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Michael Few is a retired military officer and former editor of the Small Wars Journal: we are honored to offer our readers this guest post by a good friend of this blog.
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This fall, I’m hoping to begin teaching high school social studies as well as an elective on Global Issues or Wicked Problems (WPs). WPs are those messy, seemingly intractable problems that seem to evade solutions from conventional planning and decision making methods — terrorism, poverty, water rights, etc… These types of courses are already being taught in the school system where I live, and my hope is that I will be able to become a force multiplier given my experience and background.

Eventually, if this elective course takes off, then I would like the final project to be a collection of TEDx talks, where the students describe a problem, discuss past failed efforts to tame the problem, and offer coping strategies or new solutions.

As I am doing my initial reconnaissance of the student demographics, the first striking data point is their age. The incoming freshman class would have been born in 1998, and the senior class born in 1995. A second surprise that I received is the socio-ethnic backgrounds. Along with the expected mix of white, black and Hispanic children, my school district has a significant first generation Indian population, whose parents teach or work in the Research Triangle Park or surrounding universities. Moreover, there is a minority of Burmese refugees who have found a safe home after fleeing a repressive regime.

How do they see and understand the world?

The attacks of 9/11 were but a faint memory; the Cold War is ancient history. Their childhoods were formed with the Iraq and Afghanistan wars in the background, and their pop-culture heroes are Navy Seal Team Six and Call to Duty video games. Drone strikes and the intervention in Libya are normal for them.

It is the way things are. We fight terrorists in other countries in order to protect our way of life. But what is a terrorist or an insurgent? Is it simply someone that disagrees with you?

These students have much bigger problems to solve than simply pacifying villages in the remote areas of modernity. By 2040, when these students are in the prime of their lives, the world population is expected to be nearing nine billion with increased competition for basic resources as the world passes through peak oil and peak fresh water.

If the United States is to remain strong, then these children are our hope. They will be tasked with leading the nation, finding new solutions to coming crisis, and developing innovation in technology, science, governance, and medicine.

As I am developing my teaching philosophy, I am using the same process that served me well as a commander in the military. My purpose is to help develop, mentor, and coach: 1. leaders of character, 2.involved citizens in the nation who understand that rights must be complimented by responsibilities, and 3. the individual self-confidence to pursue a good life respecting themselves and others.

Initially, I want to challenge them to rethink what they’ve been taught or think they know. I want my students to think for themselves and determine what right should look like.

First, I began studying Reinhold Niebuhr. Now, I’m spending some time reading Saint Augustine’s “City of God” and rethinking Just War Theory. If we zoom up from just drone strikes and look at our continued military action across the globe, do we still have the moral high ground? I don’t know. As Saint Augustine wrote,

Whoever gives even moderate attention to human affairs and to our common nature, will recognize that if there is no man who does not wish to be joyful, neither is there anyone who does not wish to have peace. For even they who make war desire nothing but victory — desire, that is to say, to attain to peace with glory. For what else is victory than the conquest of those who resist us? And when this is done there is peace. It is therefore with the desire for peace that wars are waged, even by those who take pleasure in exercising their warlike nature in command and battle. And hence it is obvious that peace is the end sought for by war.

When I quoted Saint Augustine in a comment here, Mark Safranski, the Zen of Zen, replied,

The high ground is in the eye of the beholder. Some people cheered 9/11, including a few American radicals. With multiple-audiences watching 24/7, some will disapprove of our merely existing and bitterly resent and deny the legitimacy of our fighting back because they prefer us defeated and dead. Other audiences are more fair-minded and these are a good barometer – if we are winning them over, securing their admiration and isolating our opponents, our moral behavior in the big picture is apt to be reasonably on track. If we are repelling them, isolating ourselves, driving others to the side of our enemies, then chances are fairly good that we are going astray.

Zen’s point is well-taken, but I disagree. Following a moral life is not based on how others feel about you. It is through living a life that subscribes to your believed philosophy, spiritual norms, and values and beliefs particularly when you have to make an unpopular decision.

John Arquilla, in his most recent “Cool War,” said it best,

’It is well that war is so terrible,’ Confederate General Robert E. Lee once said, ‘lest we should grow too fond of it.’ For him, and generations of military leaders before and since, the carnage and other costs of war have driven a sense of reluctance to start a conflict, or even to join one already in progress.

Caution about going to war has formed a central aspect of the American public character. George Washington worried about being drawn into foreign wars through what Thomas Jefferson later called ‘entangling alliances.’ John Quincy Adams admonished Americans not to ‘go abroad in search of monsters to destroy.’ Their advice has generally been followed. Even when it came to helping thwart the adventurer-conquerors who started the twentieth century’s world wars, the United States stayed out of both from the outset, entering only when dragged into them.

Today, war has become too easy and not too terrible. With our global hegemony in military strength, we can force our will at any time and any place.

But, what is the right thing to do?

What is the moral high ground?

These are some of the questions that my students will eventually have to answer.

[ by Charles Cameron — games in education — written in 1996 for friends on the Magister-L mailing list — for background, see In response to Lewis Shepherd ]
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I’ve been thinking about education, “edutainment” and games, with special reference to Myst-type games, Glass Bead Games and Universities not unlike my own alma mater, Oxford…

Here are some preliminary ideas…

I: Proposal

There is no reason why the books in a MYST-like game shouldn’t be real books.

Yeah? So?

There is no reason why studying the books in a MYST-like game to gain access to the information needed to “solve puzzles” within the game structure and gain access to more advanced levels of the game should be any different from studying the same books in an OXFORD-like university to gain access to the information needed to “pass exams” within the academic structure and gain access to more advanced levels of knowledge…

There is no reason why education and game should not merge. OXFORD is a walk-thru MYST, and the puzzles are exams. Education is Game, the supreme Game of life itself.

The only thing needed to make the future of computer game playing and the future of computer education one thing is a concept of gaming which extends as far as the concept of education — and Hermann Hesse’s Glass Bead Game does this.

A future Glass Bead Game with Myst-like properties could encompass the entirety of education, because (a) unlike chess it deals in the sum of human culture and knowledge while (b) its own skills involve a chess-like mastery: its game aspect stretches as high as its knowledge base.

We already know from such things as Sesame Street that learning about “fiveness” can take place at the intersection of education and entertainment, with a kangaroo bouncing five oranges on a trampoline and gleefully calling out “five, five”. We suspect that at this level, the entertainment element adds to the student’s interest in learning.

We also suspect that at higher levels of learning, entertainment quite naturally gives way to the “more important” educational element. No need to entertain, the subject itself fascinates…

But Feynmann — the Nobel Prize man, the drummer, the CalTech fellow — entertains while he educates, educates while he entertains: it’s an aspect of the nature of his genius…

The future of education lies in a Game involving mastery in the acquiring and manipulating of knowledges, both in depth within individual disciplines, and in breadth across them. This is the future of the Glass Bead Game…

It is stored on megacomputers. It is accessible through cable lines coming into your home. It is displayed on your new hi-res TV screen. Think of a terabyte holographic storage device which could transfer info in or out a gigabyte per second… Its architecture contains “rooms” at all levels of learning from K through post doctoral, in all subject areas. Any student of whatever age can access any “room” to which he has solved the “prerequisite” puzzles. The “rooms” contain a massive library of “books” and an equally impressive video library…

Imagine a world in which the very best classes taught at Harvard, Yale, MIT, CalTech, Stanford, Oxford, Cambridge, Heidelberg, the Sorbonne are accessible on the web in video form…

Imagine a world in which students can supplement their “live” classes with access to a virtual environment of this sort…

The arts — at the level of a Mozart, a Bach, a Yeats, a Shakespeare, a Leonardo, a Michelangelo — are games. Creative play with a very high order of skill…

Imagine the Great Game…

II: Background

That’s the main thrust of where I’m going, but it may help if I add in some background, in the form of the following notes:

I am wondering about a number of “threads” that seem to come together somewhere hereabouts:

(i) a recent effort in California to put together all the information in a “geography” curriculum from kindergarten through — I think — the second year of college on videodisks, in such a way that a student of any age could move as far and as fast through it as his/her ability to give “correct” answers to the quizzes along the way permitted…

(ii) the notion that large film archives such as those maintained by the studios may in the not too distant future be accessible on-line, with real time delivery along fiber optic “phone” cable for display on the “tv” screen…

(iii) the notion that all the classes in, say, Harvard, Yale, Stanford, MIT, CalTech, Oxford, Cambridge, Heidelberg… could be videotaped, also in the not too distant future, and be made available in a similar fashion…

(iv) efforts to put large libraries online in toto: I gather from an IBM commercial (!), for instance, that the Indiana musicological library is now available to the daughters of Italian vineyard owners over the net…

Putting these all together, I see the possibility of computers storing and delivering enough in the way of first class lectures and libraries to allow students of whatever age to move as far and as fast through self-education as their interest and capacity to pass quizzes permits…

III: Invitation

The “proposal” and “background” above, taken together, represent the thinking I’ve done so far, and the direction I hope to take — they’re my personal “state of the art” on all this. I suspect there are people already working on many of the ideas that go into this mix — but that the overall vision here is a “gourmet” version, and that we’ll get pretty thin soup if we leave it to people outside the GBG environment to do all the cooking.

There’s further background on the origins of Myst-like games in the classical Art of Memory in my piece The Mysts of Antiquity.

Please feel free to contact me if you are interested in discussing these ideas in more detail.

[ by Charles Cameron — prescience, edutech, a twitter exchange — Glass Bead Games, Harper’s magazine and Microsoft ]
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Twitter avatars, left to right: Mark Safranski, Enriqueta Turanzas, Lewis Shepherd
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Mark Safranski, whom I like to think of as the Zen of Zen since there are now three of us who blog here, was tweeting with Lewis Shepherd and Enriqueta Turanzas about the future of education the other day, and Shepherd — who blogs at Shepherd’s Pi and is, as far as I know, Director of the Microsoft Institute for Advanced Technology in Governments — tweeted a phrase that caught my eye:

Education’s future = MMPORG

My friend Mike Sellers had released the path-breaking game Meridian 59 in 1996, and Richard Garriott coined the term MMORPG (for massively multiplayer online role-playing game) in 1997 — so the tech side of things was just swinging into view in 1996-97, though it would be another five years before MIT began offering courseware (2001), and eight years before Games for Change was founded (2004).

Back in 1996 and 1997 I was writing up my ideas on education and games for the Magister-L mailing list, and pushing them on anyone who would listen at the Computer Game Developers’ Conference — now renamed the GDC, since it has since become obvious that games and computers are a match… and to shorten a long story, my ideas back then seemed to me to rhyme with Shepherd’s tweet this week.

And rhymes between ideas are important to me.

I tweeted back to Shepherd, offering a link to a piece I’d written in 1996 titled Myst-like Universities, Oxford-like Games? — and along with the link, my tweet said, ee cummings style:

if i wrote this in 1997 i was prescient, eh?

To which Enriqueta, bless her, quickly agreed, while Shepherd responded:

Prescient, yes. And if you patented it in ’97. you should get a call from Sebastian Thrun : )

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So.

That got me thinking, and I went back to look a little more carefully at what I’d written back then, and decided I should re-up it here on Zenpundit, which I will do in a follow up post to this one.

But first I should respond to Lewis Shepherd on the question of patenting.

I am a lot closer to a hermit than a man of business, to be honest – for reasons that Zenpundit regulars will have intuited from my two recent posts about Trevor Huddleston, and which followers of my games will know from my recent biographical sortie on the Sembl pages.

So, no – I didn’t patent my ideas, and indeed am deeply indebted to whoever engraved the words “to give, and not to count the cost, to labour, and not ask for any reward” on my heart early enough for me to be something of a Creative Commons type avant la lettre.

I’m not a purist, some of my writings have that dastardly little © mark attached, and I don’t mind getting paid on occasion – but to be honest, much of what I love about blogging is the free circulation of ideas and the cameraderie of bloggers…

The other thing that’s just a tad ironic about all this, though, is that back in April of 1997, Lewis Lapham, who was then editor-in-chief of Harper’s, wrote an extended editorial called Notebook: The Spanish Armadillo in which he recommended that Microsoft should consult me – publishing my email address for their convenience, no less:

Hesse’s bead game lends itself so obviously to the transcendent aspirations of the Internet that it’s probably only a matter of months before Microsoft buys the rights to his name for one of its software programs. The company’s marketing strategists might first want to consult Charles Cameron, reachable on the Internet at hipbone@earthlink.net, the foremost of 263 correspondents concerned with the implications of Hesse’s novel.

Well, I never got the email from Microsoft. I came to the conclusion they likely didn’t read Harper’s, or not at the requisite level for initiating consultations. And I was busy writing and thinking, thinking and writing, and taking pauses.

I still am.

But perhaps if Microsoft had called on me back then, I’d have blurted my thoughts out to them in greater detail than I was able to in that one HTML 1.0 post, so many years ago.

And perhaps they’d have thought I was prescient — and patented my idea or ideas, back in 1997.

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It’s interesting to compare my thoughts back in 1996-97 with what we’re up to these days with the Sembl project.

Next up, for your amusement: the text of that 1997 post of mine, giving my thoughts on games and education sixteen years ago – when I thought a terabyte was huge, huge.

This may rank among the most bizarre and appalling education stories I have ever heard in twenty years as a professional educator. And I have heard quite a bit.

You may have caught a blip about the UN Special Rapporteur for Human Rights calling in to question practices at some institution in America and read no further. I didn’t. Unfortunately, it turns out, the UN is right. There’s a taxpayer supported independent school in Massachusetts run by a radical B.F. Skinnerian cult called the Judge Rotenberg Center that makes a practice of giving frequent and intense electric shocks to severely autistic children in order to moderate their disruptive or self-isolating behaviors.

To be clear even under “enhanced interrogation” methods approved by the Bush administration, this could not be done to al Qaida captives.  We would never do it to the most hardened convicts in the Federal prison system. Yet taxpayers are footing the bill to do it to disabled students. Sometimes for hours on end.

Having worked with such students in my classroom, words fail me.

Steve Hynd, the progressive blogger at The Agonist and Newshoggers.com did some digging and discovered The Judge Rotenberg Center has deep and exclusive financial ties to a powerful coterie of Massachusetts Democrats:

Electro-Shock Torture School Donates Exclusively To Mass. Dems 

….I noted at the time that there must be some heavy political juice behind the Judge Rotenberg Center, which declared earnings of over $52 million in 2010, 99% of which came from “Fees and contracts from government agencies”. Now, The Agonist has seen information which shows a pattern of donations by directors and officials to Massachusett state Democrats – and exclusively to Democrats.

To date, the Center has spent over $16 million on legal services according to Senator Brian A. Joyce (D-MA), spending which has been very successful in keeping the school open and operating. Earlier this year the man at the head of the Center, psychologist Matthew Israel, “agreed to step down rather than face trial for his alleged role in destroying tapes showing a night in 2007 when two teenagers wrongfully received electrical shocks based on a prank phone call.” Meanwhile, Mass. Governor Deval Patrick’s administration passed new legislation that stopped the Center practising its voodoo psychology on new admissions – but didn’t stop “aversive therapy” treatments for as many as two thirds of the existing students.

The cash-rich Center certainly hires the best when it comes to protecting its ability to torture autistic children. It’s PR firm is Boston heavyweight Regan Communications Group, where it’s file is handled by Crisis Communications head and former spox for the Boston P.D. Mariellen Burns. Regan Communications was started by George K. Regan, former spokesman to Democratic Boston mayor Kevin White. Their legal firm is Bracewell & Giuliani (yes, that Giuliani) of New York. Their lobbyists are the firm of Malkin & Ross, a company headed by Donald K. Ross, the chair of the board of Directors of Greenpeace USA. In 2010, they were Malkin & Ross’ fifth largest client, paying $112,200 to, among other things, lobby the U.S. Congress to stop a bill that would have outlawed their treatment methods.

It also donates to the local Democratic Party. The Agonist has seen an email alleged to be from the Center to it’s legal and lobbyist firms, dumped on pastebin by the Anonymous collective in March of this year. The email seems to comprise information sent to those firms as part of an exercize in damage control. If it’s the real deal, then the Center’s directors have made personal donations totalling $13,305 to Massacusetts Dem heavy-hitters since 2008. The recipient list is a who’s-who of powerful local Democratic players, and there is not a single Republican on the list.

The alleged list of recipients:

Deval Patrick, currentGovernor of Massachusetts, who served as an Assistant United States Attorney General under President Bill Clinton.

Timothy Murray, Lieutenant Governor of Massachusetts.

Salvatore F. “Sal” DiMasi, former Speaker of the Massachusetts House of Representatives indicted and found guilty 2011 on 7 of 9 Federal charges, including conspiracy to defraud the federal government, extortion, mail fraud and wire fraud.

Patricia A. Haddad, current Speaker pro Tempore of the Massachusetts House of Representatives.

Robert A. DeLeo, Speaker of the Massachusetts House of Representatives.

James Vallee, Majority Leader of the Massachusetts House of Representatives.

Harriette L. Chandler, current Majority Whip of the Senate and the Vice-Chair of the Joint Committee on Public Health.

Joan M. Menard, Senate Majority Whip 2003-2011, now vice president for work force development, lifelong learning, grant development and external affairs at Bristol Community College.

Steven Tolman, Dem member of Mass. State Senate to 2011, now president of the Massachusetts AFL-CIO.

Michael Morrissey, Dem member of the Massachusetts State Senate until 2011, now Chair of Massachusetts AFL.

Steven Panagiotakos, State Senator 1997 to 2011, was chair of Ways and Means Committee. Now Vice Chair, Massachusetts AFL.

Barry Finegold, Massachusetts Senate.

Garrett Bradley, Massachusetts House of Representatives.

Kathi-Anne Reinstein, Massachusetts House of Representative

Would this “school” stay open without this kind of impressive political clout behind them? How do these guys sleep at night? What is happening at The Judge Rotenberg Center seeminglyviolates Federal Law and international law. Where is the FBI?

Steve, who has always put his principles above partisanship, has a FOXnews video about the Judge Rotenberg Center’s “aversive therapy” via electro-shock [warning graphic].  The Center attempted to keep this material under seal but failed.

Massachusetts has the reputation of being the most liberal of liberal Democratic states but her pols are protecting a school whose philosophy makes Benito Mussolini look like a libertarian.

Adam Elkus had well-constructed argument about the Thomas Friedman-Andrew Exum exchange:

Education and Security

Andrew Exum’s has a useful critique of Thomas Friedman’s recent piece. In a nutshell, Friedman makes the old argument that the US could buy friendship and allegiance by giving Middle Easterners more education and scholarship opportunities. To this, Exum has a rather terrific rejoinder:

“I am a proud graduate of the American University of Beirut, but do you know who else counted the AUB as their alma mater? The two most innovative terrorists in modern history, George Habbash and Imad Mughniyeh. U.S. universities and scholarship programs are nice things to do and sometimes forge important ties between peoples and future leaders, but they can also go horribly wrong and do not necessarily serve U.S. interests. There is certainly no guarantee a U.S.-style education leads to greater tolerance or gender and social equality.”

Habbash and Mughniyeh are hardly alone. Diego Gambetta and Steffen Hertog famously observed an distinct overrepresentation of scientists, engineers, and other highly educated professionals in both violent and nonviolent groups with illiberal ideologies. Gambetta and Hertog make an argument that the black-and-white mindset of certain technical groups correlate well with extremist ideologies, but I am unfamiliar with how this has been academically received so I won’t endorse their claims. To be sure, a look at 20th century history would also reveal a significant confluence of intellectuals in the humanities and social sciences being involved in either state or non-state illiberal movements. 

Indeed, the problem here may be the imbalance of educational systems that produce divided minds, where lopsided cultures of thought interact with enough disturbed individuals with a will to power. Stalin demonstrated what Communism looked like when a former Orthodox seminarian presided over a police state run by engineers; Mao one-upped him with Communism as the mystical rule of an all-powerful poet.

One of the more unfortunate trends among many bad ideas currently advertised as “education reform” is the denigration of the humanities and the reduction or elimination of the arts and history in public schools in favor of excessive standardized testing of rote skills and reasoning at the lowest levels of Bloom’s taxonomy, mostly due to Federal coercion. That this has become particularly popular with GOP politicians (though many elitist Democrats echo them) would have appalled erudite conservatives like William F. Buckley and Russell Kirk or old school libertarians who would have seen nationalization of k-12 education policy as worse than the status quo.

In an effort to appear genuinely interested in improving education, some politicians couple this position with advocacy for STEM, as the teaching of science has also been undermined by the NCLB regime and a grassroots jihad by religious rights activists against the teaching of evolution in high school biology classes. While STEM in and of itself is a good thing and better science instruction is badly needed, STEM is no more a substitute for teaching the humanities well than your left hand is a substitute for your right foot.

The modes of thinking produced by quantitative-linear- closed system-analytical reductionist reasoning and qualitative-synthesizing-alinear-imaginative -extrapolative are complementary and synergistic. Students and citizens need both. Mass education that develops one while crippling the other yields a population sharing a deeply entrenched and self-perpetuating lacunae, hostile and suspicious of ideas and concepts that challenge the veracity of their insular mental models. This is an education that tills the soil for intolerance and authoritarianism to take root and grow

Education should be for a whole mind and a free man.