Puzzles solving themselves

Day 16 – O’Keefe – Balancing humanities, STEM, immigration

American education is in perennial turmoil.  It’s not enough to have local and state goals and standards; now we are engaged in setting national goals and standards, because we are worried about international competition.  So we are emphasizing science, technology, engineering and math, which must take some time and energy away from the humanities.  We need hands-on skills more than ever, but after computer skills.  Is a “secular” education neutral and shared, or is it the greatest threat to free speech and George Washington’s ideals ever devised?  Can we train a generation to compete in industry and innovation, and also transmit cultural values?  In this turmoil, anyone with a simple answer is a fool or a liar.

Amidst the turmoil, I would argue that immigration is a huge blessing in the classroom.  It is a huge challenge, of course; administrators across the country are deeply brow-furrowed about expenses, SAT scores, how to engage parents, etc.  But surely, we value the ability to get inside the mind of another person, to listen, to understand, to push our limits, to identify our own pre-conceptions, to alter our assumptions calmly, to empathize – indeed, to love.  Students can learn that collection of skills/abilities/virtues in sports, or in music, or in history and literature classes.  Best, though: students can and do learn from each other, and immigration can help.

I hear the squawks.  “Latinos don’t value education!”  “Chinese don’t value freedom!”  “Muslims don’t value free speech!”  What a lot of nonsense!  Wading into the mental and emotional mix of a 21^st century American classroom is great preparation for life on this planet!

One example to make the point.  In an AP Lit class, I had a student from Israel and a student from the West Bank, who became close friends.  Both were funny, quick-witted, confused, articulate, foul-mouthed clowns.  I asked them once, what will you do if there’s a war, and you are on opposite sides.  They laughed easily, pointed at each other, and answered in unison, “Kill him.”  Then each of them explained, calmly, his loyalty to his family, culture, nation.  They were both eloquent; they listened to each other with humor but respect.  They enjoyed being shocking. 

Guess what?  We didn’t straighten out the whole Middle East in class that day.  The bell rang before peace arrived.  But I’ll tell you what.  That kind of exchange is possible in American classrooms.  It’s not the second coming of Christ, but it’s amazing and valuable.

I’ve seen Latino kids who fit the stereotype, who “don’t value education.”  But that kid comes with a whole family who want confusedly but fiercely for that kid to move ahead.  I’ve watched Chinese kids listen owl-eyed to other students arguing about the difference between freedom and license.  The most tolerant students I have known were Muslims aware of their critics.

Each mouth comes with two hands.  Hungers bring solutions.  Immigrants are a challenge and a puzzle planning to solve themselves.

Mr. Parrott?