POTEMKINS ON PARADE! Brooks and Collins blathered about a problem they dont understand: // link // print // previous // next //
THURSDAY, OCTOBER 7, 2010
Its not that simple at all: Why has it been so easy for plutocrats to rule the discourse in so many policy areas? Why has it been so easy to deceive the public with an array of deceptions, misdirections and cons? We strongly recommend this post by Digbythough we think her post is bad wrong.
Digby discusses a recent effort by Paul Van de Water, a senior fellow at the Center on Budget and Policy Priorities. Roughly twenty-five years into the modern discussion of Social Security, Van de Water has offered a paper in which he trie[s] to correct some of the misinformation that critics of Social Security have been spreading about the program. The timing is comical on its face, but that isnt Van de Waters faultand that isnt the problem with his effort. Indeed, even at this late date, the liberal world badly needs to know how to counter the deceptions and spins which have been relentlessly spread about this essential program.
Digby offered the following post by Van de Water, saying we liberals should memorize it. Because she posted this full essay, we will post it too:
See how simple that is? Digby writes, at the end of Van de Waters post. But it simply isnt that simple. It isnt that simple at all!
You can memorize that piece all you like. If you work from those talking-points, frameworks and explanations, you will quickly be over your head when confronted with the frameworks and claims the public has endlessly heard. If you debate this matter, youll soon hear that the left hand has borrowed from the rightand youll hear about those useless IOUs. Van de Water mentions the latter in this post, but he does a very poor job explaining how to discuss them.
Digby is a classic tribal liberal, a fact she displays in her reaction to this largely unhelpful presentation. She likes this piece because its persuasive to her; it doesnt seem to enter her head that it wont be persuasive to the tens of millions of disinformed voters who dont already agree with her outlook. This of course is the nature of tribal thinking. The tribal player must never stoop to consider the outlooks or understandings (even when bungled) of those on the other side.
Over the last quarter century, many voters have been fooled by a skillful set of cons about Social Security. Careful, skilled work went into the creation of these skillful cons; it isnt simple to defeat them, and Van de water shows little real skill at this task in this piece. In its essence, this is a piece written by a liberal for other liberals. But it leaves a vast array of skillful cons unaddressed.
Van de Water does some work in his full paper that is more helpful. But his helpful points are buried in a blizzard of useless verbiage. Thirty years into this debate, our side has barely tried to respondand when we do try, we show little real skill at the task.
Despite that, one of our biggest players is mightily pleased by this fumbling effort. She says we should memorize this work, its so good. See how simple that is? she exults.
To this, we have a mordant reaction: Given how easy we are to please, can you see how simple it is to control the discourse with a set of skilled plutocrat cons?
PART 3POTEMKINS ON PARADE (permalink): Does Americas upper-end pundit corps hate American kids? Its stunning to see the way they discuss public schools, pretending to understand a topic that really know nothing about.
Consider the languorous, know-nothing chat conducted by Lady Collins and her colleague, David Brooks.
In this, their weekly Conversation, the pair of Timespersons made pixels die as they discussed the public schoolsas they pretended to muse about the interests of Americas children.
To all appearances, the pair know nothing about this topic. They do know the conventional lines of debate which have emerged from our educational expertsand, as always, the experts have been flogging One Key Major Theme. In this, his first statement of the day, the pundit Brooks cleared his throat and moved directly to it:
People learn from people they love. As a discussion of Americas massive educational challenges, that is so stupid it hurts.
Brooks was talking right out of his assbut he seemed to know that he spoke for The Group. He discussed the progress we have made over the past decade; he referred to the things we have learned in the process. In Faddington Square, where his Group Ideas dwell, the current focus of the swells involves the idea that we need better teachers. And so, everything this empty suit says relates to the chords of affection found between students and teachers.
Its the only thing hes heard about. He knows nothing more about schools. Anything that enriches the space between a student and a teacher is good, he poetically says, speaking directly out of his ass. Anything that makes it more frigid is bad.
Brooks doesnt know what hes talking about. Then too, as Tonto once asked: Who is this we, kemosabe?
We! Has Brooks ever dirtied his pretty pink hands inside the walls of a low-income school? Has he ever spent any time examining the real state of play of these institutions? Here at THE HOWLER, if we had to summarize the progress weve made in education over the last decade, we would mention the large score gains in reading and math recorded by black and Hispanic kids on the National Assessment of Educational Progress.
Presumably, those score gains were pushed along by our teachers. Question: Does Brooks even know that these large score gains exist?
In the world of Brooks, of course, we are the educational expertsthe hapless Potemkins who reliably fail to see whats happening in the schools. For decades, our hapless educational experts have flounced about from fad to fadwith the nations education correspondents repeating each Standard Bromide. Now, Brooks had poetically channeled their latestand Collins agreed, of course:
Collins began to guess what would happen if you eliminated tenure completely. But go aheadread this full Conversation. Neither pundit voiced any idea about low-income schools that went outside the framework of teacher quality. And good lord! As he continued, Brooks began waxing again:
Poor Brooks! He mourned the calcifying forces that decimate relationships between students and teachers. Essentially, that is perfect crap, spoken by a company man who doesnt have the slightest idea what hes talking about. You might as well ask our next-door neighbor to discuss the Bolshoi Ballet.
On balance, Brooks and Collins crafted a safe conversation, coloring neatly between the lines of the Current Official Debate. In essence, Brooks said the teachers unions have been a problem; Collins said they havent. The high lady made a similar argument in last Thursdays column, when she broke her personal rules, stooping to discuss a real issue. But alas! When the lady considered the unions, this was the best she could do:
Theres no evidence that teachers unions are holding our schools back, Collins proclaimed. After all, Finland has unions! That fact, of course, cant settle the current disputes about the conduct of our teachers unions, but it seemed good enough for Collins. After that, she fell back on a geographical correlationour unionized states tend to have better scores! Sigh! For reasons which stretch through American history, our unionized states tend to be in the north; our low-scoring states tend to be in the south. There is no particular reason to see this as anything more than coincidenceexcept when clueless-but-very-high pundits pretend to discuss public schools.
In last weeks column, Collins said that Guggenheims film had managed to spark a great debate. A few days later, she and Brooks proved that this isnt the case. Do we want a great debate about the nations public schools? Yesterday, we offered three prescriptions for such a discussion. Today, well scan three more.
In bold, three more prescriptions for a great debatea debate you will never see:
Discuss the full range of issues and problems: Guggenheims simple-minded film focuses on teacher quality, nothing more. But go aheadre-examine the painful scores achieved by black and Hispanic students on the 2006 PISA science test, the international test which is ballyhooed hard by Guggenheims simplistic film (see THE DAILY HOWLER, 10/4/10). Scores like that dont emerge from thin airand they arent the sole creation of teachers. They come from poverty, and from brutal history; they emerge from the low literacy levels within this nations low-income homes. (Finland is a middle-class, high-literacy nation.) If we want to continue improving the scores of our deserving low-income kids, we have to look to something more than the calcifying forces that decimate relationships between students and teachers. We might look at these things:
We might look at preschool education. (At the age of three, kids from low-literacy backgrounds are already far behind their middle-class peers. See THE DAILY HOWLER, 11/28/06.)
We might look at curriculum and instructional materials found within the schools, starting with kindergarten. (When they arrive for kindergarten, many low-income kids are way behind in basic skills. Are appropriate adjustments made? In fourth grade, many low-income kids are working on first grade level, were told. How are they being instructed?)
Might we also consider the way low-income kids are raised in the home, long before they get to school? Consider:
In December 2005, William Raspberry retired from the Washington Post, taking his 39 years as a columnist with him (and his Pulitzer Prize). He returned to his hometown (Okolona, Mississippi) to expand and sustain the Baby Steps program, a program designed to help low-income parents raise more literate kids (see THE DAILY HOWLER, 1/21/06). Five years later, what has Raspberry learned from this effort? Might programs like Baby Steps bear fruit for the delightful, deserving kids who were born into loving, low-income homes? Darlings! Must we tell you? Raspberry has been dropped by The Club since undertaking this déclassé effort! In recent years, Raspberry and his Baby Steps program have been discussed in the (Tupelo) Northeast Mississippi Daily Journal. But the better class of national papers havent dirtied their hands.
Presumably, teacher quality is part of the issue as we confront our massive educational challenges. But its only one part of the issue, and the nations philandering pundits show few signs of grasping this fact. To all appearances, neither do the Potemkin experts the nations elites keep on hand to frame preferred narratives. Needless to say, the nations film-makers dont have the first earthly clue.
Discuss the wide range of players who fail: At present, journalistic pseudo-elites enjoy discussing the alleged failure of teachers, an offensive group who ought to be glad were willing to pay them at all (see THE DAILY HOWLER, 9/29/10). At the same time, they break their backs to avoid discussing the failures and frauds of powerful playersthe failures and frauds of the Big Major Players who are part of their own high class. Who are some of these major players? These:
State education elites: The state of New York just copped to a statewide test score fraud; your major newspapers are breaking their backs to avoid exploring its genesis. (In real time, teachers warned that it was occurring. As head of the New York Times editorial board, Collins mocked what they said.)
High-ranking national players: In New York City, Chancellor Klein should have known that this fraud was occurring. You will never see him questioned about why he said and did nothing. Unmistakably, Michelle Rhee seems to have lied about her own success as a teacher as she fashioned her own post-teaching career. Everyone has agreed to look away and pretend that she didnt do this.
High-ranking, elite pseudo-journalists: Wendy Kopp parades about, spreading ridiculous tales about the success of the Ivy League kids who form her Teach for America program. Her representations are absurd, a disgraceand they confuse the public debate. But when she went on Charlie Rose, the Manhattan gentleman floundered and fawned. Kopps bogus tales have been widely accepted; theyre a key part of the union-trashing narrative which now rules our great debate. Deferring to every damn-fool thing she said, Rose conducted one of the worst interviews of all time (see THE DAILY HOWLER, 7/10/08).
Top education correspondents: At the Washington Post, Jay Mathews is one of the nations leading education correspondents. In 2006, he turned out to be such a rube that he featured a low-income school at the top of the Posts front page, bragging about its tremendous success. In fact, the school turned out to have the second-lowest reading scores in the whole state of Virginia! Mathews had been conned by Virginias statewide test score scambut his fellow elites agreed not to tattle. Their reaction? They kept their traps shut about the statewide fraud; they hid the fact that Mathews got conned.
In short, many players have floundered and failed, even as test scores have improved. Modern pundits attack teachers only. Its the official scam.
Stop the moral preening: As these bozos pretend to proceed, they rarely fail to help us see their own exquisite moral greatness. Guggenheim has crafted a destructive, simple-minded thesisa thesis which advances the teacher-bashing and union-bashing preferred by current elites. But his interviewsand apparently, his filmare built around his own moral greatness. Poor Guggenheim! He feels so bad as he drives his kids to private school in Los Angeles! As these people make jokes of our discourse, could they at least refrain from making us marvel at their personal greatness?
Tomorrow, well offer three more prescriptions. Bringing in the eternal note of sadness, well even ask where the liberals have been.