Hidden Place: Carlos Vila Photography
January 27, 2013 § Leave a Comment
My son just launched a new site featuring his professional photography. Cityspcapes, Sports and Nature, and Bali are great features.
Check it out, Carlos Vila Photography
Carlos Vila Photography
The Polling Vacuum of American Politics: How Ideas Get Sucked Out and We Focus on the Surface
October 10, 2012 § Leave a Comment
Following the first presidential debate, I asked friends, “What do you think?”
Response: “We survived Nixon, Reagan, the Bushes — we can survive Romney.”
This is the sense of things today — survival. This is the outcome of an American Political System where the select win, the rest of us are left to survive. It’s a tragic truth that defines what is arguably the most perfect socioeconomic system in the world, ours: it controls, manages and induces people through the mindless insistence that what’s happening in front of our faces, on screens, is reality; it pushes, not ideas, dialog, negotiation and collaboration, but rather, sound bites, jingoes, and substanceless generalizations. It’s all about the performance, the sense that we’re watching an end product; the powerful punditry that critiques the acting — all the world’s a stage — then submits a critique of the unnatural surface structure.
The most profound evidence for this argument — that we have the most efficient form of capitalism tied to the illusion of democracy — can be found in the ever holy polls. The best example I found happened the other night on the PBS Newshour where Margaret Warner talks to the Rothenberg Political Report’s Stu Rothenberg, USA Todays’s Susan Page and Pew Research Center’s Any Kohut about the latest elections polls coming out of the first presidential debate.
Polling is not about a deep inquiry into an issue; instead, polls question only the surface action, the performance, basing their questions on image — the one liners, the sound bite, the images of the candidates, the “battles” in debates. In other words, polls measure Americans’ reactions to the glitz, the buzz, the immediate. Polls are about instant gratification scheduled to begin right after an event.
Susan Page, of USA Today, for instance, speaking with Margaret Warner on the PBS News Hour, said that, “the Romney camp understands that he needs to be seen as a credible commander in chief if he’s going to be elected president. There’s a bar he needs to get over there.” This is pollster talk: bar to get over, needs to be seen are suggestive of what the poll will ask after the second debate. There’s nothing here about the historical value and insight of the policy, this is because what comes out of a candidate’s mouth is a cascade of over generalizations meant to create a caricature, not a thinking individual grappling with subtlety.
In-between the first and the second debate, Romney, to appease the testosterone – laden, NFL-like politics of America, needs to show that he’s a man; that he will command and shape history using the most powerful force in the world. That no one asks whether this is imperialism and neo-colonialism on steroids is lost on me; that no one asks how we’re going to pay for this muscle flexing, and the aftermath, is also confusing given that the state of our union is directly related to the Bush-Cheney muscle flexing, and their looking the other way as banks pillaged our village. And that no one asks about what we will say to the thousands that are surely to lose lives as we expand our need to control history by force, well then, this too is very confusing.
This reality demonstrates the perfect congruence of baseless, narrow politics, media and technological power, and how pollsters actually work in support of both, creating narratives that suit television and social media that will suit the unfocused American public that wants no pain, only a pill that will fix this — an easy answer. Polls give us easy, immediate answers; they help cast a black and white narrative that anyone more focused on the NFL and the Kardashians can understand. Only the world doesn’t work this way. Our problems are deep and complex, requiring a nuanced approach.
Andrew Kohut, of the Pew Research Center, also talking to Margaret Warner, said, about Romney, that “people say he’s the candidate with new ideas. He ties Obama now on the — for strong leader, when a couple of weeks ago and when we did our September survey, it was Obama who was seen as a strong leader.” How viewers can change their minds after a single event suggests how uniformed — how unconscious? — the American voter actually is. And then to actually say that Romney is the candidate with new ideas seems like a delusion of epic proportions since Romney spoke about policies that were Reagan’s on steroids, for starters — nothing new: deregulate, open it all up to anyone, cancel out or carve out the cost of this on the backs of existing programs, including education, early childhood education, social services and Medicare. This is not new — nothing here is new; it’s been tried, but Obama’s more nuanced argument couldn’t get through the thick wall of pollsterism, the narrative consistent with image and the hunger for an easy black and white narrative.
And even though Romney contradicted everything he’s said prior to the first debate, Stu Rothernberg, of The Rothenberg Political Report, told Warner that the debate made “Romney more likeable, and the leadership is really strong,” meaning that as long as we imagine we see, on the surface of things, the sense of a constructed strength that comes to us through mediated sports, movies, songs, etc., we’re comfortable — even though the moral underpinnings of the individual are questionable, even though his past business practices are highly questionable, and even though there has always been an issue of trust concerning Romney that confounds us all. Who is this man? Polls, focused on performance, removed this question from the electorate. I’d argue that this is extraordinarily immoral.
In the end, pollsters are not asking how moral it is that we may be heading towards a government intent on building its economy on the backs of the disenfranchised and needy — a plantation model; pollsters are not asking about the ethics of a militarism that expands US imperialism in a big way rather then negotiating, which will certainly create more enemies; and pollsters are not addressing the very large education crisis we have that fails to address how children go to school, particularly in communities where the cycle of poverty has stifled social mobility.
Solutions, from either candidate, are slim, though we see the slow, hard road ahead that Obama paints, something we can actually sink our teeth into, regardless of how we feel about his change mantra of 2008, a moment, like this one, that no one asked about how to change. We went along because we were desperate after Bush – Cheney; we went along because we’re always in the position of having to survive the idiocies of our elected spokespersons for special interests. We’re short on ideas, wedded to imagery, which means we have to, once again, embrace our beleaguered image of the dying person crawling to a distant oasis — perhaps a mirage, after all.
Experts Debate Facts on PBS
October 5, 2012 § Leave a Comment
This is exactly what I’m talking about, what I blogged yesterday, below, and if you pay close attention you’ll note two things: (1) how much like the previous night’s debate this is, only under better control and (2) how the GOP’s side really doesn’t have numbers — and ideas — that add up, unless, of course, you do it on the backs of the middle class and the poor. This is indeed frightening, especially once you add the social constraints that want to be imposed — same sex marriage, women’s right to choose, and so on …
Obama and Romney Win, the American People Lose
October 4, 2012 § 2 Comments
The real winners of Wednesday night’s first Presidential Debate were President Obama and former Governor Romney. I have to say that. They win — a tie. And we lose. Last night’s debate is a perfect mirror of who we are, what we’ve become.
And in this America, defined for us last night, we, the people, were left wondering what’s going on? Where are we? Where exactly are we going? We’re still left wondering who these people are and, given our challenges, how are we going to approach an equitable future where everyone has their shoulders to this daunting wheel we need to push up this steep hill?
Obama and Romney, no matter who is president, will forever be absolutely fine, sailing a prosperous wind to posterity. The rest of us, as it’s been made clear by both Obama and Romney, will hold them up — as we’ll hold up others, too, that have their grip on the socioeconomic reins that pave our future and may deny our dreams.
In the middle of this circus, adding to the confusion, the media insisted on covering the debate as if we were watching the NFL or a boxing match, looking for zingers — body blows, as one commentator called them. Mark Shields, on PBS, actually went as far as using boxing terminology — who won what round — to bring the debate’s substance to light. Who’s ahead now? What will the polls say? The sports metaphors — all of which are place holders for a confused American masculinity — abound, but without substance; these metaphors are kept alive only to bolster a narrative that is not about us, the American people, but about them. The debate was a splendid picture of a divided America — one that’s confused, even desperate and longing, the other that demands, confines, privileges.
History could have a lot to say about this, but it’s being left out as a framing device that’s essential for us to to be able to contextualize what each man is — and is not — saying about the role of government. This, after all, is at the heart of the election, at the heart of ideologies that are always warring in America. How much government do we need? For those that need a hand, those that are struggling, how big should that hand be? And how should it be applied? Who will determine when enough is enough?
The debate about the government’s role began with the Federalist Papers, a document that is the foundation of this country but which no American has actually ever read — unless you’ve studied American Government in college or gone to law school or graduate school in political science. This magnificent document is left solely to those people that have to read it. Yet, America’s current ideological struggles begin and end with the Federalist Papers, a sweeping work that defines our character, our principles — and not our ideologies.
Ideologies have come about because of bipartisan rancor; they come about when politicians need to conceal the true engine of government — money and who controls the purse strings. In our case, the purse strings are not held by politicians we elect; rather, they’re held, in a broken system, by those that fund the careers of politicians and demand that they receive something in return. This is why, when we need to know what’s going on, we get two adults that don’t know how to speak the truth.
The end result is the debate we just witnessed — a listless encounter between two men that are nearly saying the same thing. The difference between the Democrats and the Republicans is but a sliver; the difference, defined by the extreme right, is being made more evident solely by misguided social concerns that, when you think about it, is the most egregious infiltration by government into our private lives. Nowhere in the Federalist Papers do we see such a desire — and need — to enter into the private lives of citizens, yet extremist fundamentalists want it this way. Go figure.
Both men will use government to cut taxes (Romney and Obama) and create some revenue (Obama); both men will use government to regulate, differing only by degrees; both men agree that health care is a problem, and in last night’s debate Obamacare became Romneycare; both men also agree that education has challenges, Romney opting for vouchers and charters, Obama for bolstering public education and charters — both plans disastrous and failing to see some real urgent problems, such as ridiculously bogus teachers, a lack of resources, standardization, and the effects (this data from science and medical research) of poverty on the minds of children; and, both men agree that a strong military is essential, particularly as demands in the world continue to challenge our readiness in cyberspace, clandestine operations and special forces. We’re nowhere new.
So where are we?
We’re in the same Bush-Cheney era, showing us how damaging it is to follow this uncreative path: drone strikes will continue, as will clandestine operations, as will the support of Israel, even when hawks rule this policy; poverty will increase as either man’s broad, even ambiguous statements pursue a line that’s been always ongoing, business first, the rest will just have to come along, picking ourselves up by our bootstraps — sink or swim; education’s achievement gap will widen, as some kids will have better access to better teachers and creative uses of technology, others will whither; health care costs will increase as America continues to increase its girth, beers in hand, pop corn on the lap, chips flying into our wide open mouths, watching the NFL, which is far more important to us (witness the outcry during the referee strike) then how we’re going to get along, move forward, and provide a future that is healthy, safe and creative.
Prevention, whether its preventive health practices, a preventive, inclusive educational system that conflates socioeconomic needs, the environment and health care with self-actualization, an energy policy that prevents further deterioration and that doesn’t sustain us, because that’s now impossible, but rather begins to learn how to live with the disasters we’ve created, offering up creative, technologically rich solutions, is out of the question. Not even on the radar for Obama and Romney. Frankly, it’s disgusting.
Both men failed at describing, concretely, how we’re going to pay for the mess we’re in — except to say that the middle class is going to be burdened, either way; we’re the ones who will lose footing, while some, granted, will gain something or other, though very little and will always be looking over their shoulders wondering when it’s all going to cave in. But it’s safe to say, in either man’s rather nebulous picture of the American Future, the ideological lines of demarcation will be greater, the fallout more dramatic, the result being two, maybe even three unrecognizable Americas. Nothing like this was foreshadowed in the Federalist Papers. Nothing. A selfish ambition, rather then ambition tempered by ambition, which is what Hamilton said, is killing us.
We don’t know where we are, in then end, nor where we’re going, except that it looks bleak.
The Chicago Teacher’s Strike: Solutions for a New World in Education
September 16, 2012 § 6 Comments
The Chicago Teachers’ Strike is a perfect storm without solutions: teachers are unhappy about stringent evaluation methods that rely solely on data, the Board of Education wants to determine the best qualified teachers by linking teacher performance to student (tested) performance, and politicians, realizing that American education is, at best, woeful, are feeling the pinch and want to increase standards, particularly given the rising cost of education. Not sure how to do this, politicians hammer at collective bargaining. And all this is agitated by a media hell bent on reporting on the process, unable to locate the right questions that will get us to the origins of the problem. Caught in the middle of this tempest, students and their families, many of whom are from the poorest communities, are left alone in a dinghy of despair and confusion, the sole concern being how are the kids going to spend their day. Thus, the perfect storm — but there is a solution, a simple one.
The strike is a sign of unprecedented frustration. There are no solutions, from any side, that make sense because everywhere we look, solutions look like methods of discipline and punish. We’re proceeding on shaky footing. There is one truth, though: there will be more suffering, more confusion and, most importantly, no learning. Unable to ask the right questions, we’re destined to repeat what we’ve done in the past, ensuring a continuing decline in education and a further separation of socioeconomic classes. We will then fall further behind in this transition period where we’re moving towards a more science oriented, technological society.
Chris Ware, The New Yorker, Sept 12, 2012
The frustration all sides feel is caused by perspectives that still follow an analog view of the world. We’re looking for solutions that look back to the old brick and mortar school house: kids in neat classrooms, a tired curriculum, standardized, high-stakes testing; and the teacher still standing in the front of the classroom talking at students, rather than working with students. It’s a static view of a dynamic, always changing world outside the school house, captured beautifully by the graphic novelist, Chris Ware, in the September 12 issue of The New Yorker: Students enter a dark, ominous school, the last young girl in the line looking sad eyed at the parents who have turned their backs on their kids and are enjoying their bikes and lattes while texting, chatting merrily away from their dejected children. Parents have not asked the right questions either.
We are in a digital world, yet we remain mired in the muck of analog solutions. Today, education approaches learning hierarchically,when we can only change — and better — the system by thinking horizontally, the promise of technology used creatively. The world is flat, as Thomas Friedman informs us constantly, but education doesn’t seem to see it that way.
Elite higher education institutions understand that the world has changed. Stanford University, Harvard, Columbia, Duke, MIT — have all launched online systems for free in the hopes of attracting people from all walks of life. This will allow these schools to corner a market while learning a lot about those who participate. It’s an effective way to keep their respective brands at the top of a vertical educational system, while also pushing education forward.
In this very interesting online experiment there is a solution that can literally alter education for some time to come — but it takes courage and some doing, with little money. All that’s needed is will and fortitude, imagination and a desire, a real desire to do what’s best for kids — the bottom line.
Here’s how it can be done:
- Lectures, interactions, critiques, assessments, student work, etc, is online, constantly being tweaked, re-assessed, revised and re-delivered. In the meantime, knowledge is being built in unprecedented ways. This is knowledge about how students learn, as well as content specific knowledge. It’s too vital to dismiss; it’s also a tragedy if we leave this learning only in the hands of elite institutions, though these schools are open to all comers.
- Elite universities and colleges have incredible programs for incredibly talented students. I know, I teach in one. I know what these students can do — and I’ve tested what I’m saying here. For 3 consecutive years I’ve been teaching a course, Scenarios for Teaching Writing. This is a course for kids in education or for kids interested in teaching at some point. And for 3 years we’ve been working with the Media & Communications High School in Washington Heights, NY. We do the work face-to-face (we visit the campus), and we then work online, using a simple tool — Google docs. Students submit work and Middlebury students guide, mentor and tutor the kids in Washington Heights. Middlebury students follow the theoretical frameworks of composition theory that they learn in class; they have to present, day in and day out, their work to the class, justifying their approaches. My role is to help them; it is also to work with the principal of the high school and the teachers involved. Everyone wins. The most important aspect of this is that the model is highly scalable and cheap. The technology — thanks to Google — is free. (Community Works Institute will publish an article about our work in an upcoming publication.)
- The what if: What if, as a way of proving what these students are learning, college students in, say, History 101, take their lessons — from online and in class — and tweak these lessons with a partner in a public school — a teacher and her staff — to fit the needs of her students?
- What if these lessons — the revised lessons meant for students in the public school setting — are piped through the same online tools used by elite institutions, delivered straight to their classrooms, their homes, their communities? Automatically, the school day — and year — is extended.
- And what if the students in our colleges and universities, as part of their curriculum, work together with their respective education studies programs, psychology and sociology departments that know about “how children learn and succeed,” and use this knowledge to tutor and mentor the younger kids in public education?
This is not rocket science and very easy to do. Within two to three years of launching this process, literally all public education would change in America. In fact, education K-16 would change as well.
What are the outcomes of this model?
- Students in public schools spend more time learning, though not necessarily in the school; the “longer school day” isn’t more busy time, more brick and mortar thinking, more traditional high-stakes testing, rather, education is fluid and dynamic, inspirational and meaningful, meeting the student where she lives and how she lives: knowledge applied to real world learning to solve real world challenges.
- Students in public education are then assessed dynamically because technology enables an easy flow for assessment; it is a natural piece of the learning — and immediate, which is vital to learning, the red line appearing the minute a word is misspelled in a document. That’s how easy assessment is done on the fly.
- Technology, as we now realize, requires face-to-face interactions that are intense and focused on what has evolved online. My Scenarios for Teaching Writing students learned this. For public school students, this means that demonstrating what they know, in face-to-face interactions moves away from the standardized test or rote learning, engaging them in more meaningful and realistic ways.
- Likewise, it means that all of us can more critically and creatively work on non-cognitive skills, in person, such as the building of character, as recently shown by Paul Tough in How Children Succeed. For the very first time, by partnering with technology, we can educate the whole person.
- The college/university student is engaged in community service, able to fully realize how and why theoretical frameworks actually work — or not. And the college student, along with her professor, are immediately assessing and adjusting, fine tuning lessons to suit individual students, another characteristic of technology.
- The college/university student serves as mentor and teacher, collaborating and cooperating with her university teacher and with the public school teacher, becoming the bridge for life-long learning.
- Public school teachers receive ongoing, dynamic development, guided by the university curriculum, enhancing content knowledge, pedagogy, and a new understanding of what it is to work side-by-side with machines — the future.
- And, perhaps the most impressive result, is learning how to build a community that is focused on (a) gaining new knowledge, in different ways, (b) realizing that this brave new world requires very different approaches to solving problems, and, (c), come to understand that engaging diverse minds will lead to better results.
This is not pie in the sky thinking, not romanticism; rather, this is how this new scientific-technological world works. At the end of my Scenarios for Teaching Writing, literally all students did presentations using Prezi, responding to a singular question: given your experience in this course, and your students in Washington Heights, what do you know and what do you see? The students in the Scenarios class have become even more committed to education writ large; many are education minors and see education as a future. Don’t we want more of this from our college students?
This work begins to solve problems: all teachers, whether in public schools or the university, working together, building models for life-long learning, a pre-requisite for the “good life” in the coming century; the assessment tension is removed since it’s ongoing, fluid and dynamic, always present and performed per task, per endeavor; these endeavors are rich in inquiry and what we’re looking at are the solutions, the varied applications to problems, be these social, economic, pedagogical and scientific – technological. Thus we are engaged in a process of building new systems to address yet unforeseen challenges in economics, society, the environment.
The mentoring public school children need, particularly if they’re from socio-economically challenged backgrounds, is always ongoing; the move from high school to college, would be fluid, seamless — and inspired early on. And if the child decides to work and go to college online, that’s also available. All options are on the table and students and their families are free to choose. The point is that education is, here, available at all times and able to fit different types of learning needs and goals — all assessable.
If we continue to search for solutions by simply saying that children aren’t learning and that unions are obstructionist and politicians are only focused on getting re-elected — the old way of thinking today — we won’t get anywhere. The tit-for-tat world we find ourselves in isn’t working. We need a fresh start — or, rather, we need a start using what we’re already doing in select circles, Stanford, et al. Political will, clean universal design where everyone benefits and a desire to also change how college students go to school, giving them more responsibility for the way we actually live, is a great leap forward to solving our problems. It’s not hard, but this approach, if we can all put our shoulders to the wheel, will change the face of education and begin to address the many problems we face.
Let’s get to work — but let’s do it creatively. Nothing else is working: we know that.
Some Resources
The Vermont Virtual Learning Community
National Center on Education and the Economy (NCEE)
Other Articles
Under the Hood of Education: A View of the Classroom
Defining the Liberal Arts in America, in 3 Parts
The Emotional Lives of Teachers
Higher Education and Education Reform: the Uncanny Stranglehold on Change
Hope Spring Eternal Amidst Decline: the Bard College Model
Pass or Get Out of the Way: Defining the Future for Our Students
Newark’s South Ward: The Miller Street School and the American Paradox
An Education Revolution = A Revolution in Our Communities
The Uncanny Convocation in an Upside Down World
The Last Human Freedoms and the University
Second Guesses and Learning From Students
Writing at the End of the World: Academic Writing and the Struggle to Define the Humanities
Gabby Douglas and the True Story of the Olympics
August 7, 2012 § 25 Comments
This is may be one of the most significant Olympic Games in history but the story — why is it so important? — has yet to be told. Let’s tell it.
Gabby Douglas – winner of the individual all around gold medal in gymnastics, the team gold (as I write, she failed to medal in the balance beam, a ghastly apparatus, opening the field for Ali Raisman who went on to win a gold in the women’s floor exercise) and the first African American to reach this pinnacle of success — is the perfect way into this Olympic story about the (permanent?) dissolution of boundaries.
Douglas’ story has moved us. It has caused some confusion as well. At the heart of the confusion is the story that’s yet to be told about these Olympic Games. It’s a story of possibilities, of a better, brighter tomorrow. It’s what we’ve been waiting for — the humanity we long for: people of disparate backgrounds coming together to bring out the best that a person can physical do, regardless of race, ethnicity and religion.
The story about these Olympic Games is not about broken records and who won the most medals; it’s about the coming apart of rigid boundaries — nationalism, socioeconomic divisions, race and ethnicity; it’s about how these man-made constraints are dissolving, being replaced by cooperation and collaboration.
Social media has gone wild with Ms. Douglas. Congratulations and self-adulation, as Americans, abound. But there is something deeper happening on social media: on one end of the scale comments are paralyzed by the trivial, wondering about Douglas’ hair, for instance, as if this is important; on the other extreme there are questions about the media’s insistence that Gabby has two mothers, and one is white. Much of the social commentary is perplexed by the media privileging the whiteness of one mother, and in the same sentence suggesting that Gabby couldn’t have done it without this white Iowa mother. These comments remind me of something Cornel West once said (I’m paraphrasing): beware of the white liberal that believes that the African American needs the white savior.
Social media chatter, as it’s always destined, falls short. There is no analysis so we can’t go to the next level of the story, beyond the manufactured constraints that compel us to repeat what separates us, over and over, as if we can’t think beyond what’s served up as Reason.
Natalie Hawkins, Gabby’s mother, says that, “It’s true what they say, it takes a village to raise a child.” Ms. Hawkins opens her story by announcing her trust in love as a universal unifier, a way towards trust and collaboration. Yes. Love. That subject — and word — we never talk about (Kristof, in endless depictions of our soulless world, never raises the obvious subject). Yet, given what we face as a civilization, I feel we’re compelled to do so because it’s the only way to break down the man-made barriers that keep us down — and apart. Trusting love is Ms . Hawkins’ message — and the story of these Olympics.
Gabby was a very active child, to say the least, according to Ms. Hawkins. Gabby’s older sister suggested, to her mother, that she place Gabby in gymnastic classes. Ms. Hawkins agreed — and the rest is now history, two gold medals. It’s obvious that in this household, everyone has their shoulders to the wheel; that is to say, love and what accompanies it — cooperation, collaboration, empathy and honest dialog — are at the heart of the Hawkins family. The result is trust. Nothing supernatural here. I love you, that’s all, I need you. That’s it. The most frightening things to say to someone because it comes with vulnerability — and it has to be returned equally. Ms. Hawkins’ family, at a vulnerable time, relied on one another for answers, for direction. And Love and Trust opened their worlds to what was, at one point in their lives, hardly imaginable. It can be like this for all of us.
As she evolved and matured, Gabby’s ambitions could not be denied. Ms. Hawkins trusted that what she saw in her young child, which at the time was not a gold medal winner, (a long shot, given the odds of something like this ever happening), was true. Let me put it another way: a young mother who knew absolutely nothing about gymnastics, trusts what she sees, trusts her young daughter, the spirit in her talent. This is only possible when one firmly believes that love is a guiding principal: vulnerability, which is an obvious strength, compels us to turn to love because in love there has to be trust.
What happened next is significant because it’s an important — and dramatic — theme of the Olympic Games: Natalie Hawkins and Gabby sought out Liang Chow, from Beijing China, living in West Des Moines, Iowa, where, with his wife, Lewin Zhuang, opened Chow’s Gymnastics and Dance Institute in 1998. Chow is a former gymnast and personally coached Shawn Johnson to Olympic Gold in 2008.
Shawn Johnson, and now Ms. Hawkins and Gabby, placed their trust in Mr. Chow. They saw beyond ethnicity, beyond gender. But we’re getting a bit ahead of ourselves. First, Ms. Hawkins had to see beyond her own sense of race, and trust whiteness, a white family living in a blue state, Iowa, that from Virginia Beach, Virginia, must have seemed like an ocean away.
Media and politicians, both, have constructed a Harry Potter-like narrative that keeps playing over and over; it’s simple: it’s always about good vs evil. But this is not true at all. Our existence is forever relegated to the gray areas of life, the not easily understood, where each one of us has to make moral decisions that require we examine our hearts and our minds. This is how we try to navigate our realities. For Ms. Hawkins, she had to read her heart, her daughter’s, and the Parton’s, too, to understand how to trust beyond the disabling mediated rhetoric so content on delivering the simplest denominator, good vs evil. Reality for Ms. Hawkins — and Ms. Parton and her family — is somewhere beyond black and white, good and evil. It’s more fluid, more consistent and virtuous. Hawkins and Parton, tell us in their story, that we live together, suffer together and that we can love someone that is completely different from who we are; we can even love enough to help the Other reach unimaginable dreams. Gabby Douglas is case in point. This is the true story — not the gold, though Gabby’s success is amazing, and it’s not Gabby’s hair, since it has nothing to do with anything, other then to suggest that many on social media insisting on the subject have somehow been relegated to the margins of society where reality tv, the Kardashians, and Dancing With Anyone are it.
In Des Moines, Iowa, loved by her mother, Natalie, Gabby Douglas lived with the love of the Partons, a different kind of love, and worked with and trusted a Chinese coach that she originally saw on television. This is the solution to our problems; this is what the Olympic Games are telling us: boundaries have been broken; and there are people willing to help us break down more barriers .
The great runner, Alberto Salazar , coached the gold medal winner and the silver medal winner in the ten thousand meters. Salazar was born in Cuba in 1958. He moved with his family to the US, migrating to Massachusetts. He’s best remembered, perhaps, for his New York Marathons in the early ’80s. Mo Farah, running for Great Britain, electrified the crowd winning the gold. Close behind, the American, Galen Rupp, won the silver, marking the first time, since Billy Mills won in Tokyo in 1964, that an American medalled. During the race, the NBC commentator wondered whether Farah and Rupp would run as a team, though from competing countries, to counterbalance the strong Ethiopians and Kenyans. They did and kept to the same Salazar strategy: the race is won in the last 100 yards. So we have a Cuban-American training a Somalian and an American — and the Somalian, having arrived in Great Britain at the age of 8, matured to be one of the country’s favorite athletes.
It’s not about what country I’m from, nor is it about the perceived constraints I think have been placed on me; it’s about dreaming, first, then finding a path, a journey that must begin with love and followed by empathy and cooperation. Then, and only then, will we find cooperation, such that each and every soul will be able to dream, plan and execute with the help of others; they, in turn, will achieve the same, in their own time, with their own prescriptions.
We’ve seen these blurring of boundaries throughout the Olympics: athletes from different countries, training in each other’s countries and sharing foreign coaches. Nationalism holds nothing in. The Olympics have become like much of what we buy: Made in fill in the blank. In essence, the Olympics are finally living up to their goal of bringing all of us together. The desire to win, to push towards — and in some cases beyond — our perceived capacities, have lead us to reach beyond man made boundaries. And if we look a little harder, we learn that these boundaries have, to date, been disabling. We win when boundaries dissolve.
The Gabby Douglas story is about breaking boundaries that, for years, have been disabling us. Salazar, Farah and Rupp show us the same. In literally every sport, in these games, the same can be found : it’s the new truth.
And this coming Thursday, the US Women’s Olympic Team, coached by Sweden’s legendary player, Pia Sundhage, will meet Japan. The US team got to the finals after beating Canada in what was a most dramatic game. Ten of the eleven Canadians, announced the NBC color commentator, play in the US. Who won that game? US Soccer? Soccer or fútbol as a universal equalizer? Can we continue to talk about winners and losers as if these happen in a vacuum held tightly by nationalism? Do we need to begin to speak about humanity’s role in fostering the love, trust, and patience we each know we require to forge ahead — and win medals?
The US Olympic (Dream) Basketball Team hasn’t had it so easy. Why? Because everywhere they turn, they bump up against other (foreign) NBA players. Nothing is the same anymore.
The Olympic Games are no longer about who wins the most medals. These games are about why some countries win more then others given the level of communication and dynamic interactions the most powerful nations enjoy with each other. The Olympic Games are offering a model for success that does not pit one against the other behind plastic barriers, rather, the games demonstrate that the cross-pollination — training, philosophies, education — truly enables each and every individual to work to her or his capacity. In this way, it truly is one person against another — not one country against another — in healthy competition, even in team sports. This is the Olympic hope. It has finally brought forth the importance of love, vulnerability and trust to the forefront. This level of collaboration and cooperation is the only antidote for our apparent decline; it’s a road, with visible success, that we can all travel. But we must all be willing to push boundaries back, be these geographic, institutional and national. Let’s call it, Gabby’s Model.
Tom Cruise and Katie Holmes, Religion and the Higgs Boson: How the World Turns — and Is Turning?
July 4, 2012 § Leave a Comment
Like many things in life, it depends on what you want to hear.
Whether you’re a religious person and don’t believe there’s a chance in hell for the Higgs Boson to exist, a devoutly religious person that denies priests are fondling children — and concealing it — or a Scientologist that believes, after donating thousands upon thousands of dollars, your soul or “thetan” is a reincarnation that has lived on other planets before living on Earth, such as Tom Cruise, recent (apparent) scientific discoveries in Geneva, Switzerland suggest that, though we may not want to hear some things, we should question everything, but in particular, the largest, most powerful science fiction story of all — or scam, take your pick — the creation of organized religion that is the bane of our existence.
Higgs Boson
Let’s begin, then, almost at the beginning.
“There comes a time,”Aldous Huxley wrote, “when one asks even of Shakespeare, even of Beethoven, is this all?”
The oldest religion, dating back to the early Harappan period (5500-2600 BCE), is Hinduism. Neither the pursuit nor the attainment of the world’s visible rewards brings true happiness, suggests Hinduism. Might not, then, becoming a part of a larger, more significant whole relieve life of its triviality, after all, we all want meaning?
This question alone gives birth to religion — and slowly and energetically moves from an existential question to the “opium of the people.” Without falling into the ridiculous arguments generated by ill-prepared politicians and journalist hacks, let’s just say, avoiding the term, Marxist, that Karl was right on this one. Marx actually said, “Religion is the sigh of the oppressed creature, the heart of a heartless world, and the soul of the soulless conditions. It is the opium of the people.” If we take this “Marxist” notion and apply today, we can see that if fits, it works.
Name a poor community in America where you don’t hear, “It’s God’s will” uttered by people that are homeless and suffering from some institutionalized mandate, whether it’s zoning and the lack of health care and environmental degradation, and climate change and just plain old inhumanity, such as the lack of social mobility, particularly through education.
Name a time that has been more heartless then our own whereby in the name of God and Allah we are separating, maming, killiing and destroying people simply because they view the world differently — or better, we need their resources and we need their strategic location from which to launch our control over needed resources.
In the name of God — who we say we trust — we rob the poor, in our own country and elsewhere (the evidence is overwhelming), then give them guns, and to keep our attention busy, we fly drones over the helpless, in the USA and elsewhere. And we, the citizens of this country that says, “In God We Trust,” turn from our inhumanity to all, and we’re suppose to be the most Christian, Sunday church going, Bible pounding nation in the world. What gives? But let’s not get ahead of ourselves, not in the name of God, anyway.
Let’s go back to the problem.
The question of Hindiusm — and all subsequent religions — What do people really want ? – becomes fundamental in creating orthodox structures that solicit obedience through dogma meant to respond to the question. Within these tightly structured boxes — or organizations — where allegiance is mandated above even faith, there is little room for debate, let alone creative disruption.
Hinduism tells us that the first thing we want is Being. We want to be rather than not be; normally, no one wants to die (Scientology has co-opted this narrative strain quite heavily).
Second, we want to know. We are instinctually curious, whether you’re a scientist probing the universe or at home with the family watching the news — we want to know. In fact, we’ll turn to gossip — or reality tv — just to get the sense that we know something, anything.
The third thing people seek is joy, a feeling tone that is opposite frustration, futility, and boredom. Hinduism — and all other religions — prescribe a road to this sense of joy, provided one follow a strict path. Allegiance comes first, followed by the embrace of a promise to live happily ever after in joy.
If we couple these three needs to the unique human capacity to think of something that has no limits, the infinite, we can see how Christianity, which began as a Jewish sect in the eastern Mediterranean in the mid-1st century, follows. And how, with Islam, both follow the notion that there is an uncorrupted monotheistic faith of Adam, Abraham, Moses, Jesus and other prophets, all of whom, first, try to answer the question, What do people want?, and, secondly, are the vanguards of strict organizations that get formed around the prophets’ ideas, long afer these prophets are dead and buried, and try to conflate material reality with a science fiction pertaining to the afterlife, edenic spaces to experience life ever after, and even reincarnation suggesting that we’ve existed before, time traveling, century after century, year in and year, living and dying and being reborn again — perhaps into Tom Cruise — while all sorts of immoral actions are being leveled against the “flocks” of these organizations — and by the most staunch believers.
The latest insanity around Tom Cruise and Katy Holmes suggests that we’ve reached a pathetic end to these cloaked belief systems. Imagine the level of intelligence of people, celebreties or otherwise, that pursue a religion that was incorporated in 1953, by L. Ron Hubbard, a science fiction writer. Hubbard created a rather false universe; it followed his treatise on self-help, Dianetics, describing a metaphysical relationship between the mind and the body.
But it makes some sort of sense, doesn’t it?
If we are in fact seeing the deterioration of monotheistic religions everywhere — and we are, simply based on the evidence of massive killings and the inhumanity being shown to the poor and the helpless in the name of God — and all these religions are, in fact, tales, stories, narratives that respond to the first question — What do people want? — it stands to reason that, after centuries we have been taught to find — and embrace — the ONE, the one man usually, that will respond to the question with a complex, albeit understandable, belief system that makes our desire to be, our desire to know and be curious palpable and manageable. (This notion, too, enters our political system big time, but the relation of religion and politics is yet another and larger story.)
Enter the Higgs Boson apparently discovered in Geneva the other day: picture a room full of people. We’ll call this the Higgs Field. Suddenly, in comes a person, a noted person. He steps into the room and begins to mingle, shake hands and so on; people gather around him or her. The more people gather around this person, the harder it is for this person to move. Then this mass of people begins to act — or move — as one. As one, it’s slow, large, difficult to move. Then a less popular person enters the room. Some break from the mass and move to the new person in the room — or field. This person’s mass is smaller, therefore it’s easier for this person to move about with his or her group. There you have the Higgs Boson. Without it, matter would not exist — we would not exist, and I wouldn’t be writing this. The Higgs is the foundation for matter, to put it plainly.
This is, apparently, the basis of the structure of the universe — and it is NOT the poorly named “God particle,” an 
unfortunate statement made by Professor and Nobel Prize Winner Leon Lederman that titled his book, The God Particle: If the Universe Is the Answer, What is the Question? , providing a brief history of particle physics. No other physicist or scientist has used the term as such, according to Matt Strassler, theoretical physicist at Rutgers University.
If the Higss is not the “God particle,” then what it is?
It is a scientific discovery, first and foremost, data that explains our being; our desire to be has a scientific explanation. Secondly, the apparent discovery comes from our curiosity, our search for answers to the most fundamental of questions, but in a scientific way, rather than a science fiction approach that has its own place in our culture (another story). Finally, the discovery begins to turn the corner for human nature’s need to know where we come from, how we’re made and why. It may even provide a road to where we’re going.
This is the next story, the story to come, and it’s built on science, not on science fiction; it’s built on reason and intelligence, carefully constructed around mathematics and physics — the Standard Model — that, in turn, enable us to create fields of information that are varifiable.
Stories and myths are essential for the human condition; however, these have to be used appropriately, which is not to control, mandate, influence — and then punish — as a way to find happiness and peace later, after one’s death.
We can find joy and learn about each other, with science and poetics, myths and faith working in tandem, not as antagonists. The Higgs Boson calls attention to our diversity, which we are now challenged to accept and embrace.
Here’s a teaser for you, finally: THE MASTER, a film by Paul Thomas Anderson, to be released soon. If you understand nothing of what I’ve said, see it in film form.
