Mountain men and settlers

Joel Adkins at the Twain Blog recently posted "The Academia Gap and the New Philosophers." It seems to have struck a nerve with a good many readers, leading to some interesting reactions by Scott McLeod, Dean Shareski and other commenters.

In summary, Joel wonders if the gap between the "philosophers" academics, consultants and regular blog writers (with seemingly more discretionary time to muck about with new technologies) and the K-12 front line (who actually have real jobs) is growing. He pointedly muses:

I wish I could Twitter and Plurk all day too.
I wish I could research blogs and contribute to the online conversation like they do.
I wish I could Ustream and connect with this global philosophy shift in live streaming.
I wish I could participate in their witty and fun conversations and travel tips they share all day and night.
I wish I could get online and ask for participants from your district because mine…well..they gave up on listening to me months ago because I am “too far out there”.
I wish I could read all those books you all talk about and listen to those podcasts while I get ready to take on a new day.

But I can’t. I have to work.

This resonates with me at some level - given that I have a day job and all. But this is also the same old, same old whine about theories from the ivory tower of education vs. the hard realities of the classroom and library.

Cry me a river. This was my reply to Joel:

I suspect many of your "philosophers" see technology as an avocation, a hobby or a means of personal gratification/identification. When people ask me how I find the time to write, my simple reply is that I don't golf, garden or fool around.

I have resolved (in my own weak mind) the dissonance between the "philosophers" and the practitioners by looking at them through the historical lens of the mountain men and the settlers. Both played important roles in developing the West, but were very different. I see many of the edubloggers, early adopters and tech advocates as the "mountain men" of the virtual frontier. Not everyplace or everything they encounter will have value or be useful and they won't get everyone to go West. But it is vital to at least scout it out and urge others to move into new territories.

(Forgive the sexism of mountain "men" and non-revisionist historical view that populating the US was a good thing. Sigh..)

Anyway, read Joel's posts and the interesting comments that follow. You'll have time if you only play nine holes instead of eighteen today.

"Liver-eatin' McLeod" Mountain man of the virtual West.
Image from: http://www.legendsofamerica.com

A "Duh" moment

Why did it take me so long to figure out that I could add my favorite NYT columnists to my GoogleReader? Instead of scrounging online, hoping the local papers might pick up one or two columns, or trying to remember to go to the NYT website, I now have my own subscription to each of them:

http://topics.nytimes.com/top/opinion/editorialsandoped/oped/columnists/davidbrooks/?rss=1

http://topics.nytimes.com/top/opinion/editorialsandoped/oped/columnists/maureendowd/?rss=1

http://topics.nytimes.com/top/opinion/editorialsandoped/oped/columnists/paulkrugman/?rss=1

http://topics.nytimes.com/top/opinion/editorialsandoped/oped/columnists/thomaslfriedman/?rss=1

 

Maybe I am a hopeless Digital Immigrant Idiot.

Building the capacity for empathy

"I feel your pain." President Clinton

Stephen (Lighthouse) Abrams pointed out a fascinating article about how reading fiction builds social skills and empathy:

A group of Toronto researchers have compiled a body of evidence showing that bookworms have exceptionally strong people skills.

Their years of research ... has shown readers of narrative fiction scored higher on tests of empathy and social acumen than those who read non-fiction texts.

I suppose for most readers, especially librarians and English teachers, this is a "Well, duh!" sort of conclusion. But it is gratifying to have our observations confirmed.

Empathy? Social acumen? Necessary for surviving and thriving? Our national associations and gurus seem to think so.

From NETS 2007:

Students ... develop cultural understanding and global awareness by engaging with learners of other cultures. ...use multiple processes and diverse perspectives to explore alternative solutions.

From  AASL’s Standards for the 21st Century Learner 2007 ...

Students will: Consider diverse and global perspectives in drawing conclusions. ...show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

From Daniel Pink's A Whole New Mind:

Not just logic, but also EMPATHY. “What will distinguish those who thrive will be their ability to understand what makes their fellow woman or man tick, to forge relationships, and to care for others.

The unsung hero of success is empathy. Understanding the needs and desires of others is critical for leaders, salesmen, politicians, lotharios, preachers, CEOs, writers, teachers, consultants ... well, just about everybody. The better one understands others, the more effective one can meet their needs, appeal to their self-interests or, I suppose, manipulate them. And with a global economy, our empathy needs to extend beyond our next door neighbor.

The question is, then, can empathy be learned - and how? Is there a small muscle somewhere in the mind or soul that can be exercised, stretched and built that allows us to more fully place ourselves in others' shoes?

Reading fiction - especially when the setting is another culture, another time - has to be the best means of building empathic sensibilities. How do you understand prejudice if you are not of a group subject to discrimination? How do you know the problems faced by gays if you are straight? How does it feel to be hungry, orphaned, or terrified when you've always lived a middle-class life? Harnessing the detail, drama, emotion, and immediacy of "the story," fiction informs the heart as well as the mind.

Viewing the world through the eyes of a narrator completely unlike oneself, draws into sharp detail the differences, but also the similarities of the narrator and reader. And it is by linking ourselves through similarities - common human traits - that we come to know others as people, not just stereotypes.

Unfortunately, as school budgets are stretched, school library funds that purchase quality fiction and school library professionals who select and promote quality fiction are too easily axed, replaced by reading programs, specialists and tests of basic comprehension.

The question is never asked: If one can read but is not changed by reading, why bother?

Maybe I will scrap my plans for reading Shirkey, Suriwiki, et. al. this summer and pull up a few good novels on the Kindle instead...

Oh, my nominee for best empathy building novel I've read recently is Haddon's The Curious Incident of the Dog in the Night-Time. Reading it left me with a better understanding of autism and autistic children. A recent empathy builder you can recommend?