I'm not backing down from my assertion, the context of which is the argument that, as educators, our job is to help students learn to "question everything." And that exists in the bigger context of the weekend's arguments - that we must develop administrators and teacher preparation faculty who help teachers to be rebellious, so that we have teachers who can help students be rebellious, so that we create a future which begins to solve the intractable problems of the present.
|The classic American Classroom Map of the World|
The teachers can almost always rattle off what is wrong with this projection, including the innate cultural bias attached - the diminuation of the southern hemisphere (Greenland, 1/14th the size of Africa, appears larger than that continent), the Americentric splitting of Asia, et al - but if I ask why this map is important, where it would be valuable, those same educators often freeze.
|but will this map help you get home?|
|What gets onto Yelp? Why? How?|
|Why did gasoline stations give |
away maps? What might have
been on them? not on them?
I knew an executive at SPX Corporation back in the last century who created a very odd map from the airport in Muskegon, Michigan to the corporate headquarters. He sent it to all visitors flying in. The map was designed to show off some of the best parts of the community while dodging most signs of the incredibly persistent poverty which enveloped the area. I can also recall drawing directions to my home in Brooklyn, for non-Brooklonians, which were designed to showcase Brooklyn as a place "way cooler" than Manhattan (or "New York" as we called that part of New York City). So, avoid the BQE, take people down Flatbush, past Juniors, through Grand Army Plaza, alongside the park, down Ocean Parkway.
Anyway, if we have to doubt maps, and we do, we probably need to doubt everything.
We doubt everything, we question everything, because this is the way we create a future unlike the past. This is true in the "big" - Einstein doubting Newton, Darwin doubting Bishop Usher, the guys at Xerox PARC doubting the keyboard interface, Tesla doubting Edison, a couple of 20-somethings in Cairo doubting the Egyptian government, and it is true in the "small" - Ray Kroc taking car hops, cigarette machines, and pay phones out of the Southern California hamburger drive-in, a couple of guys at a tech start up opening up their internal 140-character messaging system to the world, or just the billions of times every day that someone figures out a better way to do "that."
One of my personal examples is myself. Faced with an 80-student course to teach in a huge lecture hall, doubting all the traditional ways to both create and observe engagement. That doubt led me to ask my son to create something for me which turned into TodaysMeet. That's tiny - very tiny - of course, but it is what it is. Invention, creation, progress - all begin with doubt, all begin with questions.
The conversation at the top of this post began when I asked if we might eliminate due dates from our schools. I often doubt the idea behind the academic due date, seeing those dates as both arbitrary and usually counter-productive. In my Changing Gears series I wrote, "I, myself, am rather glad that Boeing was quite late with their 787 Dreamliner. Had they been on-time, well, from what I hear, the wings would've fallen off. Which is a classic "school 70%." The 787 is unlike any other plane ever built, imaginative, and quite remarkable. We don't get that with fixed deadlines. Something the "real world" already knows."It is not that I think that there are no actual deadlines in the world, but when I describe myself as a "provocateur," I mean to say that I will question everything, so that I will push "you" to doubt everything, and thus to find out what is truly important in the work we do.
The difference between "hanging on" in the future, and creating the future lies in this questioning. The New York Times still believes it publishes a newspaper. Everything they do, from their "paywall" to their pre-moderation of blog comments, indicates the shallowness of their doubting. The "paper" which has become their chief competition as the English Language information source, The Guardian, is asking much deeper questions about news and information delivery, as they suggest in the video below...
That process not only builds a real kind of learning unavailable through memorization, it will create a next generation unwilling to accept the mistakes of the past and present.
And to me, that's what education is about.
- Ira Socol