Shifting from Single to Twofold Vision

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Seeing a school as an ecosystem is akin to shifting from a “single vision” to a “twofold vision,” as William Blake outlines it and Philip Pullman explains it:

. . . when it comes to vision, we need to be able to see contrary things and believe them both true: “Without Contraries is no progression” (The Marriage of Heaven and Hell), despite the scorn of rationalists whose single vision rejects anything that is not logically coherent. Blake was hard on single vision:

Now I a fourfold vision see
And a fourfold vision is given to me;
Tis fourfold in my supreme delight
And threefold in soft Beulahs night
And twofold Always. May God uskeep
From Single vision and Newtonssleep!
(“Letter to Thomas Butts”)

Fourfold vision is a state of ecstatic or mystical bliss. Threefold vision arises naturally from Beulah, which, in Blake’s mythology, is the place of poetic inspiration and dreams, “where Contrarieties are equally True” (Blake, Milton). Twofold vision is seeing not only with the eye, but through it, seeing contexts, associations, emotional meanings, connections. Single vision is the literal, rational, dissociated, uninflected view of the world characteristic, apparently, of the left hemisphere of the brain when the contextualising, empathetic, imaginative, emotionally involved right brain is disengaged or ignored.

William Blake and Me, Philip Pullman / The Guardian

We ain’t shooting for ecstasy nor poetic inspiration here, necessarily—not when it comes to school improvement. But if we can begin to see the wider complexity of connections and contexts beyond the linear machinations of everyday humdrum mundanity, then we might be getting somewhere.

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Living in tune with nature isn’t about being happy

Let me be clear: I’m totally on board with the “get out into nature more” bandwagon, and I’m thrilled to see increasing research showing how much being out in nature contributes to well-being and health.

But in this interview on Wired with the writer of The Nature Fix, Florence Williams, something stood out to me as problematic in how we often approach this natural buzz:

“We don’t recognize how happy nature makes us.”

I think we need some clarity around terms. If by “nature” we simply mean “green living things,” then sure, it makes us feel good. But if we mean “nature” as in the wilderness and the brutal forces therein, then happiness may be a quixotic cause.

Living in tune with nature means having humility and respect, which comes from an appreciation for the often volatile and seemingly senseless danger and risks that are inherent in living in nature. In other words, it’s not just about something we can “get” from nature, in a transactional way, but also about recognizing and assuming our proper place within the cosmos.

That’s a point, alas, I don’t expect many people will buy into, so I understand why we focus on the transactional benefits of nature.

So while we’re on the subject, let’s talk about our children. We want them to be healthy and happy, right?

As Williams points out so well in the interview, our kids are the ones suffering the most from our lack of attunement to nature (however one defines it):

“I think our institutions need to take [incorporating nature into urban infrastructure] on, especially schools. Where I live, only 10 percent of kids get the recommended recess time. Which is appalling, because we know that kids need this time to run around and have exploratory free play in order to just pay attention later in the day.

. . . If you have kids, the most important thing you can do is get your kids outside enough to develop their love for nature. You will be giving them a gift they will have their entire lives.”

And while we’re at it, let’s help them gain a requisite humility and respect for the forces beyond our ken.

https://www.wired.com/2017/03/spend-5-percent-day-outside/

Integrated schools as a stabilizing force in times of chaos

A beautiful post on the benefits of integrated schools. Read the whole thing.

The experience of being a part of a diverse and inclusive community is equipping me and my kids to go forward and connect and speak up in a world of difference, however messily. We proceed respectfully, and with eyes and ears wide open. We disagree, and we discuss. Our days have more texture, more color, more depth. There is tension, yes, and sometimes confusion; there are hurt and bad feelings, and there are misunderstandings. But there has also been so much joy. Despite the instinctive resistance to leaving “the comfort zone,” which all of us have, when we persevere through that feeling, we profit. It is the right thing to do. But it also feels really, really good.

. . . integrating our nation’s schools is not the whole solution — but I believe it’s a powerful step that will have a powerful ripple effect. I believe that integrated schools can have a powerfully stabilizing and sustaining effect in a time of chaos. I’ve already seen how my own community has anchored me, and many others, during this tumultuous past week. It is a place where we know we have a common investment in our future. It is a place where we talk and think about justice. It is something real and tangible in an increasingly virtual world. It is spiritual infrastructure.

–Kelly Bare, “A Divided America Gave Us the Problem of a Donald Trump Presidency. Integration is the Solution.

Smörgåsbord: The Chaos Begins. The Work of Education Continues

What is there to say about the rude awakening that shook cosmopolitan, progressive minded Americans and the world?

Well, here’s a few positive spins on it:

  1. Trump is a chaos monkey that will assist us in building a better democracy by forcing us to re-establish the original balance of power our founders intended. (This would require the Republican party to pull up their Big Boy pants and actually govern.)
  2. The one thing that united Clinton and Trump campaigns was a commitment to investing in infrastructure — and it is the one thing Democrats are already reaching across the aisle to work on.

What does it mean for education politics and policy?

  1. Rick Hess: Who the heck knows?
  2. Chad Aldeman: NCLB will suddenly look really good to Democrats, on hindsight. And you can kiss any education related investment goodbye.
  3. Elizabeth Green: Education reformers will pivot their attention to long-neglected rural and rust-belt communities.
  4. Neerav Kingsland: Charter proponents need to recognize the populist appeal of local, traditional public schools and thus address fears that public schools will be harmed by charter expansion.
  5. Matt Barnum: If Trump actually wants to follow through on his anti-Common Core rhetoric, he’d paradoxically have to wield federal power.

What relation does this election have to knowledge or the lack thereof?

  1. Rick Kahlenberg: Civics and democratic values need to be explicitly taught. (But Andrew Rotherham and Doug Lemov are angry about the anti-choice aspect of his piece)
  2. Problems with our democracy are due to lack of knowledge. For that, we can blame schools.
  3. George Thomas: In our shift to populism, we’ve lost the educative purpose of a representative democracy as envisioned by Madison.
  4. “Trump was not elected on a platform of decency, fairness, moderation, compromise, and the rule of law; he was elected, in the main, on a platform of resentment.”
  5. An additional bonus of a knowledge-rich curriculum is that it can help kids do better on tests.
  6. Some are blaming Facebook and social media for the segregation of our attention from those who could challenge our “crony beliefs”.
  7. Three reasons to teach a knowledge-rich curriculum: cognitive, socio-cultural, and economic.

Smorgasbord: Sundries, Inclusion, and Democracy

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Sundry Items from the World Wide Web

Here’s a handy infographic of the 74 ways characters die in Shakespeare’s plays.

Clinical psychiatrist Daniel Siegel argues that our minds are best understood as a combination of bottom-up sensory experiences and top-down schematic models.

If you want to enhance your brain, stop wasting your time with “brain training” apps and pick up a new musical instrument, instead. And exercise.

In Los Olivos, California, parents pay $49,000 a year for their kids to chop their own wood and grow their own food. Seems like a worthy trade-off, to me. Especially given the growing amount of research substantiating the positive effects of the outdoors on learning.

Speaking of the outdoors, if you have a view of the ocean, you probably have lower levels of psychological distress. Supposedly this applies across income or neighborhood quality, but let’s be real: most neighborhoods with an ocean view usually have a few other competitive advantages.

We all know being born well-off (financially speaking) comes with benefits. But here’s some depressing results from a new report: “even poor kids who do everything right don’t do much better than rich kids who do everything wrong.” So much for meritocracy.

Speaking of meritocracy, boys read less than girls and even when they do read, they comprehend less. Which is a problem since even tech startups are trumpeting the value of reading.

And what separates champions from “almost champions” is how they respond to adversity. They put in the practice and training, and most critically, they compare themselves against past versions of themselves, rather than external comparisons against others. Implications for supporting our students in self-monitoring their progress here.

Because hey, even a ball of dough can learn to learn, with the right amount of electric shocks.

Sorry to inform you, frenetic button pushers: pushing those crosswalk and elevator close buttons are just placebo placating your sense of control.

In his new book, Messy, economist Tim Harford argues that allowing a bit of disorder and chaos into our lives can make us happier and more productive. One way, he suggests, is to force ourselves to interact with others who are different than us. (And here’s a past post on how allowing a little bit of chaos in a school can also be a good thing.)

Equity and Inclusion: Can we overcome our history?

While some may see this as merely a symbolic gesture, I think it’s a pretty big deal that a “president of America’s largest police management organization” issued a formal apology for police mistreatment of communities of color.

Knowing our history, as Politico’s Eliza Shapiro reports, is important as new battles about school zones and desegregation play out. Here’s a quote demonstrating why:

Recent meetings on the proposed rezoning have turned hostile: Lincoln Towers residents have wept and pleaded with the city not to go ahead with the rezoning, arguing that it would divide their community. Parents have shouted down Department of Education officials at meetings, accusing them of lying and intentionally concealing details about the plans. One person referred to PS 191 as a “cesspool.”

The principal of PS 191, Lauren Keville, has attended some of the public meetings, urging PS 199 parents — to apparently little effect — to visit her school before forming their judgment. PS 191 parents have been largely absent from the debate.

After the Council proposed its own plan and made explicit pleas for a more integrated district at a recent meeting, scores of parents spoke out against the plan. When one member of the council claimed he’d been “blindsided” by the plan, dozens of parents gave him a standing ovation. The PS 199 parents who support the integration plan — a constant but muted minority presence at public meetings — have been largely drowned out. (Bold added)

The parent group that is calling for integration, however, is making it’s views loud and clear.

A new report highlights what schools successful at increasing diversity are doing. Keys to increasing diversity: promote the school to diverse communities and make it welcoming to all, and change admission policies.

Democracy: Should complex decisions be made by the people, or their elected representatives?

Populist democracy is on the rise. Yet our founders envisioned the US as a representative democracy. George Thomas argues that we have lost sight of the educative function of political leadership, and that we are increasingly placing complex policy decisions in the hands of voters who may lack an understanding of the need for compromise that effective and experienced political leaders possess. Repercussions are to be found in Republican kowtowing to Trump and Tea Party supporters, Democrat kowtowing to Sanders supporters, across the pond in the Brexit referendum, and California’s ever increasing ballot measures. Some argue that voting should only be left to those who have the requisite knowledge. And there’s some evidence to back this up: education levels have a correlation to who you vote for. Just take a guess.

And the 538 explores some of these issues from another angle: a science experiment in Key West open to public vote.