Category: Education

“Practice Makes Perfect, but It Doesn’t Make New”

(p. 12) Child prodigies rarely become adult geniuses who change the world. We assume that they must lack the social and emotional skills to function in society. When you look at the evidence, though, this explanation doesn’t suffice: Less than a quarter of gifted children suffer from social and emotional problems. A vast majority are well adjusted — as winning at a cocktail party as in the spelling bee.
What holds them back is that they don’t learn to be original. They strive to earn the approval of their parents and the admiration of their teachers. But as they perform in Carnegie Hall and become chess champions, something unexpected happens: Practice makes perfect, but it doesn’t make new.
. . .
In adulthood, many prodigies become experts in their fields and leaders in their organizations. Yet “only a fraction of gifted children eventually become revolutionary adult creators,” laments the psychologist Ellen Winner. “Those who do must make a painful transition” to an adult who “ultimately remakes a domain.”
Most prodigies never make that leap. They apply their extraordinary abilities by shining in their jobs without making waves. They become doctors who heal their patients without fighting to fix the broken medical system or lawyers who defend clients on unfair charges but do not try to transform the laws themselves.

For the full commentary, see:
Grant, Adam. “How to Raise a Creative Child.” The New York Times, SundayReview Section (Sun., JAN. 31, 2016): 12.
(Note: ellipsis added.)
(Note: the online version of the commentary has the date JAN. 16, 2016, and has the title “How to Raise a Creative Child. Step One: Back Off.”)

Grant’s commentary is related to his book:
Grant, Adam. Originals: How Non-Conformists Move the World. New York: Viking, 2016.

College Admissions Process Encourages Superficial Service

(p. 3) This summer, as last, Dylan Hernandez, 17, noticed a theme on the social media accounts of fellow students at his private Catholic high school in Flint, Mich.
“An awfully large percentage of my friends — skewing towards the affluent — are taking ‘mission trips’ to Central America and Africa,” he wrote to me in a recent email. He knows this from pictures they post on Snapchat and Instagram, typically showing one of them “with some poor brown child aged 2 to 6 on their knee,” he explained. The captions tend to say something along the lines of, “This cutie made it so hard to leave.”
But leave they do, after as little as a week of helping to repair some village’s crumbling school or library, to return to their comfortable homes and quite possibly write a college-application essay about how transformed they are.
. . .
Hernandez reached out to me because he was familiar with writing I had done about the college admissions process. What he described is something that has long bothered me and other critics of that process: the persistent vogue among secondary-school students for so-called service that’s sometimes about little more than a faraway adventure and a few lines or paragraphs on their applications to selective colleges.
It turns developing-world hardship into a prose-ready opportunity for growth, empathy into an extracurricular activity.
And it reflects a broader gaming of the admissions process that concerns me just as much, because of its potential to create strange habits and values in the students who go through it, telling them that success is a matter of superficial packaging and checking off the right boxes at the right time. That’s true only in some cases, and hardly the recipe for a life well lived.
. . .
Richard Weissbourd, a child psychologist and Harvard lecturer who has studied the admissions process in the interest of reforming it, recalled speaking with wealthy parents who had bought an orphanage in Botswana so their children could have a project to write and talk about. He later became aware of other parents who had bought an AIDS clinic in a similarly poor country for the same reason.
“It becomes contagious,” he said.
A more recent phenomenon is teenagers trying to demonstrate their leadership skills in addition to their compassion by starting their own fledgling nonprofit groups rather than contributing to ones that already exist — and that might be more practiced and efficient at what they do.
. . .
In many cases they are compelled. Tara Dowling, the director of college counseling at the Rocky Hill School in East Greenwich, R.I., said that many secondary schools (including, as it happens, Dylan Hernandez’s) now require a minimum number of hours of service from students, whose schedules — jammed with sports, arts, SAT prep and more — leave little time for it.
Getting it done in one big Central American swoop becomes irresistible, and if that dilutes the intended meaning of the activity, who’s to blame: the students or the adults who set it up this way?

For the full commentary, see:
Bruni, Frank. “To Get to Harvard, Go to Haiti?” The New York Times, SundayReview Section (Sun., AUG. 14, 2016): 3.
(Note: ellipses added.)
(Note: the online version of the commentary has the date AUG. 13, 2016.)

“Students Love It When We Share What We’re Passionate About”

(p. F5) NEW LONDON, Conn. — Between forkfuls of pad Thai, chicken and tofu, 20 Connecticut College faculty members listened as Michael Reder talked about teaching.
“The research shows that students love it when we share what we’re passionate about,” said the animated Mr. Reder, whose enthusiasm for teaching is infectious. “Students often say they want to be a name and known to the faculty. But what’s interesting is how much they also want to know about you. They want to hear about what you do and why you do it.”

For the full story, see:
JOHN HANC. “Professors as Teachers.” The New York Times (Thurs., JUNE 23, 2016): F5.
(Note: the online version of the story has the date JUNE 22, 2016, and has the title “Teaching Professors to Become Better Teachers.”)

Universities Limit Free Speech

(p. F10) Ask Andrea M. Quenette if she thinks that colleges and universities are doing a good job refereeing the debate over free speech, and she’ll respond with an emphatic ‘no.’
“Schools are not doing enough to protect free speech,” Ms. Quenette, a communications professor at the University of Kansas, said in an email. “Specifically, they are protecting the speech of some, those whom they fear or those voices which are loudest, but they are not protecting the speech of those whose voices are easier to silence. Generally, these quieter voices are those of faculty and staff who should rightfully fear for their jobs should they use unpopular, but legally protected, words.”
. . .
According to a poll recently released by the Gallup Organization, 78 percent of 3,072 students from 32 four-year private and public colleges believed their campuses should strive to create an open environment where they would be exposed to a range of speech and views. Twenty-two percent noted that “colleges should prohibit biased or offensive speech in the furtherance of a positive learning environment.” But 69 percent favored limitations on speech when it came to language that was deliberately upsetting to some groups.
An October 2015 survey of 800 students nationwide, sponsored by the William F. Buckley, Jr. Program at Yale, reported that 63 percent favored requiring professors to use “trigger warnings” to alert students to subject matter that might be unsettling. By a 51 percent to 36 percent margin, students also supported speech codes to regulate speech for students and faculty.

For the full story, see:
ABBY ELLIN. “Studies in Free Speech.” The New York Times (Thurs., JUNE 23, 2016): F10.
(Note: ellipsis added.)
(Note: the online version of the story has the date JUNE 22, 2016, and has the title “Studies in the First Amendment, Playing Out on Campus.”)

“Students Are Hungry to Make an Impact”

(p. B2) “Today’s students are hungry to make an impact, and we have to be responsive,” said Gordon Jones, the dean of a new College of Innovation and Design at Boise State University in Idaho and the former director of Harvard’s Innovation Lab.
Yet campus entrepreneurship fever is encountering skepticism among some academics, who say that start-up programs can lack rigor and a moral backbone.
Even a few entrepreneurship educators say that some colleges and universities are simply parroting an “innovate and disrupt” Silicon Valley mind-set and promoting narrow skill sets — like how to interview potential customers or pitch to possible investors — without encouraging students to tackle more complex problems.
“A lot of these universities want to get in the game and serve this up because it’s hot,” Mr. Jones said. “The ones that are doing it right are investing in resources that are of high caliber and equipping students to tackle problems of importance.”
. . .
. . . the quick start-up workshops offered on some campuses can seem at odds with the traditional premise of liberal arts schools to educate deliberative, critical thinkers.
“Real innovation is rooted in knowledge and durable concern and interest, not just ‘I thought of something that nobody ever thought of before,'” said Jonathan Jacobs, who writes frequently about liberal education and is the chairman of the philosophy department at John Jay College of Criminal Justice of The City University of New York. “That’s not educating people, frankly.”
And at least a few professors of entrepreneurship say that some universities are not ensuring that students learn the fundamentals of starting, running and sustaining a business.

For the full story, see:
NATASHA SINGER. “Colleges Rush to Embolden Entrepreneurs.” The New York Times (Tues., DEC. 29, 2015): A1 & B2 (sic).
(Note: ellipses added.)
(Note: the online version of the story has the date DEC. 28, 2015, and has the title “Universities Race to Nurture Start-Up Founders of the Future.”)

Feds Encourage Costly, Intrusive, Confusing Title IX Bureaucracies

(p. A1) CAMBRIDGE, Mass. — In a brightly lit classroom here at Harvard, Mia Karvonides was trying to explain to a group of bemused student leaders the difference between a romantic encounter and “unwelcome conduct of a sexual nature,” as the university’s relatively new code of sexual misconduct defines it.
She tried to leaven the legalistic atmosphere at the town-hall-style meeting with realistic-sounding examples, defying gender stereotypes. Jose and Lisa, chemistry students, are working late at night in the lab, she began, when Lisa comes up from behind and kisses Jose on the neck.
Such a surprise move, she suggested, could be the beginning of a sexual misconduct complaint.
. . .
Ms. Karvonides is Harvard’s first Title IX officer, leading a new bureaucracy that oversees how the institution responds to complaints of sexual violence under Title IX, the federal law that governs gender equity in education. She is one of a rapidly growing number of Title IX employees on campuses nationwide, as colleges spend millions to hire law-(p. A3)yers, investigators, case workers, survivor advocates, peer counselors, workshop leaders and other officials to deal with increasing numbers of these complaints.
. . .
The expansion of Title IX bureaucracies — often at great expense — is driven in part by pressure from the federal government, which recently put out a series of policy directives on sexual misconduct on campus. More than 200 colleges and universities are under federal investigation for the way they have handled complaints of sexual misconduct, up from 55 two years ago.
. . .
. . . in a report last week, a national association of professors said that the Title IX bureaucracy had started to infringe on academic freedom, by beginning investigations into faculty members’ lectures and essays.
. . .
At a minimum, federal rules require colleges to designate one Title IX coordinator, at least part time.
Many colleges have gone far beyond that, at a cost ranging from thousands to millions of dollars.
. . .
At the University of California, Berkeley, officials said, Title IX spending has risen by at least $2 million since 2013, though they declined to give the total.
“Certainly, colleges are spending more related to Title IX than ever in history, both preventatively and responsively,” Mr. Sokolow said. He estimated that dealing with an inquiry could cost “six figures,” and that responding to a lawsuit “can run into the high six or even seven figures, not counting a settlement or verdict.”
. . .
Some campuses have adopted “affirmative consent” rules, in effect a written or unwritten contract, requiring a yes before the first kiss and at every step along the way. Harvard has opted instead for what Ms. Karvonides called a more nuanced standard of “unwelcome conduct.”
This has led to criticism by some that the policy is not strong enough, and by others that it could punish behavior as mild as flirting.
“This is ubiquitously on the mind of everyone at Harvard,” said Daniel Banks, the undergraduate council vice president, who helped organize the recent town-hall-style meeting on the subject. Many students have concluded that the best solution is not so much compliance as avoidance.
“You either don’t date at all,” said Daniel Levine, another student leader, “or you’re like a married couple.”

For the full story, see:
ANEMONA HARTOCOLLIS. “In Battling Sexual Misconduct, Colleges Build a Bureaucracy.” The New York Times (Weds., MARCH 30, 2016): A1 & A3.
(Note: ellipses added.)
(Note: the online version of the story has the date MARCH 29, 2016, and has the title “Colleges Spending Millions to Deal With Sexual Misconduct Complaints.”)

The AAUP report expressing concerns about how Title IX bureaucracies violate academic freedom and due process, is:
American Association of University Professors (AAUP). “The History, Uses, and Abuses of Title IX.” Draft Report, March 24, 2016.

Black Conservative Disinvited to Speak at Virginia Tech

Jason Riley, who is quoted below, has published Please Stop Helping Us: How Liberals Make It Harder for Blacks to Succeed.

(p. A13) Last month I was invited by a professor to speak at Virginia Tech in the fall. Last week, the same professor reluctantly rescinded the invitation, citing concerns from his department head and other faculty members that my writings on race in The Wall Street Journal would spark protests. Profiles in campus courage.
. . .
I’ve lost count of the times I’ve been approached by conservative students after a lecture to a mostly liberal audience and thanked, almost surreptitiously, for coming to speak. They often offer an explanation for their relative silence during question periods when liberal students and faculty are firing away. “Being too outspoken would just make it more difficult,” a Wellesley student once told me. “You get to leave when you’re done. We have to live with these people until we graduate.”
In April [2016], I spoke at the University of North Carolina at Chapel Hill, where the college Republicans who invited me took the precaution of clearing my name with liberal student groups “to make sure they wouldn’t be upset.”
We’ve reached a point where conservatives must have their campus speakers preapproved by left-wing pressure groups. If progressives aren’t already in absolute control of academia, they’re pretty close.

For the full commentary, see:

JASON L. RILEY. “I Was Disinvited on Campus; The anti-free speech takeover is so complete that now the fear of stirring a protest can determine what ideas students will hear.” The Wall Street Journal (Weds., May 4, 2016): A13.
(Note: ellipsis, and bracketed year, added.)
(Note: the online version of the commentary has the date May 3, 2016.)

The Riley book that I mentioned at the top, is:
Riley, Jason L. Please Stop Helping Us: How Liberals Make It Harder for Blacks to Succeed. New York: Encounter Books, 2014.

College Students Have Been Raised to Be Fragile

In the passage quoted below, John Leo interviews John Haidt, a social psychologist at NYU.

(p. A9) Haidt: . . . Children since the 1980s have been raised very differently–protected as fragile. The key psychological idea, which should be mentioned in everything written about this, is Nassim Taleb’s concept of anti-fragility.

Leo: What’s the theory?
Haidt: That children are anti-fragile. Bone is anti-fragile. If you treat it gently, it will get brittle and break. Bone actually needs to get banged around to toughen up. And so do children. I’m not saying they need to be spanked or beaten, but they need to have a lot of unsupervised time, to get in over their heads and get themselves out. And that greatly decreased in the 1980s. Anxiety, fragility and psychological weakness have skyrocketed in the last 15-20 years. So, I think millennials come to college with much thinner skins. And therefore, until that changes, I think we’re going to keep seeing these demands to never hear anything offensive.

Source of the Haidt interview passage quote:
“Notable & Quotable: ‘Anti-Fragility in Children.” The Wall Street Journal (Tues., Feb. 23, 2016): A9.
(Note: ellipsis added.)
(Note: the online version of the quotes from the interview with Haidt has the date Feb. 22, 2016, and has the title “Notable & Quotable: Our Weak, Fragile Millennials.”)

For John Leo’s full interview with Jonathan Haidt, see:
http://www.mindingthecampus.org/2016/02/a-conversation-with-jonathan-haidt/

The Taleb book referred to, is:
Taleb, Nassim Nicholas. Antifragile: Things That Gain from Disorder. New York: Random House, 2012.

The Use of Virtual Reality (VR) in Education and Training

(p. B5) The thing that’s especially difficult to convey about “room-scale” VR–the kind enabled by the HTC Vive, where you can actually walk around with a headset on, exploring a virtual environment in exactly the same way you would experience a real one–is just how compelling it is. “Any VR experience is so much more engrossing than any you’d have on a flat screen,” says Patrick Hackett, senior user interface designer at Google for the Google Cardboard VR headset.
That has potentially huge implications for education.
Amir Rubin, head of VR software company Sixense, is working with a client on a system to train thousands of technicians to decommission nuclear-power plants. “Any application that has high liability, where teaching students has a high cost of insurance, and is high risk, we’re seeing people ask for VR training,” says Mr. Rubin. At Stanford, Dr. Bailenson is taking students on virtual tours of the world’s great works of art–letting them clamber over and deeply experience, for example, Michelangelo’s “David.”

For the full commentary, see:
CHRISTOPHER MIMS. “Virtual Reality Isn’t Just About Games.” The Wall Street Journal (Mon., Aug. 3, 2015): B1 & B5.
(Note: the online version of the commentary has the date Aug. 2, 2015.)

Americans Should Not Be Required to Join a Private Organization Against Their Will

(p. A15) I am one of 10 California teachers suing to end compulsory union dues in Friedrichs v. California Teachers Association, which will be heard by the Supreme Court Jan. 11. Our request is simple: Strike down laws in 23 states that require workers who decline to join a union to pay fees anyway. In our view, paying fees to a union should not be a prerequisite for teaching in a public school. No one in the U.S. should be forced to give money to a private organization he or she disagrees with fundamentally. Teachers deserve a choice.
. . .
I was a member of the union for years and even served as a union representative. But the union never played an important role in my school. When most teachers sought guidance, they wanted help in the classroom and on how to excel at teaching. The union never offered this pedagogic aid.
Instead, the union focused on politics. I remember a phone call I received before a major election from someone in the union. It was a “survey,” asking teachers whether they would vote for so-and-so if the election were held tomorrow. I disagreed with every issue and candidate the union was promoting. After that conversation, I thought about what the union represents. Eventually, I realized that my dues–about $1,000 a year–went toward ideas and issues that ran counter to my beliefs.
. . .
A Gallup poll last year found that 82% of the public agrees that “no American should be required to join any private organization, like a labor union, against his will.” That’s all we’re asking.

For the full commentary, see:
HARLAN ELRICH. “Why I’m Fighting My Teachers Union; I don’t want to be forced to pay for a political agenda I don’t support. Now the Supreme Court will rule.” The Wall Street Journal (Mon., Jan. 4, 2016): A15.
(Note: ellipses added, italics in original.)
(Note: the online version of the commentary has the date Jan. 3, 2016.)