We Make Claims

Featured Image in the public domain

“We make claims,” I used to tell students writing essays, “because somehow something prompts us.” In the spirit of the best constructivists, I encouraged my students to build and rebuild not just what they knew, but how and why they knew it.

A common pitfall in essay writing is that claims without evidence just mean you spin and spin. “So,” I suggested to students (… paraphrasing here), “cite the evidence that prompted the claim, then write an explanation. There’s your essay.”

Sample: “I think ‘X’, and it was ‘Y’ that made me think so. Explain, explain, explain.”

*                                  *                                  *

Some years later, and my return to the land of academia… I’m facing the exact opposite prescription: all knowledge is provisional. Lay claim at your peril. Abandon all certainty, ye who enter here. “Just deserts!” my students might say… well, I have been feeling their pain, if not their well-wishes.

Generally, people won’t doubt themselves without good reason, or they will as long as they have a lot of faith in the person asking. Yet if (… that’s “if”) we can only note what matters to us from a reference point, then we also bring to bear only what we decide is most relevant to the moment. And since (… that’s “since”) nothing occurs in a vacuum, any detail might be informative. So let’s not ask, “In what ways do I already know what I’m looking at?” That kind of certainty yields self-fulfilling prophecy. Academically, I get the admonishment of certainty.

By definition, “evidence” is only useful because it’s meaningful; something is chosen to be evidence for a reason: we’ll know it when we see it. In other words, we can make shit up. So, to be more responsible, let’s ask, “In what ways do I not know what I am looking at?” Asking this, I feel I’m more academically willing to abandon “certainty” because I can fill the vacuum with a different kind of certainty, what I’ve called a kind of faith.

I don’t define what I’m looking at, yet I also don’t abandon myself – it’s more like I study the overlap between the two. Where do I end, and this other thing begin? Somewhere in between is a claim waiting to be made.

If certainty makes evidence possible in support of a claim – which is induction – then faith makes claims possible that require supporting evidence – which is deduction. In either case, however, I suppose you can see what you wish to see.

*                                  *                                  *

Where it comes to knowledge, we all land somewhere: we all believe something, no matter what the most die-hard postmodernist might *ahem* claim. In fact, our claims to know [something particular] are rampant. And I suppose that’s the problem (… if all this is a problem). It seems to me there’s no learning without prior certainty, some departure point, “Here’s what I know,” even if that simply means, “I’m certain I don’t know.” That said, it’s the rare Socrates in this day and age, even on campus – some might say especially on campus.

Starting with certainty is induction, and starting this way is the pitfall of induction because, unless claims come first, i.e. deduction, any evidence might seem self-serving. To lay claims first instead, then support them with evidence, i.e. to deduce, is helpful if only because, then, we have a measure for where to go next. But, as I caution above, there is a chicken-egg conundrum to all this.

I’m pretty– well, er, certain that there’s no problematizing without prior learning, by which I mean certainty. We all land somewhere. (As I gather, problematizing is identifying and questioning these taken-for-granted landed assumptions, a step toward assessing whether we ought to renovate what we know, i.e. whether we ought to learn.) As I say, I think I get why the academic embrace of uncertainty is worthwhile. By all means, let the academy embrace uncertainty: societal dynamics are varied and vast, as complementary and collaborative as confrontational and competitive. In fact, if it weren’t for the intervention of others, we’d be forever fated to know just one sole perspective, and it’s the very, very few – not the many – whose lives are that alone. You can ask Alcibiades: Socrates was no strict loner.

Let me be as Hegelian as I can, and it isn’t much. I believe our world is holistic, by which I mean all the pushing and pulling from its cultural edges, all the polarisation and extremism… as I see it, what all this outer pressure does is help everyone to steer a steadier moderate middle course. To think we don’t need these outer fringes, to wish them begone, it may be more accurate to say we simply don’t want them: how many dwell in The Land of Should, where the way things are is certain in deed. How many, indeed, if not every single one of us?

For my part, I wonder, albeit somewhat perversely, whether we do need those outer pressures because they help to impel us someplace, by showing us where to avoid – that is, as long as they’re not popular so much as just noisy. One squeaky wheel, annoying yet tolerable; all four wheels is a call for repair. Luckily, a car only has four wheels although, not so luckily, two each are found on only one side. Luckily, there’s a steering column.

Of course, our world has more than two sides, and the more crowded it gets on the outer edges, well… at least may our course corrections steer us with most predictable stability rather than surprise. As such, again in the best spirit of Socratic humility, let the academy or anyone else ponder to their heart’s content, as uncertain as they want to be, just as more certain folks shall also cast due influence – it takes all kinds, as the saying goes, although even in those Student Driver cars, really only one person at a time can be the driver. So let’s beware any (… that’s “any”) dominance, if we claim to be making room for all, because something else available to all is hypocrisy. And yes, the whole car-thing has kind of broken down here, hasn’t it?

I’m unable to say just now who’s less likely to heed this post: those who are certain they know and will tell you why they’re right, or those who are certain they don’t know and will tell you why you’re wrong. And if that’s not perverse or hypocritical, let’s still say it’s ironic, and a little comical.

Just as likely, I’ll luck out as no one at all will care. Or it could be some will care just enough to send this viral: be it an essay, a blog post or, God help us, a Tweet, some claims we stake pay off beyond all expectation while some go unpardonably bust – and believe me, for all I’ve laboured to get this post written just-so, I’m still unsatisfied. So why even publish it? Why claim anything at all, including uncertainty?

For complementarity, for a certain worldview, for those loudest who know best… I wonder whether the one who makes the claim is nearly so key as the one for whom the claim is made – which leaves out to whom, but that’s fine. And I wonder how insidiously our ends and our means grow conflated and confused.

From MarketWatch – Billionaire Investor Ray Dalio on Capitalism’s Crisis: The world is going to change “in shocking ways” in the next five years

“When the causes people are fighting for are more important to them than the system that binds them together, the system is in jeopardy.”

Ray Dalio (from MarketWatch, September 18, 2020)

Here, an article by Jonathan Burton from MarketWatch, featuring an interview with Ray Dalio who, for me, is a moral and meaningful thinker and teacher.

Life in the Classroom

Featured Image Credit: Image by sunil kargwal from Pixabay

The irony is not lost on me – and neither on you, I hope, as you read – that this was my last post before the arrival of Covid-19, worldwide lockdowns, and a new life of pandemic restrictions, including remote teaching in on-line classrooms.

People often say that school is a training ground, or a practice session, a rehearsal for life, which usually means career. This whole “real-life” authentic learning stuff basically privileges the work place over the school classroom.

If the flipside to words like “real” and “authentic” is words like “fake,” “false,” or “contrived,” then maybe we’re just being sloppy with our words. Unless that’s actually what we think of school. Well, I’m probably just being too fussy because none of this is what’s meant by real-life authentic learning, is it?

Or, if it is, wouldn’t it mean that no one’s keeping score until “real life” happens, and no one’s getting paid in school since results are pretend, and no one’s responsible because, hey, it’s all just theoretical? School the Great Training Ground implies that school is not really a place that matters because it only teaches about life or career, which comes later…

And hey, wait, that’s just fine, isn’t it? School does teach stuff for later, for when things matter, for when it really counts.

But hey, wait.

Hands up if you think school actually is part of life. Part of kids’ lives, and teachers’ lives. Kids and teachers are alive. School is not some neverland of make-believe. School is real. It has real, live people in it.

A classroom is an authentic place. Say it with me: “C l a s s r o o m.” What goes on in school is plenty real and means more than “Yeah, this doesn’t really count.” Laughter and friendship matter. Anxiety and stress matter. Living affects us. Learning is meaningful. Here you go, how about this: if classrooms were inauthentic, if learning were just practice for later, if school weren’t real, then why are we grading people? Shouldn’t we save that for the regular season, when it really matters?

Students are young people who live a huge chunk of their lives every day in a classroom. For them, school is every bit as real as any other place they go.

Gratisography Pexels red-school-blur-factory-451
Image by Gratisography from Pexels

It has ups and downs, friendship and rivalry, anxiety and stress and reward and good times. Calling school “sheltered” essentially discounts being there because a kid’s life, relative to themselves and their own experience, is all they have. Kind of like any other point in our lives. Our lives are real, and we don’t just switch on like a light bulb after leaving some unreal, inauthentic place – there is no such place.

School being this pretend place is adult condescension – oh-so well-intentioned, of course, on that infamous and overcrowded road to hell. Sure, kids have limited experience. Sure, they might be sheltered according to someone else’s perspective – fine, then that’s how big a kid’s world is. So be it. It remains that kid’s perspective. It’s not pretend.

How big someone’s life is becomes how much that person can cope. School life, family life, sports, hobbies, friends, on and on – all of these teach us something about living. Are none of these other parts of life somehow sheltered, too, like school? Who decided that school takes that prize? How about piano lessons? Those are something like school… teachers, practice, grades. Tests, recitals, performances. How about sports… with competitors, and winning and losing, with coaches and referees who hold us accountable… these are somehow less unreal or inauthentic, or pretend, than a teacher? …these offer some kind of real life learning that school does not? We often compare sport to life, and value the life lessons it teaches, but when do we short-change sport by saying it’s less real or some kind of shelter?

In fact, there’s a subtle difference to what we say about sport: affirming, valuable, such a boon. “Such great preparation for life!” In my experience, the attitude bestowed by adults upon the value of youth sport is nothing but positive, as compared to school…

Which parts of life is nobody grading? If school is so sheltered, aren’t we actually handcuffing teachers who attempt to teach accountability? I suppose it’s not ironic that kids live in “the real world” every minute they’re not in school.

Take the kid who sees school as sheltered preparation for the real world. When that kid argues with their friend on Saturday, what has school really prepared them for: how to argue with friends, or how to be sheltered?

Telling kids that school shelters them from the harsh world out there is misleading.

Teacher: “You need to do better on your homework. If this were a job and I were your boss, you’d never get away with this.”

Student: Right, and since it’s not a job…

What’s the chance this kid did a less-than-stellar job on homework because they’ve learned school is sheltered? Hey, if it’s all just rehearsal, why bother? If it’s only my teacher telling me off, not a real boss, then who cares? Duly noted: someday it will matter. But not here in school, not today. If we constantly send the message that school doesn’t really matter because the real world is still out there, what will young people grow to understand from their time in school?

But if kids were told and shown that school matters, just like the rest of life, maybe they’d understand it more respectfully, value it more meaningfully. Adults like to say that life is about learning and that we should all be lifelong learners. Seems to me this would make school a place to practise learning. And if the focus in school were simply solely on learning, then focusing on doing your homework, on careers and jobs, on “If the teacher were your boss…,” on whichever-whatever details… then all the details would just be mere details, as in not really all that important.

If life is about learning – lifelong learning – then what possible sense does it make to shelter anybody from anything? Shouldn’t we just live, and learn all the way through? At school, learn at school. At work, learn at work. With family, learn with family, and so in every circumstance. When life happens, you learn about it, and now you know a little more than before. If learning is what matters, then how about we learn not just ‘how to learn’ but also ‘when to learn’ and ‘why learning matters’? And then learn, in every possible situation. Life’s going to happen, anyway.