Do you really want to be popular?

In memory of those who said unpopular things.

Do YOU really want to be popular?

Well have I got the strategy for you!  It doesn't require money (although that would help), and physical beauty's not requisite.  All you need is the right approach.

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Storytime.  Last week I attended a Streetlight Manifesto concert with a good friend.  One of the opening acts involved a guy by the name of Dan P.  He's a well-known front-liner for Streetlight and he's great at warming up the crowd.  His strategy, which has occupied my mind since I attended the concert, involves pandering to the audience.  For the market of Toronto, his act involved telling us how nice we are.  People just ate it up.
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To say that we're terribly vain by nature probably doesn't surprise anyone anymore.  From advertising to live entertainment, people capitalize on this vanity constantly.  People have become so self-absorbed that bringing this to your attention might seem redundant.  But upon significant reflection, I've realized that the success reaped from pandering to people can involve much more than simply telling people what they like to hear.

If you really want to be popular, then give people exactly what they want to see, hear, think, and feel.  Moreover, give them what they need.

People have biases that can be traced to produced and to reproduced value orientations.  In my experience, our civilization is becoming ever more effective at satisfying your values.  To date, we've developed machine learning algorithms that shovel content to you in digital media for your consumption that has been tailored to your needs according to your exact digital footprint.  People are becoming ever more comfortable in their own skin, because companies capitalize on our desires for self-security.

Our world has become a bias confirmation engine with greater sophistication and efficiency every day.  I laughed when I saw this scene from Wall-E, but, the way things are going...

As I said in a caption for my last blog post, "I once told my entire school to never become comfortable."  The staff at my old school including myself were asked by our graduating class for some final advice.  Mine was that comfort sets a limit on your potential.

Growth, like change, is uncomfortable.  And when I say this, I'm not just concerned with the conservatives out there whom feel victimized.  I'm actually more concerned with the self-described radical leftists.  We are all capable of shutting people out if they don't satisfy our biases, whatever they may be.  I've lost friends on Facebook because of this reality in the past (ironically most of whom were social justice and peace studies students).

But I can't stress enough how important it is to maintain a level of uncomfort and the true danger of absolute self-satisfaction.  Absolute comfort creates an absolute stasis.  The internet and its current abuse has undoubtedly contributed to the normalizing of your thoughts and values.  And that's potentially dangerous, for everyone.

My spiritual mentor, one of the few people that I truly look up to, Socrates was famed for his self-affirmed "gadfly" approach to changing society.  He challenged people's conceptions by forcing them to think through their assumptions and beliefs.  He knew that moral education is uncomfortable.  As it should be; it concerns the most important aspects of our lives.  Moral education most often involves suffering ~ that's why we need to be careful as parents and teachers.  The things that we value most can destroy us, and so their deconstruction must be handled with the utmost care.

One of my favorite professors once said that we should "beware of the very notion of the popular teacher."  He had a pretty good argument considering that the most popular teachers tend to ask the least of their students and to do the most to make their students feel comfortable.

In sum, if you really want to be popular, then give people exactly that which satisfies their values.  Even if those values originate from or inculcate fear, hatred, ignorance, isolation, and/or insecurity.  It's that easy.

But considering this reality, and as a wannabe gadfly myself, I would ask you...

Do you REALLY want to be popular?

In pursuit of moral revolution...

I am about to embark on my craziest journey to date.  Craziest, in spite of working two-three jobs while counselling as well as building and directing Students Teaching Students in undergrad.  Craziest, in spite of starting my Master's in education before my teaching degree, and then writing and defending my thesis in four months to go to China.  Craziest, in spite of completing three degrees in six years.  And craziest, in spite of teaching sciences and mathematics full-time in China for a year and a half with a history and social justice and peace studies degree.  (These were the highlights.  I am eternally grateful to all of those who made these initiatives and those that I didn't mention a reality ~ especially STS.)

Yet, what I am about to do scares the hell out of me.  My feelings inform my resolve and reflect the gravity of what I am attempting to do.  I am gambling with all of my resources and with my future with the best intentions that I can muster.

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Before I continue, I should acknowledge a new caveat in my writing in this blog.  Since teaching in China, I now have a following of students who are adept when it comes to using (and sometimes abusing) the digital and social media explosion.  I have a much higher degree of responsibility to write in a way that respects those who were and continue to be influenced by my words and actions.

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Lately, Martin Luther King Jr.'s words have been ringing in my mind.  They have been the final word on my Facebook profile since I made it, and they will likely continue to guide me for years to come.

"Our lives begin to end the day we become silent about the things that matter."

It is with his words that I felt compelled to reinvigorate this blog.  I will continue to attempt to live those words with no less responsibility, and self-consciousness, than when I was teaching professionally.

I am heading to downtown Toronto in pursuit of moral revolution.  I have acquired a room in a condo a couple of blocks from Queen's Park after, sometimes, shameless self-promotion for a decent price without any contacts in the core.  I will be working all day, every day, to fulfill a dream that I had in high school.

I believe that harnessing the values discourse is the key to a kind of moral transcendence.  I didn't have the evidence to argue this before.  And in fact, I still don't have the evidence to argue this definitively.  I am heading to Toronto in order to pursue a PhD that will hopefully illustrate or condemn the utility of inquiring into the values discourse through values dialogue in educational institutions.  This research could change the way we think about and approach the edification of human beings.  And if so, then it could change the future.

I could be so very wrong on so many levels.

But if the most capable and willful among us choose not to do that which is necessary to ensure the future, then it's already over.

I decided against applying for vice-principal for my former school, after thinking of nothing but educational leadership for the past three years since I started my Master's in educational administration and policy, in order to pursue this dream.  For the kids, let's change the world.

It actually doesn't really matter if you're right.

This post has been months in the making.  I've wanted to say this for a long while, but I didn't have the words... or the time.

As you probably know, the world's not doing so hot.  And worse yet, very few of us are attempting to do anything about it, let alone care.

The ones who care are searching for better ideas.  The ones who act are trying to foster better habits.

Both are seeking and attempting to realize solutions.

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What if I told you that there's a significant chance that there is no "solution"?  No paradigm to shift to; no golden idea that will transform society; and no be-all end-all way to solve our problems?

These words are not those of a pessimistic fatalist.  Recently I've become tentatively confident that one could have all of the currently knowable knowledge in our world and still go through his/her entire life without making a positive impact on society.  This reality is less a reflection of the potential qualities and quantities of knowledge than of the day-to-day maintenance and function of the human race.  Our collective condition is such that one person could have an idea that could solve all of the world's problems and yet this person could forever live in a world full of problems.

I was lucky.  I stumbled upon the Meta-discourse at a relatively young age.  I'm speaking of the values discourse: the discourse that overshadows, informs, and shapes all other discourses; the first and last discourse of importance. I've often questioned whether my knowledge has been a blessing or a curse.  However, to this day, I continue to maintain that knowledge in of itself is neither good or evil; that the value of knowledge depends on what one does with it.

It's funny.  Knowledge of the highest discourse is actually meaningless given the parameters of planet Earth.  Even if one had an idea as to how every human decision is made, this knowledge in of itself is valueless.

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Exhibit Edward Snowden, our new modern middle-class hero.  He opened our eyes in ways that few have in our generation.  He gave us hard evidence that our governments in the West are not to be trusted and that our supposed representatives have a systemic distrust of the public they supposedly serve.  And yet here we are, almost years later living ostensibly the same lives we were living almost years before.  What really changed in the day-to-day habits of the masses?  The people who already distrusted our governments gleefully confirmed their biases, and the people of faith have yet to demand hard concessions.

Snowden demonstrated a reality of democracy that ironically few care to acknowledge.  You could walk into a crowded town square containing the majority of a society with a gold tablet handed to you from the highest God telling everyone how they should live their lives differently with the greatest wisdom, and almost no one would change their day-to-day routine.  If one cannot market that understanding, sell it to the masses comprehensibly, and institutionalize it for future generations, then that knowledge in of itself has no value to the future of humanity.

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In fact, it actually doesn't really matter if you're right.

This is my problem with some of the people who continue to look for that gold tablet, the so-called whistle blowers.  Practically speaking, these martyred actions change almost nothing  In fact, they will likely change less and less the more bureaucratized and institutionalized society becomes.

That's not to say that the situation is hopeless.  We just need to accept the situation for what it is, and use the resources at our disposal.  Particularly, we need to target structures.  And first and foremost, we need to stay practical.

I continuously hear my friends and colleagues demanding for better ideas.  But many of the ideas have been here all along.  "An absolutely new idea is one of the rarest things known to man."

People need to make better use of existing good ideas.

We need less armchair humanists and more people carefully leading on the front lines.  We need less concern for new ideas and greater execution of ideas that have been around for millenia.  We need less people concerned with being right and more people concerned with making us right.

...on creating real change.

The office is pretty quiet...

It's time for me to get back to the roots of this blog.  The flaming "social justice warrior" that initiated this collection, especially its forerunner Facebook notes, has aged considerably.  I'm much more diplomatic and reasonable than I was when I first started writing; however, the flame that originally ignited my passion still burns strong.

It's time that I put my thoughts about what it means to create real change into writing.

If you're one of the few that has read most of this blog, then you're probably aware of the "methods" label that I've attached to many of this blog's posts.  I've consistently believed that improving the world requires far more than the heart to do it; I believe that it requires careful consideration of methodology and of actual execution.

To truly improve the world, one needs to genuinely change it.  However, I think that real change remains far rarer than most people would have you believe.

To understand why, we must examine the notion of the normal.  The normal is defined by and depends on a set of habits of thought and of behaviour.  This status quo consists of routine and can be identified by recurring signifiers such as milestones in people's lives (graduation, marriage, children, etc.).

It's important to grasp the breadth of the former definition: it's important to consider what can fall within the purview of normalcy.  For example, resistance, in all of its various forms political or otherwise, is practically normal.  Social movement theorists going back as far as Max Weber, (and earlier, depending on who you talk to), identified the emergence of resistance in the face of hegemony as a natural occurrence.  Resistance emerges as a means to balance power; its emergence is causal and therefore predictable.  Resistance is normal.

Therefore, if change is that which separates from, or alters, the normal, then resistance is not in-of-itself a form of change.  In fact, resistance is usually an aspect of the status quo.  Moreover, resistance fosters or becomes change depending upon what's done with it.

If normal is the habitual norms that would continue macro- and micro- institutionally in spite of any one person's actions, then change would be that which alters or separates from the routine.  Change is therefore before or after the status quo and actions that cause change are performed above or below normalcy.

Notably, many self-proclaimed and self-asserting "change warriors" are simply a part of the status quo.  They neither harm or aid normalcy; some of these professional activists spend their whole lives changing little to possibly nothing.

To affect change is to act beyond the normal: to act beyond the cycle of dominance and resistance.  This rule applies regardless of one's station.  From  professional activists to professors to factory workers, we can all be an aspect of normalcy if we choose to do so.  To truly create change is to go above and beyond the easy, the usual, and the routine; in other words, to really change something is to genuinely do and be more than what you could do or be otherwise.

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Then how does one know that he/she is creating real change?

It's impossible to know with any significant certainty, as with most things of importance.  After all, the legitimacy of change depends on the legitimacy of the normal and both realities are constantly shifting.  These categories are dependent on, and ultimately relative to, one another.

Still, there's some useful questions to ask yourself if you're genuinely concerned about whether or not you're creating real change.

Here's a short list:

Are you, at this moment, comfortable?  If yes, then you're probably currently reaffirming the status quo.
Are you consistently more committed to performing well than your colleagues?  If yes, then there's a good chance you're contributing to genuine change.
Are you awake relatively early every day?  If you are awake early most days, then you're probably having a different impact than most of your peers.
Do you take your own reflective self-criticism seriously?  If you don't, then there's a significant chance that you're contributing to normalcy.

So in sum, if you're uncomfortable, relatively over-committed to good performance, waking up with the birds, and actively responding to your own practice, then there's a decent chance that you're creating real change.

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The picture at the top of this post depicts my office at my high school in China.  The piles of books on my desk contain the three assignments from three of my classes that I've been marking for the last 40ish working hours throughout the Chinese New Year holiday.  My colleagues maintain that I'm spending too much time preparing for lessons and marking.  But I maintain my commitment to real change.

What is the purpose of institutionalized education?

page 288, second paragraph

I have not published anything in this blog for almost half of a year.  In large part, this hiatus was due to beginning writing, defending, and publishing this monstrosity.  I will start teaching full-time at a Canadian International School in Jiangsu province, China, in January and so I felt that this was as good a time as ever to finish this blog post and to re-energize this blog.

I've danced around the question of the purpose of institutionalized education for over half of a decade.  As someone who changed his entire life trajectory to that of affecting reform of institutionalized education, it's rather ironic that I have never attempted to address the "final cause" of education in writing or otherwise.  I've yet to attempt to explain the conceptual logic behind what I continue to choose to do on a daily basis.

I am almost certain that there is an end that links all means of institutionalized education.  Educa-tion can connote the process of "putting someone through" something. When referenced to a curriculum, education can be both figuratively and practically defined as "putting someone through a course."

Therefore, all means of education can be described as means of putting or guiding someone through some kind of process.  This author wonders "why do we bother putting someone through anything?"

From my experience, the final purpose of any and all education is to foster responsibility: i.e., a particular onus or commitment to respecting and to enacting a disposition of responsiveness.

There's a wealth of nomenclature utilized throughout the scholarship of pedagogies that describe aspects of this unifying purpose of education, from mindfulness, to forms of critical thinking, to resiliency.  However, these terms are all aspects of or precursors to an end of fostering greater responsibility.

After all, one's greater responsibility is directly linked to one's greater degree of knowledge.  One cannot be responsible for that which one does not know.  Moreover, the desire to foster knowledge mirrors the desire to foster a kind of responsibility where there was none before.  More generally, there are as many forms of responsibility as there are forms of knowing.

Furthermore, we can only be responsible for that which we have some degree of certainty.  Regardless of context, without a basic degree of certainty of cause and effect, one cannot be responsible for an outcome.  Therefore, to foster certainty is to foster the precursor to responsibility.

Throughout the past, certain forms of knowing have come to be discredited or disavowed of the same legitimacy as that of other forms of knowing.  Today, scientific understanding, or certainty derived from observing patterns and habits, holds sway in many parts of the world.  In spite of the rise of scientific methodology, knowledge from authority continues to hold prominence.

Just as certain forms of knowing have been gradually discredited over time, so have certain forms of responsibility.  Our degree of responsibility is directly constrained by our knowledge that we hold with the greatest certainty.

But regardless of one's epistemology, or means of knowing, one educates for responsibility.  Whether it be a responsibility to use proper grammar, to uphold the sacraments, to the proper use of electron microscopes, or to utilizing the fine motor skills required to create a work of visual beauty, educators seem to educate to this common end.

Moreover, educators working within the disciplines concerned with humanity teach toward a particular set of aspects of responsiveness, empathy.  What is empathy, but a kind of humanistic responsibility? What are the capacities of empathy, but cognitive processes involved in accurately responding to human needs?

Importantly, responsibility is nothing more than a set of suggestions for action; responsibilities as human dispositions do not control action.  Cognitive empathy, (empathic capacity dependent on thought processes), provides a person with a set of suggestions for how to best act with or toward another person.  But a person can refuse to listen to the data he/she acquires through his/her empathic capacity, just as any person with any responsibility can shirk it.  However, the fact remains, without any degree of responsibility, without any degree of certainty, one cannot behave ethically even by one's own standard(s) --- nihilism being the noted exception.

The commonality among the various products of education has some important implications for how to effectively conduct the processes of education.  I've already spoken of the importance of fostering appreciation.  Appreciation, like technique, is merely a means to responsibility or to acting responsibly.

The goal of this post is to serve as a far-cry to educators contemplating the learning objectives, specific and overall expectations, prescribed learning outcomes, and <insert ministry edujargon here>, of their educational programming.  If the goal of education is to foster responsiveness, then this goal should be reflected in how we structure our interactions with students.

I try to be reasonably skeptical of my own ideas.  However, this commonality across ends of educative processes has held in every instance I've witnessed to date.  You are welcome, as always, to challenge my opinion.  These posts are intended to serve as contributions to the continuing discourse, not as solutions.
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When I participated in service-learning in Berlin and Poland as a part of my Teacher Education program, I visited Birkenhau.  Today, behind what was "the little white house", there's an open field.  One of vilest acts against humanity in recorded history occurred in and around that field.  It's one thing to torture and murder human beings on a vast scale.  It's altogether another to have their kin dig up the victims' remains and burn them in order to hide the evidence of your deeds.  The conductors of this abominable tragedy demonstrated by facilitating it that they knowingly shirked their responsibilities to their victims' and their own humanity.  I now have the responsibility to carry-out their memory and, given the seeming logic of education, now you do too.

Contradictory virtues: The problem of honesty and humility

It has been months since I've written any words in this blog.  This post alone has been several months in the making.  Ironically, I'm finishing this post at a point when I have the least time available to write extra-curricularly.  I, and my thesis committee, have committed to beginning to completing the writing of my thesis in just over 6 weeks, definitely my greatest challenge yet.

The subject of this post has been grinding my gears for some time now and I felt I should take some time to finally enunciate it in writing.

As many readers of this blog may know, I've committed myself absolutely to attempting to live a good life.  I've explored the implications of this before and will not reiterate them here.  My concern with this post is the problem of living virtuously in the Aristotelian sense of virtue.

Specifically, I'm concerned with the virtues of honesty and humility.  For a significant chunk of my life, I've committed myself to these principles.  As of late, however, I've realized that these two virtues in particular stand in contradiction to each other when one attempts to exercise them practically.

Simply put, to act absolutely honestly is to almost inevitably come across arrogant and excessively prideful and to be absolutely humble often necessitates disingenuous and ultimately dishonest behaviour.

As I stated in my first Facebook note which became my first blog post ever, I've often had to deny my own qualities in order to not violate the sensitivities of others.  It's only now upon much reflection that I've realized how dishonest this adherence has made my behaviour.  The more I give and do, the less honest I've found myself about the degree to which I engage in both.  To maintain humility and avoid risking violating the sensitivities of those who give and do less by their own standards, I've become more and more disengenous.  And I hate it because it's so dishonest but yet I find it necessary to maintain a sufficient degree of humility.  I'm sure even writing a blog post such as this can appear, to some, as a form of arrogance or at least of excessive presumptuousness.

What I've found is that the flip side is even worse.  Rather than be honest about myself and risk coming off arrogant, the alternative is to try to be absolutely humble.  But attempting to exercise absolute humility often amounts to my avoiding saying or even implying anything about who I am or about what I do.  In fact, to some, I potentially violate the virtue of humility by simply suggesting that I'm having this problem in the first place~

It's a lose; lose situation.

Here's a practical example.  I've found trying to enact both the virtues of honesty and humility especially problematic when consoling those with severe depression.  For the longest time I thought that approaching those with such depression in a purposefully positive manner would support those individuals in feeling better.  But it doesn't work like that in real life.  More often, that approach has made those individuals feel more depressed and insecure about their current situation.  They wonder why they can't be as positive or feel as good as I'm portraying and it sends them spiraling further.  So I've had to take to what I would honestly consider lying to support them in feeling better.  Absolutely bjorked, but depression is bjorked.  I really feel for those who struggle with it on a daily basis.  Unfortunately, there's not much any of us can do other than give these people support and time when they feel and communicate that they're ready for it.

From what I can tell, there is no "solution" to the practical contradiction of enacting both honesty and humility.  But they're still awesome virtues individually.  However, I think we need to be mindful of their pursuit's practical consequences for other people and how these consequences potentially threaten these virtues' nature as virtues.

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So essentially your options are arrogant prick or lying sack of ****.  You're going to end up being one if you try to absolutely avoid the essence of the other.  Maybe this is why Aristotle called for moderation in all things.

I'll close with some of the ever inspiring words of Paulo Freire on the importance of humility to dialogue.

"On the other hand, dialogue cannot exist without humility. The naming of the world, through which people constantly re-create that world, cannot be an act of arrogance. Dialogue, as the encounter of those addressed to the common task of learning and acting, is broken if the parties (or one of them) lack humility. How can I dialogue if I always project ignorance onto others and never perceive my own? How can I dialogue if I regard myself as a case apart from others---mere "its" in whom I cannot recognize other "I"s? How can I dialogue if I consider myself a member of the in-group of "pure" men, the owners of truth and knowledge, for whom all non-members are "these people" or "the great unwashed"? How can I dialogue if I start from the premise that naming the world is the task of an elite and that the presence of the people in history is a sign of deterioration, thus to be avoided? How can I dialogue if I am closed to---and even offended by---the contribution of others? How can I dialogue if I am afraid of being displaced, the mere possibility causing me torment and weakness? Self-sufficiency is incompatible with dialogue. Men and women who lack humility (or have lost it) cannot come to the people, cannot be their partners in naming the world. Someone who cannot acknowledge himself to be as mortal as everyone else still has a long way to go before he can reach the point of encounter. At the point of encounter there are neither utter ignoramuses nor perfect sages: there are only people who are attempting, together, to learn more than they now know." 

- Pedagogy of the Oppressed

On appreciation

Christmas Truce of 1914

As the first round of holy-days draw to a close, I'm reminded of all those who could not for diverse trials and tribulations celebrate them with the same warmth and comfort as myself. 

I treasure holidays as an opportunity for reflection: an opportunity to reflect, yet again, on all that I, and my community, take for granted.  Just as consciousness is always becoming, growing, and fostering, so is our understanding of our privileges.  So many of us take for granted the reality that we'll never realize just how much we take for granted.  The wisdom that we know next to nothing will ironically never cease to serve as an impetus and agent in the fostering of new knowledge.

My reflection intensified as some members of my friends and family exchanged racist and homophobic remarks and jokes during one of our gatherings, as I'm sure some of my colleagues and peers may have witnessed with their own friends and families.  My siblings and I were fortunate enough to be gifted with a liberal education that inculcated a relatively greater respect for all human beings regardless of skin colour, ethnicity, gender, and sexual affinity.  An education that itself is often underestimated; one that often contributes to the formation of impossible expectations for those without such an education such as of those making the racist and homophobic comments.  I found myself in a situation where I had ample opportunity to unleash an indignant inclusivist self-righteous fury.  But I didn't.

Because an "indignant inclusivist self-righteous fury" is an oxymoron.  Militancy with regards to inclusivity can be both thoughtless and careless.  As I stated in the forerunner to this blog post

"just as it's easy for the conservative to turn inwards, it's easy for the liberal to turn their back on the conservative.  All you accomplish by turning your back on conservatives is to alienate, victimize, and thus, feed their conservatism even more.  It's easy to mock Tea Partiers, but much more difficult to empathize with them - to invite them to come together for the benefit of all."

All I would have fostered by going on an inclusive offensive was greater defensiveness, more justifications for feelings of victimization, more walls, and ultimately more exclusion.

I find myself cautioning my former classmates and all those involved in the movement for sustainable self-actualization.  We won't win converts to our cause by oppressing them, even if they are in fact ultimately in the wrong.  We'll win converts by fostering their appreciation. 

In one of my more abstract series of posts on this blog, I argued that unity is the way.  In the context of the current post, it's unity between the racists, the homophobes, and those they prejudge and fear, that is the good life for all.  Even the most oppressive human beings on the planet were, and still are, human beings.  Paulo Freire once argued that the oppressed must liberate their oppressors.  I can't imagine a situation in which unleashing a self-righteous fury could be liberating, unless it was truly directed towards unity. 

Education more often than not is simply a call to appreciation.  Whether it's an appreciation of processes, identities, events, ideas, or wisdom, one of our roles as learners and educators is to create appreciation where there was none before.  Just as we'll never realize just how much we take for granted, we'll never appreciate just how much we will never appreciate.  I embrace holidays as an opportunity to grow in appreciation and to slowly foster appreciation in others.

To quote the wisdom of Confucius a second time in this blog, “It is not the failure of others to appreciate your abilities that should trouble you, but rather your failure to appreciate theirs.”