Archive for January 13th, 2012
We live in a world of matter and energy (though as Einstein demonstrated, the two are really the same). Matter and energy are at base particles, though the term particle is a bit misleading. It isn’t like there are minuscule chunks of stuff out there, it’s more like there are ripples in various fields, and those ripples create what we experience as reality. The current thinking is that the only reason our material world has weight is because of ripples in what is called the Higgs field. The Large Hadron Collider at CERN is trying to find a Higgs boson (particle) that would prove the existence of this field.
So right at the start the material world isn’t what it seems to be; we’re clearly perceiving it because we’re made of the same stuff and experiencing it with brains that translate how we interact with the ripples in various fields into sensations.
All of this is to foreshadow my real topic: the importance of education. In discussion on yesterday’s post it was suggested that students forgo college and work hard in order to make money. I noted that on average college grads earn $1 million more during their life than non-grads, and usually at jobs that are more comfortable. One person pointed out that students can amass debt during college. I’ve long thought that unless you get into a really top name school where contacts and connections are abundant, it’s not worth paying a lot to go to a fancy private college. In fact, at the top schools well qualified applicants will always get substantial scholarships if they have need (and often even if they don’t). It’s the second and third tier privates where can cause you to amass over $100,000 of debt in four years.
That’s one reason I choose to teach at a public liberal arts school. The goal is to provide a quality liberal arts education rivaling the expensive private schools at a much lower price. Kiplinger’s put us in their top 100 colleges in terms of value — you get a good liberal arts education without high debt. Even out of state tuition is manageable.
That gets harder as state funding gets cut (it now pays about 40% of the costs, so we’re more private than public). And we lack the resources, pay rates, beautiful grounds and sofas in the hallways with state of the art classroom equipment that nearby privates like Colby, Bowdoin or Bates enjoy. I don’t get resources and time to do much research, teaching is the focus. Yet that is gratifying, I’d much rather teach than research.
However, my goal in teaching is only partially to get students to understand how political scientists analyze world affairs and comparative politics. Only a small number of students will go on to graduate school, a few will work in fields involving foreign affairs, but many will end up with a degree designed to get their foot in the door and be able to advance in fields outside of political science or international relations. Where once college was an elitist institution where you groomed students to follow in your disciplinary field, now it’s mass education designed to give students the capacity to better understand the world, develop critical skills, learn to read and write more effectively and be prepared for how fast jobs and opportunities shift.
The stated goal is to promote “life long learning.” Practically that means to help students learn to break out of the cultural hypnosis that so often captures people. One of those spells is the idea that somehow happiness comes from material prosperity. That if you can get rich, you’ve succeeded. Or as Dennis DeYoung put it with Styx in 1977: “Don’t be fooled by the radio, the TV or the magazine; they’ll show you photographs of how your life should be, but they’re just someone else’s fantasy.”
Pressure is put on students by parents, peers and themselves to look at life in starkly materialist terms: how much money will I make, what will I own? One student back in Minnesota came to me when I was a TA and said her dad didn’t want her to go to Spain for a year because of what it would mean for her earning potential in her prime years (apparently he charted out what missing a year would mean). I told her that was insane, that what she’d gain from going to Spain would be invaluable for her life, and now she can afford to do it. She told her dad what I said (though she promoted me to professor in her story) and surprisingly he backed down, “well, if your professor says its worthwhile, then go.”
Now one could argue that one doesn’t need college to become a life long learner. Indeed, no matter what you think of the politics of Malcolm X, the story of how he educated himself — learning words and history while in prison — is powerful. If one truly wants to learn, one can. My experience is that most people don’t. It’s not that they don’t like learning, but they don’t know how much knowledge and understanding enriches a life. Even Malcolm probably wouldn’t have taken the time if he hadn’t been in prison, cut away from his life of what had been petty crime to that point.
Part of teaching is to get students to see that. One time after a unit on the Cambodian genocide a student was so shocked by what happened that he took a job the next summer to teach English in Cambodia. More often students talk about how what they learned changed how they look at the world, causing them to see both their future and their goals in a different light. That’s what college should be about — four years where your main job is to learn about the world and its mysteries from science, literature, how societies function, philosophy, world religions, and diverse cultures and countries. You can’t do all of that in four years, but if you get students on the right track they’ll want to keep learning as they go on — that’s the goal.
Ultimately if this world is made up of nothing but ripples in fields, life is transient and brief. Moreover, we don’t know what it is – it takes as much a leap of faith to say that the material stuff is all that is and once dead we’re simply gone as it does to say that something spiritual carries on. Our lack of knowledge makes both claims equally plausible. The fact that there is something rather than nothing causes me to think it likely there is something beyond this brief material existence, but who knows?
And if there is something important about living, it can’t just be acquiring material stuff. We need it, but at some level once we are able to survive that isn’t the sole meaning of existence, nor does it seem to bring growing pleasure. Someone who gets used to the luxuries of a millionaire’s life style probably enjoys them no more than how a middle class worker enjoys his or her material pleasures. Once you get most of the hotels playing monopoly the game gets boring.
People choose distractions – television, sports, celebrity gossip, the lifestyles of the rich and famous, religious fervor, ideological fervor, anything to help push aside the emptiness that an unexamined life yields. Education and exploring the richness of the world’s art, music, literature, science, cultures, etc. opens up avenues that enhance ones’ personal journey and spiritual reflections. We may not end up with the answers, but the journey becomes exciting and exhilarating on a deeper level. And isn’t the journey what it’s all about? After all, the final destination is the same for all of us.