Tag Archives: learning

The Never-Ending Dilemma of Trying to Be Well-Read

(Licensed by the author, 2020)

First off, this isn’t a post that’s designed to glorify how much I’ve read. Posts like that have a habit of being a bit condescending, boring and painful to get through. Yes, I’ve read a lot of stuff. But so have so many other people. This post really isn’t about that.

What this post is about is one of the consequences of reading a lot of stuff. As a social creature, I really love to share great literature and nonfiction with other people. The problem is: Most people don’t care.

I’ll let you in on a little secret: I love to read. When I was a kid, just learning to read, I remember having finished all of the stuff other kids were supposed to read and then asking for more. The teacher had nothing else to share in the classroom at that time, but she had been reading “Crime and Punishment” by Dostoevsky, which was on her desk. I asked about that, and she told me it was too difficult for someone of my young age. So, the next day, I got my mom to check out the book for me from the public library. And I struggled through it, and finished it. Years later, I’ve probably read that book at least five times. I get something new from it each time I read it.

A more recent example: I just finished reading Men Explain Things to Me by Rebecca Solnit, a brilliant writer and thinker who also wrote A Paradise Built in Hell, which I love for its alternative approach of explaining history and the ramifications that occur during history. Both books are chalked full of history, so because I work with a couple of history people, I thought about recommending those books to them. The response I generally received was a blank stare, almost an admission of “your review to me didn’t convince me that I should waste my time reading what you were talking about.”

And that’s the problem right there. Over the years, as I’ve read more and more brilliant stuff, I’ve often recommended it to other people. What I’ve discovered is that so few people take up the gauntlet and decide to read those books. Instead, they listen to your explanation of that book and then because you’ve explained everything about it to them, they decide not to read it, possibly thinking that they’ve already absorbed the knowledge of that book by the mere moment you spent explaining it to them. And then they go on with their lives, only reading the things they find significant.

This reminded me of two things. First, Rebecca Solnit’s book Men Explain Things to Me, in which she details an encounter she had with a boorish man who found out she was a writer and had written on a particular obscure topic so spent the next hour or so telling her she had to read this book about her subject if she was ever going to understand it like he did. Turns out, she wrote that book he was talking about, and as men behave like men, he took forever to acknowledge that once finding out, and then still managed to talk down to her regardless of realizing that fact.

Second, the concept of knowledge and literature requires a modern scholar to actually read the texts himself or herself and not just the cliff notes version (and especially not just the conversation about it from someone who read it instead). Imagine discussing Plato with someone who has never read it but watched a lecture on Plato once. That works great if neither of you have read it (you can be clueless together) but when you’re the one who has read him, discussing it with someone who has no intention of reading it is a complete waste of time.

That’s how I feel when I talk about literature with people and discover that they’re not going to read it, condemning it because they didn’t read it first. I talked about Solnit with one person and actually saw his face turn negative, like he was disgusted by the fact that he’d never heard of her before, and thus, she was unimportant in his mind. That’s the kind of emotional response I receive a lot when I talk about literature that is important yet obscure.

What probably bothers me the most is that people often do not even realize that the books we read are snapshots of the best works of lives that we may never experience again. Other times, they’re snapshots of careers in progress, such as when I recall having read the early works of Ken Follett (who wrote a brilliant spy thriller in Eye of the Needle and then turned around and wrote one of the worst mysteries with ever bad writing technique available soon after that; and then he followed that up with one of the greatest historical narratives I have yet to read in my lifetime). It’s like having great conversations with people who have so much to tell us, and we’re limiting ourselves to only what’s popular, and quite often, on some television or movie screen.

It’s almost gotten to the point where I may not discuss literature with people any more. I remember bringing up Haruki Murakami to one colleague recently and received that “I haven’t read him, so obviously he’s not significant” response. Keep in mind, Murakami is probably among the most respected authors living in the world today. But because he’s not “known” to some individual, I end up having to explain his significance, which finally ends with a sense of “well, if I should find myself on a deserted island, am already bored and his book is all that’s there, I might read it.” Again, I find myself thinking, screw you and I hope you remain uneducated for life. But fortunately, I’m not that elitist. Well, not after I’ve had my first morning diet Dr Pepper.

Sometimes, Commercials just seem to miss the mark

The other day, I was watching (for about the 50th time) a commercial for some learning organization where a woman gets a message from a girl named Melissa who then gets on a Skype-like system and asks: “How do you figure out the area of a triangle?” The woman smiles and then tells her that the area of a triangle is 1/2 base times height, which is found by multiplying the base times the height and then dividing by two. It took me about the tenth time of seeing this before it dawned on me that this teacher doesn’t actually teach the girl how to find the area of a triangle. She told her the formula and then showed her how to plug numbers into the formula. This left me thinking, poor Melissa still has no idea why the area of a triangle is half of the base times the height.

I thought it would have been useful for the teacher to show how to find the area of a square and then explain how the triangle would be a half of that, so that would explain why it’s HALF the base times the height. Or she could have pulled out her knowledge of geometry and explain how the process was first figured out by overlaying different spaces over each other until it was determined mathematically why area is calculated that way.

And then a commercial came on for the Postal Service. In this commercial, the good deliverers of the Postal Service sing some cute song about returning packages. About the fifth time I saw the commercial it dawned on me that the song they were singing was all about how the Post Office is making it really easy to return presents you didn’t like and then laughing about it. This felt strange because basically my government is telling me that it offers a service to make sure that if I don’t like my Christmas gifts, the government is going to jump in and help me return them to the stores where they were bought (or to the people who sent them). In all of my years, I’ve NEVER returned a gift to someone who sent it to me, because that just seems wrong. Yet, this is the new campaign for the Postal Service.

And last night I was watching a commercial for Digiorno’s (or something like that), the pizza maker that isn’t a restaurant but you buy it in stores and make it yourself. It shows really bad pizza deliverers who all seem to wear their ball caps on sideways who destroy the pizzas they deliver by bouncing them in a souped up car with East LA shocks, the pizza falling out of the car when opening up the passenger door and some other way that I seriously doubt pizza deliverers would ever do. And then the pizza commercial shows a bunch of 20 somethings eating a freshly made pizza right next to a full pizza that’s not touched. And I thought, who makes two pizzas and then eats the one that’s made second? I know it’s for advertising, but it just seemed like it was pretty stupid to have two pizzas there when in reality they were only going to be eating one of them.

Anyway, my rant for the day.

One of my problems when it comes to teaching

The other day, I was teaching a class on Public Speaking. My goal for the evening was to teach the nuances of persuasive speaking topics, so I started in on techniques that decent speakers use in order to engage an audience…you know, the whole ethos, logos and pathos spread. At one point, I was explaining how I was once intrigued by a speech given by Helen Caldicott that she gave to UC Berkeley one night, involving cost overruns on defense programs. I was just going to touch on it and move on, but a couple of the students kept asking me follow-up questions on the concept of cost overruns, and next thing I knew I was teaching them all about how the defense industry has practically bankrupted our country by low bidding for projects and then pushing those same projects way over budget. It didn’t take much for me to realize my audience was more fascinated with the cost overrun topic than they were in learning how to make a point about persuasive speeches. Finally, after I explained far more than I ever should have about a political economic issue, I backtracked and explained that we needed to get back on topic about persuasive speeches.

The problem is: I do this a lot. When I teach political science courses, it’s not so bad, but there are times when I’m introducing Socrates and his theory of justice, and next thing I know I’ve gone onto a tangent involving Socrates, Aristotle, Locke, Hume and numerous contemporary philosophers. Almost always, I hit a point where some young girl says: “Do we need to know this?” or my other favorite: “Is this going to be on the test?”

I remember when lecturing on interpersonal communication a semester or so ago where I ended up explaining numerous stories from Plutarch that helped me explain why people socialize. It may sound kind of strange how that happens, but it almost always makes sense at the time, even if it might take some explanation to say exactly how it might happen.

I sometimes feel like I’m one of those philosopher-scientists of olden days whenever I teach a class like that. I love stories, whether they come from history, biology or strange politics. I remember going through school when a professor would read from the book, and people would fall asleep in the class. I don’t think I’ve had a student fall asleep in one of my classes in ages.

Every semester I receive reviews from students who say they really enjoy my classes, and enough of them stay after class to ask about all sorts of topics that sometimes have little to do with the subject matter itself. Almost always, I try to present material for them to research on their own (to learn it rather than just have me talk about it), and quite often one of those students will come back another day of class and present me with questions based on that suggested reading. There’s no better feeling when some young person comes armed with knowledge, wanting to know more.

The thing I struggle with is that I don’t see a lot of my colleagues doing the same thing. Instead, it’s almost like they’re competing with students to see who can do the bare minimum to get through class (teachers competing against students). I listen to the conversations in the teachers’ office and think I must be doing something wrong, because the conversations often hit me with statements like: “You’re wasting your time. Just teach the material and go home.”

What’s one to really think?

I think I’m going back to school

Well, I’ve been mulling this decision over for some time now, and I’ve finally come to a conclusion: I’m going to go back to school. Even though I have enough degrees as it is, this isn’t about getting a new degree, but it’s much more about trying to find a purpose in life. Unfortunately, my current trajectory is taking me in directions that are suck in mud, and it’s been driving me nuts lately.

Unfortunately, all of my graduate degrees in social science have led me to absolutely nothing. I can’t get a job. At all. I’m qualified to teach political science and communication, and no one hires. I mean, NO ONE HIRES. Currently, I”m working as an adjunct, and I’ve been offered other “adjunct” positions in both fields, but finding a full time teaching job is not even possible. Most of the time, I’m lucky to get a form letter rejection thanking me and informing me they’ll keep my application on file. This has convinced me that the only way to actually get a college teaching job is to know someone in the school already, and unfortunately, I don’t know anyone in the school already. This means, I’m doomed to a lifestyle of submitting applications that will be circular filed and nothing else.

So, I started spending some time analyzing what it is I actually want to do. My forte is mathematics and hard-based science. It’s something I actually enjoy. It causes me to think. Right now, I hardly think at all. There’s no need for it. Political science requires no thinking. You either know it, or you don’t. Communication doesn’t involve that much more, other than a need to read more material. But in the end, the same ideas that were espoused in the 1950s, are the ideas that are ground-breaking today. Daniel Goldman just reiterated Sarni’s work, while practically every identity scholar reinvents Black. I tried to develop something completely new, designing an additive theory linking both political science and communication to produce a brand new strategy of international negotations. Was I successful? I think so. The result: No one cares. Diplomats are only interested in doing what they’ve been doing since Napoleon discovered he had a short person complex. Social science is a path to obscurity and reinvention (with a new paint finish!).

So, I’ve decided to pursue the biological sciences. My immediate goal right now is something involving forensic science, possibly leading to medical school (but not being a practicing doctor but more of a research-type professional). It was a direction I was going before, so at least now I’ll try taking it seriously.

What I have discovered is that I’m doing absolutely nothing with my life. I have a job where I do not feel respected as a professional in any way whatsoever. I’m literally a glorified editor (without the glory). During the year, I’m told I’m doing an “adequate” job, but whenever it comes time for the yearly performance review, I’m “just not doing enough”. But the job isn’t designed to give the opportunity to do anything, which precludes the possibility of “enough” in all cases. I don’t think I’ve really stretched my brain more than two times that I’ve been here. There will never be opportunities for advancement, as I’m not a medical professional, so I’m going to be stuck in the same job, same pay grade just shy of achieving the yearly cost of living percentage increase.

Therefore, I have to create my own opportunities, and that’s what I’m going to be doing.

So my quandary, or struggle, right now is trying to figure out exactly how to do it. I really don’t want to spend years and years starting over with school when I’m sure I shouldn’t have to. I tried contacting Western Michigan University (as their close to local) to inquire about their biology program, and basically the “counselor” responded by throwing the ball back in my court, as administrative types tend to do a lot. I asked specific questions, and not a single one of them was actually answered. I got a “send us all of your transcripts and we’ll see where you stand” response. My question was: “Does the local campus for WMU actually offer biology courses?” Anway, you’d think by now I’d be used to these types of responses from people.

So, that’s where I am right now. My life isn’t working as planned, mainly because I haven’t realy planned it out that well. So I have to find something else.

The Ramifications of a Scientific Study That Purports That High IQ is Linked to Drug Use

There was an article reported today on CNN’s site, discussing a recent scientific study in which high levels of IQ are linked to the propensity to use drugs. Immediately, the people who have responded have started making the usual faulty scientific connections, such as “that proves it! Using drugs leads to a higher IQ!” One responder, named JeffinIL, states specifically, “I never realized I went to high school with so many geniuses.” As usual, someone took the conclusions and then tried to return the conclusions to the hypothesis, essentially trying to create the cause from effect, rather than what the study itself said, that cause led to effect.

Okay, right off the start, I have to make a few comments on faulty reporting, which is leading (and will lead) to bad conclusions.

1. The data was collected in 1970 and just recently analyzed. This is not a RECENT study by any stretch of the imagination, even though the article attempts to make exactly that claim in the second paragraph: “A new British study finds….” 1970 was over 40 years ago. The people studied back then are now reaching latter stages of adulthood, which means that their “habits” and the findings are relevant to a group of people who are now in their 50s and 60s, not children as the study claims to connect.

2. The “high” score for IQ was registered as between 107 and 158. Not really that high when it comes to what people refer to as “high” IQ scores.

3. IQ has never been an acceptable gauge of someone’s actual intelligence. There’s a reason that IQ scores are rarely used anywhere other than in comparison studies in which people try to use them to inflate their attributes. People generally don’t take IQ scores to begin with, and those who do often take them numerous times to try to “game” the system. Other people learn logic skills that help them “beat” the IQ test, and mostly, the scores are considered fringe on the levels of acceptable science.

4. The study makes inferences that may or may not be contributing factors. While the only claim the study makes is that people with higher IQs report higher levels of using drugs in later years, there is no actual connection to drug use AT THE TIME of the IQ test, so there’s no way to know how much more education a person may or may not have had since having an IQ test. Socioeconomic factors were mentioned, but weren’t really discussed at length.

5. The study (and the author of the article) make a lot of guesses as part of the study, indicating that maybe people were “bored”, and thus turned to drugs because their higher IQ put them in a bored state of mind in comparison to other people with lower IQs who might not be as bored because, I guess, they don’t have as much to think about with their lower IQs. I mean, that’s the inference of that statement, but I’m just guessing based on the lack of information contained in the article itself. Seriously, anyone can do that kind of logical exercise, even people with low IQs like me.

The worst part of this study is that the way it is reported means a whole bunch of people are now going to be “armed” with faulty logic as trivial information they store away. When someone is at a party and someone offers him or her cocaine, rather than think, “no, that stuff might be dangerous”, in the back of someone’s mind is going to be the thought, “well, I did read this one study once that told me that people who take drugs are more likely to have higher IQs, so it might actually be to my benefit.”

It doesn’t take a genius to see that one coming.

Classic Literature is not a Punchline of Knowledge

I was having a conversation with someone about a mundane topic, specifically about butterflies, when it reminded me of Kobo Abe’s Woman in the Dunes, a story of butterfly hunter who gets trapped by a society that mates him with a woman in an inescapable sand house. When first discussing it, there was no expression of interest about my story until I mentioned that the man’s story served as somewhat of an allegory to the fact that he used to trap butterflies (and thus, he became the trapped butterfly as a result). Then there was the recognition of the point of the story, and that’s the end of that.

But it got me thinking because I realized that after telling this little literary selection that there are a lot of people who seem more focused on the punchline of a story than in the story itself, and that’s the purpose behind this post. You see, what I’m starting to suspect is that people are so focused on the outcome and the “rest of the story” that they miss the purpose of the original story in the first place. In other words, people will read about Machiavelli, figure the Prince was about gaming the system and then feel they know what they are talking about when they refer to someone as being Machiavellian. I use this example because it is probably one of the more misused literary references in current usage. I observe the media constantly trying to act academic when they call some world leader, or some local leader, as Machiavellian, and what they’re really saying is that someone is manipulative. It immediately gives me the impression that they’ve never actually read Machiavelli to understand that to understand Machiavelli is to understand the Discourses, not the Prince. The Prince is only a small part of a much larger canvas, and quite often people read the Cliff Notes of even the Cliff Notes version of Machiavelli, meaning they’re getting about 1/10th of 1/10th of an understanding of the government scribe, not even realizing his whole purpose was to explain Aristotle in his modern day terms, not to create an understanding of how people can be snide to get over on others.

I find this in a lot of media (and common) references to literature. I hear a lot of referral of Moby Dick from all sorts of sources, and almost always they focus on a tiny segment of the story. Sure, they usually get the overall message, but almost every time I get the impression that that’s all they got out of the story, meaning they probably never read it all of the way through. A couple of years ago, while sick in Prague, I sat in my room and read through Melville once again, and I came away with a completely new understanding of his novel. Most people, if lucky, might read it once, and that’s it. And usually it’s because it was required reading.

I see this same thing with Don Quixote, which is such a brilliant story, in both English and Spanish, yet I would bet that one percent of the people who talk about it have actually read either version all of the way through. I was reading it a year or so ago again, in English this time, and I was just floored at how great a story the author constructs. It’s not just a literary story, but it’s hilariously written by a man who truly understood the human condition enough to hold it responsible for all of its absurdity. A media critic bringing up his loyal assistant doesn’t come close to relaying the significance of that poor follower who leads us through so many of the protagonist’s great, yet ridiculous, adventures.

A year or so ago, I sat down and re-read Dostoyevskiy (one of many spellings of his name) again. I had read Crime and Punishment when I was a young child. As a matter of fact, it is the very first book I ever read, and I only read it because my grade school teacher at the time said I was too young to ever read such a book. The first time I read it, I struggled through it and barely eeked out an understanding that this was the story of a man who did something horribly wrong and was fearing the ramifications of his actions, kind of a reading I would have years later of the Tell Tale Heart from a much different nuanced author. Yet, I have re-read that book many times over my life, each time getting a better understanding of what the author was trying to reveal to me, only understanding it differently because I had years of living that backed up my new understandings. This time around, as I read through the Idiot, I think I came one step closer to understanding why the author told the story he did. Years from now, I hope to revisit it again and see if I came closer that time.

The problem I perceive right now is that way too many people are hearing stories, or watching them on TV or in movies, and they’re convinced they’ve “read” the novel and understand all of the choices the author took to relay his story. That is such a weak interpretation of literature and so sad of a compromise that it bothers me to even think about it. I fear for America because almost all of our bestseller charts are filled with young adult books rather than powerful novels that challenge us to think, rather than fill our heads with mild entertainment. From vampires and zombies to Harry Potter, we keep filling our libraries with crap that does so little to stimulate people intellectually, and while I sometimes think “well, at least the masses are reading”, I’m left wondering if we’re a society doomed to complacency and easy manipulation by people who are smart enough to realize that an intellectually void mass is much easier to control than one that thinks for itself. All it takes is someone with the wrong intentions, perhaps someone very, shall I say Machiavellian, and the future might not look so bright.

Learning to Code can sometimes be like learning to disarm nuclear weapons but harder

A long time ago, I was learning the computer language COBOL. The first two books I went through were very simple. It was almost like learning to tie my shoes. And then the third book was like learning calculus right after learning subtraction. Nothing made sense. And everything before had almost no relevance to anything that came after.

I experienced that again today. I’ve been learning Objective C, Alice and XCode programming. It’s all been going well. As part of my learning, I’ve been following the Apple itunes demonstration lectures, and like COBOL, the first two were very simple, almost like learning how to plug in your computer. The third lecture started off with advanced algorithms that even Commander Data would have struggled with. And he went so fast, and the type was so small, and then out of the blue (due to time constraints) he decided to plug in predesigned code (to speed things up), and that’s right about the time I lost him (and it completely).

So I’m having to refigure where I am with this language, and now I’m discouraged. This happens a lot with computer languages. Something goes so easily, like they teach you how to program “Hello World” and then lesson two is how to break into the Pentagon and rewire their networks to get free HBO from the World Bank.

Having said that, I start teaching college classes again next week. I’ll try to make sure I don’t teach the same way I’ve been learning lately. I’d rather not have all of my students jumping off bridges.