in progress

Two Adventures are Better Than One

I’m currently running two different games of Dungeons & Dragons. The first is for a group of seven teachers who use the game to connect with their coworkers and escape the emotional stress we all feel thanks to our day jobs. The second is for my daughter’s two goodfathers (as an atheist family [kinda], we opted for goodfathers rather than godfathers). One goodfather lives in Maine, the other in Michigan.

The first game — the teacher game — meets face-to-face once a week in the middle of the week for about four to five hours, depending on when we get started. It may sound dorky to some people, but it’s basically our poker night.

It’s a diverse group (for Vermont). At 42, I am not the oldest member of the group; we also have members in their 30s and 20s. Two women grace us with their skills as full-time members of the party, while another plays a tricksy gnome whose character allows her to jump in and out of the game whenever she has the time. Most of our group members have played before, but this is the first time for one of them.

We started with an original story set in an Eastern region of the Forgotten Realms. The story has had three major parts to it so far. The first tested the party’s mettle in battle by challenging to capture a hoard of weapons from a group of goblin bandits. They all survived.

The second part of the story required them to travel to a distant town to recover an unusual magical object. Two members of the party (one of whom was a goblin they’d captured during the first part of the story) were killed on the journey, but new characters joined them once they reached the new town, and they spent several days seeking out the unusual object. During one of those days, two young elvish girls (played by my daughter and the daughter of another party member) requested their help in rescuing their father, who had been kidnapped by mysterious men in red robes. The side quest increased the party’s knowledge (if only slightly) about the story’s main foes.

The third part of the story reminded them that every door can lead to their doom. Their exploration of a seemingly abandoned wizard’s tower cost them the lives of two beloved characters, but they also found three more characters, expanding their numbers while also altering the party dynamic.

The next part of the story is going to come from an official Dungeons & Dragons book. They’re currently traveling down a river to move from one town to another (at our last session, they were attacked by four powerful and aggressive oozes in one of the swampier sections of the river), but when they arrive at the next town, they’ll find a richly developed suite of characters written and presented by the makers of Dungeons & Dragons. I’ve never run a game out of an official book before, so this will be a first. I’m eager to see how it goes.

I built the campaign as I’ve built all my campaigns, using instructions provided by The Dungeon Master’s Guide, coupled with copious use of the Internet. I borrowed ideas from the history of the Forgotten Realms (as determined by the Forgotten Realms Wiki), made notes on interesting and/or influential characters (some original, some borrowed), created a hook to pull the players into the world, blocked their way forward with a series of rich and exciting encounters (some requiring more forethought than others), and voila, we were ready to go.

The game I run with my daughter’s goodfathers is different. First, we don’t play in person, nor do we play simultaneously; instead, we “play by post.” I write some stuff on a forum, they write some stuff in response, and once in a while, I require them to do a dice roll (for which they include a screenshot). After they roll, we deal with the result: I write some stuff, they write some stuff, and the story moves forward.

None of us have played by post before, so we have no idea how it will turn out or whether it’s something we’ll ever want to do again.

The second difference about the goodfather game is that we’re using it to jointly create an original setting we may someday share with the world, a setting solid enough to support any campaign a Dungeon Master might want to drop on it.

Not knowing exactly how to begin such a process, we agreed to a few basic principles and a few basic facts about the world, then decided to run a play-test. They both wanted me to DM, but all of us will build the world together. We’re just getting started, so again, we have no idea how it will turn out, but it’s a way to be creative with two of my best friends, so why not do it?

I’ve been DM-ing games off and on for several years now. I got a late start when it comes to playing Dungeons & Dragons, but now that I’m in it, I’m in it.

As Fluid Imagination moves forward into 2020, I hope to share more about what I’ve learned as a Dungeon Master, including how I’ve used it and/or hope to use it in my capacities as a teacher and administrator. I’ve created a new category on the blog, aptly titled Dungeons & Dragons, where I’ll file what I write, and maybe someday, it’ll be useful to someone else.

Also, one of Fluid Imagination’s most visited links has to do with using Dungeons & Dragons in the classroom, and I recently learned that I was quoted in an article about how Dungeons & Dragons can help kids develop social-emotional learning skills. If so many people are coming to check out Fluid Imagination thanks to Dungeons & Dragons, I’d like to give then a little more to read while they’re here.

Of course…any regular readers know I don’t do well with goals, so I guess we’ll see how it goes.

Categories
education

We Need To Talk About Social Practice

I’m big on origin stories. It’s why I love Game of Thrones, Star Wars, and the Marvel Cinematic Universe. It’s also why I have a hard time finishing my fiction: I get enamored in where everything came from and forget to make it to go somewhere.

Take this blog post, for instance.

It started with marijuana (as if you didn’t know). Marijuana puts me in the mood to write. It adds intensity to my every thought. I don’t smoke marijuana to get high, per se. I smoke to inspire myself. After smoking marijuana, I wait. I wait for a flash of energy whose pattern I recognize well, a combination of physical ecstasy, intellectual attraction, and forward compulsion.

The pattern might arrive from anywhere. Tonight, it came from an email I received from a colleague. I didn’t open it (my wife and I were watching an episode of Ozark at the time), but the subject line caught my attention: “We need to talk about Social Practice.”

If you don’t know me in real life, I’m a teacher, so seeing this subject line coming from one of my colleagues caused me to interpret the sentence in terms of education, as in, “We need to talk about the way we teach Social Practice.”

But here’s the thing: I’m not confident I know what “Social Practice” is.

When I don’t know the answer to something, I try to come up with one. That (more than anything) is what makes me a creative writer (it’s also what makes me fall for my own bullshit, but that’s another story).

Luckily, I’m married to a teacher, so after the episode of Ozark was over and we started to straighten up, I asked her, “Do you teach Social Practice?”

She was in the kitchen, returning her bag of popcorn to the pantry and putting her empty can of soda on the counter to be recycled later. She called back to me, “What do you mean by that?”

I rolled off the couch and retrieved my blanket from the rug. “I’m not sure.”

She came into the living room, and I started to tell her I thought it might mean…like…working with children to practice their social skills. Like, giving them scenarios that might be familiar to them and then coaching them through performing appropriate (yet still individually meaningful) actions.

I had in mind scenarios such as telling a friend you’re sorry, or greeting a stranger at a bus stop, or asking a teacher for help with an assignment, or talking to a police officer without fear or malice, or asking a new friend if they want to spend time with you, or calling a pizza shop to place an order, or asking a coworker for help with a task, or…or…or….

I don’t work in the public school system, and I haven’t attended one since I graduated high school, but I have to imagine that every school has at least one teacher who actively prepares their students for significant interactions such as job interviews, and I hope all schools at this point actively work on helping students advocate for themselves as children, but I’m not sure how many schools have teachers who actively work on helping today’s students, virtually all of whom seem to have their faces glued to their screens and virtually all of whom have their most significant relationships occurring online, learn how to perform even the most basic social interactions.

At bottom, isn’t that what schools should be for? Giving students the freedom to ask questions, practice solutions, and refine techniques? If that is what schools are for, why would we exclude their questions about the most everyday aspects of their lives?

So many adults want to blame smart phones for what they’re doing to our children’s well-being (and they’re doing quite a lot). But how many adults are willing to admit that this is the world we’ve chosen for our children, and now we must prepare them to survive and adapt?

Smart phones rob children of a vital period in their development. Between the ages of 0 and 25, the brain lays down, in less and less foundational stages, the human adult it will become. If the foundation does not include the social skills that have made us so successful as a species, the entire edifice of our humanity could crumble, having who knows what result on the future of our species.

To save the future of our humanity, we could make a dictatorial decree that bans children from ever using smart phones. After all, we ban them from using other developmentally harmful products, such marijuana, cigarettes, and alcohol. But our enforcement would probably be as lax as it is for the bans we have on their activities now (excluding our ban on their right to vote, which we still strictly enforce).

We could ban the production of smart phones themselves, but good luck convincing capitalists to give up production on an ubiquitously desired product.

If we can’t ban their production and we won’t enforce a ban on their use, then our best bet is to admit defeat and adjust to reality. And the reality is that the still-malleable future of the species is deficient in social skills. That means we need to provide children with a state-sanctioned supplement: the time and space to practice their social skills under the guidance of a well-intentioned coach.

As always, some students will be more gifted than others, and some will need specially-educated attention, but all students will benefit from becoming more conscious of the way they interact with people and adjusting their performance to better match their intentions.

I told my wife all of that using just a few hands gestures and a few mumbled phrases, but after sixteen years of living together, my wife understood what I was talking about, and she asked me to follow her upstairs so I could fold my laundry and switch the towels from the washer to the dryer.

I did as I was asked, but as I ascended the stairs, my marijuana-infused brain had moved on to wanting to tell her about a lesson I taught earlier in the day on the art of writing dialogue. By this point, she’d changed into her pajamas and moved into the bathroom, and through foamy lips, told me to stop talking while she brushed her teeth.

I retrieved my now-dried clothes from laundry room and dropped them on our bed. I folded my shirts and pants while I waited for her to finish.

I heard her rinse and spit out the water, and then put her toothbrush back in the jar. She didn’t ask me to continue with my story.

I folded my laundry in silence, letting her have her space.

She did some more stuff in the bathroom, went to my sleeping daughter’s room to tuck her in and kiss her on the forehead, then she returned to our bedroom.

“Okay,” she said, and I tore into it.

But the whole time I was telling her about the lesson, I was also thinking about this blog post, wondering if I was going to write about my colleague’s email (which I still haven’t read) or about the lesson I was telling her about, the one where I received a super positive response from my students. I could actually see the wheels moving in their heads during class, and afterwards, they were genuinely excited (though properly anxious) about their next assignment.

I used a lot of hand gestures as I told her the story, and she listened with what I took to be curious attention. When I’d finished, and we’d discussed it some more, I kissed her goodnight and raced downstairs to sit at our computer.

It’s been an hour and fourteen minutes since I sat down, and I still don’t know which topic I want to write about.

(By the way, I know how long I’ve been sitting here because I listened to the soundtrack from Season 7 of Game of Thrones as I typed all this up, and it just now came to its end.)

And that, in all truth, is this sentence’s origin story.

Before I write anything more, I ought to go read that email.

Categories
reviews

Top 10 Posts of 2018

Taking a stroll through Fluid Imagination’s statistics for the year, I figured I’d share the Top 10 Posts of 2018 (as determined by page views). They weren’t all written in 2018, but these were the posts that saw the most traffic.

Using Dungeons & Dragons in the Classroom
The overwhelming favorite, this post attracted more than a quarter of all the page views for Fluid Imagination this year, including a reporter who wrote a series of stories on the topic for KQED’s education blog, Mindshift, and a doctoral candidate who was writing a thesis on using games in classrooms. I don’t know if any of my readers tried to implement my method for using a role-playing game in their classroom, but hopefully it inspired at least one or two teachers to give a try.

Teacher Advocates “Students Go On Strike”
Written in the wake of the Parkland shootings, this post does exactly what its headline suggests: it advocates for students across the country to go on strike until Congress takes decisive action on school shootings. “The politicians need to stop running for re-election,” I wrote, “and start doing the job we sent them there to do: use their conscience to do what they think is best.”

Two Types of Stories
Originally written in 2011 (and one of the few posts that made the transition from the old site to the new), this post was inspired by a question that one of my high-school friends asked: “Do you buy that there are only two types of fiction stories: a stranger comes to town and a hero goes on a journey?” I wrote back, “Yes and no. But it will take me longer to explain.” This post was my explanation. Because it is a top-ranking result when you search for “two types of stories” on Google, the post continues to be a perennial favorite, even eight years after I wrote it.

I Am No Longer An Atheist
Published in early March, this post was a bit of a coming-out announcement for me. For the past twenty-five years or so, I’d claimed loudly and repeatedly to be an atheist, and while I tried not to be one of those atheists who look down on the global community of believers, I did not shrink from engaging with anyone interested in my atheism, and I stood my ground as a proud, public-facing atheist. But after a series of mystical experiences, I decided that “atheism” no longer fit my understanding of the universe. This post explains what I arrived at next.

Growing Up
Cross-published on Splimm.com, “the premier media outlet for families whose lives have been enhanced by cannabis,” this post tells the story of a night I got very high on marijuana only to have my five-year-old daughter get out of bed to ask for my help with an extra-sharp toenail. This post is one of my personal favorites.

Jack Straw from Wichita
In the days following the Parkland shooting, a boy from my town (and a former student of my wife’s) was arrested by the Vermont State Police for planning to go on a mass-shooting spree at a high school in the town next door. In this post, I used the case to argue in favor of abolishing prison time for individuals under the age of 25. And while it’s not one of the top posts of 2018, here’s the follow-up post I wrote to this one.

An Argument About Guns
Another post written a few days after the Parkland shooting, this post examines (in a very roundabout way) some of the points related to the highly-debated suggestion from President Trump and others that the best way to stop school shootings is to arm our teachers, administrators, and school resource officers — in other words, to bring more guns into our schools.

Happy Birthday to Me
Written on the occasion of my 41st birthday, this post tells the story of how I came to appreciate (after not doing so at first) the presents that my wife and daughter gave me: a desk-sized fan and a couple of bags of fun-sized Kit Kats.

The Obligation of Privilege
Written by an able-bodied, 41-year-old, cis-het, white man with an advanced degree and a full-time job, this post examines the concept of privilege, and more specifically, white privilege. It also answers the question: Once a white man admits to his privilege, what should he do next?

Free the Genius of Louis C.K.
This post desperately needs an update. Written roughly six months after the stand-up comedian admitted that he had, for over a decade, been exposing himself and masturbating in front of his female colleagues, I argued that, in the era of #metoo and #timesup, white, middle-aged men needed Louie to return to the stage because his comedic genius would force us “to stand and admit and attack our transgressions in a way that cuts to the quick.” Unfortunately, as we all recently discovered, Louie has decided to take his return to the stage in a different direction. Rather than examining his own moral failings (and by extension, the moral failings of middle-aged white men), he seems to have decided that, since people already hate him, he’ll make a career out of being hateful. In all honesty, I couldn’t be more disappointed.

Categories
education politics

Jack Straw from Wichita

I wrote a post a few weeks ago arguing in favor of abolishing the age limit on the right to vote. I want to follow up that proposal by arguing in favor of abolishing prison time for people under the age of 25.

Here’s what it means to work at a therapeutic school: never giving up on a child. A lot of the kids we get at our school are on their way down the drain of life. Their parents (or usually at least one of them) have abandoned them. Their schools have either asked them to leave or admitted that they don’t know what to do with them. Their friends have either never appeared or, in almost every instance, rejected them. They’ve been told in ways both verbal and nonverbal that they aren’t worth anything and that no one could ever love them; and like that, dripping wet with the sloppy shit of society’s refuse, they arrive at our door.

And the first thing we tell them is that we will never let them go. We’re like Robin Williams’ character in *Good Will Hunting*: “It’s not your fault. It’s not your fault.”

Today, the Vermont State Supreme Court agreed with over a hundred years of state precedent to declare that an 18-year-old boy (from my hometown) who had undeniably taken several positive steps towards enacting a mass shooting at a local school, and despite those undeniable steps, the state could still not hold him without bail.

The finding goes deeper than that, however, because the decision to overturn the lower court’s ruling registers a formal level of doubt regarding the state’s original charges against the boy. Due to legislative reasons and over a hundred years of precedent, to maintain the lower court’s ruling, the justices would had to have found, beyond a shadow of a doubt, that the boy *was going to attempt* the shooting; fortunately or unfortunately, the justices were not able to do that.

Now, that same formal level of doubt called for by the justices will be in the instructions given to the jury when the state asks them to convict the boy to prison. But if several justices can’t convict him to be held without bail because all of the available evidence doesn’t support the state’s argument beyond a shadow of a doubt, then a jury shouldn’t be able to convict him of that either.

Essentially, today’s opinion explained all of the reasons why the boy should be declared not guilty: because he did not do the crime with which he is being charged. Faced with the climate that has arisen in this country in the aftermath of Parkland, the state’s prosecutors overreached and charged the boy with something that would make big headlines in terms of the story —— maybe not necessarily for selfish publicity, but maybe as a kind of warning to other potential shooters; unfortunately, they charged him with a crime that he, in all good conscience, did not commit. He did not yet *attempt* the mass murder; he had taken steps toward it, but there were plenty of steps left for him to take, and he was capable of changing his mind, for whatever reason, at any moment. He truly is not guilty of the crime for which is being charged.

But that’s not to say that this young boy belongs on the streets. In their ruling, the Justices suggested that, even if he did make bail, the lower court could reasonably keep him under watch for twenty-four hours a day, seven days a week, which, while not being prison, still registers in a real and formal way the Justices’ specific distrust of the boy.

This boy is eighteen years old. I know next to nothing about him except for what I’ve read in the papers, read in his journal (which he titled, “Journal of an Active Shooter”), and what people have said about him around town. I’ve never met him and I don’t know his family, but by all accounts, including his own, whatever caused him to want to do this had nothing to do with his family.

This is a boy who, for whatever reason, is sick, and he needs some real help. We — the real human beings who make up our community (town, county, state, nation, earth) — need to step in and give him some help, if not with our hands and hearts, than at least with our tax dollars (which ought to be considered just another way of saying “our charitable donations”).

We don’t need to exile this boy. He is eighteen years old. Everything we read and everything we see tells us that adolescence lasts longer and longer. This is not just a cultural reality; it’s become a biological reality. Americans reach puberty at earlier and earlier ages, and they’re dependent upon their parents for longer and longer amounts of time. Adolescence is no longer just the teenage years. It extends from 10 or 11 all the way to 23 or 25, and sometimes even longer. There’s a reason the Affordable Care Act gave children the right to stay on their parents’ health insurance for longer: today’s kids are dependents for longer.

This boy is eighteen years old. He’s not an adult. Just because we, as a society, can put a gun in his hand and send him off to war, that doesn’t make him an adult. It makes him young and vibrant and able to fight and march for longer periods of time than people who are in their thirties and forties. It makes him less attached to the next generation of kids and less burdened by mature responsibilities. We don’t send 18 year olds to war because they’re adults; we send them exactly because they’re *not* adults.

No one who is eighteen years old ought to go to prison for life, and I’m not sure they ought to be sent there at all. Prison is exile. Prison is society saying it’s done with you. Prison is saying, quite explicitly, “It *is* your fault.”

I want to make it clear that everything I say for this eighteen year old white boy from rural Vermont stands true for the eighteen year old black boy from urban California. Eighteen year old kids should not be sent into social exile, I don’t care what color their skin is, what societies they grew up in, or what their crime was.

Eighteen year old brains are still in development — socially, emotionally, intellectually, and physically — in ways that twenty-five year old brains are not. They are, in all instances, still works in progress, and they ought never to be abandoned.

This is not to say that this boy — or the eighteen year old frat boy who rapes a girl on campus, or the eighteen year old black boy who stabs a grocer for his cash, or the eighteen year old Latino boy who murders his girlfriend in a fit of rage, or the eighteen year old Asian girl who smashes her guitar into a club owner’s face — ought to be free. I think it is completely fair for society to tell these children that their behavior will not be tolerated and that their judgement cannot be trusted, and to then remand these individuals to a place of socially provided care where they can receive food, shelter, therapeutic treatment, and both a liberal and a specialized education. And it ought to also say to them, at every instance, “It was not your fault.”

Will Hunting was worth saving not because he was a genius, and not because he was white. He was worth saving because he was just a kid.

And so is the boy who wrote, “The journal of an active shooter,” who had recently purchased a shotgun and documented his plan to purchase both an AR-15 and a deadly handgun, and, on top of that, had documented the ever-approaching dates for when he planned to carry out the shooting.

Because as guilty as he is of planning to commit mass murder, it is still, at bottom, not his fault, and more than anything, we need to show him, in every way possible, that we are here to help.

XXX

Nihilism. That’s what we are fighting.

John Goodman had it right: “Say what you want about the tenets of National Socialism, Dude, at least it’s an ethos.”

Nihilism feels no connection to anything, and it has no answer to the problem of suicide. If nothing matters, you don’t matter and I don’t matter, and then what’s the matter with a little mass shooting before I check out, you know, just for the thrill of it; plus, think of the publicity!?

Everyone who is not a nihilist knows that that way of thinking, that way of feeling, is wrong. We don’t even need to be convinced of it, and frankly, we’re a bit scared of people who feel that we ought to be convinced it, as if there were some plausible reason we ought to doubt it.

Of course walking into a room full of people and shooting them without mercy and without even really any passionate sense of anger is wrong. Of course it is. Why would anyone want to even discuss it, except to maybe make a joke (because, hey, for real, even jokes about school shootings can be funny)?

Arguments in favor of nihilism serve no point — literally, they are *in service* to nothing, to non-existence, to the real and true sense of an absence in the face of an everything.

It’s like pointing behind you at a giant emptiness and screaming at everyone in front of you, “Look at that! Don’t you see!?” and we follow your finger to find *the point* and we don’t see anything at all. And you say, “Yes! Yes! That’s the point!”

At which point, most of us turn to look at each other, and in each other’s faces we see, you don’t understand it all.

“Come here, my child. It’s not your fault. Society hasn’t done a good enough job with you yet. You’re still a work in progress. And you still deserve nothing less than our love.”

XXX

The name of the school where I work is based on the idea that a child is like a gemstone of jade and that society ought to be like a jade carver. Faced with any individual piece of jade, a jade carver knows she cannot bring any intention to the stone other than to help it become a socially-pleasing version of itself, something that other people can look at and allow themselves to be amazed by. If the carver tries to make the stone anything other than what it seems to want to be, the jade will crack and all of its potential will be lost, its destiny to now become less than what it oought to, by its own accounts, have become.

As the adults in a place where society sends its most challenging children, we do what everyone else has refused to do — we let the child become the adult he or she wants to be, and we do it while being caring, trusting, challenging, and non-threatening in every way we can imagine.

My school would not be able to handle the boy who has been accused of attempting to commit mass murder. Our model depends on trust, and this boy has demonstrated he cannot yet be trusted.

But I hope that there is a place where the spirit of our model can thrive while keeping the children within it wholly contained, much like the way plants can thrive despite being kept within a properly maintained and properly cared-for greenhouse.

My school is more like a raised-bed garden: there’s some structure, sure, but it tries to stay as open to nature as possible — which means it also lays itself open to attack.

My school couldn’t foster a nihilistic weed without choking off the oxygen to a garden’s worth of other plants. If the weed is going to be *allowed* to grow, it will need to be kept in its own roomy and healthy pot — until, that is, it can evolve into something else, something capable of existing within the larger ecosystem of the garden.

(Sure, I murdered the metaphor, but that doesn’t make it any less true).

Just because my school can’t handle him doesn’t mean he doesn’t deserve all the positive things my school’s model can do for him, and I sincerely hope the state considers caring for him in my school’s specific kind of way.

To want anything less for this boy — or for any child convicted at his age — is to live a life without a sense of mercy, and for anyone who lives life like that, I simply feel sorry, because true mercy — *Jesus-level* mercy — is a beautiful sense for each of our spirit’s to feel.

May society help this boy’s — and all accused children’s — still-forming spirit to heal.

Categories
education writing theories

The Art of the Sentence

I start teaching a class on the Art of the Sentence next week. In practical terms, it’s a grammar class, but kids don’t get excited about “grammar class.” They might get excited about art.

But the title is more than a trick; it’s not a misnomer. The class will consider the sentence as a work of art.

Kids don’t write sentences anymore. They write phrases. They type them into textland believing only their ideas will make it across. They don’t stop to consider their words.

Tweens and teenagers think words are transparent. Words are either windows on an idea, or else they blink and flash like a fire alarm, each blink and flash screaming into their minds terms like “racist,” “misogynist,” or “homophobe,” preventing any other part of the offending idea to make it across. They don’t understand that syntax, denotation, connotation, simile, and metaphor are active elements in the communication process; they don’t realize that words and phrases matter.

Part of the reason is because, according to our current understanding of brain development, tweens and early teenagers don’t yet have the ability to cognitively care about their audience *as an audience*. They may care about the person on the other end of their text *as a person,* but they don’t yet fully understand that, as a person, that person is not *them,* and as such, that person must be coaxed into understanding the foreign idea that is being presented to them. The tweens and teenagers don’t realize that the other person’s sentient mind must be respected before it will allow their foreign ideas entrance.

Without that appreciation for their audience’s mind, they don’t consider whether their ideas are actually worth anything. They just assume they are.

This lack of linguistic self-criticism means they’ve never actually *worked* on their raw ideas, never tried to shape them into a series of communicable words and phrases, never exerted themself upon their ideas the way artists exert themselves upon their raw materials, shaping and refining them until the idea is of value to others.

The art of the sentence is, in some sense, the art of thinking.

This is not to say that one must be able to write a grammatical sentence in order to be capable of thinking, but it is to say that the art of thinking requires the ability to manipulate abstract symbols and to arrange them according to some kind of communally-based syntax.

Most of us tell ourselves and our children that what makes humans different from other animals is our gift for language, and while this is not untrue, it glosses over the fact that many animals possess some kind of communal-based language.

Researchers have even translated some of these languages into English (well, translated them in part). We know, for instance, the sound a particular species of monkey makes to communicate to its neighbors that a large predator approaches on the ground, “and so we should all climb up into the trees,” versus the sound it uses to communicate when a large predator approaches from the sky, “and so we should all climb down to the ground.” We know how to translate messages from dolphins, whales, chimpanzees, gibbons, bees, a variety of birds. Examples are endless (as is the controversy that surrounds them).

We use the presence of these languages to arrange species on the heirarchy of thinking. We look at the greater or lesser presence of this ability, this ability to process the world through an observing and intentionally reactive brain (the presence of what Kant would call *judgement*), and we deem the creature more or less worthy of our protection.

Stimuli enters the brain in one form and exits in another. This implies to any impartial observer that *something* in that brain *did work upon* the stimuli. Unable to see the mechanism for ourselves, we reverse engineer the changes from the original stimuli to the changed stimuli and find in it a message: “I am here, and this is my judgement.”

When we hear the monkey “screaming” in the trees, we see for ourselves how all the other monkeys look down (or up), and we note their synchronicity in the act. This cues in us the idea that an actual, decodable message must exist within that scream, a message more nuanced than “danger.” In that nuance, we discover a sentient being capable of receiving stimuli from the outside world, processing that stimuli into meaningful terms, judging those terms and refining them into as simple a code as possible, and then communicating that code using the right emotive note to signal its import to the sentient beings on the other end of the communication, a note that helps filter it through the universal field of stimuli the other monkey must be encountering and tell it in no uncertain terms, “Deal with this stimuli first!”

The art of the sentence interrogates this process, this transformation, interpretation, and judgment of reality (imaginary or not) by a sentient mind, and it explores the ways in which the judgement can be converted into meaningful stimuli to be fed into another person’s reality.

By teaching this process, by exploring its in and outs as a system, I hope to not only improve my student’s writing skills, but to improve the linguistic systems within their brains.

Later, I’ll teach them to dance in that system using poetry and puns, and open to them the slip-sliding joy of linguistic whimsy, but for now, I only want them to realize the system exists and to grow curious as to its workings.

If I can pull that off, I’ll consider this class an unqualified success.

Categories
education politics

Notes on a Bullshit Class

I’m teaching a course this quarter called “How to Combat Online Bullshit.” I have three students in it, at least one of whom is a deep thinker, and all three of whom are genuinely interested in the topic.

In preparation for the class, I’ve found just an ungodly number of resources on the Internet, thanks to Pres. Trump’s somewhat casual relationship with what most people call “truth,” the proliferation of Russian-generated “fake news” during the 2016 Presidential Campaign, and the renewed commitment of most schools to teach students to be critical consumers of both corporate dominated and independently generated media. I read a lot of those resources, bookmarked a bunch more, and started scanning for common threads.

I also read an academic treatise titled On Bullshit, by Harry G. Frankfort, Professor of Philosophy Emeritus at Princeton, to provide a more theoretical perspective on the topic. Frankfort argues that “bullshit” differs from “lies” in that lies have some concern for the truth (if only to better integrate with it as a lie), whereas bullshit could not care less about what is true and what is not — it’s only motive is to convey an impression of the bullshitter, to provide the listener with the understanding that regardless of whether the bullshitter is correct, he or she is, at the very least, being sincere, and his or her sincerity is more important than whether he or she is right.

One can’t help but think of Pres. Trump again, whose every public appearance seems designed to convey a sense of authenticity and sincerity but whose every word and action only demonstrates the opposite. He doesn’t care if you fact-check him, because it doesn’t matter if he’s right. What matters is that he believes it, and that his audience believe he wouldn’t lie to them about that.

But my students have more to worry about than bullshit. An entire industry of willful miscommunication exists: headlines, articles, videos, tweets, Instagram photos, fake friend requests…there’s an entire economic niche of bot programmers, media copywriters, religious hucksters, and political malefactors whose financial futures depend on their ability to trick other human beings into believing things that are demonstrably false.

As media consumers, we charge face-first into these well-funded armies of bullshitters and liars each time we turn on the news or scan our feeds for headlines. If the truth is to be victorious, we must fight the bullshit and lies with everything we’ve got, and that doesn’t just mean rage and fervor; it also means with an understanding of how beliefs work, and how opinions can best be changed. It means respecting the dignity of people who have been hornswoggled, and sympathizing with the difficulty of admitting that one’s beliefs and opinions are wrong. It means understanding the modes of logic, and knowing when to include healthy doses of ethos and pathos in your argument. Finally, it means recognizing when the continuation of a discussion does more harm than the ending of it.

We all have responsibilities in this battle for the truth, but the goal for all of us must be the same. It isn’t to establish “our truth” as the dominator of discussions. It’s to re-instill the right of truth in the abstract, to remind people that words and deeds and facts and numbers matter. It’s our duty as critical consumers of information to respect the experiment that can be verified, the mountain that can’t be moved, and the logic that makes an argument valid and clear.

The process of doing so is not always simple. It can be time consuming and frustrating to chase after the truth, and even more frustrating to explain to someone else how they too can find it. But the difficulty does not release us from the duty.

It is a just war that we fight, and fight it we must.

Otherwise, and I don’t say this lightly: all that humanity has gained will be lost.