I am in awe of Mem Fox. I find that she has an almost solitary voice in a market glutted with books that star TV characters and snotty brats, and almost devoid of any kind of positive adult/child relationships. Fox does not write books for the sole purpose of entertaining children. Her books handle weighty topics and convey deep messages.
WGMcP is about a young boy, barely in school, and his relationship with the folks who live in the old age home next door. He and his neighbours have a mutual appreciation, despite, or maybe because of living at the far ends of time’s ever swinging pendulum. But he has the greatest connection with Miss Nancy Alison Delacourt Cooper (who also has four names).
Poor Miss Nancy has lost her memory, an idea that makes no sense to WGMcP. What kind of a friend would he be if he didn’t help her find her memories again? If only he knew what a memory was, so he knew what he was looking for.
With the counsel of his wise neighbours, Wilfred learns the nature of memories, and he sets about collecting objects that he thinks fit the bill. A warm chicken egg, some sea shells, a puppet, a football, and a medal are all presented to Miss Nancy, one by one.
And this is where you start to cry.
Conditions like Alzheimer’s and Dementia touch us all more and more. Beautifully written, Fox uses the special and necessary relationships that can form between children and adults to present the topic gently, giving parents and teachers a resource that will provide opportunities to discuss and learn about the effects of what is happening to their loved ones.
The Spider and the Fly by Tony DiTerlizzi Based on the poem by Mary Howitt Published by Simon & Shuster Caldecott Honor Book Mary Howitt’s cautionary tale about falling for the flattery of strangers was first published in 1829. I’m not sure how many iterations it has seen since it was first released, but this version is really something to behold. DiTerlizzi made an interesting choice in doing the illustrations in radiant black and white, making it stand out against the super-saturated colour usually found in the children’s book department. The mixed media artwork is exceptionally detailed, right down to the lashes on the damsel fly’s innocent eyes. Yes, an anthropomorphized damsel fly, attired in a long flapper dress and cloche, is the protagonist and inevitable victim of a mustachioed, slick-haired, sweet talking spider with, shall we say, an appetite for the ladies. Set in a creepy victorian dollhouse full of furniture that looks suspiciously like it once lived under a tree stump, the poem is brought to life with melodrama and gravitas. And the entire thing is framed beautifully in the style of a 1920s silent movie, with title cards and all. The only thing missing is the guy playing piano off to the side as you read. Of course, Howitt’s words are wonderful. They are full of great visuals and some chilling metaphors. And she really managed to create a fantastic allegory for stranger danger. Teachers looking to teach about poetry, descriptive language, and metaphor will find this book invaluable. It is also excellent for those who want to encourage their students to fill their artwork with detail. It goes without saying that lessons about personal safety and street proofing can’t be avoided when reading this book with a class. P.S. Last year was the 10th anniversary. Here is a link for the artist’s blog post about. Go to his parlor.
The first theme from Brockman’s collection of intelligence-fostering essays, This Will Make You Smarter, is that we would all be better off if we saw the world the way a scientist does. There are three essays in particular that extol the objective processes of the scientific method and experimentation as the procedures for doing everything, from allaying irrational fears to overthrowing fascist governments.
Full disclosure, so that you’re not changing the entire way you think based on my interpretation of a small data set. These essays are all very short, and are not to be considered exhaustive. But, they do encourage a lot of deep thinking and reflection, in me anyway.
The Controlled Experiment – Timo Hannay
This essay is about following the scientific method to make decisions in our lives. Hannay asserts that we are too quick to judge, and those judgments are based on prejudice, preconceptions, and a lack of imagination. According to him, we should be striving to be more objective and data driven, rather than going by some introspective gut feeling, or asking around to see what others think. I believe that his assertions are based on data collected in controlled experiments, but I only have his word for it.
The Double-Blind Control Experiment – Richard Dawkins
Dawkins is of a like mind, but twice so. I will infer he has been reading the same journals as Hannay. He wants us to be critical. He also thinks we need to be more objective in the face of personal opinion, because of the bias inherent in it. He wants us to stop generalizing from a handful of anecdotes, in favour of coming to conclusions based on evidence. For him, it all comes down to improving the population’s understanding of how controlled experiments work (specifically, I believe, how they filter out as much bias and external influence as possible, ensuring that true causality is established), so that we develop a healthy, habitual skepticism that will keep us from being tricked or lied to.
Promoting a Scientific Lifestyle – Max Tegmark
In this entry, Tegmark laments the “fact” that scientists are pretty much useless at getting their message out to the public, and that, when the message is disseminated, it has often been watered down, misinterpreted, or bastardized (I’m generalizing here, but HELLOOO, every last initiative in education I’ve seen in the past 15 years).
He laments this because so many of the decisions we make in our lives are based on inaccurate and incomplete information. He believes we are too busy, too biased and set in our ways, and too overwhelmed by the volume of information available. I’m going to add too skeptical of things we think will make our lives complicated, boring, or inconvenient.
These restrictions of our intellectual development, he believes, result in us being easily manipulated into voting for stubborn politicians who turn their backs against evidence that undermines their biases. We allow ourselves to be duped by sound bites and propaganda that play into our fears and prejudices. And we end up blindly following charlatans and buying books about wish fulfillment, looking for the simple, quick fix to all our problems. If he had his way, scientists the world over would be using the same tactics as politicians and corporations to get their messages out, and that message would be “Look, smarten up.”
My purpose behind this blog entry is to explore how these ideas might influence me and my pedagogy. What would be the result of teaching students about controlled experimentation and critical thinking? Shall I question the authority of these experts before I make any decisions?
Visions of riot shields and fire hoses come to mind when I think about challenging authority. Is that what these folks mean? Do they mean rebel against authority? Don’t trust anyone over 30? I don’t want a child to touch the stove because he’s been taught to be skeptical of me when I say it’s hot. I don’t want him to find out on his own. Or do they actually mean to question authority? Well heck, I do that all the time.
Questioning is not necessarily the act of open rebellion some politicians and other community leaders make it out to be. It is just the act of asking questions. “Why is that the case? How do you know? Based on what evidence? Have you considered other data? Which ones?” I don’t really have a problem with this, as long as I have substantiated responses to provide. And as long as the student isn’t just questioning for the sake of being a disturbance, and can provide her own evidence to the contrary, if necessary. Anyone who does question can certainly be given the opportunity to find out the answers for himself, through research and experimentation. I’m comfortable with this, because I’m fine with finding out I was wrong.
Which brings me to an idea these writers have not touched upon, but I believe must be pointed out. If we are going to question others, then we must also question ourselves. Riot police are called out when two factions of self-righteous people clash. But, those who scream that they know better than the authorities inevitably end up authorities themselves, with their own violent detractors to repel. Humility and openness to others’ skepticism seem much more productive than arrogance and close-minded certainty. When we experiment, we suppose. We are bound to find some of our suppositions were wrong.
In the end, I agree with these three arguments, and yes, to acknowledge my bias, this is mostly because they match my experiences. But, when I say experiences, I mean from both perspectives. I have been on the receiving end of ignorant dictates (from several education ministers and their leaders since ’95). And, I have been guilty of an unbending, near-sighted hubris of my own (Dear Editor). I’ve made myself the authority and then been challenged because of it (Literacy Coach). I’ve challenged and been shut out. I’ve lead the charge, only to find myself the first to bare the brunt of a counter attack (Facebook Page).
If I choose to see those experiences as experiments, then I can look at them objectively. I can question myself and decide how to conduct the next experiment better. I can assess for bias. I can restrict parameters. I can gather data. I can learn.
I can use that learning to question.
I can use that questioning to teach.
Oh, if only. Pray that the title isn’t just a clever marketing tactic.
I have always been interested in the study of intelligence. There are so many intense debates about natural ability, and teachability, and testing, and measuring. This book isn’t about any of that. It is about thinking better, and being more aware of who we are, how we think, and what is happening in the world around us.
Every year, John Brockman, via Edge.org, gathers together the thinkers of our era, and asks them a question. This Will Make You Smarter is a collection of answers to this one.
“What scientific concept would improve everybody’s cognitive toolkit?”
In each mini essay, one of today’s intelligentsia describes a concept in layman’s terms, and attempts to connect it to our everyday life, demonstrating how knowledge of this concept, or the practicing of that skill, will improve the way we think. The responses are varied, and some are seemingly contradictory. They have been grouped into overall themes to help the reader make some connections.
Now, just in case you think this might be too “sciency,” Brockman clarifies the question a bit. “Here, the term “scientific” is to be understood in a broad sense – as the most reliable way of gaining knowledge about anything, whether it be human behavior, corporate behavior, the fate of the planet, or the future of the universe.” So, there is lots of philosophy to try to wrap your head around too.
Full disclosure. A few of these ideas are beyond me. So much for my 129 IQ. However, on the whole, the entries are interesting and thought provoking, and justify the effort to understand them.
I think that much of this book will eventually end up in my personal arsenal of intellectual weapons, to reload my pen and tongue, as it were. I will update this section with synopses of some of the entries, and the questions and ideas they provoke, as I work through the book.
But check it out yourself if the state of modern intellectual development is something you’re interested in exploring, or if you just want to get smarter.