Tag Archives: utilitarianism

Not for the Faint of Heart

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Classical education is hard.  I am not talking about the students’ reality–about rigor or high expectations or “too much homework”–but rather the reality that many of us now find ourselves in, after years of trying to teach or administrate within or cast the vision for this educational project we call classical education.  There are certainly days when I feel like all the cards are stacked against us–the three rivers of Productivity, Utility, and Competition overflowing their banks, fertilizing fields that have been planted with Ambition, Individualism, and Entitlement–all in service of the god of the harvest: Success.

Perhaps counter-intuitively, it doesn’t help that our country was founded on the “unalienable rights of life, liberty, and the pursuit of happiness.”

David Hicks explores the problem in depth in Norms and Nobility.  This quote is rather long, but worth a careful reading and contemplation:

“Whereas virtue and piety extract many obligations from the individual, requiring a significant level of self-mastery and self-sacrifice, the political concept of rights implies a set of obligations owing to the individual.  Not only does the democratic-utilitarian education based on rights prevent the student from achieving self-awareness by blotting out two-thirds of his human identity, but it clouds the perception of his relation to others.  The student perceives his classmates and fellow citizens as his servants, owing him rights, rather than as his equals to whose rights and needs he owes virtuous and pious submission . . . It is in the performance of man’s duties to himself, to others, and to God that his rights are important to him.  Without a knowledge of these duties, his concept of rights will be selfish and extravagant, tending to enlarge his expectations, while limiting his sense of fulfillment . . . The democratic youth does not need his school to tell him what his rights are: they beckon him from every billboard, every television set, and every political soapbox in the land.  Nor is the school needed to advise him in securing his rights; indeed, this growing practice may signal the mutual breakdown of democracy and education.

“Nor will classical education be the natural choice of democracy.  The state and the marketplace, looking upon education as a means of ensuring a pliant and productive citizenry, will insist that the school offer a utilitarian education in keeping with their greedy desires; and the democratic youth, with his penchant for restless activity and easy gratification, will prefer self-aggrandizing ends to the self-transcending aims of classical education.  But once education surrenders to the will of the state, the marketplace, or the callow youth, democracy’s natural affinities will, in de Tocqueville’s phrase, ‘divert the moral and intellectual activity of man to the production of comfort, and the promotion of general well-being.’  An unruly, ungovernable citizen body, with each person set upon his own comfort and well-being, first at the expense of the state, and then of his neighbor, will unloose destructive forces that can only be held in check temporarily by a system of universal greed.  The transcendent aims of education and of democracy having been denied, the two lose their human value and vitality; man, exploiting liberty and learning to fill his belly rather than to find his salvation and to achieve his full human potential, inadvertently throws over his moral democracy for anarchy and tyranny.”

We might accuse Hicks of being a little dramatic or at least hyperbolic in his precipitous rush to “anarchy and tyranny.”  But for those who have paid any critical attention to the state of education in our country (or the state of our “democracy,” for that matter), Hicks is no doomsday curmudgeon; his elucidation of the current state of affairs resonates in our souls.

So, given this bleak outlook, how then shall we educate?  What’s the point?  Is there hope?  It is exactly this question that–in my mind–necessitates that education be a Christian project.  I am not necessarily advocating for more “Christian schools,” but rather exhorting Christians (and the Church) to reassume their responsibility and reinvest in the education of our youth.  And by “our” youth, I don’t mean just our own children.  In fact, “Christian education” will never really be “Christian” until Bob cares about Bill’s son’s education as much as he cares about the education of his own son.

But the implications of this way of thinking are radical and daunting.  In fact, if I’m honest, they make me very uncomfortable.  Because what we’re really talking about is a return to true community.  I’m probably least justified to talk about this–I like the fence around my yard, and I bought my own lawn mower so that I didn’t have to ask to borrow my neighbor’s anymore.  Why?  Because at core I am prideful, selfish, and I enjoy my “independence.”  If I am to truly examine my heart, I am afraid that probably–more often than not–I am “set upon [my] own comfort and well-being.”  The needs of the community are certainly not at the top of my list–it’s embarrassing, but true.

Wendell Berry further describes this problem, of which I am a part:

“Freedom defined strictly as individual freedom tends to see itself as an escape from the constraints of community life–constraints necessarily implied by consideration for the nature of a place; by consideration for the means and feelings of neighbors; by kindness to strangers; by respect for the privacy, dignity, propriety of individual lines; by affection for a place, its people, and its nonhuman creatures; and by the duty to teach the young.  Almost everybody now demands [this sort of freedom], as she or he has been taught to do by the schools, by the various forms of public entertainment, and by salespeople, advertisers, and other public representatives of the industrial economy.  People are instructed to free themselves of all restrictions, restraints, and scruples in order to fulfill themselves as individuals to the utmost extent that the law allows . . . But there is a paradox in all of this, and it is as cruel as it is obvious: as the emphasis on individual liberty has increased, the liberty and power of most individuals has declined.”

Perhaps it’s an oversimplification of the problem (and solution), but it seems as though we must first hope in the reestablishment of true Christian community if classical education stands a chance at thriving.  Only at the corner of Charity and Deference will we finally lay down the weapons of Competition and Individualism.  Only when we look around and acknowledge that we are all building the same Kingdom and working for the same King will the transcendent aims of education begin to take root and find life.  Only then we will begin to discover a freedom that is truly liberating.

I want to believe this reality is possible.  Lord, may your Kingdom come, on Earth as it is in Heaven.  Amen.

Buckyball and Other “Useless” Things

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Like most teachers I enjoy a good rabbit trail every now and then – okay, perhaps more often than I should.  By 8th grade my students know me well enough and are smart enough to know just which rabbits I will chase, and they throw them out at me with great frequency.  Since I teach my 8th graders three different classes – some days for three periods in a row – rabbit trails are not only common but often a welcomed diversion.

One of the classes I teach to 8th graders is Physical Science.  In a discussion about molecules and their various levels of complexity the other day, we were exploring the intriguing diversity of carbon molecules.  A simple rearrangement of the carbon atoms  in a purely carbon molecule results in a substance with completely different properties.  Arrange the carbon atoms in layers of two-dimensional hexagonal lattices and you have graphite.  Arrange the exact same atoms in a three-dimensional octahedral lattice and you have a diamond.

Of course, the next question was: “What other shapes can carbon atoms make?”  In other words, are there other allotropes of carbon that make for interesting shapes and interesting substances?

And I couldn’t resist talking about buckminsterfullerene, or “buckyball,” as it is more colloquially referred to in the scientific community.  (Not to be confused with the spherical magnetic toy “buckyball,” which has been discontinued due to safety concerns.  Apparently kids were swallowing these really powerful magnets and strange, unhealthy things were happening in their stomachs as a result.)  The chemical formula for buckyball is C60, and those 60 carbon atoms are arranged in a polyhedral cage-like pattern identical to that represented by the surface of most soccer balls – that is, a 32-face polyhedron (twenty regular hexagons and twelve regular pentagons), each pentagon surrounded by five hexagons, with a carbon atom located at each shared vertex and each shared side representing a C-C bond.  (If this description is unclear, just look at the diagram at the beginning of this post.  A picture is worth a thousand poorly arranged words.)  Buckminsterfullerene was theorized as far back as the 1960s, but not actually discovered (observed) until 1985.

With excitement I described the beautiful shape of C60, showed the students pictures, and practically shouted at them, “Can you believe it looks just like a soccer ball!!  Did we know this when we designed the first soccer ball!?!?”  I even showed them a great ten minute video (students love any excuse to watch a video, don’t they?) all about the uniqueness of C60 (for example, it is the first form of carbon discovered that can be dissolved in water).  I was on a roll.  “I’m really inspiring them,” I thought to myself.

Then, one student raised his hand.  “So, how does buckyball contribute to society?”

<silence>

Now I don’t fault this or any student for asking this question.  It was a perfectly good, perfectly honest question.  But what he really meant was, “How do we use buckyball?”  And in this one innocent question we see how, even in a Christian and classical school, none of us can escape the violence that has been done to education, the lies that have been told since the Industrial Revolution, that voice that lives in our bones and cries out, “IS THIS PRACTICAL?!  WILL THIS HELP ME GET A JOB?!”

The fact is, I told him, although there are many theorized applications, there is no current practical application of buckyball that I am aware of.

The look on his face screamed, “So why do we care?”

So I answered the question he didn’t have to verbalize.  “So what does buckyball contribute to society?  Beauty.  Buckminsterfullerene is beautiful.  We should look at it.  We should contemplate it.  This complex molecule reflects back to us God’s order, His beauty, His fingerprint.  Buckyball contributes the same thing to society that a colorful sunset does.  They both remind us that we are created by and for something much bigger than ourselves.”

In other words, buckyball is worthy of Philippians 4:8.

But we may never do anything with it.  And you probably won’t see it come up on an SAT.

So, was this rabbit trail a waste of time?

“Do Your Math!”

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Many students “don’t like” math because they “can’t do” math.  Many students “can’t do” math because math has only ever been presented to them as something “to do.”  Rarely is math presented as something “to understand,” even less often something “to contemplate,” and hardly ever something “to love.”

Why is that?  We know why.  Math is the lowest hanging fruit (science is a close second) for the “practical” utilitarian agendas of modern education reformers nationwide.

Math tutors everywhere make money hand over foot showing kids how to use shortcuts so that they can “do math.”  “Don’t worry about understanding this concept, just learn the trick!”  Besides, parents aren’t going to pay a tutor to help their child love math; the expected return on their investment is quite simply a solid “A” in the class.

Or a high score on the SAT (don’t get me started).

So we’re left with students (and I was one of them!) who can find the area of a circle, but can tell you nothing about Pi except that it can be approximated as 3.14.

Big deal, you say.  Does a carpenter need to understand the elegant beauty of the design of a screw if he can use screws effectively and efficiently to build a beautiful house?

Maybe not.

But if we decide that math is for doing, not for knowing (much less for loving), then we are withholding beauty and truth (and, in my opinion, a piece of God’s glory) from our students.  In other words, we’re cursing them.  And math class will end up being a complete waste of time for all the students who don’t become engineers or accountants.

But no, you say.  For those non-accountants and non-engineers math still teaches them to think logically!  True.  But if that’s the only use of math for those students, we might as well let them drop math and add more Latin classes.  Oh wait; we can’t do that, can we?  I forgot about those darned SATs!!

I have some students who can “do math” better than others.  That will always be a reality.  But you know what else I’ve discovered?  When I walk my students through the exercise of creating the spiral of a nautilus shell by starting with the Fibonacci Sequence, the biggest smiles of pure delight (without fail, almost every time) appear on the faces of those students who are not as good at “doing math.”

I find this fascinating, if not sad (for those students who would rather get back to the business of doing math).

The ability to do math is a useful skill that will prepare our students for the marketplace.  The ability to know and love the divine beauty in math will further conform our students into God’s image.

My encouragement to math teachers (myself included!): Make math a conversation (it is a language, after all).  Insist on understanding, on knowing.  Invite contemplation.  Reveal beauty.  Model curiosity and wonder.  Then, and only then, do math.

You may end up covering less, but you will uncover even more.

Ideals vs. Practicality

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Most organizations, institutions, universities, or corporations that enjoy any kind of longevity are founded on a set of principles or ideals. Often these are wrapped up in a mission statement. The older an institution becomes, the more likely this institution is to stray, deviate, or “drift” from these foundational ideals. Perhaps those folks who established the ideals are no longer around. Perhaps sound, thoughtful explanations for “why we do it this way” slowly become replaced with legalistic statements of “this is just how it’s done, this is how it’s always been done.” Perhaps the “why” was never really communicated in the first place. Perhaps new players in the institution question the soundness of the original ideals. Perhaps the mission of the institution must change because the original ideals were not timeless in nature and thus have become anachronical. Perhaps the culture changes and so a slight deviation from the original ideals is deemed necessary in order to “remain relevant,” or “remain sustainable.” Whatever the reason, this potentiality and tendency to “deviate from original intent” is a well known characteristic of just about anything in which human beings are involved, the first example of which of course occurred with the first human beings to inhabit the Earth.

Our country was founded on ideals (or at least principles), and one entire branch of our government exists for the explicit purpose of making sure that we maintain the integrity of those principles in practice. But even parts of our constitution have been called into question or brought up for more “relevant interpretation” in recent years.

My question is this: specific to classical Christian education, what are the ideals that must be held to? Or does holding to a set of ideals threaten sustainability? To what extent must we “flex” with the culture in order to “remain relevant for our market”?

I have heard the goal stated as a “healthy tension between ideals and practicality.” And any school who subscribes to both Christian and classical ideals – both of which are quickly becoming “outdated” in the West, particularly in the metropolitan centers of America where the focus on education is largely utilitarian – is going to find its leaders having this discussion of ideals versus practicality.

So should we (and by “we,” now, I mean classical, Christian schools) set as our target some compromise between “theory and practice,” between “an idealistic picture of education and a form of education that is actually sustainable and marketable”? Compromise can be a very good thing. But is it good in this sense? Can a white-knuckled “in the clouds” clinging to ideals morph into self-righteousness and legalism and in the end decrease the actual effectiveness of your mission? Or are there some ideals that must be clung to, regardless of how well they test with the focus groups?

I don’t necessarily intend to answer these questions here, at least not directly. For one thing, I don’t think we can actually begin to answer them until we define what the ideals are.

But let’s say for a moment that we do define some ideals for a school that are not only timeless but also biblically and pedagogically sound. Do we still aim for compromise?

Some may argue that this question can only be answered in practice, that there is not one answer that is universally applicable.

But I’m not totally sure.

There is certainly a time for those of us who are idealists to get our heads out of the clouds and get practical about certain things. But is there a time to cling to ideals in practice? Is this last phrase an oxymoron?

Let’s consider a couple of idealists and see how it worked out for them. (And to be clear, I am not using “idealism” in the philosophical sense, but rather talking about people who had and held to certain high and noble ideals. Note the previous emphasis – I am also NOT talking about people like Hitler whose corrupted, evil ideals did much violence to humanity.)

The obvious first example is Jesus himself. Not only did he live the “ideal” life (a life as it was originally intended: without sin), but he exhorted sinners around him to do the same. “Be perfect, therefore, as your father in heaven is perfect.” “Go and sin no more.” “Let he who is without sin cast the first stone.” (I wonder how many folks in the crowd that day wished he had said, “Okay, if you’ve only sinned ten times today, you get to throw three stones. Those of you who have been extra good and sinned less than five times today can throw six.”)

Did Jesus fail to be relevant to the culture? Well, what those first century Jews really wanted was a political king, a conquering savior. Washing feet and dining with tax collectors – well, that wasn’t really what they had in mind. Turns out it didn’t end too well for Jesus (well, in the short run, that is).

Upon his triumphant resurrection, however, Jesus’ disciples finally “got it.” This “ideal” that Jesus represented, it was worth pursuing, even though it would require a counter-culturalism like the world had never seen before. In fact, this ideal was worth dying for. And die they all did; for most, of course, not by natural causes.

The story then continues with Paul, and thanks to his clinging to an ideal even after having been boiled in oil, beaten, and imprisoned, we have the God-inspired wisdom of the epistles.

The biblical examples are perhaps obvious but I think worth repeating. Our familiarity with scripture can sometimes lull us into thinking that these stories themselves are simply allegories for a set of ideals, instead of the accounts of real men and women who were murdered for their refusal to deviate from something they believed down to the deepest depths of their souls.

There are of course many others in history who clung to ideals and suffered for their convictions. Dietrich Bonhoeffer, Dr. Martin Luther King Jr., and Mahatma Gandhi come to mind, to name a few.

If we make the ideal our target, we will naturally fall short, because we are human. But won’t we get much closer to the ideal than if we make compromise our target?

Further, as regards our Christian faith specifically (personal or corporate), only by aiming at an ideal do we see our true and absolute need for a Savior, our need for God’s daily grace and provision. If we aim at compromise, we just may fool ourselves into thinking that this Christian thing is something we can manage (and define the parameters for) on our own. And if culture drives our compromise, won’t our target constantly drift as culture changes and pulls our compromise further from the ideal?

But ideals are risky. What’s the ultimate risk of holding to an ideal? The examples above would suggest death. And maybe we are not talking about personal death now, but perhaps the death of your institution. What does this mean for a classical Christian school. Well, Andrew Kern has said, “A school that isn’t willing to die is not a school worth living.”

So I will ask again, this time more pointedly: for a classical Christian school, what are those ideals that are worth dying for?

Do we stand firm and embrace “much versus many” in everything we do? Do we in practice hold as our priority the formation of our students’ souls over the filling of their minds? Do we maintain a skepticism towards technology even when iPads would make those backpacks a lot lighter? This list could go and on and we haven’t even scratched the proverbial surface.

Let me leave you with one last story of an institution that embraced an ideal. This example may seem out of place within the context of classical and Christian education, but I think there may be something to learn nevertheless. The institution is ExxonMobil.

Before the merger with Mobil Oil, when Exxon was just Exxon, the company suffered international embarrassment in 1989 when its oil tanker Valdez ran aground and spilled hundreds of thousands of barrels of crude oil into Prince William Sound. This event catalyzed a movement within the company from top down to not only make safety a higher priority, but to establish safety as a defining and driving ideal of the company.

Fast forward 14 years later. I was in the second year of my young career as a neophyte mechanical engineer working for an engineering, procurement, and construction company based in Houston, Texas. After spending a year in “the office,” my supervisor decided it was time for me to “get my feet wet in the field,” so he assigned me to the field engineering team of one of our construction projects in the ExxonMobil Baytown, Texas refinery. (Talk about going from theory to practice, by the way. All the engineering graduate classes in the world could not have prepared me for the “real engineering” that goes on in real-time during onsite construction of complex refinery systems. I’ll never forget taking my brand new shiny white hard hat and scraping it along the asphalt in the parking lot in order to give myself the appearance of a more “seasoned” engineer; my plan failed miserably.)

Before I could even enter the refinery, I had to sit through an entire 8 hour day of training, which included videos, classes, and tests. I remember thinking how much a waste of my time it was – I likened it to being at the DMV.

Upon getting settled in my construction trailer office and then making my way out for a guided tour of the job site, I couldn’t believe how many “safety people” were walking around or just standing around watching what was going on. These were people who were paid solely to enforce safety procedures and perform audits of safety practices.

And boy were the safety procedures and practices numerous! An entire crew had to write up what was called a Job Hazard Analysis before starting ANY work, even if their work only consisted of painting a handrail. It was very clear that a seemingly disproportionate amount of time and money was being spent on “safety.”

But surely all these safety protocols are like speed limits, I thought. Surely when the work really has to get done, these people don’t really follow all these procedures to a T. I mean, that just wouldn’t be practical. That would slow everything down. That would cost too much money.

But they did. Always. Without question. And they were serious about it, too. Nothing about safety was taken lightly.

And then there were all the safety meetings. These were meetings at the beginning of each week, or sometimes in the middle of the week or maybe even on some random day, and everyone on the job site had to attend. We’re talking hundreds of hourly employees, just sitting, sometimes for over an hour, listening to someone talk about tripping hazards. And boy were those meetings serious.

Really? I thought. ExxonMobil is all about maximizing profit. Look at all the money going out the window right now!

The first month I was on the job, a 40 year veteran of ExxonMobil, one of their best and most respected combustion engineers and an all around swell guy, stuck his head in a vessel just to look on the inside (the vessel was out of service), but he did so without a permit. The next morning he was cleaning out his office. Fired. On the spot. No questions asked. I couldn’t believe it. Not only was I just getting to really like this guy, but he was my client contact for much of my field engineering work. He was the brain of the operation. And he had served the company faithfully for over 40 years! It made no sense to fire him just for looking into a vessel.

But for ExxonMobil safety had become a nonnegotiable ideal, and no one was exempt from the expectations attached to that ideal. No one.

A few months later, our company was doing some maintenance inside the prime money-making unit of the refinery: the Cat-Cracking Unit, the unit that makes gasoline. This unit produced enough gasoline every day to earn the company $2.5 million in profit. Every day. The maintenance we were contracted to perform required that this unit be shut down for an entire month. You can do the math, but needless to say we were working literally around the clock (two shifts per day), seven days a week to complete our work and bring this unit back on line as soon as possible. Every morning at 6:00 a.m. the lead ExxonMobil project manager would storm into our construction trailer, throw his clipboard or kick a trashcan, and remind us that we were costing him $2.5 million a day. It was a stressful project on a tight budget with an impossibly short schedule that we were daily asked to make improvements on.

Then one day a construction hand accidentally kicked a hammer, which then fell off the level he was standing on and landed on the level beneath him. The hammer didn’t come close to hitting anyone. It was an honest mistake. No harm, no foul, right?

What followed was an all-hands-on-deck safety meeting that lasted the entire afternoon, at the end of which the ExxonMobil refinery owner told us all to go home for three days. “Things were just getting too sloppy,” he said, “and we’re headed towards a serious safety accident if this continues.”

I couldn’t believe it. We were getting yelled at every morning to work faster, spend less money, improve the schedule, and now this guy is telling us all to go home for three days? That’s six shifts worth of work lost and $7.5 million down the drain! But he didn’t even blink an eye when he told us to go home, and no one flinched at his decision.

About a year later we were installing a huge multi-million-dollar piece of equipment (think the size of a 3-story bank), which required a very precise and tenuous lift with the biggest crane you’ve ever seen up and over an existing multi-million-dollar in-service unit. The most senior rigging engineer from our company was on site to oversee the lift, as the stakes were obviously extremely high. A piece of equipment this large is typically lifted with guide ropes tied at each corner, so that men on the ground can hold the ropes and keep the equipment from rotating as it is lifted. However, in this case, the guide ropes had to be released for the apex of the lift as the piece of equipment passed over its highest obstruction. Well, one of the guide ropes became snagged on a corner of the existing unit, and our rigging engineer quickly – instinctly – stood up on a handrail to loose the snag. By doing so he saved the lift. He was a hero.

Then he was promptly removed from the job site and his access to the refinery was permanently revoked. Just like that. It didn’t matter that he acted out of instinct. It didn’t matter that he did the right, practical thing in saving the lift and potentially sparing millions of dollars in damage. He had stood on a handrail, and standing on a handrail was one of the cardinal sins in the book of ExxonMobil safety. I’ll never forget, as soon as his foot hit that handrail, the engineer behind me said, “Well, he’s gone.”

These are just a couple of the crazy “zero tolerance” type stories. Suffice to say, safety at ExxonMobil was a culture, and either you became a part of that culture, or you were given the boot. Two years into my assignment in the refinery, I found that I no longer questioned any of the safety protocols. I never caught myself thinking, “This is such a waste of time, why are we doing this?” What’s more, half the time I didn’t even consciously think about all the safety rules, I was just following them by instinct. In fact, I became hyper sensitive to anything that didn’t feel or look “safe.” At any job site I entered, without even thinking about it, I would automatically scan the area for safety hazards. Even today, 6 years into teaching and 8 years out of the refinery, I still find myself finding things unsafe with even a DOT crew patching a hole on a side street. ExxonMobil had successfully inculcated within me its safety ideal.

Today ExxonMobil is the world’s most valuable company. They are also one of the safest, despite the inherent high risks in much of their operations. One could certainly make the argument that safety simply increases their bottom line in this age of rampant litigation. But whatever the motivation, they embraced an ideal and it became part of who they are. They embraced this ideal even when it cost them big, even when it clashed with practicality.

I wonder what conversations were had in the board room in the early 1990s when this safety initiative was first born. Was anyone called crazy? Impractical?

Let’s chew on this for a while. I could continue, but – on a practical note – it’s past my bedtime.