Category Archives: Education

Sheheen takes step in right direction on higher ed

When I read this yesterday morning…

A South Carolina lawmaker has a plan to stop college tuition from going up — just don’t expect it to get passed this year.

State Sen. Vincent Sheheen, D-Kershaw, will file a bill to fix what he sees as the four biggest issues in higher education: tuition increasing at “an astronomical, unsustainable rate,” colleges recruiting out-of-state students to balance their budgets, fixing campus buildings that have fallen into disrepair and “streamlining a bureaucratic mess.”

Sheheen will unveil the proposal — and detail the plan’s specifics — Tuesday at an 11 a.m. news conference on the first floor of the State House….

… I resolved to drop by the State House to hear the proposal. I did so, however, knowing what I’ve known for years: If lawmakers want to stop the rise in tuition, the solution is obvious. You have to start funding higher education again.

Back when I was in school and tuition was dirt-cheap, the state actually funded “state-funded” colleges and universities. Now, the state’s taxpayers are minor contributors, providing a percentage of operating costs that long ago dropped into single digits. University presidents spend the lion’s share of their time trying to scrape up funds from other sources — and yeah, tuition is one of those other sources.

So there’s always been a great deal of phoniness in many legislators’ hand-wringing over rising tuition — unless they’re willing to address the actual problem. It’s always been completely within the power of lawmakers — as a body — to do this.

But I expected that Vincent Sheheen knows this, probably better than I do, so I went over expecting to hear something real. And I did. Or rather, since I arrived just as the presser was breaking up, I read something real on this handout before briefly interviewing Vincent and others present, such as USC President Harris Pastides:

It’s not much — it probably won’t even pull state funding back out of the single digits (a Senate Finance Committee staffer is running down the numbers on that for me, but I don’t have them yet).

But yeah, providing more funding from the state is the one thing that’s needed for keeping down tuition. So, while this will do little more than slow the rise, it’s something. And it’s honest.

And note that it even meets Doug’s test: If you want more money for something, findi it somewhere in the budget that exists, rather than raising taxes.

So, you know… something for everybody…

Help the children of Dominica learn to dance again

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Still from a video of one of Becca’s classes.

Y’all know that my youngest daughter did a two-year Peace Corps tour of duty in Thailand awhile back, because we went to visit her and I posted about it. There, she did the usual kind of Peace Corps work, like something out of the movie “Volunteers,” only Tom Hanks and John Candy weren’t there to help her. She was way out in the countryside on her own, teaching such things as English and basic life skills in the local schools. She was the only farang for many miles around. When someone had an event and wanted to draw a crowd, they invited her to present the award or cut the ribbon or lead the parade, and people were sure to turn out, just to see the blonde foreign girl.

You may not know that before she was in the Peace Corps, she was a classical ballet dancer. She had spent her last year of high school in Pennsylvania training intensely at a respected school there, stayed another year after graduation, then came down to USC to study in its dance program. But some of her teachers persuaded her to leave school and turn pro. So she did, dancing with companies in both North Carolina and Columbia before having to “retire” because of injuries. She went back to school, to get her degree from College of Charleston, then joined the Peace Corps.

She had no way of knowing those two paths would combine in a unique opportunity.

After she had been back from Thailand a short while — she worked for a dance company in New York during the interval — she saw an ad for a position in the Peace Corps Response program. The island nation of Dominica in the Caribbean, a place with few economic advantages, wanted someone to teach its children to dance. With Peace Corps and professional dance experience, Becca — being uniquely qualified — got the job, and started in January 2017.

The wrecked arts center.

Everything went fine (here’s a piece Becca wrote about her work a year ago) until Dominica was hit by Hurricane Maria in September. There was no chance to evacuate ahead of time. As it bore down on the island, the storm started the day as a Category 1, and by landfall was a Category 5. Everyone knows what Maria did to Puerto Rico. But Dominica, a former French and then British colony before gaining independence in 1978, doesn’t get as much press. And Dominica was hit first — and harder.

Dominica was devastated. The island, which is rocky and mountainous and lacks the attractive beaches of some of its neighbors, had been building a bit of an ecotourism industry, but its forests were torn up by the roots, the trees littering the island. Agriculture was completely destroyed, plantations losing 100 percent of their crops. And practically no one had a roof that hadn’t been ripped open to the sky.

The almost 20 Peace Corps volunteers on the island had been summoned together to ride out the storm in a hotel in the city of Roseau. It was a harrowing experience. For days after, their only water was what had collected on the roof. Eventually, the Peace Corps hired some fishing boats to take them off and transport them to St. Lucia, from whence my daughter came home to stay with us a few weeks.

And then she went back. She was one of only five Peace Corps folks to return, and she did so at the particular request of local officials, who still wanted their children to have a chance at cultural enrichment.

Becca’s efforts have drawn some attention recently. Buzzfeed did a feature on her and seven other Peace Corps volunteers who were “Using Sports To Strengthen Communities Abroad.” Never mind that ballet isn’t exactly a sport, they had nice things to say anyway (mainly derived from the piece she wrote last year):

For Rebecca Warthen, ballet is everything that makes life worth living: beauty, romance, music, joy, passion, and physicality. So when she saw a Peace Corps Response opening for a ballet instructor and teacher trainer on the Eastern Caribbean island of Dominica, she applied immediately, hoping to change lives with the art form that changed her own.

Warthen said one of the best things about dance is that you don’t need expensive equipment. “All you really need is your body, space, and the desire to learn, and your future is yours to determine… More importantly, they’re learning something new from a culture different than theirs, from a person with a different skin tone and different background, and through that they will become more accepting, open-minded people, which is what this is all about, isn’t it?”

No, you don’t need much special equipment to dance, but you do need a place to do it. And the one dance studio in the country — the Dominica Institute for the Arts — had been destroyed in the storm.

Since her return, Becca has been teaching in the schools — those that remain — and other spaces as available. But she’s determined to restore the island’s one studio, a beautiful facility that had been donated by a Dominican who had had success in the wider world and wanted to give back.

Here’s a story on the Peace Corps website about her effort. It will cost a little more than $28,000. The people of Dominica, who don’t have much to give, have come up with $20,000 of it themselves. Becca is trying to raise the rest.

If you can, please help. You can give at the Peace Corps site. The people of Dominica, who want broader horizons for their children, will appreciate it. So will I.

Becca and some of her students.

Hey, alla you kids get offa my campus!

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The Horseshoe.

Part of my daily routine of getting in at least 10,000 steps (and preferably 15) is to take an afternoon walk around downtown, usually through the USC campus and around the State House before heading back to ADCO.

This has been particularly peaceful this week, with the kids gone for spring break — even though it’s not, you know, technically spring.

I suppose I’ll be tripping over them again next week. But it was nice to have it mostly to myself for awhile…

The Russell House — a student center with no students.

Thomas Cooper Library.

It was great to see Valerie and the gang at USC tonight

Duke Twitter flap: But was it ‘racial’?

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I’m musing over terminology after reading about the sportswriter who got himself into hot water at a Duke roundball game on Dec. 2.

Here’s what happened, as I understand it:

College Insider reporter John Stansberry made some cracks on Twitter about some students who were right behind him at the game.
One of the students took offense, I’m assuming because of his reference to her and her friends as “Asian chicks.” But the student’s explanation of her anger on Facebook wasn’t specific. It may have been the Cheap Trick thing.
Duke revoked his credentials for the rest of the season.
He became an Unperson. His Twitter account is gone, and apparently College Insider (or someone) has erased traces of his existence. (I base this on the fact that, if I Google “John Stansberry College Insider,” I get a bunch of links that say, “CollegeInsider.com: John Stansberry’s College Basketball Notebook.” But I get a “Not Found” error if I click on them. Down the memory hole, I guess. Like Garrison Keillor.)

All of which seems fairly straightforward in a day when we’re used to people being more or less disappeared for stepping over lines.

But I’m confused by news stories that refer to the incident as “racial” or “racist.”

“Racial” maybe, in the sense that a reference to race was made. But that doesn’t seem to be a primary concern of the young woman who complained. She made a passing reference to herself as a member of the set “Asian women,” but didn’t indicate that that was what bothered her about what the wiseguy did. She seemed mostly bothered about being discussed before the world when all she was doing was watching a basketball game.

But “racist?” I ask because the college paper mentioned this among several instances in a story headlined “‘We were just kind of shocked’: Asian American students report racist comments in recent weeks.”

Yeah, the “Cheap Trick” seems to be kind of snide, presumably a reference to this. But racist? And if this guy is actually part Asian, as the reference to “my Korean mother” would indicate, can it be racist? I don’t know.

I don’t know. The whole thing kind of hovers on the edge of a number of hot-button issues that are in vogue — privacy in a social media age, safe spaces in academia, sexism, racism(?), and so forth — that I thought I’d offer it for discussion.

I do know one thing: If he’d been doing his phony-baloney job and paying attention to the game, we wouldn’t have all of this. But that’s the editor in me….

And I didn’t mean to go on about it this long. But whenever I can come up with anything even vaguely sports-related for you, my dear readers, I try to oblige…

You say we NEED the slaves to work the fields? So much for philosophy…

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The capacity of the human mind for rationalization is an amazing thing. The things we can talk ourselves into without breaking a sweat…

Seeing this sentence this morning in a story about honoring the slaves who built USC sent me off on a tangent: “Sancho and his wife Lucy became the property of Thomas Cooper, president from 1821 to 1833 of what was then South Carolina College, with Sancho becoming a well-known figure on campus.”

Thomas Cooper

My wife’s mother was a Cooper. All the Coopers in living memory lived in West Tennessee, but I knew that if you followed the line back to the mid-19th century, some of the Coopers lived here in Richland County, SC. And a number of Coopers were named Thomas.

So I had often wondered whether there was a connection to the famous Thomas Cooper of USC, and this morning I decided to read up on him.

Apparently, there’s no connection, since the academic Cooper was originally from England — whereas my wife’s Cooper ancestors had been in America a couple of generations ahead of him. With such common first and last names, that’s hardly surprising.

But I found reading about the USC Cooper interesting. He was apparently quite the philosopher, friend to Thomas Jefferson and other leading lights of the time. But this bit from Wikipedia sort of blew me away:

He supported the institution of slavery, although he had strenuously opposed the slave trade. In the mid to late 1780s Cooper fought passionately against “that infamous and impolitic traffic”. He wrote that “negroes are men; susceptible of the same cultivation with ourselves”, claimed that “as Englishmen, the blood of the murdered African is upon us, and upon our children, and in some day of retribution he will feel it, who will not assist to wash off the stain”. But in America Cooper accepted slavery itself, as he doubted that “in South Carolina or Georgia…the rich lands could be cultivated without slave labour”….

Let me make sure I’m following you, Tom: The slave trade is “infamous.” People of African descent are just as human as whites and just as worthy, and all of us who fail to do something to remedy this injustice are deserving of “retribution.”

But hey, we need them to work the plantations, so never mind! That cotton’s not going to pick itself!

Wow. He was celebrated for his great intellect, and this is how he used it…

The politics of the court’s abandonment of Abbeville case

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I had thought Cindi Scoppe was out of the country — Wales, I think — but then she had a good column over the weekend explaining why the S.C. Supreme Court had dropped the 24-year-old Abbeville case that sought equity for those who attend some of our state’s poorest schools.

Not in terms of fine points of the law. Not in terms of the merits of the case. In terms of politics.

It was headlined “Why the SC Supreme Court washed its hands of poor students.” Here’s an excerpt:

Contrary to House Speaker Jay Lucas’ declaration that the order showed the court “is satisfied by the House’s transformative efforts to improve South Carolina’s education system,” the majority actually had nothing to say about how satisfied it was or was not with the Legislature’s efforts.

Contrary to House Speaker Jay Lucas’ declaration that the order showed the court “is satisfied by the House’s transformative efforts to improve South Carolina’s education system,” the majority actually had nothing to say about how satisfied it was or was not with the Legislature’s efforts….

Basically, lawmakers let their intentions be known in the way they screened prospective justices to replace Jean Toal and Costa Pleicones:

When legislators grilled would-be justices leading up to the retirement of Justices Toal and Pliecones, they made sure the candidates understood that the court is not in fact the co-equal branch of government that the constitution claims. So for the past two years, the school districts’ Abbeville victory has existed on paper but not in reality, reduced from a mandate to act to a requirement to file annual progress reports…

Mind you, Cindi’s not at all sure that there exists a constitutional mandate that the state ensure a good education to every student. Like me, she believes that as a matter of public policy, it’s insane (and yes, immoral, for those who think I’m ignoring that) not to:

The many South Carolinians who recognize that our state cannot progress as long as we leave behind so many children are understandably upset by the court’s ruling. But we never should have needed to rely on the court to tell the Legislature to do what anyone who cares about the future of our state would do. And ultimately, it is up to all of us to demand and insist and never stop demanding and insisting that our legislators make the changes to the laws and the enforcement of those laws and, yes, the funding that are necessary to ensure that all children in this state have the decent education that we all need them to have.

Note that last part: “that we all need them to have.” It’s fine if we want to provide equality of opportunity to poor kids, if that makes us feel good about ourselves. But our collective self-interest comes into play here.

We need an educated population. All of us need that. We cannot afford to have these broad swathes of our state where people simply lack the skills to hold down a good job and contribute to the state’s prosperity and general well-being. We need capable doctors and nurses and lawyers and paralegals and air-conditioning repair people and cooks and clerks and cops and factory workers and builders and thousands of other kinds of workers. We can’t afford to live in a place where there are large bunches of people without skills.

Universal education is not so much a kindness to individuals as a pragmatic goal for the whole community.

It’s a wonderful thing to live in a country of laws. But one less-wonderful side effect of that is people sometimes think there needs to be a law that makes people do the right thing. To some extent, the Abbeville case was predicated on that.

But forget about whether the state constitution mandates a “minimally adequate education” or a “super-duper education.”

It’s just smart policy to do all we can to provide everyone with the chance to get educated. It’s that, and of course, it’s the right thing to do…

‘You shall not molest or oppress an alien…’

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Dr. Heyer during her lecture.

This past Sunday, I did the first reading at the Spanish Mass, the first time I’d done so in awhile.

It was from Exodus Chapter 22. Here’s how it began:

Esto dice el Señor a su pueblo: “No hagas sufrir ni oprimas al extranjero, porque ustedes fueron extranjeros en Egipto. No explotes a las viudas ni a los huérfanos, porque si los explotas y ellos claman a mí, ciertamente oiré yo su clamor; mi ira se encenderá, te mataré a espada, tus mujeres quedarán viudas y tus hijos, huérfanos….

For you gringos, it goes like this:

Thus says the LORD:
“You shall not molest or oppress an alien,
for you were once aliens yourselves in the land of Egypt.
You shall not wrong any widow or orphan.
If ever you wrong them and they cry out to me,
I will surely hear their cry.
My wrath will flare up, and I will kill you with the sword;
then your own wives will be widows, and your children orphans….

Because I had just read that Sunday (after a lot of practice that morning, which I have to do with Spanish these days), I was struck to hear the same message again last night, when I attended this year’s Cardinal Bernardin lecture at USC.

Our speaker was Kristin Heyer from Boston College, and the rather involved title of her lecture was “Immigration Ethics in a New Era: Embracing Cardinal Bernardin’s challenge to be both ‘prophetic and public’ amid the contemporary political climate with respect to migration.”(Headline writing isn’t a core strength of academics, I find.)

I won’t go into the whole thing, except to say that the message was not, shall we say, Trumpian.

But I was struck at the serendipity of her slide citing numerous biblical injunctions to be good to the alien. The first one she cited was from the chapter after the one I had read from in Exodus, and it’s a stripped-down, to-the-point version of what I had read:

You shall not oppress a resident alien; you well know how it feels to be an alien, since you were once aliens yourselves in the land of Egypt…

That was Exodus 23:9. Think maybe somebody’s trying to tell me something this week?

KKK questions in the 5th grade, and the ‘virtues of slavery’

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They may look scary, but look at it from their perspective, kids…

Well, we’re in The New York Times again. This time it’s for asking a bit much of 5th-graders in Irmo:

“You are a member of the K.K.K.,” the fifth-grade homework assignment read. “Why do you think your treatment of African-Americans is justified?”

The work sheet, given on Thursday as part of a lesson on the Reconstruction period, caused an outcry after one student’s uncle, Tremain Cooper, posted a photo of the assignment on Facebook.

“This is my little 10-year-old nephew’s homework assignment today,” he wrote. “He’s home crying right now.”

Mr. Cooper identified the teacher as Kerri Roberts of Oak Pointe Elementary School in Irmo, S.C., a suburb of Columbia, and added, “How can she ask a 5th grader to justify the actions of the KKK???”

Reached by phone, Ms. Roberts’s husband said she was unavailable and was “not going to comment on anything.”…

Hoo, boy.

Of course, that’s a perfectly fine question to ask, to get the ol’ gray matter working — in a graduate poli sci course. I think it’s a shame that Ms. Roberts — who is on suspension pending investigation of the incident — isn’t commenting, because I would dearly love to know the thinking behind asking 5th-graders to tackle it.

Had she even looked at the lesson before she passed it out? Or was this enterprise on her part? Had she decided to go for a real challenge, asking her students to reach for understanding beyond their years?

One thing I’ll say in defense of this: It’s a more reasonable question than this one asked in California:

In February, second graders at Windsor Hills Elementary School in Los Angeles were asked to solve a word problem: “The master needed 192 slaves to work on plantation in the cotton fields. The fields could fill 75 bags of cotton. Only 96 slaves were able to pick cotton for that day. The missus needed them in the Big House to prepare for the Annual Picnic. How many more slaves are needed in the cotton fields?”

Correct answer: “That’s a trick question! Masters don’t have to do math!”

Of course, we have at least one person here in South Carolina who might love to be asked such a question. His letter to the editor appeared in The State today:

Teach truth about the virtues of slavery

The recent controversy about Confederate monuments and flags ultimately revolves around one man and one question. The man is John C. Calhoun, the great philosopher and statesman from South Carolina, and the spiritual founding father of the Confederacy. The question is: Was Calhoun right or wrong when he argued, from the 1830s until his death in 1850, that the South’s Christian slavery was “a positive good” and “a great good” for both whites and blacks?

If Calhoun was wrong, then there may be grounds for removing monuments and flags.

But if Calhoun was right, the monuments and flags should stay and be multiplied, blacks should be freed from oppressive racial integration so they can show the world how much they can do without white folk, the Southern states should seize their freedom and independence, and the North should beg the South’s pardon for the war.

Calhoun’s views are unpopular today because, since 1865, the Yankee-imposed education system has taught all Americans that the South’s Christian slavery was evil and that everyone is equal. But unpopularity cannot make a truth untrue, and popularity cannot make error truth.

WINSTON MCCUEN
AIKEN

“If Calhoun was right….”

Excuse me while I sit here and try to come up with a justification of Mr. McCuen’s point of view. It might be on the six-weeks test…

This is where the South Carolina Court of Appeals sits.

Hey! Alla you kids, get offa my Blossom Street!

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This was on Friday, as I sat through several light cycles waiting to turn onto Pickens.

Have you made the mistake of trying to get anywhere on Blossom Street — say, between Five Points and the Congaree River bridge — since the kids came back to campus?

If so, you know why I say “mistake.”

The worst point is at the intersection of Blossom and PIckens, which I at least attempt to traverse several times a week.

It has never been this bad, or even close. This no doubt has something to do with the record freshman class, but it seems like there must be three or four times as many students in the past.

And all, of course, driving cars.

On Friday, stuck through about four full cycles of the traffic light trying to turn left onto Pickens from Blossom, I glanced over at the sidewalk on the north side of Blossom, and suddenly flashed on a memory: It was me as a freshman, that one semester I went to USC, walking with groceries back from the Winn-Dixie in Five Points (where the Walgreens is now) to my room in the Honeycombs.

Which reminded me that I only knew of one guy on the floor of my dorm who had a car. I once got a ride from him to the K-Mart in Cayce on the way to the airport to pick up something that my uncle in Bennettsville needed, and which he could only get from K-Mart, to his knowledge. (It was vacuum cleaner bags. Remember, there was no Amazon.)

Not one other time, that whole semester, did I need to go anywhere in Columbia that I couldn’t easily walk.

So… I’m going to shock everyone by making a commonsense suggestion: Why can’t USC at least bar resident freshmen from having cars on campus?

If we can’t do that, then USC and the city need to get together and figure out something to do about the daily problem on Blossom…

This was a few days earlier than that…

Can this takeover of Allendale schools make the difference?

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Allendale County schools are known for a number of things, none of which is excellence.

SC Supt. Molly Spearman

The dysfunction starts at the top. Back in the ’90s, a school board member was accused of pulling a knife on the board chairman during a budget discussion. He was later, it should be said, acquitted.

A while later, then-Superintendent Inez Tenenbaum took over the district for a time, and for a time, things got better. But what gains there were were lost in the decade since local folks resumed control.

Now, Molly Spearman is trying again. And she’s laying the blame for the schools’ failure squarely upon the local officials:

“Management decisions that put self-interests ahead of our students’ achievement are unacceptable, and I will not stand by while students get left behind because of decisions the adults are making,” she said.

She declined to give specifics, other than to say whenever a new principal or superintendent attempted to make changes, Allendale County’s board intervened, and that nepotism can be a problem in the county of fewer than 10,000 people. Officials should make decisions based on “what’s best for students, not their relatives,” Spearman said….

She’s not being specific, but what she’s implying sounds pretty disgusting. Nevertheless, the local officials seem unashamed of themselves, since they’re suing to stop the takeover.

It will be interesting to see on what grounds local officials argue they should maintain control, given their record.

Locally-run schools are a great thing, when a community has the capacity, commitment and integrity to run them. Apparently, Allendale has again shown that it does not. Under the principle of subsidiarity, things should be run by the smallest and most local entity with the competence to run them. In Allendale County, that would appear to be the state.

Here’s hoping that this time, progress sticks. But I wonder whether that’s even possible unless the state keeps control indefinitely.

I’m with Walker on eliminating minimum hours in class

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This will no doubt be couched in partisan terms as a conflict between those who support public education, and those who don’t — with Scott Walker cast on the “don’t” side:

If Wisconsin Gov. Scott Walker (R) has his way, the Badger State will become the first to stop requiring students in public schools to spend a minimum number of hours in class.

A proposal in Walker’s new budget plan calls for ending the state’s current minimum requirements — 437 hours for kindergarten, 1,050 hours for elementary schools and 1,137 hours for secondary schools — and allowing school districts to do what they want in terms of seat hours for students.

Districts and schools would then be judged on their state report cards, which are produced annually by the Department of Public Instruction, based largely on standardized test scores. During a recent visit to a school in Waukesha to talk up his budget proposal, he said: “To me, the report card is the ultimate measure. It’s not how many hours you are sitting in a chair.”…

But I’m a stalwart supporter of public schools, and I’m with Walker on this.

I’ll admit, though, that I’m extrapolating from my own experience as a student, and as Bryan likes to say, your mileage may vary. Which as it happens is precisely why I’m taking Walker’s side.

Sure, there are students who need every hour of mandated instruction. And there are no doubt those who may need more hours to get the material.

But I think I — and a lot of other students — would have benefited from less time in the chair. Or more material. Less boredom, in other words.

Yes, I was — according to Walker’s standardized-test measurement — one of the “smart” kids, generally in the 99th percentile or thereabouts. But I wasn’t alone. And how did it benefit me to sit there all those extra hours after I had absorbed the lesson, daydreaming or reading ahead in the book just to have something to do — so that if I was called on I answered, “Huh?” because I had left the subject at hand some time before.

For me, the school year was WAY too long — unless you were going to teach me more — and too much time was spent reviewing, or in repetitive exercises (homework) meant to drive home lessons that I had fully taken in at the outset, and was ready to move beyond.

But forget me. How do we know that every student would benefit from precisely X number of instructional hours? We don’t. Because a) every kid will be different, and b) there are plenty of variables other than time that I think probably bear more meaningfully on whether a child learns or not.

No, I haven’t backed this up with double-blind, peer-reviewed studies. I’m just going by common sense. I think the minimum-hours or minimum-days rules are yet another vain attempt to quantify, and codify, the unquantifiable. Anyone have any arguments that blow that out of the water?

Has the West ceased to believe in itself?

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Last week, I read another excellent piece by Bret Stephens in The Wall Street Journal. It was headlined “Do We Still Want the West?,” with the subhed, “The best antidote to the politics of Trump or Le Pen is a course in Western Civ.”

Because of that paper’s pay wall, I’m going to push the envelope a mite on Fair Use here so that you get the point fully, and I hope the Journal will forgive me.

The piece begins anecdotally, telling about how the left’s culture warriors chanted Western Civ right out of the curriculum at Stanford in the ’80s, and how a vote to bring it back (a student vote, because grownups no longer dare to make such decisions) failed, 6 to 1.

Then, he sets out the problem:

The thought comes to mind following Sergei Lavrov’s Orwellian speech last week at the Munich Security Conference, in which the Russian foreign minister called for a “post-West world order.”…

Bret Stephens

Mr. Lavrov understands something that ought to be increasingly clear to American and European audiences: The West—as a geopolitical bloc, a cultural expression, a moral ideal—is in deep trouble. However weak Russia may be economically, and however cynical its people might be about their regime, Russians continue to drink from a deep well of civilizational self-belief. The same can be said about the Chinese, and perhaps even of the Islamic world too, troubled as it is.

The West? Not so much.

The United States has elected as president a man who has repeatedly voiced his disdain for NATO, the World Trade Organization and other institutions of the Western-led world order. He publicly calls the press “an enemy of the American people” and conjures conspiracy theories about voter fraud whose only purpose is to lend credence to his claim that the system is rigged. He is our first post-rational president, whose approach to questions of fact recalls the deconstructionism of the late Jacques Derrida: There are no truths; reality is negotiable….

He goes on about the crisis of faith in Western ways in Europe, and notes how the non-aligned — who once were so eager to join the Western club — are drifting toward other power centers, such as Russia and China.

In other words, moving toward cultures that still believe in themselves, or at least in their own myths.

Then comes the best part:

There was a time when the West knew what it was about. It did so because it thought about itself—often in freshman Western Civ classes. It understood that its moral foundations had been laid in Jerusalem; its philosophical ones in Athens; its legal ones in Rome. It treated with reverence concepts of reason and revelation, freedom and responsibility, whose contradictions it learned to harmonize and harness over time. It believed in the excellence of its music and literature, and in the superiority of its political ideals. It was not ashamed of its prosperity. If it was arrogant and sinful, as all civilizations are, it also had a tradition of remorse and doubt to temper its edges and broaden its horizons. It cultivated the virtue of skepticism while avoiding the temptation of cynicism.

And it believed all of this was worth defending — in classrooms and newspapers and statehouses and battlefields….

Donald Trump was elected by people who for whatever reason just don’t seem to get the fundamental assumptions of the West — they don’t know the history; they don’t embrace the ideals. It’s hard to talk to them about what’s wrong, because they don’t see it. Maybe it’s too late for them, but it’s time we started overtly teaching our children what’s valuable about the West.

But first, of course, we need to decide whether we still believe in it ourselves…

The bad news: Our $206 Trillion Fiscal Gap

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Laurence Kotlikoff, Joseph Von Nessen and Doug Woodward.

There was good news and bad news today at USC’s 36th Annual Economic Conference.

To be more specific, there was mildly, moderately good news, and really Terrible, Horrible, No Good, Very Bad news.

I’ll start with the good, which is on the local level. USC economists Doug Woodward and Joseph Von Nessen said that while growth has sort of leveled off in South Carolina, we’re in for a fairly good 2017. Advanced manufacturing remains strong, and things are going really well in construction — particularly along the coast — and retail. Merchants should have a good Christmas. If there’s a concern, it’s that employers are now having trouble finding qualified employees, particularly ones who are up to the challenges of automation — humans who can work with robots, basically.

On the other hand, we’re basically doomed.

That’s the message I got from the conference’s keynote speaker, Laurence Kotlikoff of Boston University, who started out noting that few Americans seem to have a clue what a fiscal hole we’re really in. Political leaders don’t speak of it, he said, pausing to complain about the “content-free election season” we just experienced. (Of course, you’d expect him to be dissatisfied with that, since he actually ran for president — unsuccessfully, he added dryly.) Oh, sure, they might speak of the $20 trillion national debt — which he noted isn’t really that, since the Fed has bought back $5 or 6 trillion of it — but they ignore the bigger problem.

That’s the true Fiscal Gap, as he calls it, which includes the liabilities that have been kept off the books. You know, Social Security, Medicare and the like — liabilities that aren’t acknowledged in the federal budget, but which are obligations every bit as binding as if the future recipients held Treasury bonds.

That adds up to $206 trillion.

There’s more bad news.

If we think in terms of what it would take for the nation to deal with that liability, our government is currently 53 percent underfinanced. That means that to meet these obligations, we’d have to have 53 percent across-the-board tax increases.

It gets worse.

If we don’t raise taxes by 53 percent now (or make drastic cuts to current and future spending that might somewhat reduce that need), then they’ll have to be raised a lot more on our children and grandchildren.

Dr. Kotlikoff has been raising the alarm about this for years. Here’s an oped piece he wrote for The New York Times in 2014. As he concluded that piece:

What we confront is not just an economics problem. It’s a moral issue. Will we continue to hide most of the bills we are bequeathing our children? Or will we, at long last, systematically measure all the bills and set about reducing them?

For now, we blithely sail on. But prospects aren’t good. None of the three economists, who spoke at a press conference before the event, had anything good to say about incoming political leadership on the national level. In fact, quite a bit of concern was expressed about 3 a.m. Tweets, any one of which could trigger a trade war with China before the day is out.

I came away feeling a bit like Damocles — or rather, like the nation is Damocles, since the sword fell on my head sometime back. And we just elected a guy who thinks he’s a national hero because he interfered with one business that was going to send some jobs out of the country (an interference in the market that none of the economists think was a good idea).

I’m not holding my breath for any leadership on closing the Fiscal Gap. (Nor would I be had the Democrats swept the elections.) Are you?

“What’s THAT hanging up there?” “Oh, that? I call it the Fiscal Gap…”

‘No! The Writing Room is over THERE!…’

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writing

I haven’t posted today in part because I accepted Steven Millies’ invitation to go speak to his poli sci class at USC Aiken, and I just got back.

Before I tell you about the class, I want to share this door I found in the Humanities building while looking for Dr. Millies’ class. You’ll see that it leads, according to the formal signage at top, to the Writing Room.

But no! When you look a bit closer (below), things are not what they seem. I don’t know why the wording of the less-formal sign struck me as so funny, but it did. The disagreement was just so stark — This is the Writing Room… NO! This is emphatically NOT the Writing Room. The Writing Room is over THERE, dummy!… The first sentence alone would have been funny. But the second sentence, with the little arrow, is what made it wonderful. I almost picture Marty Feldman pointing and saying, “There wolf! There Writing Room!…”

Anyway, I offered to speak to Steven’s class during a conversation after the Bernardin Lecture the other night (he and I serve on the lectureship’s committee), when he told me his American Government class was talking about media this week. He took me up on it.

And I had a blast, especially since I didn’t have to prepare a lecture. I just showed up and answered questions. Sometimes, with undergraduates or younger students, it’s hard to get questions, or at least hard to get relevant ones. This class did great. I hope I did all right for them.

But I seriously, seriously doubt they enjoyed it as much as I did. It’s hard to explain, but standing in front of a room taking and answering questions gets me really jacked up. I don’t know what it is. I’m not crazy about giving a speech, because it’s so… one-way. I stand up there giving a prepared talk, and I look at all those people staring at me, and I wonder, Is this interesting them at all? Is this what they were looking for when they invited me?

And I’m never sure, unless they laugh at a joke or something. So when I’m asked to speak, I always ask whether it’s OK to keep the talk short and move on as soon as possible to Q&A. Then I come alive — and sometimes even the audience seems to enjoy it.

After the class, I ran out to my car, all wired up, to make an important phone call I had scheduled for that time, and I really hope I didn’t… overflow too much on the person I was calling. I may have. I looked when we were done, and the call had lasted 41 minutes. Later, driving back to Columbia, I returned a call from earlier from a reporter at The New York Times wanting to talk about something having to do with SC politics, and I may have overdone that a bit, too. To my great surprise, shortly after that call, I was already back in West Columbia…

So basically, I guess, I’ve been blogging all over people today… just not in writing.

Anyway, I’ll give y’all an Open Thread in the next hour or so. I hope y’all appreciate it more than y’all usually do on a Friday afternoon, harrumph…

Come hear the 2016 Bernardin Lecture next week

Kathryn on problems in university neighborhood

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Kathryn Fenner wins the prize. I’m not sure what the prize is, but she wins it for being quoted prominently in a front-page news story headlined: “Naked college students push neighbors to breaking point.”

This is something to which I’m sure many of you have aspired, but Kathryn got there first.

But let’s shove our envy aside and soberly consider what she had to say about the problems in her neighborhood:

Aside from calling the cops and filing reports, residents like Kathryn Fenner would like to see the continued expansion of police patrols.

“USC police have extended their patrol area to include University Hill,” Fenner said. “When they started doing that, we noticed that things got a whole lot better in our neighborhood.”

Plus, she has learned that students fear the university’s disciplinary board, which if used aggressively, could help curb bad behavior by off-campus students. USC shouldn’t be so desperate to keep students that they’re willing to put up with appalling behavior, Fenner said.

Fenner said she also worries that if someday she wants to move, she’ll have to sell her home to a future landlord. It would take a special kind of person to live in her neighborhood, she said.

“You’re losing some of the in-town residents,” Fenner said. “There are people who have just had it.”…

Which the story points out is bad because the more resident homeowners who leave, the more rentals available to unruly, and possibly naked, students.

Speaking of which — the story’s opening anecdote reminds me of the situation my wife and I ran into in the area several years ago.

Anyway, it sound like USC is onto something with the patrols in the residential area. What else do y’all think should happen?

Yeah, but will he learn to WRITE?

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write

I had to groan at this item I saw over the weekend.

Catholic High School for Boys in Arkansas decided to get tough with helicopter parents, posting the above notice on its doors:

The all-boys private school in Little Rock has long had a rule barring parents from coming to the school to drop things off — such as forgotten lunches, assignments and sports equipment — for their children, but parents occasionally forgot about it and had to be turned away at the front door. So the school decided to post a sign as a reminder as this school year got underway….

Yeah, OK, fine. You’re trying to instill personal responsibility in the boys. And maybe they will learn to remember their lunches in the future.

But will they learn to write at a school that sees “problem-solve” as a verb?

Would it have killed them to write, say, “Your son will learn to solve these problems in your absence?”

bradwarthen.com

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