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Subsidize School Dropouts

Subsidize high school dropouts, advises Designer/builder in its March/April issue (article not available online). Our education system is hopelessly defunct, so we might as well reward those who realize it and strike out to learn on their own. A provocative argument, though I’m not convinced that every dropout with the Internet might be a George Washington or John D. Rockefeller, as Designer/builder suggests. Yet it is urgently necessary that we transform the American approach to education from a system in which “schools teach as if what is now thought true will always be true” into something that inspires “comprehensive self-initiation, management, and judgment of learning.”

The Perils of Gender Guy

If you spend much time in office meetings or college classrooms, you’ve likely run into Gender Guy. He’s an alpha male and a liberal, and he likes to talk about gender issues—in the workplace, in society, in the book you’re reading, wherever. He pontificates and patronizes; he interrupts and shouts down. He makes the rest of the room endure his pissing matches with men less enlightened, or with those who share his general opinions but oblige his desire to quibble over details, loudly and at length.

Gender Guy’s assumed expertise might come from overly simplified connections he makes between gender and race, or class, or sexual identity, or religion. It might be based on the fact that, as an intelligent and well-spoken man, he’s by definition an expert on everything. Or perhaps he thinks he understands gender because the word—unlike, say, “women”—suggests a subject that deals not with one gender’s concrete realities so much as, more abstractly, with the relationship between two.

This last point in particular interests historian Alice Kessler-Harris. Writing in the Chronicle of Higher Education, Kessler-Harris considers the consequences for her own discipline when, starting in the early 1990s, gender history began to take over the ground previously held by women’s history (subscription required). She allows that “gender is a tempting and powerful framework”:

Far more inclusive than the category of women, [gender] raises questions not so much about what women did or did not do, but about how the organization or relationships between men and women established priorities and motivates social and political action. While the history of women can be accused of lacking objectivity—of having a feminist purpose—that of gender suggests a more distanced stance… The idea of “gender” frees young scholars (male and female) to seek out the ways that historical change is related to the shape and deployment of male/female relations.

And yet, something is lost:

Gender obscures as much as it reveals… [I suspect] that in seeing the experiences of men and women as relational, we overlook the particular ways in which women—immigrants, African-Americans, Asians, Chicanas—engaged their worlds… We lose the power of the individual to shed a different light—sometimes a liminal light—on historical processes.

In short, Kessler-Harris worries that abstracting “women” into “gender” can have the effect of silencing the voices of actual women—a danger not limited to the rarefied world of historians. The tension between analyzing gender relations and highlighting female voices is an old one, and it’s as broadly relevant as ever. While Gender Guy’s opinions may be impeccably feminist, how helpful is this if the abstraction “gender” gives him cover to go on and on, preventing the women in the room from getting a word in?

Steve Thorngate 

Handiness Is Next to Godliness

WoodworkingA common criticism levied at the US educational system is that there isn’t enough time devoted to arts and crafts. “Our society devalues such handiwork,” Rabbi Danny Nevins writes for the Jewish website jspot.org, “but the Torah finds sanctity in sweat.” Students would do well to learn that “there are different types of wisdom,” according to Rabbi Nevins, and book learning is only one of them.

A similar point was made by Matthew B. Crawford in the New Atlantis, and written about in 2006 on Utne.com. Crawford writes that American society must reconsider its connection to manual labor. Learning and mastering a craft fosters self reliance and challenges consumer dependency, but too many people still value “knowledge work” over shop class.

Bennett Gordon




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