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the centrality of trust

I’m reading Anne Fadiman’s The Spirit Catches You and You Fall Down, the story of an epileptic Hmong girl and the cultural misunderstandings and outright tragedies that result when she is treated by American doctors. The book is rich, complex, and moving. Among its many themes, the one that interests me most is the role of trust in medicine?and by extension, in all professions and disciplines.

American doctors are right: epilepsy isn’t caused by a spirit that makes people fall down, but rather by electro-chemical “storms” in the brain. They are right, too, that giving an epileptic infant an elaborate set of medications can reduce the chances of severe seizures, thereby improving her odds of normal cognitive development and survival.

However, in order to follow doctors’ advice, one must understand it (a difficult matter when complicated prescriptions are written in English and constantly changed, and the parents speak only Hmong and cannot read in any language). One must not only understand but also trust what the doctors say. I would recommend trusting physicians because I believe that their knowledge of disease is based on cumulative, peer-reviewed, basic science, double-blind clinical trials, and other methods that strike me as reliable. I have a general sense that they are motivated by the best interests of their patients. I am impressed that the particular doctors in Anne Fadiman’s book are well-trained, hard-working, and have chosen to serve largely indigent populations at high cost to themselves.

However, imagine that you arrived in a strange foreign country basically against your will and had to decide whether to treat your suffering baby daughter as the local doctors advised. These experts do not even pretend to understand epilepsy fully, let alone know how to cure it. Each procedure and medication that they prescribe is painful and invasive; hardly any are expected to produce a noticeable positive effect while you watch. There is an obvious correlation between the horrible tasting medicines that they make you give your child and her painful symptoms, so it seems likely that the former cause the latter. When you leave your baby at the hospital, she frequently comes back distinctly worse, having suffered terribly.

The physicians expect a high degree of respect, deference, and gratitude, but they don?t visit your home or inquire about your beliefs and values. During emergencies, you usually find yourself meeting a whole new set of doctors, or reencountering ones who don?t remember anything about you. Their expectation of deference can easily be taken as mere arrogance, especially when they threaten you with loss of custody since you are allegedly abusing your child by not following their rules. They believe in the drugs and procedures that they prescribe?not because these things work in ?real time??but because they have put their trust and faith in other authorities: drug companies, medical researchers, med-school professors. These authorities are complete strangers to you. Why should you put more faith in the powers that the doctors trust than in the unseen powers you learned about as a child?

I don?t assume that Anne Fadiman is a perfectly reliable narrator, a transparent window through which we can observe Hmong culture and follow the true story of Lia Lee. I once spent a single evening tutoring Hmong people for the US Citizenship Exam, and my friend, a White graduate student who had learned Hmong, expressed some polite reservations about Fadiman?s account. (He was mainly concerned, I think, that she had won a monopoly position as the interpreter of Hmong-Americans to other Americans). However, no one is perfect, and Fadiman is a remarkable observer. More to the point, the story of Lia Lee would be profoundly credible and disturbing even if it were pure fiction (which it certainly isn?t). Trust is fragile, hard to earn and easy to squander. High-tech machines and chemicals cannot improve our health unless we trust them. Modern medical professionals have mechanisms for engendering trust, ranging from their white lab coats and titles to conflicts-of-interest rules and double-blind clinical trials. These ?mechanisms? do not, however, include getting to know their patients as human beings or listening to alternative explanations. Many of us will continue to trust doctors because we are strongly committed to the general epistemology of scientific research. But we cannot observe the research itself, so our faith is actually in institutions, not in science. If the institutions are corrupt or have bad priorities, then our faith is foolish. This is why the increasing pace of scandal in medical research is so troubling.

who you are

I’ve been in meetings for eight straight days–including the weekend, which was swallowed by the huge Congressional Conference on Civic Education. During this period, eight or ten people have told me that they read my blog. I’m interested in that information, because I have very little other data about my readers. Technorati lists about 40 blogs that currently link to this one; I assume that their authors come here periodically. Otherwise, I don’t know much.

But now I have a theory. I believe that a high proportion of you work in various aspects of civic renewal. You are civic educators or service-learning instructors, you organize deliberations among adults, you register voters, you work to make libraries into truly public spaces, you assist in the democratic development of poor countries, you create software for civic purposes, or you study one or more of these efforts.

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snapshots

Today is the end of CIRCLE’s annual Advisory Board meeting. Our Board, a very distinguished group (the best of whom read this blog!) meets around a long hollow table in a beautiful Greek-revival hotel in Washington. The table is set between rows of white Doric columns, beneath a plaster arch. In front of each participant is a funky contemporary white lamp and a microphone. Speakers rise to show PowerPoint slides of regression outputs and sociograms. African American youth are x percent less engaged than White youth, etc. There is talk of strategic planning and funders’ priorities.

I am paying very close attention to all of this (of course), but occasionally I remember scenes from my recent past. Tuesday, in Madison, Wisconsin: a “break-out” session with some Wisconsin social studies teachers. The assignment is to draw a picture illustrating the themes of a chapter of We The People: The Citizen and the Constitution, a textbook from the Center for Civic Education. My group of three gets the section on the philosophical roots of the American Constitution, something I’m supposed to know about. We draw a scale with a crowned king on one side and some people on the other. The people weigh more than the king: democracy! All the teachers in the room are white. There is a beautiful lake outside, gradually emerging from a thick fog.

Wednesday: College Park, MD. My undergrads are supposed to be thinking about service or research projects that we could undertake together. They are sleep-deprived freshmen, a little alienated by their low place in the college hierarchy. We haven’t really launched any project so far. (This is a four-year, non-credit program, so our lack of progress is not a big problem.) I show a PowerPoint presentation of my ongoing work with high school kids. The undergrads slouch in their chairs, laugh at the appropriate points, but don’t have much to add.

Later on Wednesday, in a Maryland high school. A group of kids are supposed to be interviewing neighbors about food and exercise and bringing full audiocassettes back to class so that we can listen, code, and sort the material. This has worked in the recent past, but today, nobody has any new interviews to share. My five cassette recorders are temporarily missing. Our excellent grad student, Jared, launches a discussion of how corporations control rap music. Three of the young women debate him boisterously and wittily, while the others watch quietly and one seems to fall asleep. All the kids are Black, either African-Americans or Carribbean immigrants. In his other life, Jared makes alternative hip-hop/news CDs that he distributes to more than 600 people. I try to establish this as an example of free, creative, democratic, fulfilling work. But it’s not making him famous; fame is controlled by money.

One more scene comes from my immediate future. This weekend will be the Second Annual Congressional Conference on Civic Education. I will attend as a member of the conference advisory group. Delegations will come to Washington from all 50 states and DC. They include teachers and principals, but also state judges and legislators. There will be speeches by the likes of Cokie Roberts and a “roll-call of the states,” which I envision as an old-fashioned political convention.

Perhaps I should leave the obvious unsaid, but these are four portraits of a single enterprise: the effort to develop the next generation of American citizens. We have a lot of work to do.

in transit

I’m going to be speaking and then travelling today, so I will probably not get a chance to go online. However, Marcus Stanley has contributed some very useful “content” to my blog in the form of a critical comment about Harry Boyte. In my hotel room last night, I replied with a defense of Boyte. The same “comments” page also contains Nick Beaudrot’s remarks on Thomas Frank’s What’s the Matter with Kansas?.

college students in the ’04 election

I’m on my way to Madison, Wisconsin, to talk to social studies teachers. Meanwhile, CIRCLE will be releasing a really interesting poll of college students. Visit the CIRCLE homepage around noon to see all the details. Among other things …

  • College students were remarkably likely to discuss the election and to persuade other students to vote. Both forms of engagement were far more common than at any time since the 1960s.
  • Students reported very few problems voting.
  • Students were heavily mobilized by parties, non-partisan groups, peers, and colleges.
  • Students voted differently depending on their majors. Arts and humanities students were the most solidly for Kerry, business students leaned slighly toward the Democrats, and only education students actually gave a majority to Bush.