Thursday, June 27, 2013

Liberty and Justice for All

This column in the Big Horn County News is continued on the seventh paragraph below


There's been a lot of discussion in the news lately about our rights to privacy as U.S. citizens—what with spy drones and NSA data-bases keeping tabs on us all. I'm probably not the only one concerned about the role domestic surveillance should play in keeping our country secure. How much freedom is reasonable to sacrifice for safety? It's not an easy call. Our desire to limit our own freedoms and those of others seems to vary with how threatened we feel at any point in time.

 

This time of year brings to mind two important milestones in our nation's quest for liberty. June 26 marks the anniversary of the US Army's 7th Cavalry Defeat in 1876 at the Little Big Horn near Crow Agency.  Of course July 4th celebrates the day in 1776 when the United States Declaration of Independence was sent to King George of Britain. Both of these events remind us of how hard won our existing freedoms are.    They also remind us of how a few with liberty and power can withhold similar freedoms from others, leading to deadly conflict.

 

Throughout time and history nations have often viewed others' access to liberty as a threat to their own.  When we see those others gaining the liberties we cherish, we can so easily see ourselves losing.  Why is it so much clearer to us when our own freedoms are being threatened as compared to when we're ignoring the rights of others? Perhaps it takes the perspective of history to understand the underlying motives of fear and greed that influence our decisions.

 

It's easy to see how we might lose our peripheral vision in times of crisis.   One of our mother hens had similar trouble keeping track of her little ones in the rainy weather this spring.  She lost one early in the spring when it got separated and left behind during a foraging expedition in the field. It was too fragile to survive for long in the tall wet grass. Several days later we almost had another fatality.   Our hen was out with her brood when a storm struck. The wind rose suddenly, followed by cracking thunder and the first drops of a major rain falling. With the small ones unable to get back to better shelter, their mother spread her wings and hunkered down to protect them. We saw the storm on radar, and decided to bring her and her little ones into the shelter. But we didn't count them until we set them in the safe shelter. One was missing. So I carried the mother hen back out into the lightning, wind and rain, and set her down where we found her earlier.  She ran immediately a few yards and opened her wings.  She found the lost chick we couldn't hear or see, and fortunately none were lost.  

 

Our own struggles with freedom and security don't always have a happy ending.   Like our mother hen, it's easy for us to lose sight of all the pieces when we're in crisis or fear mode.   Our natural instinct is to protect our own, sometimes at the cost of the very principles we're striving to defend.   Yet, many people see protecting those whose liberties are being limited or lost as a sacred task.   Our common sense of morality recoils from the thought that our liberty depends on depriving others of theirs.

 

This summer, let's not celebrate our nation's unprecedented capacity with interrogation technology, surveillance, drones and guided missiles to successfully select and exterminate human liberty and life. Unlike what too many of our politicians, media and preachers claim, the Bible itself says this power does not grow our own liberty. Let's rather celebrate the compassion and strength we have found in our national history to side with those whose liberties have been limited. When the next media onslaught comes, let's count past ten and take time to listen and look for those lost. 

 

The column continues with resource links: www.greenwoodback40.blogspot.com

 

Both King George and the legislators behind General Custer's last campaign on the Little Horn were oblivious to the loss of liberty and even life stemming from their fears and selfishness. King George and the East India Tea Company were about to lose their liberty to extract tax money and profit from the colonists. He sent occupation troops to end the colonial rebellion. This was business as usual in the British Empire of 1776, despite the King's claim to be an advocate of human life and liberty.  They could have learned from the roots of our revolution and our struggle to build a constitution, but almost two hundred years later Britain was flagrantly and secretly violating this claim.

 

The new book, "Imperial Reckoning: The Untold Story of Britain's Gulag in Kenya," by Caroline Elkins, truth powerful empires want to hide, because it unveils a brutal and ugly side to their proclaimed quest for liberty. See Amazon's reviews: http://www.amazon.com/Imperial-Reckoning-Untold-Story-Britains/dp/0805080015

 

It's the sad history from the 1950's still being repeated today at Guantanamo and elsewhere. When we willingly sacrifice life and liberty of others outside or even inside our borders, are we really better than Custer or King George? Yet today nations deny and fail to see what we can better see in Big Horn County: that protecting those whose liberties are being limited or lost is a sacred task, a bigger task more worth dying for than the simple task of limiting (or ending) life and liberty for some.

 

Our common sense of morality recoils from the thought that our liberty depends on depriving others of theirs. We here can join vicariously with those who struggled for life and liberty, leaving the security of the US army posts in Colorado and Nebraska in the 1870's and venturing out to the good grass between the Rosebud and the Big Horn rivers to pursue life, liberty and happiness for their families. We can also join vicariously with those who signed that liberty-declaring document in 1776, knowing it was only a milestone in a struggle that continues beyond July 4, 2013, still calling us to a similar respect for the life and liberty of any human being.

 


David Graber

Hardin, MT  59034

graberdb@gmail.com

Tuesday, June 11, 2013

GEDs and Lost Opportunities


Additional comments and resource links follow the seventh paragraph below, after the Big Horn County News edition of this column beginning here:

 

I have been following the latest Big Horn County saga with interest.  At least this story doesn't involve prisons, confidence men, or Gitmo (not yet, anyway).   This time we're struggling to find a way to fund a popular GED program, housed at Crow Agency.   In my opinion, this situation reflects what I've seen happen many times in the past.  We just don't seem to have a good system for locally sustaining programs when the grant funding expires.  Our default approach seems to be listing reasons why some other agency should be responsible for paying.  Beyond that we might join the naysayers trumpeting that services are not producing results at some hypothetical national level or about why certain people don't deserve a hand-up.

 

This concerns me for the future wellbeing of our community.  Is it really possible that we Big Horn County citizens can't figure out how to pool available resources to improve the circumstances of families in need?  It's clear that without a high school diploma or its equivalent, families are at significant risk for poverty and all its accompanying problems (homelessness, substance abuse, domestic violence). This places a burden on schools, on our county tax base, and on state and tribal family assistance resources, and ultimately makes prisons a big business. Many funded programs in our county are designed to target the very same at-risk families who would benefit from GED attainment.  It seems hard to believe that there is no way to allocate a small amount of resources from several family service providers and public agencies to fund a multi-agency supported GED program.

 

I wonder whether the underlying issue is really part of a worldwide wave of hostility toward the poor. We are living in times of austerity and it seems popular these days to blame the victims of the economic downturn for their misfortune.  It's all over the media and even in Big Horn County:  No more handouts for the poor.  Many of us struggle with this message from a religious, as well as social morality perspective.  

 

Righting the wrongs limiting people's access to life resources, including meaningful jobs, is at the heart of the New Testament (for more, see my blog listed below).

It was the people skills of civility, trust, accountability, and care for the common good that really differentiated the early church from the surrounding culture of the first-century Roman Empire.

 

People skills are also at the heart of what is needed to make all students more successful in life.   Academic attainment accounts for only a small portion of what it takes to complete a degree or work effectively with others in a job setting.   We've all experienced brilliant colleagues who we dreaded working with because of their clashing personalities or lack of teamwork.   Anyone who has tried to get their computer repaired has probably encountered one of those technically competent, but agonizingly patronizing young "service" technicians.  

 

Research studies on the benefits of GED programs are often misinterpreted as showing little value to these prep courses. However, many leaders in the field are far from recommending the end of GED programs.  Instead they advocate for ending our modern education obsession (from early childhood through adult) with easily tested factual-based knowledge.  Over time, we have cut way back in structures and programs that build motivational, character, and people skills.  Research has found that without these life skills, prospects for success in anything go way down. This includes both high school dropouts and GED graduates, both of whom score low in these life skills. But GED adult education programs can be taught in ways that emphasize those important social-emotional skills of civility, trust, accountability, time consciousness, respect and generosity, while students are preparing to pass the paper and pencil tests.   

 

We happen to be blessed in Big Horn County with educators who value the importance of people skill development and know how to teach these vital skills.  It would be most interesting to investigate the success of our Big Horn County GED graduates and compare those with the nationwide average.  My bet is that both our Hardin and Crow Agency centers would score way above the national average. Of course, in order to do such a study, we'll need to find a way to fund the type of instruction that actually makes a difference for our young adults. Is this really beyond our capacity?

 

This ends the Big Horn County News edition. The column continues:

 

Of course, there's a plethora of misinformation in the media quoting research proving the GED and Headstart programs are just a waste of time and taxpayer moneys.  Dr. James Heckman and Tim Kautz of University of Chicago are prominent among education researchers studying the causes and effects of the GED programs nation wide. They are currently working on a book called, "The GED and the Role of Character in American Life." Their research measures of success of young people in three categories: 1) those who graduate from high school, 2) those who pass the GED, and 3) those who simply drop out.  They found little improvement by young people who earned a GED certificate over those who simply dropped out of high school. So should we just end these programs?

 

Dr. Heckman's GED project site:

http://heckman.uchicago.edu/page/general-educational-development-ged

 

Dr. Heckman regrets that our national education system so prioritizes cognitive skills and neglects the non-cognitive.  The tests and training themselves are no attempt to measure non-cognitive skills

 

In fact, the two are related, and integrally intertwined.  And this element in itself should speak volumes to curriculum designers for our public schools, as well as the whole new emphasis on testing of cognitive skill development. 

 

 Heckman:  from his University of Chicago web page: http://heckman.uchicago.edu/

 

"I am actively working with personality psychologists, developmental psychologists, quantitative sociologists, statisticians, and neuroscientists to understand the biology and social science producing inequality in health, in labor market outcomes and in society at large."

 

The GED programs and our public high school education programs are both based on prioritizing cognitive over non-cognitive skills. 

 

But in fact, Dr. Heckman is deeply concerned that GED programs research has been quoted and used to support curtailment of GED programs.

"Investing in our Young People" A study in the variations in human life cycle skill development, by James Heckman,  University of Chicago, University College Dublin, and The American Bar Foundation.  November 15, 2006. This is available online: http://jenni.uchicago.edu/human-inequality/papers/inv-young-rep_all_2007-01-31b_mms.pdf

 

According to Mr. Kautz, his colleague:

http://www.washingtonpost.com/local/education/young-ged-test-takers-miss-out-on-high-school-experience/2013/05/12/88df6cfc-ab67-11e2-a8b9-2a63d75b5459_story.html

 

"The entire (child development) literature assumes that ability is an innate, scalar, age-invariant measure of cognitive skill. This early point of view still prevails in most quarters of economics. …. Noncognitive traits were neglected in empirical research and treated as "soft skills," peripheral to the study of educational and labor market outcomes.

 

Historically the GED is counted as equivalent to HS diplomas on the census. That's hidden a growing problem with actual graduation rates. If you don't count GED recipients as high school graduates, the graduation rate among African-Americans hasn't increased since the sixties.  "If it deludes people into thinking we've fixed social problems that we haven't, that's also a big cost. Because papering over a problem is not going to make it go away," says Kautz. 

 

But GED testing service says it's correct to count the GED as equivalent to high school. "Who determines if it's actually equivalent is the consumers, which are colleges and employers," said CT Turner, Director, Public Affairs & Government Relations for GED Testing Service. He says 98% of colleges accept the GED."

 


--
David Graber

Hardin, MT  59034

graberdb@gmail.com