Monthly Archives: May 2010

my fellow readers

(Washington, DC) I have read almost every article in every issue of The New York Review of Books since about 1990. I enjoy it, and it’s my continuing education. But some of the articles make me uneasy, in a peculiar way. Ostensibly reviews of new books, they are really profiles of great thinkers from the past. These geniuses typically rubbed shoulders with others who were equally worthy of caricatures by the late David Levine. Reading about these impressive cliques begins to make you feel that you’ve missed out. The reviewer, too, is formidably bright and learned, and he or she may drop the names of personal acquaintances who are just as famously smart and creative. One in-crowd is reviewing another.

More often than not, the essay suggests that the great mind in question did not quite pan out, had a flaw or a weakness, somehow disappointed. That can make you feel even more inadequate by comparison. Or we may read that the great writer depicted an ordinary or mediocre person with a sharply satirical or a wisely sympathetic eye: think Emma Bovary, Leopold Bloom, or Rabbit Angstrom. In such cases, an intellectually glamorous reviewer is describing a superstar writer whose subject stands far beneath them both. But where do we stand?

It all makes me want to address my fellow readers. (This is the age of peer-to-peer communication, after all.) So I say to my peers: Very few of us are destined for the pages of The New York Review, neither as writers nor as subjects. But we pay for the thing. We too have thoughts and hopes, even if they are not worthy of a review. Also, those geniuses?–they wasted some of their time. They cut corners and doubted themselves and wrote a fair amount of schlock. There’s nothing like a five-page digest of a life to make the whole thing seem Olympian, even with its itemized flaws. Devote that much space to any of us, let an Elizabeth Hardwick or a Tony Judt summarize our work and a David Levine turn our face into art, and we wouldn’t look so shabby, either.

YUM: a taste of immigrant city

Project PERIS (Partnering for Economic Recovery Impact through Service) is an ambitious and rather complicated initiative of Tufts and our partners in Somerville, MA–funded by the Corporation for National and Community Service. The idea is to go beyond episodic and uncoordinated “community service” to achieve substantial impact. The project combines research, consultation, planning, and hands-on service as a real partnership between a university and community agencies and nonprofits.

In concrete terms, the main elements of the project are a set of courses (3-4 per semester) that are co-taught by Tufts faculty and community leaders. Each course undertakes some combination of research and service. The “connective tissue” among the courses is a series of planning and reflection meetings that include participants from across Tufts and Somerville.

In one class that I’ve been tangentially involved with, Professor Jennifer Burtner and her students helped plan and launch a project that supports 13 immigrant-owned restaurants in Somerville. Their major service is the Yum! discount card. They have also studied and documented the participating restaurants, producing graphic art, ethnographic essays, professional-quality photographs, videos, posters, and A-frame billboards. Some of their material is collected on their class blog.

The ethnographic essays are particularly interesting because they look–superficially–like restaurant reviews. But the perspective is different. These are not assessments meant for consumers; they are descriptions of small institutions in their social context.

Overall, PERIS is producing a mass of high-quality information and culture, which may turn out to be its biggest contribution–especially if we can find ways to pull that material together.

will the White House go all in?

At a book party for Robert Kuttner’s A Presidency in Peril, guests debated whether the White House will actively and forcefully support Democratic congressional candidates this November.

The argument against: Democrats are going to lose seats compared to 2008, even if they manage to draw a majority of the popular vote. A loss of seats will be depicted as a loss, period. If pundits and politicians assert that the president tried to help his party but failed, he will be depicted as weak and unpopular. That perception will deplete his political capital for the 2010-2012 legislative sessions.

The argument in favor: Perceptions of the president matter, but they will be shaped by more fundamental factors than whether he is perceived to have campaigned for Democrats in congressional elections. (The unemployment rate will be far more important, for one thing.) By campaigning, he may be able to boost turnout and save some seats. Even if he doesn’t, he can gain political capital by taking a risk for his party. And he can energize the Democratic side by showing that he is moved by principle and policy, not by short-term political considerations. Finally, by making principled arguments for progressive policies in 2010, he can lay the groundwork for majority support when (or if) the economy finally recovers.

young people and trust in government

I was quoted on NPR’s Morning Edition earlier this week, commenting on a new Pew survey that finds 32 percent of young adults trust the federal government. That’s not exactly a resounding vote of confidence, but it’s much higher than the level of trust observed in older people today. For instance, just one in five of the 65-and-older group trusts the feds. In my quotes, I attribute some of the difference to generational traits. We know from many other surveys–and from comparisons to surveys in past decades–that Americans born after 1985 tend to be more trusting toward government and other institutions (including corporations) than other recent generations were at the same age. They are also more likely to favor government action to promote equality and social welfare. See Peter Levine, Constance Flanagan, and Les Gallay, The Millennial Pendulum (pdf).

But three important caveats are in order. First, even though young people have more favorable views of big, adult-led institutions than their predecessors had since the 1960s, they continue to set records for lack of trust in fellow citizens. This is the “social trust” that is thought to promote all kinds of good outcomes, from democratic participation to health and well-being. It remains in deep decline.

Second, young people are surely still forming their opinions. They are not dyed in the wool. Pew finds that the whole population has some of the lowest levels of trust ever recorded in the government. Public anger comes on the heels of a deep recession and a series of bailouts. The research on Millennials’ attitudes mostly predates the recession. By the time the dust settles, young people may conclude that the Obama Administration (which they played a major role in electing) helped them and the country, in which case their levels of confidence will rise. Or the Millennials may conclude that the feds fiddled while Rome burned, in which case their formative experiences will be sharply negative. The story is far from over, and it’s way too early to make predictions about a whole generation (the youngest members of which are now turning five years old).

Third, we tend to compare Boomers, Xers, and Millennials with great interest, focusing on fairly small changes. That’s because we have lots of comparable data on them. But if you take a longer view, it’s clear that the big changes occurred four and five decades ago. At the height of the New Deal, the Fair Deal, and the New Frontier, vast majorities of Americans–young and old–trusted the federal government to do the right thing. After Watergate and Vietnam, trust has bounced up and down depending on the economy and other news, but it has remained in a whole new band. Where once trust was the norm, now distrust prevails. This change explains a great deal about the direction of national policy since 1970.

Hirsh on how to save the schools

E.D. Hirsh’s review of Diane Ravitch’s The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education is not very good–as a review. Ravitch’s book is important, and Hirsch doesn’t really analyze it. Instead, he uses the opportunity to argue for his own view. But his position is worth considering: it is orthogonal to the main debates in education.

The main debates concern incentives or pedagogy. That is, the two main strategies for improving schools are to change the rewards and punishments, or else to convince/educate teachers to act differently.

Strategies that involve incentives appeal to several types of reformers. Some want to test students and allocate resources according to the test scores (the NCLB approach). Some want parents to be able to choose schools for their own children and let the public money follow the kids. Some want to raise teachers’ pay in order to motivate qualified people to enter and remain in the profession. All share the assumption that the government can’t or shouldn’t improve our 120,000 public schools by directly influencing the content of education in each one. We improve other sectors by shaping external incentives for innovation and impact, and the idea is to do the same with schools.

Strategies that involve pedagogy are equally controversial. The two main poles of this controversy are Deweyan progressivism versus traditionalism. Progressives are “child-centered” or “constructivist” (see my summary here). They want kids to shape their own learning according to their diverse interests and motivations–to be active participants in interpreting and creating knowledge and culture. Traditionalists worry that leaving children to make such decisions short-changes them. They think that students benefit from being told and explained things. Both sides want to influence our 120,000 schools by training or persuading our 3.5 million teachers.

Hirsch is a traditionalist on the question of pedagogy, but he has an alternative strategy for reforming schools. He focuses on the curriculum. This is his lever of change. For him, the curriculum is a set of things students should know: facts, concepts, names, dates, and places on the world map. Put another way, it is a set of texts that students should read and understand (texts that competently present the things that students should know). The curriculum as a whole should be:

  • Transparent, a literal list, so that students from marginalized and disadvantaged backgrounds and the teachers who serve them can know what the kids need to learn.
  • Uniform, because Hirsch argues that success in life requires knowing what everyone else is also expected to know. If that varies, mastery is impossible.
  • Finite, because students can only absorb so much material, and they ought to have time left in the day for other activities.

Unlike proponents of vouchers and charters, Hirsch is perfectly willing to say that all schools should change the content of the education they provide. Unlike the proponents of various pedagogies, he doesn’t trust in a strategy of changing what teachers do. He wants to redefine what they teach.

I have not made a study of the independent research on Hirsch’s approach. In theory, it could work. The question seems strictly empirical to me. As an advocate for civic or democratic education, I care most about civic outcomes. I want to see students prepared to play active and effective roles in our public life. I do not take it for granted that the path to that outcome must itself be democratic or participatory. Maybe all kids should read The Federalist Papers and Letter from Birmingham Jail (and other texts), and that is all they need. I sort of doubt it, but I respect Hirsh for putting an alternative on the table.