Category Archives: Education

The Enrollment Cliff and the Silver Wave

I recently read an article about three colleges in Virginia that are showing signs of financial trouble. Apparently the “enrollment cliff” is set to begin next year and all institutions of higher education in the US will be affected by a shrinking domestic applicant pool. Some Virginia schools like Sweet Briar College have threatened closure and others, including HBCUs such as St. Paul’s College, have ceased operations.

The article reminded me of an idea I’ve been mulling over for at least a decade: that colleges and universities could somehow incorporate retirement communities into their campus life. While the enrollment cliff approaches, the Silver Wave (or Tsunami) is already over a decade in and will increase in the years to come. By 2030, there will be nearly a billion people over the age of 65 worldwide – by that same year, older Americans will make up 21 percent of the population.

This post is more of a brain dump, but I do hope to do more research, look into case studies, and hopefully plan some field trips to consider the different aspects of an intergenerational college campus. The following are some potential positive outcomes I’ve considered over the years.

  • There are obviously incredible financial benefits to building retirement communities. Baby Boomers will need places to live and they have the wealth and benefits to afford high-quality options.
  • Retirees will have the benefit of living in a vibrant place full of enrichment opportunities including
    • Cultural events
    • Continuing education
    • Sports
    • Dining options
    • Wellness facilities
  • Retirees could elect to be buried on campus in a cemetery or columbarium, a beautiful location where they could be remembered and visited
  • Retirees could serve in a number of capacities on campus
    • Formal and informal boards for oversight
    • Advisers for student organizations
    • Mentors for students
    • Serve in the career center based on their professional experiences
    • Volunteer in the community
  • Students from many different disciplines could benefit from having older neighbors
    • Psychology students would benefit from their research being more diverse in terms of age
    • History students could practice interviews and gathering personal narratives and incorporate first hand sources, artifacts, and perspectives into their research
    • Students in the medical and allied health professions would benefit from practical experience volunteering with community members that have health needs
    • Business students could do market research to understand the needs and desires of a growing consumer population
    • Philosophy students could consider the meaning of life with people who are near the end of it
    • Biology students could study their bodies after death to learn about degenerative diseases
  • Colleges and universities could bring a new and innovative option to the market
    • With a commitment to diversity and inclusion these communities could be safe spaces for individuals at the end of life
    • With their beautiful and walkable campuses, colleges would be the ideal setting for active, enriching retirement life
    • With their endowments, colleges could invest in all sorts of solutions to improve quality of life for residents in ways that aren’t available to existing retirement communities
  • There is enough demand for retirement communities and the associated labor that institutions could even transition into “work college” models like Berea, Warren Wilson, and others to reduce or remove the need for tuition

While writing this post I learned for the first time that there is a project underway to “reimagine” the empty campus of St. Paul’s College which seems exciting. A non-profit, SPC4LIFE, is organizing to purchase and reopen the college in some capacity and their mission, “creating an equitable, family-based academic environment,” seems to align beautifully with a multi-generational campus design.

Ever since St. Paul’s College closed I’ve been imagining it as the perfect location to try something like this. It’s only an hour outside Richmond and only a little farther from Durham which seems like a good location – inexpensive and accessible. One of my favorite aspects of the college campus is how integrated it is with the town of Lawrenceville, a historic and walkable area with amenities for residents to enjoy. A lot of the town appears to have been demolished, but there might still be enough of a historic core to inspire rezoning if needed and future dense, mixed-use developments.

I am definitely going to follow along with their progress and I am going to plan a visit some day to see the town, the campus, and imagine what it could all look like with some vision and a lot of work.

Career Brainstorm

While flying back to Richmond a few weeks ago, I drew up a brainstorm for my future. All of the sudden, it became clear that local history is something that I could champion for a lifetime. It’s not really a brainstorm. It’s an observation of my past and a hope that, with a lot of work, all of my various interests might be resolved into one goal:

Future Brainstorm

Book review: How Children Succeed

I love books written by journalists. In his latest, How Children Succeed, Paul Tough weaves together delicate personal stories and obscure academic research into a nonfiction that reads like the biography of a life I would be proud to live.

Beyond a student’s GPA and SAT score,  there is an entirely different measure that determines whether a they have what it takes to succeed. These “hidden” strengths are called a range of terms including non-cognitive skills, socio-emotional intelligence, soft skills, and character. Without a critical mass of these character traits, which range from self-control to optimism, an individual has a significantly lower chance of success. The research on character forces us to look past academic knowledge to something deeper that guides our choices and drives our behaviors. While the new psychological research is fascinating, the idea of character isn’t the most revolutionary.

But there’s another concept that I find to be more eyeopening and important: the idea that stress in life causes harm to the body and the mind. I first wrote about this topic in a blog post a year ago in response to a This American Life episode. In it, Ira Glass (also a reader of the book) interviews Tough and others  about the emerging research on the relationship between stress and the brain. As I listened, I memorized the phrase, “the biology of stress.”

As in, the biological response to the stress of life.

You see, ever since I graduated from college I’ve followed a meandering path of books on topics such as leadership, therapy, and growth. But none of these books made a biological connection between life and the body. In his book, Tough more clearly describes this connection as the HPA Axis which stands for the hypothalamic-pituitary-adrenal (the chemical) response to stress. It’s this system that senses stress and responds in an attempt to protect the person involved. When these chemicals flood your brain, you lose the parts of your brain that house the executive function and revert to a “fight or flight” response and a more reactionary animal nature. Sadly, the more often you’re in stressful situations, the more likely this will be your primary response to life.

It’s this connection that most influenced me when I heard  Tough speak about his book at the Sabot School in Richmond. (I’m also proud to say I shook his hand and spoke with him when sat down at the end my row before the program.) While he spoke, I diagramed his speech on my bulletin:

Notes from Paul Tough event

As you can see, I found two main ideas: The Biology of Stress and the Psychology of Growth. It’s clear from the research that trauma and stress (and especially chronic stress) wreak havoc on the human brain, stunt learning, and prevent growth. But there is also incredible research in the field of psychology about the antidote to this stress: a secure attachment to parents who are are comforting and who help children manage their stress. For those who are older, a caring adult and a safe support group can also provide opportunities for people to feel accepted and to accept themselves.

This acceptance is the first step to growth.

But there also is a surprising third point that connects both stress and growth: that is the believe that growth is enhanced by, indeed requires, the presence of stress. And on the affluent end of the spectrum, Tough and others believe there is even a deficit of adversity which prevents students from ever fully developing into themselves. They simply pass from one institution to another seeking stability and a straightforward path of rewards for their work. In contrast, students in poor communities have a much higher risk of failure, but the students that get out have something their wealthier peers lack: the knowledge that they have achieved something great and the determination to do it again. I drew another diagram while trying to explain this concept to my girlfriend and simultaneously trying to understand it myself:

Notes on Class and SuccessThe point is not to be naive about poverty (especially extreme poverty) and it’s also not about “success” in monetary terms, but in the more personal sense of achievement. Tough writes that the point is to be more understanding of the role of adversity. For the high school student I mentor in Richmond, it wouldn’t help for me to remove all adversity from his life. That would stunt growth as well. Instead, I need to give him a safe place to feel accepted, to know he is loved, and to enjoy life for a moment. He can go to school or the basketball court and know that I’m only a phone call away. And, of course, when he needs something that he definitely can’t get on his own, I’ll do my best to help him out.

Which brings me to Fatima.

I first met Fatima while she was walking home from work one day this summer. I am friends with her roommate, but I had never met her so I made the connection and asked her about her life. I quickly realized that Fatima has a goal: she is determined to get her driver’s license. So I agreed I would teach her how to drive and do whatever I could to help her. A month or two later, I got a call and for the past two weeks, her roommate and I have been riding in the passenger seat while Fatima, timid and incredibly nervous, has been learning how to drive.

This morning, I picked her up to go to the DMV and take the driving test for the first time. She told me she has three chances to get it right before her learner’s permit expires on October 14 so she wanted to get an early start. “I want to drive,” she said when I picked her up. “I want to drive to the DMV.” Aside from a few “dad moments,” I kept my cool on the way and she got us both there with relative skill. As expected, the place was crowded so Fatima got in line to get her number (to wait in another line) and I sat in a seat nearby.

As she stood there, a short, middle-aged Moroccan woman, I was amazed by her courage. No mother or father was there to help her. No husband, partner, or lifelong friend was there with her for support. A stranger (me) was her only chance to get this right and to accomplish her goal. But to Fatima, none of that mattered. It didn’t matter that the woman behind the counter was a little rude or that she was surrounded by people speaking a foreign language. She was focused on one thing: getting a driver’s license to get a car to get a job.

And at first I thought she was incredible for her courage, ambition, and resilience (qualities she certainly possesses in great measure). But, as Tough writes in his book, that is never the full story. While we were waiting in her third line of the morning, I asked her about her family. She told me that she has three younger brothers: one who lives in Rhode Island, and who two live in Morocco with her mother. Her father has passed away. “How is your mom?” I asked mostly to be polite.

“She’s doing good,” Fatima replied.

“Do you get to talk to her very often?”

“Oh yes, I talk to her everyday.”

Every day. I don’t quite know what drives Fatima, but I know it’s somehow connected to the relationship she has with her mother and her brothers. She is loved. And every day when she goes out into this stressful, foreign world she knows that she can return home to a conversation with her mom, a peace, a calm. She’s even told her mom about me, about her goal of getting her license and the stressful test she has to take. And from this loving relationship she goes back out into the world, ready to fight every step of the way. Tough writes that this is the fundamental difference between stress that harms and stress that results in growth: a chance to be restored.

This book may make you think about your life, your kids, your students, your friends. It’s a study that pushes the conversation about “education reform” to a new and more meaningful place: failure, success, and the perilous journey in between.

Sadly, Fatima did not pass the driving test today. I don’t even think the instructor let her out of the parking lot. She very gently told us that Fatima needs more practice. She was just way too nervous and unable to complete some basic tasks as a result. I know she was devastated. After months of work and hours of waiting, she her license was still out of reach..

If that were the end of the story, if Fatima went home and gave up on her dreams, it would be a pretty sad story. But I am sure that she is Skyping with her mom as I write this post, telling her all about this morning, the lines at the DMV and the events of the day. And as she shares with her mom, Fatima is slowly replacing her own stress and fear with her mom’s love and acceptance. She even called me a few hours later to make sure I would let her know when I found a time to take her back for her second test. I believe that through her experiences today Fatima will move forward more prepared for the test and determined to pass.

And that is how anyone succeeds.

Grad school brainstorm

For me, grad school is a foreign country. Below is a brainstorm I wrote down after having a clarifying conversation with a friend last weekend. You may notice that I use the word “clarifying” relative to what my thoughts were before the conversation, but I’m nowhere near clarity. These are the topics that I’m interested in, not the path.

Having a blog has given me momentum through this process since I’ve had a chance to “try out” different topics and disciplines. While “trying out” is fun, it will soon be time to choose. For now, I have the intersection of three areas of interest and the title of my hypothetical grad school thesis:

20130708-112352.jpg

We, the Mobile

As I rode home from work on Friday, I decided I needed to get out of Richmond. For me, a 70-mile drive to Charlottesville is far enough to feel like I got “away” from my routine life. That drive down I-64 was the beginning of an idea that has everything to do with highways and hallowed halls: the faster you can get somewhere the closer it feels.

I’ve been told that humans have always considered a reasonable commute to be about a half of an hour to an hour of travel. Walking, that would be about 3.5 miles. Driving, that could be a trip from Trenton to New York. Flying, that’s a D.C. to Chicago commute that no child dreams to have when they grow up. While the amount of time we travel to work has remained relatively the same, the increase in distance has been significant. The affects of this distance are profound.

In the early 1900s, before the Model T and good roads, many wealthy Americans owned second homes just outside the city. In Boston, for instance, this was the rural getaway known as Jamaca Plain. Near Richmond, it was the neighborhood of Bon Air. Originally a retreat ten miles outside the city, Bon Air was frequented by Richmonders who wanted to get “away” from the stifling life of an industrial city. Today, Bon Air is near the middle of a metropolitan region and considered just another inner suburb. Meanwhile, the wealthiest residents are more likely to have second homes in Sun Valley or Naples than rural Virgina. The idea of buying a second home 10 miles away seems absurd. The faster you can get somewhere, the closer it feels. But is it actually close?

Many American cities today are populated by the children of faraway parents that raised them and watched them leave. I am one of these children. I was given the chance to move over 1,000 miles from home to live somewhere new and exciting. I have been given the chance to go out on my own. But when did this become normal? We, the millennials, are the fifth generation of Americans with access to cheap gasoline and the third generation to grow up with interstate highways.

We grew up as the unsettled generation of an increasingly mobile nation. There have always been wealthy people, but there have not always been turbojets and 70 mph speed limits. This has changed the way we see distance and separation.

For instance, I live about three-and-a-half hours away from my hometown of Tyler, TX. By plane. So that’s about 22 hours away by car and 349 hours by foot. When I left Tyler for college I didn’t really think it was a big deal. Now, it feels significantly farther than I originally imagined. In my sixth year of life away from Texas I can say there is much I have learned while I’ve been away. I wouldn’t change my decision to leave if I had the chance. I love the city where I live and the university where I studied.

But there is this simple, lingering question I am asked every once in a while that I can never completely answer: “So, how’d you end up in Richmond?”

Like most, I tend to focus on the “pull” factors of migration. Oh, I came here for college and fell in love with the city. I usually also make a joke about how the University’s website was easy to navigate or that Richmond wasn’t as cold as Boston, another city I considered for school. But why, as a senior in high school, did I not consider a single school in Texas or even somewhere closer like New Orleans or St. Louis? Why the 1,000-mile trek? There are a few easy answers I can think of:

  1. My brothers did it
  2. My parents let us
  3. I knew I would only be “a flight away”

But that doesn’t really answer the question. While there was a draw to move away, there were also significant “push” factors that sent me away from my southern home. In the land of football and Rick Perry, I didn’t really think there was a place for a friendly writer trying to make a difference. I made lots of unfavorable generalizations to justify my move away, but at the same time I was more focussed on where I was headed. When I applied to college, I dreamed of a place where people liked to read and write, where Christians didn’t all look the same, and where it wasn’t weird to suck at basketball. I didn’t know if I would find that, but I figured it was worth a shot. Everywhere I went in Texas, I saw the same story and realized that, while I think it’s a great story, it would be a hard one to fit into.

So I got out. I became one of the many confused Texpatriots simultaneously displaying a Texas flag and critiquing that beautiful, mineral-rich place.

And here I am: living in an old mansion in Richmond, working at an amazing university that also happens to be my alma mater. My neighborhood is both dangerous and beautiful depending on who you ask. My house is used as a tutoring site for hundreds of kids each year. My city has representations of American architecture going back to the 1700s, fine art, public murals, excellent restaurants, and more. It’s not D.C., but it’s also not snooty and it suits me well.

And yet, if you notice, all the positives aren’t really adding up. There’s always the question, “But what?” Living in Richmond is awesome, but it involves this thing I call the golden triangle of growing up: the pull between a career, a significant other, and family/hometown.

This is how it plays out:

Whenever I think about moving home (or at least near family), my first thought is that I can’t go back until I get somewhere in my career. There’s not much of a market in Tyler for someone who made up their own major in college. Then, whenever I think about advancing my career (a word I routinely misspell) which might involve grad school somewhere far away, I immediately think about my girlfriend and wonder how the timing of both will work out. Thinking about our relationship then takes me back to thinking about moving home and I imagine a life of holiday swaps and long-distance in-laws. Again, when I think about home, I think about my career pulling me all across the nation and I wonder what my little sister will be up to as she finishes high school and enters young adulthood herself. I wonder if my parents will be sitting on our back patio enjoying those cool spring afternoons in Tyler while I’m who-knows-where doing who-knows-what. I think about my three older brothers who are all living in this golden triangle as well and I wonder if we will ever manage to live near each other again.

I wonder if I will ever get to move home and whether it will still be home when I get there.

When you’re in a relationship with someone that’s in a similar situation, you also realize that at some point one of you will have to bend for the other. That’s the compound reality of this golden triangle: both of you can never have all three at the same time. And since both people in relationships today have educations and aspirations, it takes a lot of energy to make it all line up. Often people choose to go their separate ways, some struggle through the long-distance life, and others manage to work it out in the same place. Even when it does work out, it can be a gauntlet of long-term planning and flexibility.

That brings me back to my trip to Charlottesville. I’m currently sitting at a coffee shop with four friends I’ve met since moving out to Virginia. Between the two couples and myself, we represent five home states: Tennessee, Ohio, Maine, Virginia and Texas. We are all living in the reality of the triangle:

I am from Tyler, TX and my girlfriend is from Medford, NJ and Sanibel, FL. We both currently live in Richmond, but our families are scattered from Florida to California. My friend, Max, who is originally from Portland, ME, currently works and lives in D.C. where he met his girlfriend, Shannon, a native Tennesseean (who also moved around growing up), in D.C. just before she moved to Charlottesville for law school at UVA. Max is currently applying to law schools around the mid-Atlantic region and hopes to end up somewhat close by. Margo, another friend from college, is currently living in her hometown of Cincinnati and hoping to start medical school in the fall. She got into the University of Cincinnati program but is trying her darndest to get into a med school in Virginia so she can live near her boyfriend, Joe. Joe, a native of Richmond (the only native Virginian in the group), is currently in the UVA post-bac program so that that he can apply for med schools this summer and start a year from now in the fall. If Margo starts the program in Cincinnati, he will likely move to Cincinnati to work while he does his best to get into the same program or, if he only gets into a program in Virginia, she may try and transfer after her first two years.

It’s no wonder some are calling us the most stressed-out generation.

Max made the comment last night that we are living in an era of “progressive instability” as young adults in Twenty-First-Century America.

“Dramatic instability,” he added.

Since the best opportunities are no longer nearby, we find ourselves settling into LDRs (long-distance relationships) while we find jobs or attend grad school. Even if you don’t want to go to grad school, you’ve most likely thought about it. Max made the comment that the economy expects us to have graduate educations, but doesn’t facilitate the experience. Also, with MBA programs like UVA’s Darden that charge $76,000 a year for in-state tuition, our generation is making history in the way of personal debt.

With the sluggish economy, vertical mobility is synonymous with geographic mobility and cross-country job searches are the norm. This was once the time of life when people began to build stability, moved home, and started a new chapter of life. Some of my friends have managed to work that out, but many of us genuinely didn’t know it was an option. We, the mobile, have followed the allure of big cities and fresh lives.

No longer a time for building community, the twenties have become a very dynamic stage of life. One misstep and you’ll be roadkill in this “Great Recession” that sees unemployment as a mark of personal failure: you can’t get a job if you don’t have experience and you can’t get experience if you don’t have a job. Of course, it can work out, but it’s a little terrifying at the same time. And we are all living in this reality from day to day. Every once in a while I think about all of this and I take a very deep breath. It’s just too much to consider it all at the same time.

In a decade, I hope I look back and laugh at the golden triangle of growing up. I hope we will have a chance to tell stories and swap war wounds on the other side. I hope we all keep our sanity in the process and I hope we remember what matters most. What makes people happy today is what made people happy thousands of years ago: close relationships, good work, and unconditional love.

In the world of the golden triangle, it’s simply a question of where.

2012 Unfinished Book List

So, it’s time to come clean. A few weeks ago I published a nice post about how exciting it is to finish a book and then listed all the books that I had started and finished in 2012. But as Susan Boyle so eloquently put it, “That’s just the one side of me!” Something like that. So I decided to type up the list of books that I started, loved for a time, and put down for something else (see, Necessary Endingsif you have trouble letting go of a good book for a better one).

As I compiled the list, I realized that for some reason it’s a way more eclectic list than the list of finished books. There is some psychology, some horror sprinkled in, more short stories, and some really amazing history. I guess I didn’t finish these books because I’m getting “practical” and growing up. Or maybe I just enjoy books with more applicable wisdom at this crazy stage of life. Either way, I’m still planning to keep these unfinished books. Some I’ll finish later and others I’ll reference from time to time. In no particular order, the 2012 rejects:

On Writing Well, William Zinsser

The Wisdom of the Enneagram: The Complete Guide to Psychological and Spiritual Growth for the Nine Personality Types, Don Richard Riso, Russ Hudson

The Warmth of Other Suns: The Epic Story of America’s Great Migration, Isabel Wilkerson

The Human Side of Human Beings: The theory of re-evaluation counseling, Harvey Jackins

Silver boxes: The gift of encouragement, Florence Littauer

Everything’s Eventual, Stephen King

The Fantastic Book of Everybody’s Secrets, Sophie Hannah

Jeremiah

Letters to a Young Poet, Ranier Maria Rilka

The History of White People, Nell Irvin Painter

Cultivate: Forming the Emerging Generation Through Life-on-life Mentoring, Jeff Myers

A Guide for Listening and Inner-Healing Prayer: Meeting God in the Broken Places, Rusty Rustenback

2012: A year in books

I haven’t blogged much lately. Most of what I’ve written in the past five months has filled the first half of my journal and the margins of the books I have read. This post is a digest of those books.

Books, some readIn 2012, I discovered that reading is more enjoyable as a hobby than as a job (big surprise). As a student for 16 years, I learned to resent the books that were assigned to me for book reports, essays and those dreaded Accelerated Reader (AR) tests. I watched as my hobby became points on a chart, grades and boxes to check. Most books I read during high school and college were left unfinished or skimmed at the last minute to meet deadlines and find quotes. Of the photo to the left, I probably finished a few.

Since finishing books wasn’t much of a priority, I did a little happy dance for each of the first three books I finished last year: another milestone. The authors of these books have since inspired me to read more authors in new fields. Following their suggestions has made for a delightful rabbit hole full of entertaining stories and thoughtful prose. These books have also reminded me that my childhood was full of days spent lost in the joy of books. I am thankful, once again, to be a reader.

This is the list of books I read in 2012. It’s nothing spectacular, but it’s a first for me and hopefully a sign of good things to come. Enjoy:

Isaiah

I still have a hard time spelling the word, Isaiah. Every time I write it, I have to sound it out and double-check. After spending almost a year reading this book of Old Testament prophecy, that just about sums up my knowledge of the book as well. While I didn’t always know the context of the prophecy, I appreciated the content of each chapter and verse. Often, Isaiah caught me off guard with romanticized highs and lows. What was once beautiful is destroyed, the place we loved has been defiled, and great skill has been corrupted by great delusion. I could say more, but it’s probably best to read it yourself. Along the way, this book inspired me to write two blog posts: “Delusions” and “Haunted Houses.”

The Spirit of the Disciplines, Dallas Willard

I’m almost ashamed to admit that I read this book last year. It’s not that I’m ashamed of the book, it’s more that I’m ashamed at my lifestyle. While I read and appreciated this book (strong recommendation), I’m just barely beginning to apply the spiritual disciplines to my life. As Willard writes, “If we refuse to practice, it is not God’s grace that fails when a crisis comes, but our own nature. When crisis comes, we ask God to help us, but He cannot if we have not made our nature our ally.” This book inspired me to write a blog post about silence: “Our Haunted Selves.”

Integrity: The Courage to Meet the Demands of Reality, Dr. Henry Cloud

My grandfather, Orville Rogers, gave me this book when I graduated from college. When I started it in May of 2011, I realized it was nothing like the books that I had read all my life. It was not “heady” or theoretical, it was practical and wise. While it took me a year and three months to finish, it sparked something in myself I never (ever) expected: an interest in business management books. Also, reading this book gave me more of an appreciation for Dr. Henry Cloud and I highly recommend his work. While reading this book, I wrote a blog post on decisions, “Gamble and Risk.”

Fierce Conversations: Achieving Success at Work and in Life One Conversation at a Time, Susan Scott

This book is out of control. When I finished my yearlong internship at Church Hill Activities and Tutoring (CHAT), I mentioned to one of the board members that I wished I’d had more difficult conversations. “Oh,” he said picking up a book beside him, “you might be interested in this book my daughter’s team at Capitol One has been reading.” A year ago, I would have said forget it, but Cloud had already softened me on business books and two weeks later Susan Scott changed my life. This book is a hard-hitting, unpredictable look into your relationships and the conversations you have each day. If you’re avoiding it, Susan Scott will be sure to let you know and tell you how to have the conversation in a productive way.

The Social Animal: The Hidden Sources of Love, Character, and Achievement, David Brooks

This book says so much about who we are and how we develop from toddlers to adults. In typical David Brooks fashion, this book highlights the incredible connections that scientists are making between the brain and human behavior without being boring. Brooks trades science jargon with fiction and tells the story of cognitive science through the story of one couple from infancy to death. That’s not a spoiler, it’s all about the journey.

Necessary Endings: The Employees, Businesses, and Relationships That All of Us Have to Give Up in Order to Move Forward, Dr. Henry Cloud

Not every ending is necessary, but determining when something needs to end is a hard process for all of us. This book taught me that if we don’t end things in life well (from jobs to friendships) we can’t move on in a healthy way. Cloud calls this process “metabolizing” endings and I think it’s the best description I’ve ever read.

The Defining Decade: Why Your Twenties Matter–And How to Make the Most of Them Now, Dr. Meg Jay

Forget everything you’ve read in the tabloids: the twenties are an important decade of life. That’s pretty much the message of Meg Jay’s new book that’s been taking over my social networks since it was published. For me, it all started when my brother Steven sent Will and I a link to an interview with the author titled, “Thirty Is Not The New Twenty: Why Your Twenties Matter.” Since then, Eunice read it, Will read it, I read it, Nina read it, Stacy and Stephen read it, Elizabeth read it … it’s out of control. Read the book — It’s not always necessarily right, but it’s good and helpful.

The Five Love Languages Men’s Edition: The Secret to Love that Lasts, Gary Chapman

I am selfish. That’s pretty much the biggest takeaway from reading Gary Chapman’s often referenced (and suggested) book about the ways we give and receive love. One thing that was fun about reading this book is that tons of people talk about the 5 love languages, but most people I know haven’t actually read it. It’s practical, thoughtful, and entertaining. Especially talking to all the fellas right now, you will not regret reading this book.

BUMBLE-ARDY, Maurice Sendak

From the author of Where the Wild Things Are comes a book about a pig who wants to party and a domineering aunt that doesn’t see the point. Bumble-Ardy follows in line with other works from Sendak as creative and childish with a depth of human understanding. As in the case of Wild Things, when you read about Bumble-Ardy you simultaneously become the child and the adult: reckless and responsible. I love this book for it’s cadence and rhyme scheme and a reminder not to let control prevent me from enjoying a party. In an interview with an  aging Sendak, Terry Gross noted a section in particular where Bumble-Ardy is punished for his party and makes a profound commitment to get back in line:

“Okay smarty you’ve had your party! But never again!”

Bumble-Ardy replies, I promise! I swear! I won’t ever turn ten!”

Here’s to another year.

P.S. I’ve been collecting books in my Amazon Wish List (a service I highly recommend) that I may or may not ever read.

Reflex Relearned

Over the course of the past year, I have written and thought about the effects of stress and trauma. I have wondered about how the major traumas and micro traumas might have affected how we inhabit our communities and the ways in which we react to the stress of life. Yesterday, I listened to the This American Life podcast, “Back to School.” It’s a very well-done take on early childhood development and what some believe teachers should be expected to “actually accomplish” in their work.

In it, there is an amazing conversation about the affects of stress biologically and the long term affects of stress psychologically. What does it do to the brain when each day there is a stressful event that triggers a flood of adrenaline? How do humans develop when they are always tensing up, afraid of the unwarranted (and unpredictable) verbal or physical lashing? What Ira Glass says, is that, “When the brain does something over and over and over again, it creates pathways that get more and more ingrained.” The fight or flight response thus becomes one of the primary responses in the affected brain and one of the primary responses in the child’s life. Fight or flight.

If you’ve ever been a teacher this is perhaps not news to you. You might have experienced one of these two responses as you placed a worksheet on a student’s desk or passed out a graded quiz. You may have seen a student place his or her head on the desk during class because the numbers on the page might as well be written in Chinese: their brain is not connecting. Glass shares that over time the adrenaline rush during these traumatic moments stunts the development of a section of the brain called the prefrontal cortex, “where a lot of these non-cognitive skills happen — self-control and impulse control, certain kinds of memory and reasoning. Skills they call executive functions.” Without these executive functions, students cannot sit still, engage information, and reason a thoughtful response.

There are even ways that I can see these pathways in my own brain and and how stress has affected my own experience. How I interact with some sorts of people, how I believe I am perceived when I walk into a room, when and where I feel confident. All of these have developed over years through a series of unstructured, unplanned, semi-traumatic events that have brought me to this point in time. Granted, these traumas are minor in scale in comparison to many. I have been blessed to grow up in a world where I felt safe to play outside and to spend vacation with my relatives.

Still, as I grow up (however reluctantly) I am finding that I have these reflexes within me that emerge under certain types of stress. Because the prefrontal cortex is where a lot of non-cognitive skills happen, I am not totally in control of these responses. I can only be aware of myself and the ways in which I affect others in order to preempt my more negative, learned reflexes. Also, I believe that leaning into these harmful reflexes and embracing activities that may conjure up these responses (in a safe space) will allow me to reteach my brain new responses and to integrate new positive experiences into my identity. I can effectively relearn a reflex. This is is most commonly called therapy or, more simply, personal growth.

Below is a transcript of the excerpted conversation on the effects of stress. I highly recommend listening to the whole piece, but also take some time to read through and contemplate the conversation below. For me, it is a profoundly important take-away because it has everything to do with my current work as well as my life of personal evaluation. Enjoy:

“Ira Glass

But in addition to all the bad things that are likely to happen to them as adults, there’s also the effect that long-term stress has on them when they’re still kids, especially on their brains and their ability to learn.

Nadine Burke Harris

If you look on the molecular level, you’re walking through the forest and you see a bear, right? So you can either fight the bear or run from the bear. That’s kind of your fight or flight system. Right?

Ira Glass

Right.

Nadine Burke Harris

And your body releases a ton of adrenalin, right? Which is your short-term stress hormone, and something else called cortisol, which tends to be more of a long-term stress hormone. And this dilates your pupils, gets your heart beating fast. Your skin gets cold and clammy. That’s because you’re shunting blood from anywhere that isn’t absolutely necessary to the muscles that you need to be able to run from that bear.

The other thing that it does– now, you can imagine that if you’re about to fight a bear, you need some gumption to fight that bear, right? So it kind of shuts off the thinking portion of your brain, right? That executive function cognitive part. And it turns on the real primal aggression and the things that you need to be able to think that you’re going to go into a fight with a bear and come out on the winning side.

Ira Glass

Yeah.

Nadine Burke Harris

And that’s really good if you’re in a forest and there’s a bear. The problem is when that bear comes home from the bar every night. Right? And for a lot of these kids, what happens is that this system, this fight or flight response, which is an emergency response in your body, it’s activated over and over and over again. And so that’s what we were seeing in the kids that I was caring for.

Ira Glass

When the brain does something over and over and over again, it creates pathways that get more and more ingrained. So this kind of repeated stress affects the development of these kids’ brains. And especially affected in this situation is a specific part of the brain that’s called the prefrontal cortex, which is where a lot of these non-cognitive skills happen– self-control and impulse control, certain kinds of memory and reasoning. Skills they call executive functions.

If you’re in a constant state of emergency, that part of your brain just doesn’t develop the same. Doctors can see the differences on brain scans. Dr. Burke Harris says that for these kids, the bear basically never goes away. They still feel its effects even when they’re just trying to sit there quietly in English class.

Nadine Burke Harris

And if right at that moment someone asks you, “Oh, could you please diagram this sentence? Or could you please divide two complex numbers?” You’d be like, what are you talking about? And so that’s what we were seeing in the kids that I was caring for, is that a lot of them had a terrible time paying attention. They have a hard time sitting still.

Ira Glass

And you hear about this in lots of schools. Head Start teachers in one survey said that over a fourth of their low income students had serious self-control and behavior problems. Nadine Burke Harris says that it’s true for her patients, the ones with adverse childhood experiences like neglect, domestic violence, a parent with mental illness or substance abuse.

Nadine Burke Harris

For our kids, if they had four or more adverse childhood experiences, their odds of having learning or behavior problems in school was 32 times as high as kids who had no adverse childhood experiences.”

The Tributaries of Culture

I love an introduction that says, “this is what I learned from writing this book and this is how it has developed my perspective.” The following, from Bob Deans, does just that:

“Finally, the James became for me, not only the stage along which so much of our essential history has played out, but a living metaphor for who we are as a diverse and democratic rushing from the tributaries of varied cultures into a single stream held in its channel by the national story, shared inheritance, and common purpose that gather the American people as one.”
 
Deans, Bob. The River Where America Began, xv.
 

Hayden White on Narrative

I was looking back through The Houses of History the other day and I was struck (once again) by Hayden White’s article “The Fictions of Factual Representation.”

Here are two excerpts:

“Most nineteenth-century historians did not realize that, when it is a matter of trying to deal with past facts, the crucial consideration for him who would represent them faithfully are the notions he brings to his representation of the ways parts relate to the whole which they comprise.
 
They did not realize that the facts do not speak for themselves, but that the historian speaks for them, speaks on their behalf, and fashions the fragments of the past into a whole whose integrity is—in its representation—a purely discursive one.
 
Novelists might be dealing only with imaginary events whereas historians are dealing with real ones, but the process of fusing events, whether imaginary or real, into a comprehensible totality capable of serving as the object of representation, is a poetic process.”
 
“These fragments have to be put together to make a whole of a particular, not a general kind.”

Thoughts from “The Creative Call”

Some artistic people in my life are reading a book right now called The Creative Call. It’s great. There’s a lot of wisdom for people who feel like they never “found their artistic voice” or perhaps never identified as “creative.” If you lack a medium through which you can express the inexpressible, this book is for you. *Just as a side note, this book is a Christian perspective of creativity in life, but there are plenty of secular examples to choose from such as The War of Art and The Creative Habit that beckon readers to reengage their creative side without also talking faith and the Christian life.

The following paragraphs are some responses to a section of a chapter of The Creative Call … it’s nothing special, but I thought it might be an interesting way for others to get a glimpse into my personal relationship with art through the years. Also, I hope anyone that stumbles on this post might think about their own artistic story and find some of their own answers to these questions.

Was there an earlier time in life that you produced art?

I used to make more “creative things” (e.g. bean bags, necklaces, cities in the sand, scarves, castles, drawings) when I was younger. I wasn’t really that cool, but at the time it didn’t matter. Besides, I had the privilege of growing up in a group that didn’t really want to be cool relative to other communities … it was a nice social cocoon. Then I moved into junior high and high school and literally left it behind. No more art classes, no more random projects (that I recall) and seldom did I read for fun as I had in my childhood. I sort of lost that self-confidence that one needs to tinker alone for hours on end with no advice or affirmation.

I was gradually pulled outward as I matured into a more social, active life. As I moved through my room during this post-art era, I often viewed my old paintings and drawings as ruins in Middle Earth … relics of a lost civilization. While I moved on from these visual arts, I realize that I began to move into the “written arts.” This shift has continued from that time except for a few noteworthy ventures into painted worlds at “art parties” my senior year of high school and during a class on “Observational Painting” my junior year of college. Otherwise, I suppose, writing has become my voice. Here’s a relic from early high school: an example of this shift as I struggled through my early adolescence:

“Enter la chimera cha; take my sorrows, learn to draw. 
A sword to take the life of one seeking solace from the sun.
From afar it seems so sweet, upon arrival Charon greets. Means to end 
surreal strife, death alone—that radiant life.”
 

“I would practice art if only …”

I would practice my art more often if I weren’t always around people: drawn to connect and afraid to retreat. I recently read a quote from Stephen King’s On Writing: A Memoir of the Craft” in which he writes,

“It starts with this: put your desk in the corner, and every time you sit down there to write, remind yourself why it isn’t in the middle of the room. Life isn’t a support system for art. It’s the other way around.”
 

When I read this quote I realized that in the past decade of my life I’ve been stretched far too thin and removed my support system of art and creativity. I definitely need to stay connected to my community, but as I become more healthy I think I’ll learn to withdraw more often. I often find myself blogging late at night (currently 1 a.m.) because I’ve already committed the rest of my day.

“I’ll start making time for art when …”

I’ll start making time for art when I’m not doing this yearlong internship, when I have more direction for my first book, when I know that I will be able to support myself monetarily (any wealthy patrons out there?), or when I start a graduate program that requires me to daily engage my creative mind.

“I’d be doing my art right now if it weren’t for …”

I don’t really know what my art is. If it’s writing, then I think I am doing my art right now, but sometimes writing feels more like a conviction. I realized the other day that I feel compelled to write … it’s much less a hobby than it is a part of who I am. I also wonder if creativity can get lost in obnoxious intellectual thoughts.

As I continue to write, I want to push myself to more actively integrate my design and personal narrative to perhaps make the process more “creative.” Perhaps the end product would be “my art.”

“I’d always hoped that I’d …”

To be honest, I had always hoped that I would go completely off the deep end, produce something incredible, then die an early death. This thought first entered my mind as I read Housman’s “To An Athlete Dying Young” and lingered in the recesses for years to come. I wasn’t really morbid about the thought of dying young, but I distinctly remember thinking that my talent would be more influential as tragic unrealized potential. I’d always hoped that I would be tragic, but at the same time I almost always followed the rules.

“I wish I had the courage to …”

I wish I had the courage to tell my own story in a compelling and innovative way. And to let go of the hometown ties that hold me back and keep me from being exposed as a human with flaws and fears. I also wish I had the courage to get past my fear of public humiliation (and latent political ambition) to just be myself. I’m thankful that I have let go of most of the hang-ups from my earlier years, but there will always be something new.

“If I could go back in time I would …”

… produce more at an early age, stop feeling alone on the margins and embrace my strengths as gifts to be used. Also, I would learn how to play the piano and cook great food. I might even learn to dance.

My hope deferred is the thought of me as a classy, unique, professional person, confident, yet realistic and sincere. Right now, I’m afraid I hide behind my words too much. While I’m glad to have further honed this skill, I hope to eventually use writing in a less esoteric way that people can still appreciate and enjoy.

Favorite words (and phrases):

Portmanteau, sin qua non, mutatis mutandis, latent, urbane, nascent, apex, zenith, delight, hallowed, space, amaze, past, significance, embrace, huzzah, fearsome, boulevard, difference, terrifying, nostalgia, anticipate, potential, place, remain, resent, longing, resist, gruesome, lament, sunrise, society, dissonance.

Special thanks to @brainpicker‘s New Year’s Resolution Reading List: 9 Books on Reading and Writing for a great survey.

Delusions

For the past few months I’ve been writing about identity and perspective. My primary goal during this process has been to answer the following question:

Along the way, I’ve considered various delusions that we humans believe about ourselves and each other … and I’ve found many of these within myself. It’s been a pretty worthwhile experience, but recently I was amazed by a passage from the Hebrew prophecy found in Isaiah. It is perhaps the most profound answer to my question.

Reading Isaiah 44:13-20 is a humbling experience. Here is an excerpt:

This passage is a profound metaphor for the lies that we tell ourselves.

The man in the story worships something that is temporary, a wooden idol. Something that he himself created. Alone in his own world, the man has convinced himself that he is in the presence of greatness. This thing then becomes the object of his worship.

I love the first line, “No one recalls.” It reminds the reader that the man in the story has not been afforded the same perspective that makes his delusion obvious.

Then I wonder, how many lies have we told ourselves? The first that comes to mind is my Facebook page. When I look at it, do I not believe what I see? In my heart, I know that I am more complex than this one page, but on a daily basis I put that knowledge aside and believe the lie that I have created for myself and others. I literally give of my time and energy to supporting that “Facebook me” that sustains this limited identity.

We humans create many amazing things. We also often like to convince other people that these things are important … sometimes we even convince ourselves. Then we unwittingly begin, ever so slowly, to sacrifice our “selves” to the thing that we have created. Some major examples that come to mind are empires, corporations, religions, and nations. Each one of these entities is created and buttressed by the energy of human work, but many still believe that their individual lives are less important than the entity being sustained.

To these we give our time, our money, our creativity, and our lives.

Finally, it seems that the difficulty of my favorite question is that it inserts doubt into our enlightenment notions of human reason. As humans, we often employ our own reason to save ourselves from delusion. This endeavor, I believe, has had limited success. This is because I have found that every such human attempt toward salvation or enlightenment (even this blog) can itself become a new object of worship and delusion. So here is my desire: To find those humans who are pointing their lives toward something that is not made, discovered or achieved by men. That, to me, is the Christian walk. It is not to sustain a structure or to defend an ideology. It is to follow a path that no human could (or would) have ever devised.

As I mentioned earlier, the oposite of delusion is perspective. Without something outside of the human experience, we will never see ourselves properly and we will be perennially stuck like gerbils on an exercise wheel. Perspective allows us to first see the wheel (the ideology, culture, addiction) that was created by men and then to leave the wheel entirely. This is the beginning of a journey of faith.

Many people would say that, as a Christian, I fit the description of the deluded man I described above. They say that I worship something that has been created by men … not dissimilar from the example in Isaiah 44. They say that the Bible is simply paper and ink and that I’m defending an idol. I can’t say that they’re wrong and I’m right. I can only say that the more I search for even a glimpse of eternal perspective the more I am drawn back to my Christian faith. This faith is not easy, or white, or  American, or something for which I feel personally responsible.

It is difficult and uncertain and leads me to constantly see myself in a new light.

At this point, that’s the only conclusion I can think to give this post. I will continue to interrogate my delusions and I hope to continue to learn more about my perspective on myself and others. All the while, I’ll be personally seeking the Truth that opens my eyes to the man-made objects that I continue to worship each day. Giving them up may seem irrational, but they are the exercise wheel and I would like to soon step off.

Amen.

This post is a part of my “Savage Faces, Human Places” series that I’m putting together in my section on Power.

A is for Agricultural Urbanism

Tricycle Gardens is a local organization that has taken to transforming parking lots and empty space into beautiful, collaborative, and interactive green space. Dhiru Thadani would describe their work as specifically: Community Gardens, Allotment Gardens, and Container Gardens. I usually describe them as fun for everyone. Here are some examples:

This is the first post in my, “Cataloguing Richmond,” series saved in “RVA.”

Savage Faces, Human Places

I’ve been thinking about the word “savage” for about a month now. What does it mean? Who uses it? What purpose does it serve in society? At this point, I think I’m about ready to move on.

I may break up this piece later and turn it into more of a series … for now, here’s where I’ve landed:

According to the Wiktionary entry, the word originated in the “Latin silvaticus (‘wild’; literally, ‘of the woods’)” then moved through late Latin and French to English and eventually became the word “savage” as we know it today. The first thing I notice is that the word has always had an implicit vantage built into it. This unspoken perspective is the place from which savagery was determined. “Of the woods” can be read as “not from the city” or at the very least, “not of us.”

My first question quickly emerged, “From where is this word spoken?”

A few weeks ago, my Richmond Perspectives class discussed the relationship between the Native American Chief Powhatan and the English settler/invader John Smith. One of my handouts that week included the following insight on an entry in John Smith’s journal:

“‘Powhatan carried himself so proudly, yet discretely, in his savage manner, as made us all admire his natural gifts,’ Smith wrote, ‘considering his education.’ Majestic, mighty, and prideful Powhatan may well have been, but, in Smith’s eyes, he was still, and ever would be, a savage” (The River Where America Began, 77). 
 

This quote moved me to wonder about Smith and the British perspective at the time. Was there something particularly savage about Powhatan or had Smith simply decided that every person he encountered would be savage? Clearly, thousands of Native Americans believed Powhatan to be an effective leader, but Smith couldn’t see past his seventeenth-century English perspective of the “New World.” From this vantage, the entire territory, Powhatan’s chiefdom and beyond, was “savage” before it was even encountered.

There was something within John Smith’s mind that prevented him from developing an appreciation for the powerful leader with which he dealt. I’ve landed on three posible explanations for this: 1. Smith came here believing that every inhabitant was inferior, 2. Smith was legitimately shocked by Powhatan’s physical appearance or behavior and lastly, 3. Smith was afraid of Powhatan and used words such as “savage” to demean him and minimize his power.

When I read this quote with my students, I asked them what thought in particular about the word savage. I was actually surprised to hear that they use the world all the time. To them, “savage” is a joke to make fun of friends when they’re not acting proper or just to make fun of someone in general. One mentioned that the projects in Richmond are savage. Another joked that it’s savage when you pick up food off the ground and eat it. I think this conversation actually filled the rest of class and I left that day with a lot to think about.

My history class had just launched itself into the twenty-first century.

When I first started writing this post, I realized the topic was making connections to all sorts of other ideas and semi-related thoughts. This post is the first paragraph of that original piece and I’ll publish the rest in segments. I’m also starting a new page titled, “Power,” where I’ll store these and others because I think perspective and “savagery” are linked to how we position ourselves in relation to each other … identity is a powerful thing.

This post is this first of my “Savage Faces, Human Places” series that I’m putting together in my section on Power.

Performing the Vantage

My last post described the classroom as a vantage from which we learn about the world. Tonight, I don’t think I’ll be able to go to sleep if I don’t write about my next thought: Performing the Vantage. I want to talk about how we can perform this theoretical space and what that might mean for my work.

First of all, I have to admit that some days I feel a little crazy. At first this was a little unsettling, but now I’m totally comfortable with the fact that some days I learn more than I teach. These are the days that I feel like Ben Stiller as Tony in the legendary movie “Heavyweights.” To the right is a scene from this movie where Stiller is certainly “performing the vantage.” but it doesn’t help the fact that he’s emotionally unstable. His character understands the idea of the mountaintop experience, but doesn’t realize that it takes more than just a mountaintop to inspire change. It’s not what happens on the mountaintop, it’s how life on the ground is transformed as a result. So performing the vantage can’t become more important than building relationships with the people in our lives. Then, when the moment is right, speak as if you are looking out over the vast open spaces and share your wonder and amazement with the people around you.

I actually believe that if I pretended that I was on a mountain these moments would be more significant. In some ways, this is how I trick myself into believing that I’m not just in any other room … that this room is somehow more conducive to learning. Of course, every class will require a different level of discipline and correction. Some will never reach the moment of wonder when the mountaintop can be reached, but I have been thankful for these moments in the past two weeks and I look forward to improving my ability to notice them in the future. The more I notice these moments, the more I will be able to capitalize on their emotional impact.

What are some potential shortfalls to this perspective? In my post, “A Vantage,” I compared teaching to Mufasa showing Simba his kingdom. This metaphor helps me to further explain the potential shortfalls of performing this vantage in the classroom:

Mountaintop Shortfall #1: Basically, they might not believe that you’re Mufasa. They might not believe that you have any right to show them the kingdom. They might believe that you don’t have anything of worth to give them. They might not appreciate you. They might forsake their inheritance.

Mountaintop Shortfall #2: You might not believe that they are Simba. You might not truly believe that they deserve to inherit the kingdom that you have seen. You might hope they drop out so you don’t have to put up with them any longer. You might forget that you were once Simba.

Mountaintop Shortfall #3: The classroom lingers on the mountaintop for too long. We were not meant to settle into our vantage. Instead, it is meant to be the underlying goal that we reach it every day in order to remind ourselves why we’re there. From the ground we learn how to work; from the vantage we are reminded of its ultimate purpose.

I have experienced all of these shortfalls in just two weeks of class … and I’ve also seen the positive results of the vantage. I suppose those are the moments that I “live for.” I am a beginner to this whole teaching thing so I’m just trying to understand what its all about. As I read in Teaching with Love and Logic, “Great teachers are experimenters.”

Base camp here we come.

A Vantage

This week I have been teaching my high school students about imagination, appreciation, curiosity and innovation. The joys of alternative education 🙂 During this time, I’ve made some (albeit naive) teacher observations and formulated some theories to help myself improve and better understand what I’m doing. The most valuable lesson so far is this: The classroom is a vantage. From this vantage, we see the world for its order and structure. As Mufasa took Simba to the mountaintop, so do we teachers take our students to the classroom to make sense of the world in which they live.

From the vantage of Pride Rock, Mufasa shared with Simba the details of his kingdom: Places to go and places to avoid. At the same time, he is also sharing the weight of the responsibility of the kingdom (which I see as knowledge, adulthood, and the unknown future).  In this moment, he is imparting an understanding of life from the mountaintop because that is where the chaos of life begins to make sense. That is the place of perspective. Without the context of perspective we will hardly understand the significance of the information we retain.

One important point is that a mountaintop is positioned far away from life on the ground below. That’s not a bad thing! I think the “ivory tower” critique of education sometimes directs us to teach a more “realistic” education. But this is a mistake. Instead of making our education realistic, we believe that education must be detached from reality in order to prepare students for the abstract and unpredictable future. Is the future reality? No. We can only speculate how our students will use the information we teach them and we must give them the ability to make connections on their own. The ability to imagine the future and prepare for its challenges.

This capacity for imagination is becoming a subject of discussion as a skill that can (and should) be taught. In a PBS Newshour production, “Conversation: Imagination in Education,” Jeffrey Brown interviewed the director of the Lincoln Center Institute for the Arts in Education, Scott Noppe-Brandon. Brown asked, “What would [imagination in education] look like? What would be an example of putting imagination into the skill set and into the curriculum?” To this question, Mr. Noppe-Brandon responded,

“It’s taking issues like, ‘How do you get kids to notice deeply? How do you get them to attend to details and information in front of them? How do you get them to notice patterns and make connections and be reflective and tolerate ambiguity? Elements like that that combined over time start to build that cognitive capacity for imaginative thinking.” Imagine how differently we would teach if we believed this … the excitement in our voices as we say, “Look out over this world of information and conquer it with your mind.”

In my attempt to teach this concept to my students, I landed on the following formula:

Imagination + Creativity + Knowledge + Appreciation + Hard Work = Innovation.

Hopefully, my students will begin to value the ideas in their minds, appreciate the ideas of others and make connections between the two and reality. Reality is  not always the sort of place where people develop the capacity for creativity and imagination. That’s why we have the classroom. The classroom is a vantage. Every other hour of the day is enough reality for now.

Singing from Whiteness

*Warning, this post is about race … including white people.

The other day I was driving through Tyler listening to some country music on a local station tryna get in touch with my white roots. As I listened, Eric Church’s incredibly catchy song, “Homeboy,”  came on. If you haven’t heard it, the first verse of the song reads,

“You were too bad for a little square town
with your hip-hop hat and your pants on the ground
Heard you cussed out momma, pushed daddy around
You tore off in his car
Here you are runnin’ these dirty old streets
Tattoo on your neck, fake gold on your teeth
Got the hood here snow, but you cant fool me, we both know who you are”

“Hip-hop hat?” “Pants on the ground”? “Fake gold on your teeth?” As I tapped my thumbs on my steering wheel, I wondered to myself, “What is he even talking about?” And the the name of the song is “Homeboy”? Anyone who’s seen Antoine Dodson’s intruder speech (and the requisite autotuned followup) doesn’t have to check Urban Dictionary to know that “homeboy” isn’t really the most white thing you could call someone. So I started thinking about race and how people of different races refer to the other. In other words, how do white people say “stuff Black people do” without really having to say it for fear of sounding racist.

Since I usually write about actual spaces, in honor of Church’s song, I want to get a little more academic and talk about rhetorical spaces. The song constructs two spaces in particular: White (rural) spaces and Black (urban) spaces.

First, I want to talk about the rhetorical space of whiteness as the location from which Church is singing.  Basically, Whiteness is the space from which white people often (albeit unknowingly) speak and operate. Whiteness is often compared to a black hole in the sense that you can feel the power of its influence on society, but cannot often determine its characteristics. The blog, “Stuff White People Like” is important regardless of it’s limitations because of its noteworthy purpose: To essentialize Whiteness. When I first saw the blog four years ago it was the first of its kind. Honestly, I don’t think I had even heard the phrase, “White people _____,” in any context. Lots of white people object to the blog (i.e. “I’m not like that” or “That’s just hipsters, not white people!”), but I think that’s partially the point: There are no essential characteristics to a race. It’s also just plain funny.

The objections from white people are interesting because it seems the majority is uncomfortable being “pinned down.” Of course, this is minor in comparison to the experience of African Americans as essentialized minorities. In this world, there are a multitude of examples of Blackness: Stereotypes associated with the black race. These represent the rhetorical space of Blackness. In his song, Church is pretty blunt about his references to Blackness. The song is just full of references such as the ones listed above. As far as I can tell, the song is written about a white guy performing Blackness … basically some guy’s younger brother gets too good for the comfortable, white country lifestyle. Then he starts to cuss, become more physically violent, rebel, become more likely to be thrown in jail, feel entitled, and waste money.

But isn’t that a strange leap? What is it about a tattoo and gold on someone’s teeth that makes them more violent? The reason is this: Blackness, in contrast to Whiteness, is a very defined rhetorical construct.

As a the minority population, black people have often been associated with each other by members of the majority.  In other words, for centuries members of the Black Diaspora have been saying, “Hey, I’m not really like that” or “I’ve never seen a black person that actually actually acts like that.” But many white people don’t usually get the chance to feel “called out” for their Whiteness in the same way. If you are white and you’ve been called out for, say, drinking so much milk, you may feel angry thinking about the experience. I usually just laugh. Unlike Blackness, Whiteness is relatively undefined and uninterrogated AND it isn’t historically associated with political oppression. Blackness, in stark contrast, has been constructed over the years with clear political and economic motivations.

The best description I ever heard basically said that Whiteness is an elusive center. It’s relatively undefined and often subtly powerful. In operating from the elusive position of Whiteness, Eric Church seems to be making two statements at the same time. The explicit statement is that there is value in the country life and honoring your family. It’s true: We shouldn’t mock our families or disobey our parents. The implicit statement, however, is that city life is morally inferior and that urban culture or Blackness will lead you down a self-destructive path. There’s a few problems. The first is that rural life is not a white experience. The second is that the WSJ recently reported that city life is in many ways healthier.

As a fan of flat-brim hats, Mike Jordans and doing “The Jerk,” I happen to disagree with the notion that urban culture instills rage or disrespect. In fact, I’ve seen people do some pretty dumb things in Topsiders. Maybe I’ll write an autobiographical counter to Church’s song titled, “Frat boy.” That way, I could engage the ethos of the song which is “Family first” without falling into the pitfalls of race. At this point, I think it’s always important to ask yourself, “What are we trying to say?” As a member of the majority, I think a new kind of thoughtfulness (not merely political correctness) would be appreciated.

 
Works (loosely) cited:
McKerrow, Raymie E. “Critical Rhetoric: Theory and Praxis.”
Nakayama, Thomas K. and Robert L. Krizek. “Whiteness: A Strategic Rhetoric.”
Also, if you’re interested, here is a link the lyrics to the song I referenced

That Which is Built

When I was young, people taught me history from a book. This history was often a history of nations and political places (e.g. Texas, Germany, the South) and we usually discussed history as a distant idea with little relevance to our lives. I believe this omission is common practice, but in many ways it prevented me from fully appreciating the legacy of history and what Faulkner famously stated is “never dead … not even past.” Additionally, I’ve come to realize that the political history I was taught was difficult to interact with because politics themselves are abstract. I began to realize that the national history seems irrelevant because it seems to only indirectly relates to one’s personal life. I believe that we should rediscover the value in local, applied history that engages the mind on many different levels. Furthermore, I have realized that in studying the physical structures of a society one can develop a deeper understanding of the politics and power of the past.

This is my manifesto for studying that which is built.

Consider the legacy of segregation in America. While there has not been a law mandating segregation for decades, the reality of segregation today is difficult to deny. This legacy lives on in both the tangible structures and the intangible social divisions that locked themselves into the urban landscape years ago.

In my hometown, Jim Crow told black residents to live north of the railroad tracks and white residents of course lived to the south. This one simple policy, coupled with latent racism, has transformed my city into an oblong egg shape as more and more businesses and people move farther south. While they may claim they are moving towards new regions, they are also moving farther away from the historically black and historically poor northern region of the city. Implicit within this movement to the south is the stigmatization of those neighborhoods to the north and their residents. This stigmatization is no longer written in law, but it lingers in the streets named after MLK, the local HBCU Texas College, the Salvation Army and other similar signifiers of race and class. The power of stigma prevents many developers and individuals from imagining a profitable future for the spaces to the north of downtown Tyler. It’s a mental block, but it is directly informed by the physical environment.

This is because the built environment makes statements about the relative significance of a place. On the surface, buildings teach the observer about an area and the people who live there. On a deeper level, buildings teach the scholar about the society that has shaped that place and transformed it’s potential. Greg Dickinson further describes the way buildings “speak” to us in his article “Memories For Sale: Nostalgia and the Construction of Identity in Old Pasadena.” Dickinson writes, “Places are often constructed to make claims about a society. As time passes, these places become rhetorical artifacts that can maintain rhetorical and memorial significance. (Dickinson, 4). This rhetorical significance is powerful and shapes the way we experience places whether or not we are aware. There are many structures that obviously make claims about a society (e.g. Confederate monuments in Richmond) and others that are more subtle such as bike lanes and sidewalks for those who cannot afford to drive. There are also “absences” in many cities where significant places have been destroyed and memories have been lost (I will discuss memory places more at a later time).

As a student, I was not made fully aware of the rhetorical and historical nature of places until an independent study on the rhetoric of highway battles with Dr. Kevin Kuswa. As a spatial thinker, this lesson illuminated my view of the American city and activated my brain to think of history and society in three-dimensions. I believe that it is necessary to teach our students about the built environment because we will begin to realize how significant history is to our individual cities and lives. It helps to answer questions such as, “Why does everyone in my neighborhood look the same?” and “Why aren’t the roads in our neighborhood paved?” The city becomes the classroom and the students become active participants in both learning about the general history and more significantly about themselves and their place in society on a local and national level.

On Plans and the Future

On November 3, 1951, Robert LeRoy Shepherd wrote an opinion article in the Richmond Times-Dispatch titled “Freedom, Independence, Taxes and the Freeway.” I found this article 60 years after it was written and was struck by the candor of his voice and the content of his message: Plans for the future must respond to reality.

At the time it was written, the city was in the midst of a highway battle over the plans for the Richmond-Petersburg Turnpike (what is now a section of I-95). As was common practice at the time, Richmond politicians contracted large firms to develop plans for this expressway without significant input from the residents of the city. As a result, the thought of destroying the city for a highway divided citizens and outraged residents. Many conceded that the city fathers had already decided what would be best for Richmond, but fought to make their voices heard during the second public referendum of the highway plan.

Uncertainty filled the minds of Richmonders who were unsure whether their city would be completely transformed by this idea proffered by huge national planning firms and local politicians. The highway plan would result in the destruction of large sections of the city and would forever change the way people move throughout the region. On a more philosophical level, the plans for the highway also seemed to fundamentally question the legitimacy of the physical structure city. After 210 years of individuals shaping the built environment, an outside idea was being presented as more legitimate. At this moment of crisis in the battle for Richmond’s future, Shepherd wrote a philosophical piece that questioned the idea of a highway in Richmond and made a simple, yet compelling argument for democracy in the midst of the American highway era.

At this point in time, the Richmond Times-Dispatch was not new to articles and ads related to the expressway.  Leading up to the referendum on November there were dozens of references to the highway including political ads, cartoons, editorials, news articles, and opinion submissions. Many of these references simply recycled the same ideas and arguments for or against the highway plan. In these arguments it was too expensive or it was the ultimate solution to traffic, either not the will of the people or a well-developed plan vetted by studies and experts.

Amidst the banal arguments, Shepherd’s article called Richmonders to think critically about the process of planning a highway in the 50s. He was not enamored by the professional firms that planned the highway or their ideas for the future of Richmond. Instead, he writes, “Inflexible plans result in a fixation of mind. Steering them becomes an obsession kindred to a driver’s headlong dash above or over a freeway.” To Shepherd, politicians in Richmond were  trying to make the plan fit an unwilling populace. To Shepherd, the future was not so easy to predict.

While many framed the highways as American progress, Shepherd framed the highway plan as megalomania. He compares the politics to Alexander the Great, Caesar, Hitler, Hirohito, and the British Empire. The one thing in common was the concept of invasion and empire, but more philosophically the empires were imposed and forced on unprepared societies. The empires constantly developed their ability to transform the life of citizens in order to complete the assimilation of diverse societies. The highway was no exception. Plans for the city of Richmond were meticulously developed before being presented to the people of Richmond and expected to impress and amaze. The highway was an idea from the outside that was forced upon cities in America and unwilling to change or shift to fit the will of the people.

To Shepherd, these plans did not make sense in context because they weren’t democratic. “Taxes and plans?” writes Shepherd, “Yes.” In some instances it is wise to plan for the future and prepare for potential changes and developments, “But [while] some lead to the freedom of men, others lead to a fixation of mind and bondage just a binding as chains.” Today we are living the legacy of these plans and I believe we finally beginning to understand the captivity of which Shepherd spoke. While the highway seemed like an opportunity for growth, it has become a fundamental aspect of American life. What was once vehemently opposed has now become part of routine commutes and shopping trips.

Many people look at cities without any sort of historic lens or context, but a deeper understanding of the politics of a place will give us a better understanding of the place itself. As we continually struggle to recover our buried past we will likely find similar instances where democracy failed and voices were silenced. Uncovering these voices will further illuminate our nation’s past and present and allow us to begin to right our future.