The Curmudgeon Speaks

What is appropriate in teaching history has become controversial and now that I have spent some time listening to politicians discuss the matter confusing. This resource from FutureEd addresses the controversy regarding the teaching of concepts such as racism and sexism as part of the history of the U.S.. The FutureEd resource is helpful in framing the issue, but I think for those interested it is of great value to examine the laws proposed in different states.

I spend my formative years in Iowa and because the bills on these matters from Iowa appear on the FutureEd list I spent some time with one of the Iowa bills.

Iowa legislation – the following wording is taken from the bill, but based on the video of the discussion is vague. You should watch the video (linked from the presentation of the bill) because the back and forth between Democrats and Republicans appear to say you can teach these things, but not in a way according to the Republican speaker that involves scapegoating. The concept of scapegoating is really the key to understanding exactly what is being demanded.

f. Prohibit the use of curriculum that teaches the topics of sexism, slavery, racial oppression, racial segregation, or racial discrimination, including topics relating to the enactment and enforcement of laws resulting in sexism, racial oppression, segregation, and discrimination.

Scapegoating is defined in the following way

^Race or sex scapegoating” means assigning fault, blame,
or bias to a race or sex, or to members of a race or sex
because of their race or sex, or claiming that, consciously or
unconsciously, and by virtue of persons’ race or sex, members
of any race are inherently racist or are inherently inclined to
oppress others, or that members of a sex are inherently sexist
or inclined to oppress others.

So you are a history teacher, what does it mean that you can teach that racism and sexism are historical facts, but you cannot assign fault or blame? The reality of these practices should argue that the practices are evil and happened (or happen) and were the result of human behavior. As a consequence, I would find it difficult not to attribute blame or fault to the individuals perpetrating such behavior.

I came across this ABC news story identifying potential legal exposure stemming from mask mandates and the legal responsibility for providing a safe environment. Schools are in a very difficult situation with some states attempting to legally prevent schools from imposing a mandate. Districts that have decided to oppose antimask positions have been threatened with loss of revenue from the state. Whatever side of this issue citizens take, it seems obvious to me that schools are very vulnerable to suits whether it be the denial or individual rights or the failure to adequately protect students. If this starts happening, I would predict a strong move to distance learning as a remedy.

If it is safe, we hope to take one of those river cruises through part of Europe in a few months. My wife found a list of book recommendations for those taking this trip and I thought I should read one. The book I ordered from Amazon arrived today.

I knew the book was not a recent publication and I did think the price for a hardcover being half the price of the ebook version was kind of weird, but I did not expect a used book.

The book was in good shape and not marked up so I am not really bothered by receiving a book someone else has read. Here is what does bother me (see following image).

Inside the front cover I found this stamp. My daugher has one of those front lawn micro libraries that she purchases books for. I have at least one other relative that does the same thing. Of course, I don’t know how this used book came to be sold through Amazon, but the idea that someone may have taken a free book and then sold it through Amazon I find very disturbing. Those folks who take books for this purpose are similar to those folks who roam the aisles of second-hand stores seeing if there is a profit to be made in reselling goods given for free to such outlets bothers me a great deal. I don’t give used stuff to such outlets for this purpose and hope that those who need inexpensive resources can make use of inexpensive appliances or a free or cheap book.

Our lake place is close to the Forts Folle Avoine Historical Park and we enjoy visiting when the grounds are inhabited by reenactors. These folks reenact the rendezvous during which the Ojibwe and fur trappers would meet to exchange goods and relax at the end of the fur trapping season. The reenactors strive for authenticity and are willing to share the practices of the Native Americans and trappers. I have been to events at the Forts several times and enjoy discussions with the participants as much as whatever I can observe about the historical activities of the period they demonstrate.

These folks are serious about their hobby and attend multiple events during the summer. I imagined these folks to be history teachers and their families, but they are a diverse lot. I have wondered about the kids and their willingness to accompany their parents on the parents unusual way of spending significant chunks of their summers. It seems several have passed this interest on within their families. The candle maker (see later image) found that the life style was part of his relationship with his girlfriend and he found an activity he could portray.

Black powder weapons are always a big draw. I have watched marksperson contests in past years. This year the guy with the guns wanted me to fire his 50 caliber rifle. The bore on this thing is the size of a shotgun’s. The rifle was very heavy and would have been a challenge to carry hunting. I was surprised that it did not kick as much as expected. Perhaps this was also related to the weight of the weapon.

One of the few permanent sites on the rendezvous site is the clay ovens. Baking bread to sell to the trappers was evidently a great business. The demonstrations usually include the opportunity to sample something. The heat in the oven does not come from a live fire. A fire is started and then the coals removed. The heat is trapped by the clay. The baker said they sometimes cheat after the tourists leave. They leave the door open with a fire still going and make pizza.

The candle maker.

Smoking meat (chicken)

You may not recognize the names – Laura Edelson and Damon McCoy, but if you follow the tech news you may know that Facebook recently “unauthorized” researchers trying to understand misinformation circulated through Facebook. This was Edelson and McCoy – academics from New York University. I became interested when I read their frustration with the way they were treated by Facebook in the NYTimes (you may not have access – try some of the links I offer).

When their research. Edelson and McCoy received a short message claiming – Facebook says we used “unauthorized means to access and collect data” and that it shut us out to comply with an order from the Federal Trade Commission to respect the privacy of its users. The researchers claim they focus on the ads Facebook includes in user posts and not the identity of users.

In reading the article, I realized that I have been participating in the researcher’s work that is based on the installation of a browser extension – AD Observer. This extension collects the Facebook ads (and YouTube) you experience, shares this data with the researchers and with you, and shows you why you received the ads that you did. You provide some basic data to the researchers (see red box around settings) to help in the process of trying to understand why you were served the ads you experienced.

One thing I have learned by looking at the ads is that I would not necessarily label some of the ads as ads and it is interesting to know someone paid to target me with this information.

Here are a few additional links to these researches: A podcast with Edelson as a guest, Recode description of Edelson and McCoy situation.

I just finished reading Senator Klobuchar’s book on antitrust. This would not normally be a topic I investigate in-depth, but the topic relates to the constriction of options in journalism, textbook publishing, and social media. These are all areas I believe are important and innovation is being limited and public understanding diminished as a consequence. With so many topics, politicians end up being mocked for the understanding of issues facing the public (e.g., technology). Read the Klobuchar book and you will not hold that opinion about her understanding of this issue.

Getting through the book was a struggle. The topic is dense and there are a lot of legal positions to consider. Klobuchar made a statement (see above) that seems an apt description of so many issues we kind of understand, know the issues are important, but can’t get to the level at which our opinions would be strong enough to push for action. There are so many priorities government might address – why this one or that one? In this age of political weirdness, I think trust is such an important variable.

I discovered an interesting technological capability that might be useful. I highlight and annotate when I read. Diigo (a notetaking service I use) offers me a way to share these annotations. I think I will start doing this when I encourage others to read a given book.

I was thinking about the issue of requiring COVID shots at Universities after reading that a Federal Judge had cleared Indiana University to make this demand of students and faculty. What returned my attention to this issue was the University of North Dakota President making the decision not to require shots before students would be allowed on campus in the fall. Encourage everyone to get a shot – yes. Require a shot – no. UND was the institution where I spent most of my career.

The reluctance to take action to limit the spread and damage of this issue puzzled me. I see this as a failing of logic. I remember that UND had a requirement that incoming students and faculty prove they have had other vaccinations. I checked just to make certain I had not imagined this requirement. Nope the required shots were easy enough to find. Why then would the administration decide to allow those unvaccinated against COVID, a more likely health problem, to endanger themselves and others. The only explanation I could come up with was the Republican bias of the states. Politicians within the state had come under pressure for expecting masks and shots and administrators at a state institution seemed leery of similar criticism.

UND wants to promote the mantra – “Leaders go here”. Here is an opportunity to demonstrate leadership and stand for the facts and science you teach and you wimp out. The state’s Med school and a major nursing pre program are even located at UND. The claim this is a personal choice is bunk. Others should not exposed to danger because of your personal choice. Don’t be wimps.

We are taking a summer trip to visit several state parks in the upper midwest. We have plenty of time to go elsewhere, but the popularity of travel following the pandemic makes getting into National Parks nearly impossible.

We have been documenting our trips for the past several years and you are welcome to take a look at https:/grabetravels.blogspot.com or https://pixelfed.social/grabe. By the way, Pixelfed makes a great alternative to Instagram if you are interested in escaping from the Facebook empire.

Anyone besides me remember Joe Friday and his request – Just the facts, ma’am. (not what he actually said).

I am writing this in reaction to an MPR piece on the race and history controversy at Pequot Lakes – a small Minnesota community.

I have not faced people who act like this in person so I struggle trying to understand the arguments they might make. My attitude toward education begins with the role of facts in understanding. Education cannot be about teaching a fantasy. Facts are facts in small town Minnesota or inner city Minneapolis. This labeling problem the right uses claiming a given social program is socialism or facts about racism are the equivalent of critical race theory use poorly understood concepts to stoke fear and anger. If the facts make you feel sad or ashamed such reactions could be appropriate. I want to understand what educators have argued and whether such positions reflect the facts as established by those with the appropriate expertise. I also want to know that those trying to influence what teachers teach acknowledge those same facts.

I thought I should try to write something in personal recognition of our country’s recognition of Juneteenth.

The title of this post obviously implies a different focus, but there is a connection of sorts with Juneteenth. Just as Texans willfully ignored the end of slavery as a by-product of the end of the Civil War, too many continue to willfully ignore the injustices that plague this country and try to find ways to impose this ignorance on others who might be willing to learn the facts of reality. Juneteenth was about recognizing truth – the folks in Texas were still being treated as slaves when they were not. This had to change.

Some politicians use inaccurate terms to label practices in an attempt to confuse and misrepresent. Such has been the case with the Republican branding of political actions that benefit citizens as “socialism” and now the use of “critical race theory” in an attempt to prevent educators from teaching the facts of racial injustice. As has been the case with socialism, I doubt most could originally define socialism or critical race theory in a meaningful or accurate way. The words have a connotation that sounds scary or threatening.

I would refer folks to Wikipedia for a discussion of critical race theory. I believe most are quite capable of understanding that critical race theory is not about the basic historical facts of slavery or the theft of lands from indigenous people. I would describe critical race theory as more an academic position or philosophy to be debated which can be easily differentiated from the facts of history. One can use the facts in such debates, but the facts stand alone unchallenged.

Allow me to address the teaching of the facts of history. Let me begin with the intent of learning most subjects. I would describe one important goal as seeking the truth. While some may argue about the truth associated with certain phenomena (e.g., evolution vs. creationism), this is not an issue within the disciplines – e.g., science, history. If the discipline is religion, the presentation of the belief system within that discipline may be different. Truth is slippery in both science and history, but at least those who practice these disciplines realize this, and the processes of the disciplines are designed for improvement – i.e., embracing new facts as they are discovered and supported by evidence.

If I can work this out, I would think those with the background preparing them for public office can do the same. From this, I conclude that what Republican politicians present to the public when it comes to processes such as socialism and perspectives such as critical race theory are examples of purposeful ignorance. You can translate this as purposeful deceit (lies) if you need to recognize this in a more blunt way.

Let’s be honest about our historical past. This acceptance is not about making learners feel bad about themselves, but about making them better and more knowledgeable people. Each generation should want the next generation to improve and you don’t improve by ignoring personal or historical failures.