Fun is the Purpose of Education?

Education is designed to "get such fun out of thinking that (you) don't want to destroy this most pleasant machine that makes life such a big kick." Nobel Prize-winning physicist Richard Feynman, gave this as a reason why he didn't drink or experiment with LSD. Not only did Feynman find thinking about physics fun, but, when he went to Brazil, he found thinking about how to play a frigideira (small metal frying pan you beat with a little metal stick) so much fun he practiced over and over. A marching band chose him to play in their Carnaval parade.

     Now, how do schools fail to help students fulfill the purpose of education? From Brazil to the United States to Myanmar, the answer is the same. They foster rote memory and exams. Feynman found Brazilian students could recite, "Triboluminescence is the light emitted when crystals are crushed." But they never went into a darkened room with a lump of sugar and crushed it with a hammer to see a bluish flash.

     Before they can start helping students discover answers, a large percentage of teachers find they have students who come to school poor; hungry; tragically behind in their age's grade level; unhappy with their home life, appearance, and lack of friends; suffering from traumas of war, dislocation in refugee camps, and rape; and without support from family members facing the same problems. Sales reps are told they shouldn't try to make a sale, if their customers are distraught about something. First, they have to let their customers get the trouble out of their systems. The same advice applies to teachers trying to "sell" the joy of thinking.

     Nicolas Barre faced the same situation trying to teach in 17th century France, when students and their families were suffering from the effects of the Franco-Spanish War and a plague. Teachers trained at the Pyinya Sanyae Institute of Education (PSIE) in Yangon, Myanmar, have adopted Barre's method of speaking in a "humble, gentle, and simple manner so even the youngest can understand and teaching only what they themselves have adequately grasped." He did not say buy textbooks, manuals, worksheets, and standardized tests sold to suck every bit of creativity and individuality out of classrooms.

     PSIE courses train teachers in English, math, history, science, music, literature, the environment, and art. An art therapist from Ireland imparts her experience working with children in Belfast. Teachers learn to treat each child as special and loved, to celebrate each child's birthday, and to help wise and knowing children think, discover, imagine, and act with integrity.

     The idea of competency-based learning is challenging the idea of plunging a class past a failure to master and apply content and skills in order to cover a scheduled list of topics. Competency-based learning also recognizes: 1) some students move ahead and lag behind the pace of a class as a whole, 2) students show mastery in different ways, and 3) evaluating competency requires different measures for different students.

     Not only teachers and students need to buy into a difficult competency-based program, but so do parents and guardians, especially when their children are placed in remedial classes or not tapped for gifted programs or allowed to skip a grade. At a time when employers have trouble filling existing positions for skilled labor, much less for future positions involving artificial intelligence, 3D printing, programming, robotics, and the Internet of Things; when college graduates are starting their own businesses; and when the good union jobs of the past have disappeared, the social stigma of being held back in a class or grade is less important than mastering basic reading, math, writing, and speaking skills. Or discovering there can be joy in thinking.

   

Protecting What Is Prized Isn't Easy

If a famous artist's painting is one-of-a-kind and drug trafficking cartels prosper, what will people do? Some will be in the market buying and selling. Others will steal, kill, risk their lives, and try to hide their actions.

     Since those who do things like smuggle slaves in cargo containers and poach rhinoceros horns at night, like it or not young people need to learn to be suspicious and vigilant, to look for abuses, and to ask authorities to undertake the often dangerous security measures needed to regulate or stop these activities. The challenges presented by lumber/wood harvesting, diamond and gold mining in Africa, and the trade in elephant ivory and exotic birds were discussed in earlier posts. Here, let's look at what is involved in regulating the mining of and trade in jade and in protecting an endangered species: the gray wolf.

     In Myanmar (formerly knows as Burma), earning a living by finding and selling jade gems shares the same drawbacks as searching for diamonds and gold in Africa. Big Chinese companies connected with the Burmese military hold mining concessions in the jade fields of northern Myanmar's Kachin state, where the Christian Kachin Independence Army and the Buddhist Burmese military are engaged in a civil war. Despite the threat of deadly landslides, TIME magazine reports up to 300,000 unemployed migrants forage on unstable rubble piles looking to find a fortune among the less valuable stones companies dump.

     The U.S. in 2016 sought to reward Myanmar for solving one problem, replacing military rule with the National League of Democracy party, by ending sanctions banning jade and ruby imports. But Myanmar's democratic reforms, moratorium on new mining licenses and freeze on renewal of existing mining licenses, safety standards, and anticorruption regulations have not closed mines operating without government certification; captured the tax money lost from jade smuggled to neighboring China; ended deaths from jade mining accidents; stopped the military from banning foreigners, except Chinese buyers, from reaching jade fields; financing the civil war with jade sales and taxes collected by Kachins from freelance miners on their lands; or stopping the heroin trafficking that thrives on sales to local migrants and a worldwide trade. Discuss: what can the U.S. or any country, including Myanmar, do to solve these problems?

     Now, let's look at the challenges of placing grey wolves on the U.S. Endangered Species Act or delisting them and authorizing a grey wolf hunting season. Stories like Little Red Riding Hood and Peter and the Wolf have given wolves a bad reputation. But if you've ever tried to see wolves at a zoo, you know they don't come up to look at visitors. You have to really search hard to see them in the shadows of wooded areas.

     How many wolves are too many? No humans have been harmed by the State of Wisconsin's estimated 900 wolves. Farmers in the state, who have sheep, goats, and cattle and live near waterways where wolves follow their wildlife prey, report no problems. They say wolves are smart and, if you have barking guard dogs that warn wolves are present, the wolves move on. Of Wisconsin's 70,000 farms, 47 reported a loss from wolves, and of the state's 3.5 million cattle, wolves were believed to have killed 75 animals. Wisconsin manages this situation by compensating farmers for livestock lost to wolves and by allowing landowners to get permits to kill wolves endangering their livestock.

     Surveys show 65%  of the people who live in what is considered wolf range and 80% outside wolf range consider wolves members of the ecological community that have a right to exist. If wolves are delisted from the U.S. Endangered Species Act and a hunt is authorized, the State does not disclose maps showing where wolf packs are located.Your thoughts?


   

Who Are Your Country's Super Heroes?

Judging from their popularity in comics, graphic novels, and movies, young people love super heroes. Can they match the following countries with some of their super heroes?

_____A. Mahatma Gandhi launched a program of civil          1. Pakistan
               disobedience that led to independence.

_____B. Bishop Desmond Tutu called for Western                 2. Poland
               nations to apply sanctions that led to an end
               of apartheid, i.e. segregation of blacks into
               separate homelands and other indignities.

_____C. Malala Yousafzai won a Nobel Peace Prize              3. Turkey
               for urging all countries to educate their
               girls and women.

_____D. Fidel Castro assembled a Communist                       4. France
               guerrilla band that caused the country's
               corrupt dictator, Fulgencio Batista, to flee.

_____E. Dorothy Day was commended by Pope Frances       5. Myanmar/Burma
              as a champion of workers and the poor.

_____F. Lech Walesa organized the Solidarity                       6. Cuba
              trade union that began the movement
              that ousted the Soviet Union from Eastern
              Europe.

_____G. Aung San Suu Kyi, known as "The Lady,"               7. India
               who received a Nobel Peace Prize for
               keeping democracy alive in the face of a
               military regime takeover.

_____H. Mao Zedang, leader of the "Long March" away       8. United States of America
               from rivals, who returned to lead the country in
               1949 and to try rapid economic development
               through a program called the "Great Leap
               Forward."

_____I. Mustafa Kemal, who took the name Kemal                9. South Africa
             Ataturk and was elected president in 1923,
             established the country as a secular republic
             after hundreds of years as part of a Muslim
             empire.

_____J. Charles de Gaulle led the country's                           10. China
              government-in-exile until World War II
              ended and he could return to be elected
              President.

Answers can be found at the end of the earlier post, "What Moscow Could Learn from History."

Uncover the Economic Value of Wood

We are used to valuing trees because they absorb greenhouse gases (See the earlier post, "A Healthy Environment.") and provide the shade other crops need to grow (See "Coffee Prices Going Up, Allowances Going Down?"). But at a recent 4H meeting of young people who enter their animals and agricultural projects in competitions at county fairs every year, one of the members demonstrated the value of trees after their growing days are finished. Seeing the bowl he had made out of a variety of local woods started members thinking.

     What happens to trees that are uprooted by wind and storms, trees that are removed to make room for roads, utility poles, and developers' projects, evergreen trees after Christmas, and all the area trees that have been removed because they were infested by the emerald ash borer insect? Some dead trees are used for firewood, but others just rot.

     When my sister was in college, I remember she drove several students in one of her art classes to a lot that collected bits and pieces of wood. I have the statue she carved, sanded, and oiled to show, not only the form of a woman, but also the beautiful grain of the wood she used. Besides the grain of wood, the perfume of freshly sawn cherry tree logs first attracted the man who now owns a custom-made furniture business.

     Beyond firewood, there is a market for useful and beautiful objects made from the world's sustainable and rotting wood. Leafing through a catalog from SERRV (serrv.org), I saw how artisans in the Philippines had turned coral tree and acacia wood into birdhouses and bowls, Bangladesh craftsmen had used albizia wood to make stools, and carvers in India had stained and transformed mango and shesham wood into tables. I've also read how a Mozambican wood carver sold an expensive three-foot-tall ebony sculpture to a tourist in Kenya.

     Clearly, trees can play an important role in sopping up greenhouse gases that cause global warming, and wood products can boost a country's economy. A UN study concludes forest land the size of South Africa has disappeared since 1990. In square miles, an article in TIME magazine (September 28, 2015) shows deforested areas have been lost fastest annually since 2010 in the following countries: Brazil (3,799 square miles), Indonesia (2,641), Burma (2,108), Nigeria (1,583), and Tanzania (1,436). Before turning trees into logs for export, these countries and others need to consider how builders can use whole trees instead of steel to support structures and how an increase in their middle class populations represents the income potential of future furniture markets. Moreover, Global Witness and the Environmental Investigation Agency reports illegal logging of rosewood in Madagascar deprives the country of $460,000 a day. Illegal logging also has been used to fund conflicts in Liberia and the Democratic Republic of the Congo.

     Kids might begin to get an appreciation of uses for wood by making craft projects out of Popsicle sticks. They might go on to think about finding jobs operating tractor-powered sawmills, learning how to dry wood, or if they would like to sell products made from wood. Who knows, some day they may be in a position to invite architects and planners to consider showcasing local woods in major projects. For more ideas about the use of wood, check wisconsinurbanwood.org.



   

Summer Project: Adopt a Country

Your country could be a big one, like China or Russia, that is always in the news or a small one, like Papua New Guinea, that you didn't know existed. Whatever country you choose, there are resources to help you explore your choice (See some suggested sources of country information in the earlier post, "See the World.") I took my own advice and decided to learn about Malaysia. Unfortunately, I only got as far as looking at a map and deciding Malaysia must have a complicated history, It shares the slim Malay Peninsula with three other countries: Burma (Myanmar), Thailand, and Singapore, and the nearby mountainous Borneo island with Brunei and Indonesia.

     Those who plan to put more effort in learning about a country can begin their project by buying a scrapbook or notebook and labeling pages with titles, such as "Maps," "Government leaders," "Sports," "Key industries," "Agricultural products," and so forth.

     On the first page, "Maps," include a map of your country and a world map with an arrow pointing to it and to your country. (For sources of maps and other information about maps, see the earlier blog post, "You Are Here.") When I had an Atlas out to look for Malaysia, I also decided to see where Iran's secret nuclear facilities probably were located. It was easy to spot the long swath of Zagros Mountains that run along Iran's western border. Eye-in-the-sky satellites could know where to look for activity indicating the construction of new facilities that violated its nuclear agreement with UN Security Council members and the EU.

     Your second page could be labeled, "Flag," Find a colored picture of your country's flag in a World Almanac at the library or elsewhere. Countries put a lot of thought into their flags, because they symbolize a country's important characteristics. Saudi Arabia's flag is almost all green, because the Muslim faith is important to its people and green is the color associated with Mohammed, founder of the Muslim religion. South Africa's flag is much more complicated than Saudi Arabia's. For example, it has red and black for the struggle its population had for freedom and gold for a source of its wealth. (More information about flags is in the earlier blog post, "A Salute to Flags.")

     On a page titled, "Population," list how many people live in your adopted country. How does the size of this population compare to the population of your home country? Is it two times larger or less than a tenth the size of your country? Also include pictures of your country's government leaders and its people. List names of people in your adopted country that may be very different from those of your classmates (Some sources of people and place pictures are listed in the earlier blog posts, "Picture the World" and "Getting to Know You.")

     A page for "Places" is a good one for photos of cities, especially the country's capital. Photos also will show mountains or flat land, snow or beaches, rivers and farms, how people live in cities, and what sports they play. If you know relatives or friends will be visiting your adopted country, remind them to send you postcards to include in your scrapbook.

     Not every country has the same animals that live where you do, so be sure to have a page labeled, "Animals." If you go to a zoo, see if you can find an animal whose native home is your adopted country. The zoo's brochure may have a photo of this animal that you can add to your scrapbook.

     Your interests may lead you to look into your country's music: folk songs and classical composers, current tunes and performers, various instruments.

     What products does your adopted country produce, minerals does it mine, and crops does it grow? Find photos.

     As a student, you will be interested in "Education."Do all children attend the same types of schools? What do they study at what ages? A new book, Playgrounds, shows what recess looks like in some countries (See the earlier blog post, "Recess Differs Around the World.")

     Subjects such as "Food," "Religion," and "Language" could all have separate pages. You may be lucky to find foreign money and stamps from your adopted country, an interesting book about your country, a souvenir from an Olympic or World Cup games held in your country, or a doll dressed in native garb. Recently, when the founder of my granddaughter's 4H club spoke at a meeting, she told how she had 80 dolls from the 80 countries she and her husband had visited.

     The best thing about filling a scrapbook or notebook with information about an adopted country is beginning to think about traveling there some day.