Showing posts with label Prager University. Show all posts
Showing posts with label Prager University. Show all posts

Monday, August 17, 2015

7 billion Others: The dreams and fears of humanity plus an agenda

The selected stories of thousands of individuals in 7 billion Others illustrate themes such as Being at home, Family, Fears as well as Nature and Climate voices.

These stories from across the world resonate with the class I teach on cultural anthropology. They invite the students, and indeed us all, to listen into the lives, the hopes, and dreams of the human condition.



When you experience this well-designed video installation, keep in mind a caveat:  There is a point of view of the project developer, Yann Arthus-Bertrand - part climate change ideologue and part wealth redistributionist. The latter theme will be the focus of his new movie, Human. The upcoming movie echoes themes voiced by Godfrey Reggio in his trilogy about developed and underdeveloped countries and a world in chaos:  Koyaanisqatsi, Powaqqatsi, and Naqoyqatsi (the Qatsi trilogy).

You may well agree with Bertrand's perspective - or not. But in either case, his perspective ought to be transparent to the visitor.

The Museum of Photographic Arts orients itself, in part, as a center for visual learning. To avoid the problem of subliminal or social-action bias, MOPA could install an informational kiosk that plays short videos explaining the alternative perspective. So, for example, one can be for fighting pollution with or without assumptions about human-caused climate change.  Or, one can be for lifting individuals out of poverty while arguing that any success is due to capitalism or to socialism. From a pedagogical perspective, one should present alternative narratives so that one can judge if the photographic narrative is overly narrow or excessively broad in understanding what affects the human condition. The Museum may state it is only interested in the art of photography; yet this particular exhibit, and others before it (Prix Pictet 2012), espoused agendas for social and environmental change that fit a partial understanding of these phenomena. The issue of a lack of transparency will be explored further in the comments below.



Climate Change Perspectives:  True believers versus Realists

Many scientists and politicians argue that the science is settled: humans affect climate (note that 'affecting pollution' is often confused with 'climate,' but the distinction is an important one). Let's call those who believe that humans affect climate in a significant way the true believers since their minds are made up. Many other scientists and politicians are skeptics (which is the bedrock assumption of science): humans may affect climate, but show us the data as well as the various computer models that massage the data. Let's call this group the realists.

You may find yourself in one group or the other, but the question is one of pedagogy. How should one teach this subject matter, especially with photographs and associated text as narrative? It ought to be a startling and open-minded adventure. The problem is that myth-making and news hype get in the way. Recall the prediction that human caused climate change would cause an increase in seasonal hurricanes? That proved to be unsupported with seasonal hurricanes being far, far less. Recall the prediction that the Himalayas would begin to melt in 35 years? That proved to be a typo.

What then? It's time to explore.

In 7 billion Others, the dominant perspective about nature and climate change is: 1) nature is cuddly (few, if any, talk about hurricanes, volcanoes, pestilence, disease, etc.); 2)  and that those who take issue with the anthropogenic view of climate change either do not care or are from another planet.

As one pages through the remarks of individuals from around the globe, the sense is that nature is wonderful and a sense of joy. I happen to agree with that perspective, but I would likely give voice to the terrible in nature as well. If the idea to be conveyed is that nature is something to be cherished, fine. No problem, but say so. Don't carry over the one-sided dimension into the assumed corollary that whenever nature is damaged it is the result of human activity. Yes, the Gulf Oil spill several years ago was the result of human action, but nature has extensive oil seeps as well. And, even then, scientists were surprised that much of the Gulf Oil spill disappeared in the water due to nature's own cleansing process.





From views on nature, 7 billion Others leads to views on climate change. Some individual views do show skeptical positions, but the dominant frame of reference is one of those adhering to human-caused global warming. If you don't believe in global warming, one interviewee claims that you must be from another planet. 



Not only is the question about whether one's belief puts one in the category of being from another planet, those who resist the perceived needed change lack empathy.



It is true that many of us are indulgent in our personal desires, but this extends to those who see themselves as the caring. That sounds counter-intuitive and hard to believe - that those who say they care about equality often act in ways that demonstrate the opposite, particularly if it affects their own lifestyle.

A recent news article reports that several states are underwriting the affluent in buying more expensive electric cars at the expense of the poor; the less affluent are taxed to support the affluent's life style. One can argue that this tax policy benefits us all - we all breathe the same air; but one can also argue that the user should pay, especially so when there is an unfair tax on the poor. Question:  Who should paying for the electric car charging station? Those who use it or everyone, including the less well off who cannot afford electric cars. Again, you may or may not agree with either policy, but that policy and its social costs should be transparent. In this instance, those claiming to care about X should explain how their benefit of owning an electric car actually helps X (who can't afford an electric car) rather than hurts X. 

Perhaps the truck owner loves his truck, regardless of how it impacts the physical environment; electric car owners may think similarly, regardless of how it impacts the social environment.

A complement to 7 billion Others: Creating a dialog
Moving beyond a critique of the views embedded in 7 billion Others, a center for visual learning could include the following brief perspective that challenges the underpinnings of the installation. 

What if climate change is something other than those who would have us fear carbon, CO2 and an assumed rate of temperature change that would bring environmental calamity beyond what nature has done for billions of years?

Patrick Moore, the co-founder of Greenpeace, presents a useful counter-perspective, grounded in science.


What they haven't told you about climate change


http://www.prageruniversity.com/Environmental-Science/What-They-Havent-Told-You-about-Climate-Change.html#.VcYp8LTZXi8





Without a precautionary commentary such as the one by Patrick Moore, the 7 billion Others installation works well as propaganda for its point of view, but not as an informed pedagogical approach encompassing the views of the true believers and the realists. The latter depends on the transparency of the hosting institution.

The producers' description of 7 billion Others
A ground breaking, multimedia exhibition, 7 billion Others brings voices and compelling video portraits from more than 6,000 individual interviews filmed in 84 countries by nearly 20 directors. For its premiere in the United States, the 30-week presentation will allow visitors to identify what separates and unites us by giving direct access to individuals as diverse as a Brazilian fisherman, a Chinese shopkeeper, a German performer and an Afghan farmer. These interviews touch on our most visceral emotions and pose many thought-provoking questions and answers that speak to the human condition.  Created by Yann Arthus-Bertrand 


The Museum of Photographic Arts [MOPA] will continue showing 7 billion Others through mid September 2015.

Wednesday, July 29, 2015

Approaching the new semester: Teaching style, the cost of books and online resources


The semester begins in several weeks.
 
Several questions top instructors concerns:  the cost of textbooks; engaging students; being fair to different viewpoints.

Here is my approach in a highly diverse student population at a community college. 

The cost of textbooks
The new edition costs about $240. It is a paperback, 384 pages. The pictures are good ones, but there are 50 pages less than before. Missing are interesting maps and gone are the test questions at the end of each chapter for students to test themselves.


Buy it in digital format for $192. Rent it for the semester, $80. Used? It is fairly recent and used copies are available. If I allowed the students to use the previous edition, a used copy would cost about $25 and renting it, $16.
I could change textbooks or perhaps make my own compilation. I could also email students copies of articles (without infringing copyright) and use YouTube videos.

The real question is whether this textbook will be a good foundation for information and knowledge.  Whatever quibbles I have with the textbook, the students come to an exotic course about cultures in different places in the world and over millennia.

The book demands strong analytic skills. That is important, but can my students succeed?  

This is a community college with a diverse student profile. My students are from 17 to 65, more women than men, Latinos, Blacks, Whites and immigrants from across the world, vets, ex-cons, the variety of genders, some homeless, and all with varying degrees of English literacy. And generally less affluent than students at nearby four year colleges.

So, $240 for a 355 page paperback and an instructor with too many degrees? 

The question about learning certainly is about the textbook and its accessibility, but it also is about the instructors and the personal adventure they set for the student.

Engaging students
So, how do we get the curriculum to speak to the students? What are the recipes for inviting students to immerse themselves in the course’s subject matter?

       Start the class before the class actually begins with some unusual music. We don’t only learn through reading. For anthropologists, we participate and observe the life of others ─ doing their rituals, eating their foods, dancing their dances. 
Suggestion:  Visit Caridad de la Luz on YouTube and watch For Witch It Stands.


       No political correctness. Respecting each other is sufficient. 

       Shocking students. That’s easy enough for anthropologists: Different cultures and different lifestyles are shocking. So, let’s deal with them. Avoid self-censorship based on a fear of committing a micro-aggression. Example: Divide the class into men and women (and for those with other gender identifications, they can choose whichever group they prefer) and have them read a Blackfoot legend about Old Man Coyote and Coyote Woman. Whoa! That has them laughing and blushing. This story contrasts with Genesis’s Adam and Eve creation story and invites discussion of power relationships, gender concepts and cultural notions of sexuality.

       Balance the author’s liberal or conservative values and perspectives with opposite ones. Why not? Isn’t the university a broad marketplace of ideas? What is important is not to grade students on one’s own point of view, but to draw out competing perspectives. For example, faculty may be accused of bias, such as Islamophobia, racism, being a climate change denier and the like because they present competing perspectives instead of a truncated ideology. 

The textbook I use (Appreciating Cultural Diversity) fails to present competing perspectives on several important topics, particularly on Islamic terrorism and what draws individuals to this ideology as well as a one-sided view of climate change science. 

A dedicated talk-show host, whose interest is in clarity rather than seeking conformity, has taken on the task of creating an online (and free) “university.” Five minute talks by informed discussants challenge the viewer about how one might understand a topic. Rather than shrinking from such an approach, instructors should be able to challenge themselves in front of their students. We might call this the new pedagogy.  I imagine many instructors would dismiss this challenge based on the presumption of ‘I have my degree’; but the world is changing, and a Socratic mindset would challenge every instructor to start from the beginning with the famous dictum: The only thing I know is that I do not know anything. 

Here are several 5 minute courses to wake the students (and the instructor) to a brass tacks discussion:




       Have students do original research, formulating hypotheses and testing them. This requires considerable support, but it shows students that classroom studies can be practical and can help them get a job.  

Avoiding bias in grading
An instructor must take affirmative steps to prevent his or her bias from influencing the grading process. Here is what I do; other instructors should state their approach.

In the textbook I use, the author presents one view of global warming/ climate change. The question at the end of the chapter speaks to his perspective. In preparation for the final exam, I present his view in class and ask the students how they would answer the question from the author’s perspective. That is one point for knowing the author’s bias. Then I reframe the question from my perspective (the skeptical scientist rather than the true believer in computer modeling). I ask the students to answer the multiple choice question from my perspective. Score one point for knowing my bias.

The teachable moment is that students get two points – one for the author’s perspective, one for my perspective; AND they get to witness that instructors and book authors can disagree without the student having to adopt one or the other and being penalized for believing in the ‘preferred’ answer. The students should then realize that they have to think for themselves in the continuing pursuit of how to understand the world.

That is a pedagogy that allows for competing biases without penalizing the students. This approach is more difficult to achieve in an essay exam – not impossible, but more difficult. 

Making a pedagogical choice
Some students might prefer a less active teacher. So, this approach doesn’t work for all.  

But, for me, I enjoy teaching in this way and hope that my love for the subject carries over to those students who not only enroll, but come to class to engage with the subject.  

The classroom is a two-way street and involves more than buying a $240 textbook.
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Joe Nalven teaches cultural anthropology at San Diego City College.