Tag Archive for: Albert Einstein

Sweeping Without a Broom

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“Let everyone sweep in front of his own door, and the whole world will be clean.” Johann Wolfgang von Goethe

“It is easy to dodge our responsibilities, but we cannot dodge the consequences of dodging our responsibilities.” Josiah Charles Stamp

Ahh, personal responsibility. We are a nation enamored with the concept. We are also enamored with the notion of individuality; individual freedoms (to a certain extent), individual rights, individual responsibility. We expect people to clean up their messes if, for some reason they haven’t managed to avoid making them in the first place. Unfortunately, we don’t always provide them with the tools they need to do either of these things. And therein lies the rub.

We are a nation that loves instant gratification and thrives on the ability to “keep up with the Joneses.” Hallelujah for credit! Visa and MasterCard give us the opportunity to spend money we don’t have on things we want now. Sub-prime mortgages and “zero down” financing offer us chances to spend money we won’t likely ever have. Our children and grandchildren see the economy collapsing under the weight of such ridiculousness, and hear every day on the news that the economy would rebound more quickly if we just went out and spent more money. Huh? Is it any wonder they’re confused? And how many of them will learn about money management in school? How many of their classes will educate them about saving money and contingency planning? If these classes aren’t available, how many of their parents will be able to talk to them about these things? I remember two of the “life skills” classes I took in high school: Personal Finance and home economics. We talked about calculating interest rates and were taught the proper way to write a personal check in Personal Finance class. In Home Ec, we did a little sewing, a little meal preparation, and one very memorable day, a cosmetics expert came in to teach us the proper way to apply our makeup without creating wrinkles around our eyes. I didn’t feel precisely qualified to manage the finances of a household upon graduation. I’m certain I’m not qualified to teach my kids money management skills based on those two “practical life” classes.

Yesterday, the House of Representatives passed yet another bill that is aimed at blocking access to reproductive healthcare for millions of American women. They claim that their intent is to reduce the number of abortions (hopefully to zero) in our nation. If this is an attempt to force women to live up to the consequences of their mistakes (ie. premarital or unprotected sexual activity?), I fear that they are asking women to sweep up a mess without providing them a broom or proper instruction on its use. Defunding Planned Parenthood and making access to other facilities where women can get objective, non-biased information about their own bodies is worse than that. It is actively denying them access to the broom and the class on sweeping. How can we expect people to avoid mistakes or learn from them when we don’t offer them information? If we fight against sexual education classes in our schools and rail against birth control, we are expecting people to gain this vital education by what, osmosis? If we don’t teach each other what we know about the more difficult things in life, we can’t expect any change. You can’t hold someone responsible for making a mistake they had no way of preventing.

Individuality is important. Differences are often what creates color and vibrancy in life. But not enough can be made of the power of tapping into a collective base of information. There will always be people who learn best by making mistakes over and over again, but for those who could benefit from the wisdom of others, isn’t it our responsibility to pass that information on?

Albert Einstein once characterized insanity as “doing the same thing over and over again and expecting different results.” This applies to entire cultures as much as it does to individuals. We can’t keep telling generation after generation that we expect them to clean up their own messes if we don’t provide them with the tools to either do so, or avoid those messes in the first place. Rebuilding our economy by asking people to spend more money only props it up for the next generation to overspend again. We will find ourselves right back in the same position, just as we have so many times before. And telling women and girls that they ought not to get pregnant without giving them ways to prevent pregnancy won’t affect the rate of unwanted pregnancy in our country. Personal responsibility is a good thing, but it is impossible to sustain without knowledge.

“Today, more than ever before, life must be characterized by a sense of Universal responsibility, not only nation to nation and human to human, but also human to other forms of life.” Dalai Lama

What’s Missing in the Push for STEM Education?

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Trends in education come and go, like anything else. Letter grades, number grades, no grades, “old” math, “new” math, multi-age classrooms, inclusive classrooms, AP classrooms. It’s hard to keep up, but one trend that has been around for my girls’ generation is the STEM focused curriculum and while I understand it, it does give me some pause.  Mostly because I think that doing anything in a vacuum, for the sake of doing it or jumping on that moving train is not necessarily a good idea.  It seems that the United States has fully embraced the notion that we can all live better lives if we pursue jobs in math or engineering or science fields. We have all drunk the Kool-Aid that tells us that technology is the saviour of the future and those individuals who understand it and shape it will be kings and queens.

Within this push for STEM education, there is a mini-movement that is focused on girls. It is true that women are very poorly represented in the fields that rely heavily on STEM education. These also tend to be the jobs that offer more flexibility and opportunity and higher pay.  And while I am absolutely not opposed to the emphasis on STEM (or, as they put it at Lola’s school, STEAM with an A for the arts), I hope that these students are also learning just as much about the application of this knowledge and the ethics involved as they are about how to build a better robot.  I hope that they aren’t being seduced by the possibilities of this knowledge without considering the ramifications of it. When Albert Einstein helped spur the development of the atomic bomb, he had some inkling of what he might be unleashing, but it wasn’t until many years later that he said, “I have always condemned the use of the atomic bomb against Japan.”  He defended his involvement by noting that the research was available and, if it hadn’t been built and used by the United States, he was certain that the Nazis would have developed the technology, but this is precisely what I think of when I imagine legions of scientifically-literate students graduating from American high schools without any sort of ethical framework for the work they are suddenly capable of doing.

One of the phrases I use with Lola and Eve that drives them batty goes like this, “Just because you can doesn’t mean you should.” I hope that I haven’t said it so many times that they tune it out, but just often enough that it echoes in their heads from time to time and encourages them to ask, “Why? Why am I doing this? Why am I making this decision now? What will come of it?”  I honestly believe that this is the most important question we can ever ask ourselves, and often the most difficult to answer.  I think that as a culture we could save boatloads of money and time and effort if we stopped to inquire about why we choose to do certain things in particular ways.  Technology and science, engineering and math have certainly changed our lives for the better in multitudes of ways, but there are also egregious examples of STEM-gone-wrong, used for exploitation or corporate financial gain, and turning out an entire generation of students who blindly believe that STEM is the way to job security and financial success without any ability to question their own motives or morality is a frightening prospect.

I remember taking a bioethics course in college and wondering why it wasn’t required for pre-med students (I was pre-med, but I took it as credit toward my bachelor’s degree in philosophy, not biology). I was lucky enough to sit on the ethics committee at a local hospital for one term and see how large institutions debate questions of morality when it comes to research and equity for all patients and I was shocked at how many physicians never bothered to ask those questions in their daily practice unless it was required for some study or potential lawsuit. They were content to let the “experts” in ethics decide for them and dictate what they ought to do.  I am not condemning them for that. They were likely never taught to ask those kinds of questions or how to think about them.  They were taught to look critically at things that had “right” and “wrong” answers, how to perform tests to determine which was which, and move forward. If we don’t find ways to give our children a language of ethics, a way to talk about the choices we make and understand the effect those choices have on others, we are sorely mistaken.  If we don’t attempt to focus on the application and consequences of our scientific discoveries, have honest conversations about the reasons for engaging in the work we’re doing (beyond making money or ‘to see if we can,’) we are missing a vital piece of educating our kids.  I am much more interested in my children becoming thoughtful citizens of a community who can envision and work toward some common goal than I am in seeing them get advanced degrees in STEM fields and go on to create the next genetically-modified food product that could wreak havoc on our ecosystems beyond anything we can imagine. And while I do think that some of the responsibility for teaching that lies with parents, to have our educational system acknowledge the necessity and importance of it is vital. I’m not advocating for schools to provide any sort of absolute ethical framework (although some religious schools do that). Rather, I think they would do better to teach students to ask “why” at each important juncture, to flex that ethical muscle, to keep them examining the reasons and ramifications of their actions when it comes to all of their learning.