Nobody Knows Anything

Posted September 1, 2012 By Dave Thomer

Fifteen years ago I was working at a PR firm. In the summer of ’97, Steve Jobs had recently returned to Apple and the big news was that Microsoft had agreed to invest $150 million in Apple to help keep the company stable. I remember looking at the front page of a newspaper that had a picture of this moment on it:

Photo Credit: Jim Bourg/Reuters via NYTimes.com - Steve Jobs & Bill Gates, Macworld 97

I said something to my boss like, “Well, that certainly sums things up,” because at that it looked for all the world like Microsoft had dwarfed Apple.

I think of that picture a lot these days, most recently when I saw Josh Marshall from Talking Points Memo mention that for the first time in his site’s history, more than half of the visitors were using something other than a Microsoft operating system.

The odds that the future we envision will resemble the actual future on more than a handful of points is so very, very small. Some things we just can’t prepare for, and it seems like half the time we look back and say “We shoulda seen that coming.”

Look at the table of contents for the issue of TIME Magazine that discussed that Apple/Microsoft deal. Welfare-to-work programs as a new development. Hey, what’s up with the crazy El Nino weather? How does Wall Street feel about lower capital gains taxes? It seems familiar and alien at the same time.

And as I’m typing that, I’m trying to figure out how to get copies of 5-year-old magazines so my students can experience the first draft of recent history, but that’s not where I was going with this . . . but I’m gonna have to come back to that.

My central point at the moment is, we put a lot of effort into understanding the world, and that’s a good thing. But if anyone says they know for sure how it’s all going to turn out, just show ’em that picture of Bill and Steve.

        

The Worst Habit I Developed In School

Posted August 31, 2012 By Dave Thomer

Found another corner in my rec room office today after I set up some shelves in the garage and moved some books there. As I looked at some of the journals and how-to-books and other texts that I had barely cracked open, I tried to remind myself, and not for the first time, that I need to take on fewer projects but make sure that I see the ones I do undertake to full completion. Otherwise I wind up with my time and attention and energy scattered, which just makes me loath to get anything done.

I think this is something I picked up in high school and college. I would let assignments, projects, newspaper stories, etc. pile up while I went over them in my head. Then, when the panic of the final for-real deadline hit, the adrenaline – and the fact that I was 19 years old and, sadly, probably at my physical peak – would give me enough energy and focus to get the thing done.

Now, I’m under deadlines all the time. There’s no adrenaline. Just dread of the deadline and the sinking feeling as it approaches. I still write and plan in my head, but it takes me longer to get the words and the work on paper. But in my head I’m the same 19 year old counting on my ability to pull out of the dive at the last minute.

I take this don’t-make-the-same-mistakes-as-I-did mindset into the classroom sometimes. It’s one reason why I am probably not as radical as some of the other progressive teachers I talk to sometimes. I tell myself, maybe if I had built some different habits in school I would be more effective than I am now. (Not that I’m saying I’m a total yutz, of course. Just looking in the direction of Getting Better.)

Then again, if I had a dime every time my mother has watched me try to give my daughter the same advice she gave me – with much the same rate of success – I would be paying other people to alphabetize my bookcases on a daily basis with plenty of cash on hand to spare. Some things ya gotta learn my doing, I suppose.

        

Off the Board

Posted August 30, 2012 By Dave Thomer

I will be in a new classroom this year – same school, same classes to teach, but I’m moving three floors down. I saw the new room for the first time today. I don’t have a desk (yet). I’m actually wondering if I can make that a feature. Looking at my desk right now, I don’t always make the best use of that space. So maybe not having it would force me to change some habits.

I also have very little usable chalkboard space. I do have a smartboard that I’ll spend some time getting to know. I’m trying to think about how that could make for a different kind of classroom dynamic. I might use a lot of giant post it sheets to be able to show charts or make illustrations on the fly.

I will be looking forward to breathing much less chalk dust.

It also looks like there’s a textbook shortage at the moment. Trying to think of how I can use that as an opportunity. Maybe combined with the smart board, I can make more use of current events, news videos, and so on.

It’ll be interesting, that’s for sure. I’m counting on this year being a shakeup year. Looks like the environment is providing me with the opportunity.

        

Lords a-Reformin’

Posted August 29, 2012 By Dave Thomer

Let me pick up on the discussion of the British House of Lords that I started a few days ago. I’m a big proponent of changing some of our government institutions here in the US, so it’s been instructive to me to look at the difficulties that the UK has faced in trying to do so.

Quick intro-to-Parliament here: the House of Commons is a lot like our House of Representatives. The nation is divided into districts (called constituencies). Voters in that district vote for the one candidate that they want to represent them. Whichever candidate gets more votes than any other candidate becomes the Member of Parliament (MP) from that constituency. This type of system is often referred to as single-member district (because only one person can win the election and represent the area) with a first-past-the-post election system (because whoever is in the lead when the election is over is declared the winner).

Now, an important contrast between the American and British system is that in the British system, the House of Commons also controls the executive branch of the government. There is no separate election for the chief executive. A majority of the House of Commons decides who will be the Prime Minister. If one party has a majority of the seats in the House of Commons, then the leader of that party becomes Prime Minister. If no party has an outright majority, then the party that has the most seats will try to form a coalition with smaller parties to get their support. In that case the leader of the large party would most likely become Prime Minister and folks from the smaller parties would get important positions in the government. Imagine if Nancy Pelosi had immediately become President when the Democrats won control of the House of Representatives in 2006 or that John Boehner immediately became President when the Republicans won in 2010, and you get the idea. (When I say immediately, I mean there’s no months-long transition between the election and the swearing-in of the winners. It all happens in a matter of days.)

Personally, I find this system much more appealing than ours. I hate divided government, where one party controls all or part of the legislative branch and another party controls the executive. Neither side is able to implement its platform. Each side waters down the other sides’ proposals and makes legislation more complicated. Each side blames the other side when things go wrong and grabs the credit when things go right. Voters don’t get a strong sense of what each party stands for or the consequences of each side’s favored policies. Reading from afar, it seems to me like people take the parties’ manifestos (their statement of priorities and proposals) a lot more seriously than folks take party platforms in America. I think this is in part because voters in the UK know that if a party wins control of the government, they are likely to have the power to enact whatever they put in their manifesto, and can make the credible claim that that’s what voters want them to do. Thus the process of debating and drafting the manifesto helps voters become more informed, and when things turn out well or poorly, there’s no confusion about where to place the credit or the blame.

But all of that is connected to the House of Commons in the UK. Wasn’t I talking about the House of Lords? Supposedly. Here’s the thing. Once upon a time, the House of Lords was the more powerful chamber of the British government. If you held an important rank in the nobility or the clergy, you had a seat in the House of Lords. If your noble title passed on to your heir, so did your seat. And if those elected commoners in the other chamber got above their station and passed a bill you didn’t like, you and your fellow Lords could reject it. As the notions of equal rights, universal suffrage, and democratic representation took hold, the members of the House of Commons became unwilling to put up with that kind of treatment. With support from the monarchy, the House of Commons was able to force the House of Lords to accept the Parliament Acts, laws that establish that the House of Lords can not reject a bill that has been passed by the House of Commons. (The UK has no written constitution, so the structure of its government is established by laws passed by the government.)

So if the Lords can’t reject a bill, what can it do? It has some powers to investigate and hold hearings, and in terms of passing laws, they can propose amendments to a bill. If the Commons does not want to accept these amendments and pass the bill in its original form, it has to wait a year and hold a second vote on the bill. That’s the procedural guarantee that the Commons is the primary chamber – even if the Lords uses its statutory power to its maximum, the most it can do is delay passage of a law by a year. In practice, it’s also looked down upon for the Lords to reject a bill that was specifically described in the governing party’s manifesto, but that’s more of a “we have this power but we agree not to use it” kind of thing, and after seeing the explosion of filibusters in the Senate I don’t really like relying on those types of cultural restraints.

Now these days, only a small number of the seats in the House of Lords are passed on to the member’s heir. A reform in the 1990s replaced most of the hereditary seats with lifetime appointments. But there are still a number of people who think it’s ridiculous for a democratic country in the 21st century to have any kind of aristocratic, unelected power structure. A minority party in the UK, the Liberal Democrats, have held this view for a while, and in 2010 the election for control of the House of Commons was so close that neither the Labour Party nor the Conservative Party won a majority of the seats. The Liberal Democrats controlled just enough seats that they could tip the balance of power either way. They chose to form a coalition with the Conservatives, and one of their terms was that the House of Lords would be transformed into an elected body. The leaders of the Conservative Party agreed.

What no one fully appreciated was that not every Conservative member of Parliament was willing to go along with the deal. A small but significant minority of them refused to go along with the plan. It appears that the minority was significant enough to derail the whole thing, and now many people wonder if the coalition can survive to the end of the government’s term in 2015. But what I’ve been wondering is whether I’m glad to see the effort fail or not. This kind of surprises me. Given my feelings about democracy, you’d think I’d be all over the expansion of voter control over the government. All things being equal, I probably would support it.

The thing is, even though I expressed my skepticism about cultural restraints a couple of paragraphs ago, they do have some impact. Even the US Senate doesn’t filibuster everything. And it seems to me like the House of Lords knows it’s on a short leash and can’t be seen as abusing its power or else the entire thing might be abolished. If the members were elected, I don’t see why they’d have that restraint. They could justifiably say that they were elected to exercise certain powers and so it’s perfectly legitimate for them to do so. And that would set up more situations like we currently have in the US, where the Republicans control one chamber of the legislature while the Democrats control the other and the Republicans have significant procedural power to slow or even reject legislation in that chamber. The Conservatives might hold a majority in the Commons while Labor and the Liberal Democrats control a majority of the Lords and use that majority to slow down every bill the Commons passes and demand concessions. At that point the government stops being driven by a relatively clear vision and becomes a muddle. I’m not sure that helps democracy.

The idea of a unicameral legislature has a lot of appeal to me, so I don’t know if I’d be heartbroken if the UK eliminated the House of Lords altogether. And there’s probably a way to change the Lords to give it elected members while very clearly curtailing its power. But it’s a change of such magnitude that it needs to be thought out very carefully so that the unintended consequences don’t overwhelm the desired benefits of the change.

        

Clearing the Clutter

Posted August 28, 2012 By Dave Thomer

I’ve been sitting at my desk for the last two hours trying to think of something to write. I’ve been walking around all day putting sentences together in my head, starting and stopping. I’m wondering what I have to say that I haven’t said before. I’m walking around the rec room that I use as an office, noticing the objects that I take for granted as my surroundings.

Bookcases full of texts. Some I’ve read closely in order to glean insights that guide a lot of my thinking today. Some I barely glanced through to try to keep up with my assignments for a particular class.

A tower of CDs that I ignore because the songs I want to hear are all in my iTunes library. But the tower in still here in case of emergency.

A poster of R.E.M. from around 1991/1992 that has hung on the wall of every place I’ve lived in since then.

Office supplies and teaching resources that I will sort out “one of these days.”

Bills and financial records that track the growth of my responsibilities and exaggerations.

Crafts that my daughter made next to a small wooden box that my great-grandmother gave me when I was younger than I can remember.

Comics, novels, toys, games, movie posters . . . doorways into fantasy worlds that inspire my imagination but can also be a tempting refuge from reality.

I looked closely at all of these things as I walked around the room, tried to take stock of what they represented and how they formed part of the journey that’s brought me to now.

I spent a lot of this summer trying to organize all of this stuff. I made progress. I will make more.

And as I do, I hope I also find the resolve to clear the clutter in my mind enough to have something to say and the confidence to say it.

        

Philosophizing from the Outside

Posted August 27, 2012 By Dave Thomer

I started rereading part of my dissertation today. It’s been six years since I defended it and finished my Ph.D. Since then I haven’t done a lot of purely philosophical writing. I went right back to grad school to study education, and then I started learning-and-thinking about teaching by doing. I think philosophy gave me a very transferable set of skills that are useful as I try to absorb more information about the world and how it works, and I continue to teach adjunct courses in the field. So by no means would I say I’ve left philosophy behind. But I’m not really part of the conversation within the discipline. I have no idea what’s being published in the field. Frankly I don’t even know if defining and understanding democracy is a matter of much concern to professional philosophers these days. I wonder sometimes if I should try to stick my nose back into that conversation. Would I have anything to say? Am I too much of a jack of all trades at this point to be master of any one?

I think that right now I need to be in the classroom every day, working with a group of students and trying to create a caring atmosphere of inquiry. I hope I have built the skills to help me achieve that goal. But the way that we’re doing things as a society isn’t working. We need to change up the game. Can I help make that happen by being a part of an academic conversation? Or is this conversation, this ability to throw an idea out to the electronic wilds, the place where I can be the kind of thinker I want to be? Maybe I won’t get published in a journal, but maybe I’ll have a chance at a greater impact. Education blogs and my teacher-centric Twitter feeds might be the new academy.

I don’t know. I’ve been thinking about it for a while and I still don’t know. I need to take another step, somewhere. I need to be better. But the first part of that is that I need to figure out where.

        

Teaching Conventions

Posted August 26, 2012 By Dave Thomer

I’ve been thinking about ways that I can use the upcoming conventions and elections in my World History and Ethics classes this year. Right now I’m thinking a lot about those biographical videos the candidates produce. I was already planning to have the students make short videos about their own personal history or their family history, but now I’m wondering if we should spend a day or two studying those videos and how they use history to tell a story that makes an argument. Then with that example in mind, students would have more of a framework in mind, although they could also go in a different direction if they choose.

I really don’t know if the press coverage of the election is going to be useful enough to use. I’m really worried about the background knowledge issue, because I don’t think a lot of political reporting goes into enough depth about the substance of candidates’ policies and proposals. Horse race stuff would be useful in a poli sci or government course, but I don’t know if it hits what I’m aiming for in history.

        

Small Thoughts of the Day

Posted August 25, 2012 By Dave Thomer
  • I’m glad to live in the world that Neil Armstrong and Jerry Nelson contributed to.
  • My daughter likes roller coasters much, much more than I do.
  • For everything I’ve read about the Apple-Samsung case, I’m still not sure what I think about it.
  • I’m trying to wrap my brain around the latest Boston Red Sox news and how it connects to ideas of sabermetrics and empirical investigation in sports, but I can’t quite get the argument to gel. I may come back to that one, too.
        

Government Gridlock a Bug or a Feature?

Posted August 24, 2012 By Dave Thomer

I posted yesterday about my efforts to learn more about the United Kingdom’s efforts to reform its House of Lords. At the moment, it looks like that effort is going nowhere, because a small number of Conservative members of Parliament are refusing to support it. Whether or not that’s a good thing depends in part on whether you think it’s important that a democratic government be responsive to its citizens. Should our elected officials see their job as going what the people want them to do? Or should they see it as doing whatever they think is right, and then hoping to convince the people later? The knee jerk reaction might be to say the latter, but America’s system, in part by design and in part by accident, is set up much more along the latter lines.

One reason for this is that in our government, it is almost impossible for a majority at an given time to actually elect a set of government officials who will follow their desires. Look at all of the roadblocks that exist between a popular majority and the final enactment of a law. (Some of this may be obvious or common knowledge, but I think there’s value in looking at all of htese peices of information as a total package.)

  • Lawmaking power is split between a legislative branch and an executive branch. Congress must pass a bill and the president must sign it before it becomes a law. If the two disagree, they can block each other, so neither one gets to enact its preferred policy.
  • This is exacerbated by the staggered terms on which these officials are elected. We vote for president every four years. These tend to be the highest profile elections we have with the highest turnout. But members of one chamber of Congress, the House of Representatives, are elected very two years. So every other House election happens in a year without a presidential election. These elections tend to have have lower turnout and often result in the party that doesn’t control the presidency gaining power in Congress. To compound the issue, members of the other house, the Senate, are elected to six year terms. Every two years, one-third of the seats in the Senate come up for election. So whatever the public wants at any given election, there’s two-thirds of the Senate that wasn’t necessarily elected with that goal in mind. If the public’s desires are consistent, that’s no big deal, but if the public changes its mind about something, it’ll be six years before the Senate will fully reflect that change.
  • The Senate also gives each state an equal number of votes, regardless of population. So even if the entire population of the state of California wants something, the states of Utah and Alaska could override that desire.
  • The president is not actually elected by a national popular vote, but by an electoral college that assigns a number of votes to each state in such a way that it is possible, although unlikely, that someone could lose the popular vote and still win the presidency.
  • On top of all of these built-in structural features, the Senate has developed a number of traditions and procedures that allow a minority to slow down or even block a bill. CHief among these are the filibuster, in which three-fifths of the senators must vote to stop talking about a bill before it can be voted on. So 59 out of 100 senators can support a law, and that law will not pass.
  • When a law is finally passed and signed, it can be reviewed and overturned by a Supreme Court whose members hold lifetime terms, meaning that a law passed today will have to meet the approal of justices appointed 20 or 25 years ago.

These structural and procedural systems make it very hard for any party or any president to make major changes in our system. Once those changes go through, it’s very hard to undo them. Some people say that this a strength of our checks-and-balances system – the government will not swing wildly from one policy to another based on which party has won the most recent election, but will be required to stay in a rough consensus area and only make changes after the voters have had a long time to think about and approve those changes. It is much harder to get a radical government when the government’s power is split, and if all those different power-holders agree on something then the public can have more confidence about it.

Other people call it a weakness, because not only is it hard to react quickly to changing circumstances, the voters have a hard time assigning responsibility for the good and bad results of the government’s policies. If they don’t know who gets the credit and who gets the blame, they can’t be sure of who to re-elect and who to get rid of.

I have my own opinions, which I’ve shared before and which I’ll probably share again when I look at the UK’s latest efforts for Lords reform. But for now I wanted to get this stuff down for future reference and invite your thoughts on that opening question: Should government officials be trying to do what the people want them to do, or do they have a different kind of responsibility?

        

Reading Parliament

Posted August 24, 2012 By Dave Thomer

I want to use contemporary media reports and current events in my teaching, but it doesn’t always work as well as I want it to work. Reading the British press last month gave me some ideas that might help out this year.

Let me set the stage. I like to keep track of efforts to improve the basic institutions and procedures of democratic governments around the world. It’s very easy to get used to the system and the institutions that you grow up with, and you stop asking the “Why do we do this?” questions. (For example, why do we usually vote on Tuesdays?) And if you don’t ask the ‘Why do we do this?” questions, you probably don’t get to the “Should we keep doing this?” questions. So I try to keep an eye on the ways that other democratic nations handle their elections and lawmaking. As a result, I was like a kid in a candy store last month when the House of Commons in the United Kingdom began debating a proposal to change the structure of the other house of Parliament, the House of Lords.

But I’m going to put off the discussion of the actual proposal for a day or so, because I realized that the process I was following to try to figure out what was going on was something I really needed to pay attention to. Like I said, I’m pretty used to the American system of government. So when I read a story in the newspaper or online about the American institutions, I have a ready store of information that I can use to add context and fill in the blanks. This is a good thing, because most of the time, the press is relying on its audience’s background knowledge so that each story doesn’t have to reinvent the wheel.

But a lot of my students don’t have that background knowledge, and it makes following the news a frustrating experience for them. And as I was reading the Guardian’s coverage of the House of Lords debate, I realized that I didn’t have that knowledge either. The British press was assuming I had the kind of day-to-day familiarity with British government that would come from, say, living in Britain. This gave me an opportunity – if I paid attention to how I filled in the gaps, maybe it would help me improve the process for my students.

One thing I realized is that I was skipping over some things that I didn’t understand completely. I had read several stories about the current British government’s effort to reform the House of Lords, but I had been reading them in the context of the relationship between two parties in the UK’s government, the Conservatives and the Liberal Democrats. For a long time it didn’t matter to me that I didn’t fully understand the actual proposal – I registered that the two parties had different ideas about it, and that was enough to keep reading about how those different ideas would affect their ability to work together. So knowing what I was interested in was a big help in getting past the details that might have frustrated me.

Eventually, though, I became interested in the proposal itself. And the news reports generally did a good job of mentioning what the new changes would be. That makes sense, because what would be new pretty much meets the definition of news. But the news reports were not explaining how things are in the present. Why would they? It hasn’t changed, it’s not news. So I had to go beyond the news reports to get the full context. And I realized that I needed the full context in order to understand the importance of the story, because I realized that I could not give a clear answer to one important question: What power does the House of Lords have that makes reforming the House of Lords important? I knew I needed to go outside of the press reports to expand my background information, and I had framed a specific question to help guide my search. This was big, and I’m going to come back to this idea.

The search took longer than I expected it to take. Some online news resources, like the BBC, have a lot of articles of background information that they make available. I clicked on a lot of links, but could not find a succinct explanation of the House of Lords’ power.

I did a Google search for the House of Lords and found myself on the official site of the UK Parliament. Again, it took a lot of clicks to get through the simplified version of parliamentary procedure that they explained. And the answer to my specific question was hard to find – no one would nail down exactly what power the House of Lords has. I did a Wikipedia search, and finally, between that and the Lords site, I got together a working idea. But the only reason I could do that is because I had noticed a key term that kept coming up in my reading: the Parliament Acts. Those had sounded important, so I made sure to look for an explanation of the Acts in the articles I was reading.

Now here’s the thing – I spent about an hour doing this, at least. I would not have done well if this were a classroom assignment where I needed to find the answer before the end of the class period. So I have to remember to frame my questions and assignments properly.

One of the things I think I’m going to do to that end is to use the start of the year to build up the shared frames of reference. In the past I have had students read articles and answer questions about it or maybe paraphrase. I think what I want to do at first is emphasize the idea of the article as a launching pad. Have the students read it, tell me what they got from it, and then identify names, places, terms and so on that they didn’t fully understand. Maybe ask them to form one specific question they would like to get an answer to. Then, once they’ve identified a term or concept as a stumbling block, we can talk about it or review it. Hopefully as we go through this a few times, the students will start to form some connections and have an easier time with future articles.

I’m still working out the process here, but I’m really glad I had the experience. In retrospect it seems kind of obvious, but I missed it for a long time. When we stretch out of our comfort zone to learn something new, we should always keep one eye on how we’re learning it, so we can be prepared to use those techniques again in the future.