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The handwriting on the wall

August 23, 2010 By Leave a Comment

The Handwriting on the Wall

by Melvyn R. Copen August 23, 2010

© Mel Copen, August 2010

There is an old riddle that asks you to assume that you want to travel a total distance of 2 miles and average 60 miles per hour. If you go the first mile at 30 miles per hour, how fast do you have to go for the second mile?

The answer is that it’s too late. To average 60 miles per hour, you have to complete the course in two minutes. But at 30 miles per hour, you have already taken the two minutes to get through the first mile.

There are many situations in real life that echo this pattern. For example, declining populations and reproduction rates can reach a point where recovery is virtually impossible. One has to anticipate and take action before reaching the point of no return. We may be fast approaching such a point relating to the economic and political leadership position we have held in the world. Although there are many external threats, the problems to which I am referring are strictly internal, and wholly within our control. The focal point? Science and Engineering!

Over the last century, the United States has moved from an agrarian nation to the world’s greatest manufacturing power and then into a service economy. This transformation was sustained, at every step, by scientific breakthroughs, the applications of new technology and a creative and inventive spirit that pervaded all aspects of economic and commercial life. We became the leading fount for innovative ideas. Our universities set standard for all others to emulate, and the research environment created by them, businesses and government became the envy of every other nation. Hundreds of thousands of foreigners came to study and work, many staying on to make this country their home.

But all this is changing. As other economies around the world grow and opportunities back home increase, more and more of those who come here to learn are going home and taking that learning with them. US Corporations have moved research, design and development operations abroad, not only because those markets are growing, but because of the native talent, often available at bargain rates compared to the U.S.

Most significant, however, are the trends in science and engineering education. We must maintain our technological edge if we are going to succeed, and there is ample evidence to show that we are in jeopardy. Like the riddle above, the time factor is quickly eroding. How long does it take to produce a productive scientist or engineer? It starts with a basic foundation in math and science – in grade school. If young people are not excited and turned-on by such pursuits, the pipe-line dries up, and recovery becomes extremely difficult, particularly as our competitors are moving rapidly in the opposite direction.

Let’s first look at K-12. The National Science Board (NSB) recently reported that US 15 year-olds placed 16th out of 25 countries in science and 19th in math (the PISA tests). Data for Europe and the Western Hemisphere compiled by the OECD ranked US students as 17 out of 30 in science and 24th in math. The most recent TIMSS (Trends in Math and Science Study) test ranked US 8th graders 17th in science and 23rd in math out of 41 countries, and 12th graders as 16 & 19, respectively. US Department of Education data, gathered under No Child Left Behind testing, shows US 12th graders who are “proficient” in math and science as less than 20%. This is deplorable.

Interestingly, 4th graders do better than their older counterparts. That seems to indicate a major breakdown between elementary school and high school. Commenting on this pattern, the US Commissioner of Education cited three problem areas: lack of a strong curriculum, particularly in the middle school level (where students in many other countries are already into advanced topics in math and science); textbooks that treat the subjects superficially; and many teachers assigned to teach these subjects who lack appropriate training and certification. This was echoed in the NSB report which found that only 40% of the 5th grade teachers teaching science and math were certified in these fields. That number did jump to 80% in the 8th grade.

So a major part of the problem is getting students into the pipeline – building competence in mathematics and stimulating interest in science. Too often schools are not intellectually demanding enough and students are neither challenged nor inspired to learn.

Let’s turn to higher education. Approximately 1/3 of the bachelors degrees awarded in the United States are in Science and Education. Put this into perspective against Japan’s 63% and China’s 53%. Of all the bachelors degrees awarded in these fields, worldwide, China now produces 21%. The US figure is 11%. We are sorely lagging.

Finally, there is the impact of foreign students. In 2007, 4% of US bachelors degrees were awarded to students here on visas. At the masters, it jumped to 24%, at the doctoral level to 33% and at post doctoral studies, 57%. As already mentioned, today, a much larger percentage are returning home after completing their studies and possibly a few years of work, to pursue opportunities at home, many of which are provided by US companies.

What this all means is that we are in serious jeopardy of losing our leadership position, particularly when it comes to the innovation that is so important to sustain our economy. The problem cannot be fixed overnight. We must reach and inspire elementary school and high school students in order to meet the challenge. We are looking at years of lead time. And at the same time we dally, countries like China and India are moving ahead at full speed. The handwriting is on the wall. We must read it, recognize it for what it truly is, and then get busy immediately to train our teachers, modify our curriculum and truly reform our educational system.

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Dr. Melvyn Copen lives in both Georgia and Arizona. He is an educator and businessman who has worked and lived in many foreign countries and provides consulting services throughout the world. His column appears every other Wednesday. Please share your comments with him via email at melcopen@hotmail.com.

Filed Under: Uncommon Sense Tagged With:

It’s all in our minds

October 21, 2001 By Leave a Comment

It’s All in Our Minds
By Mel Copen Oct 21, 2001
© Mel Copen, Oct, 2001

Sometimes it is useful to step back a bit to gain a broader perspective.

“Terrorism!” To most people it signifies hi-jackings, bombings and now biological assault. It means murder and mayhem resulting from wanton acts that fall outside of any sense of rational thinking or civilized behavior. This definition leads to warfare that is fought with conventional weapons but in very unconventional ways. However, there is another dimension to terrorism, which takes the battlefield to a very different plain.

Webster’s defines “terror” as “intense, sharp, overmastering fear.” “-Ism” is a “suffix…
used to form action nouns…denoting…practice…or…doctrines…” Terrorism then becomes “the use of violence and threats to intimidate or coerce…” Death and destruction of people and things are not the objective – just one means. The objective is to create fear!

Fear is an immensely powerful force. It would be inconceivable, in a less-feared, conventional war situation for three aircraft, loaded with bombs, to have caused the impact on the US that was initiated on September 11. Or that one death from a contagious disease could have the impact that perhaps one lunatic has achieved by putting anthrax spores in the mail. Fear is seldom rational. It feeds upon itself as it grows and becomes endemic.

Much attention in the western world has been directed toward Islamic fundamentalism and the Muslim religion. Every newspaper and magazine is full of articles asking why Islam seems to breed fanaticism. Some present it as fierce and intolerant – others as gentle and accepting. The Koran contains values and strictures, history and philosophy. It was written centuries ago and contains many esoteric passages, some of which seem to conflict, and others that can only start to be interpreted in the light of the times and culture from which they emanated. In that sense, it’s not much different than the Old or the New Testaments. Unfortunately, I don’t recall the source, but the author of an article that I recently read astutely commented that quoting the Koran tells you more about the person making the quote than it does about the religion.

A key factor is that Osama bin Laden, although not qualified to do so, has been issuing “fatwas” (documents of minor religious standing) “on behalf of the Muslim people.” In February of 1998, for example, he proclaimed that “… the killing of Americans and their civilian and military allies is a religious duty for each and every Muslim to be carried out in whichever country they are.” While most Muslims have expressed horror at the September 11 actions, few national leaders of Muslim communities outside of the US have forcefully rejected bin Laden’s claims that he speaks for the religion. Why not?

Again, the answer lies in fear. These terrorist groups are not small, isolated sects that hide in caves in Afghanistan (interestingly, none of the participants in any terrorist actions have been Afghans). They are spawned and grow within the major nations of the Middle East, nurtured by distrusts and hatreds and thriving on the inequities and injustices that derive from within their own societies. The focus on Israel must be interpreted in the light of the fact that, with the exception of Jordan, none of the Middle Eastern nations has accepted Palestinians within its own borders except in very controlled situations (e.g. workers to fill critical jobs). The terrorists are not “for” the Palestinians. What is important is what they are against – their own governments and anything that conflicts with their system of beliefs. Israel is a strong symbol of the powers that are aligned against them. Their true objective is the universal establishment of societies based upon their ultra-strict “interpretations” of the Koran.

The terrorist groups are strong within each of the Islamic nations. They have brought fear to such heights that many of our middle eastern allies are funding Al Qaida, by paying large sums of “protection money” – funds that fuel terrorist activities. These were first directed against Israel, now against the US and eventually, if it is not stopped, against the nations that are paying them off. Fear makes people do strange things.

Most religions establish moral codes to govern human interaction, defining and teaching the difference between good and evil. Many also believe in an afterlife, where behavior in this short “phase” merits rewards (and penalties) for the rest of eternity – a concept, which serves as an effective way to encourage people to live up to those moral codes. But scriptures cover many subjects in mystical ways that leave them open to very diverse interpretations. Two people reading the same book can select and emphasize concepts that suit their own desires and develop very different and even opposing views of the same religion. Moral codes can be reversed. And if rewards come in the next life, strictures under one interpretation may be encouragements under another. There no longer is a common morality. That’s what we are dealing with today.

So where did this horror come from? It is not embodied in Islam, although certainly aspects can be used to justify what is being done, just as the Bible was used to justify the horrors of the Crusades and the Inquisition. It probably doesn’t derive from the Israeli/Palestinian conflict, although the frustration and futility associated with it certainly keeps fanning the flame. It’s source, and perhaps the only solutions, reside with what is happening to the young people of that part of the world.

Children have their basic value systems in place before they reach their teens. It is incredible to see what young minds can absorb, how quickly they learn, and how naively accepting they are. Modern science hasn’t discovered a “hate” gene. The first line of the immortal song from South Pacific sums it up: “you’ve got to be taught to hate and fear.”

In the US, France and the UK, the proportion of the population under age 15 is in the range of 20%. The corresponding figure for the Muslim nations starts at 30 and runs to 50%. Terrorists long ago learned how to use children. Terrorism builds largely through indoctrination and clearly, the easiest times to shape minds is when they are young, before they have developed their own sense of judgement. Thousands and thousands of children are being brought up on hate. Seeds have been maturing for several generations, and more are continuing to germinate in a self-perpetuating pattern. Over a period of time, sustained good efforts may have some impact. But how does one buy enough time to make that happen, particularly when “war” has already broken out and when you have to fight the terrorist plague without undermining your own values.

The immediate response to the problem requires a mix of vigilance and active efforts to stamp out those who perpetrate terrorist acts. But that will only buy time. The ideas and conditions that have created the current situation must be altered permanently. But values shaped by generations of teaching will not change easily. This can only happen through education that is delivered in ways that are meaningful to the recipients, by acts that constantly reinforce and make them consider other ways of thinking, and the by the start of a new life free from some of the forces that breed hatred and discontent.

It’s all in our minds – the fear and the forces that lead to the creation of that fear. And it is only by changing the way we all think that fear and terrorism will be defeated. Once Bin Laden and his network exist no more, this will be the real challenge for the war against terrorism – a way to build a better and safe world for all.

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Parents, not politicians, are needed to solve our education problems

September 23, 2000 By Leave a Comment

Parents, not Politicians, Are Needed to Solve our Education Problems
By Mel Copen September 23, 2000
© Mel Copen, September, 2000

It’s accepted knowledge that our public education system is in trouble. Surprisingly, our system of higher education clearly sets the pace for the rest of the world, but throughout the elementary and high-school grades, the performance of our students lags far behind that of many other nations. And many of the problems we face relating to teaching standards, learning outcomes and the environment in which education is being delivered are becoming worse, not better.

Both the Republican and Democratic Party Platforms recognize the severity of the problem and have placed educational issues high on their priority lists. The former commits the Republican Party to “bold reforms in education – to make every school a place of learning and achievement for every child.” The latter states that “Democrats understand that ensuring every child the highest quality education is essential if America is to remain strong and competitive in today’s economy.”

There are some important differences in the way each party intends to deal with certain aspect of the task, but the basic educational objective is the similar. One might wonder why the problems not only persist, but are getting worse in many areas – this despite the emphasis both parties have given to education, the large numbers of sincere and dedicated citizens in each, the substantial pool of talented college graduates out there (teachers, administrators, parents and concerned citizens) and the current unprecedented era of prosperity with all the resources it has made available to address the issues.

Why is today any different from yesterday? This is not the first time the political parties have voiced their concerns or their plans for educational reform. The problems have existed and grown despite the many political platforms of recent decades.

I suggest, only somewhat-facetiously, that part of the answer can be found by reading the extensive “education” sections of both platforms (full texts can be found on the web site http://hcl.chass.ncsu.edu/garson/Election2000). Although they do contain suggestions for change, they are primary political documents, aimed at criticizing the “opposition” for “shortfallings” and taking credit for past achievements or “creative” suggestions. Many of the suggestions lie at the extremes – either throwing more resources at things already shown to be ineffective or tossing out everything including those that have worked.

One of the key factors in this nation’s greatness has been its extensive system of public schooling. As a measure of its magnitude and complexity, the US Department of Education indicates that in 1999, 46.5 million students were taught by 2.8 million teachers in 90,874 public schools in the United States, virtually all managed at the local level. Approximately 5 million additional students attended private or parochial schools, and according to the Home Education Research Institute, 1.5 million were schooled at home. Interestingly, there are now 200,000 students attending 1,200 charter schools.

High frustration levels have led increasing numbers of parents to abandon the public school system in favor of private schools. This presents an interesting dilemma, since what may be better for a single child at a point in time can weaken the system for those who stay. The growth of home schooling adds further complexity, since not only does it affect the delivery of subject material, it also alters patterns of social interaction. It also raises issues concerning breadth of knowledge and teaching skill competence of many of those who become responsible for delivering education at home. Regardless of what people do in their own family situations, however, the need to improve the public education system has to be a top national priority, and one that is meaningful to everybody. The future of the nation, literally, rests on what we do.

The problems are large and very complex, requiring time and concerted effort on many fronts. And there are no overnight solutions. These are the types of tasks that we have a great deal of difficulty addressing. As a society, it seems clear that we still are a long way from finding effective formulas. Two recent illustrations:

Late last year, Business Week reported that “discovery learning,” a “new approach to instruction” had achieved marvelous results in helping students learn math and science in Chicago. This “hands-on” or “inquiry-based learning” was presented as an alternative to “drilling students with lectures and a long list of facts.” It is sad to think that a concept developed by Socrates over 2000 years ago and embraced by educators for centuries has just been rediscovered as a revolutionary solution to our problems. Somehow we seem to have gone off track on issues that are much more basic than some of those being fought over in the political arena.

The second was a recent news item indicating that, despite the potential, there has been little discernable impact on learning from the introduction of computers in elementary school classrooms. Most likely the reason is that we are not yet using computers effectively in the classroom and that, as in the “discovery learning” situation, only some things lend themselves to a passive learning process. No one would expect a youngster to become a great gymnast just by playing computer games. But we have a tendency to expect just that when we are dealing with mental gymnastics. The key lies in training teachers and curriculum developers to use the computer effectively to complement and enhance other forms of learning – a skill where we are still sadly deficient.

Children’s minds are very impressionable. They tend to accept what they experience as the norm. Set expectations high and that is where they will look, and the converse is also true. They also have incredible capability to learn – look what a child can do with a new language, as opposed to the way an adult must struggle. The answer lies in creating a challenging environment, which will support the desired learning objectives.

Wouldn’t it be great if there was a way to orient political party platforms to progress rather than politics – to focus on the many critical things that can be accomplished through cooperative effort rather than on a smaller number of differences which dissipate energy and resources in endless battles that result in little progress any fronts. Wouldn’t it be great if we all thought more as parents than politicians and threw the same kind of energy into improving the public school system as we did in winning World War II or putting man on the moon? I can dream!

The keys lie with “citizen” parents – and with teachers. The former group must become actively involved in the change process. They also must ensure a supportive environment for the teachers. It is not only better salary and benefit packages that are needed, but continuing educational opportunities, better school environments, policies that encourage innovation and reward excellence and strong recognition for the importance of the job teachers do. We also must find ways to attract more top young minds to the profession and enhance the process of turning out new generation of turned-on teachers. This is the best way to resolve a large number of the problems we face. Then alternatives to public education will no longer be seen as a necessity, just a mater of choice, and the nation will have achieved the sound educational footing that is so critical for its growth.

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We has met the enemy

August 1, 1999 By Leave a Comment

WE HAS MET THE ENEMY
by Melvyn R. Copen August 1, 1999
© Mel Copen, August, 1999

Some time ago, my wife and I volunteered to take our 7 and 12-year-old grandsons to a Sunday movie. The immediate issue was what were we going to see – a decision not to be taken lightly if both generations are to survive the ordeal.

The logical course of action was to obtain guidance from our son and daughter-in-law, particularly since the boys indicated two “R” rated films as top choice and further stated that this was OK with their parents. The response we received came as a surprise. It probably shouldn’t have. “It depends on the reason for the rating. If it is for nudity, no way. But if it’s for violence or language – that’s OK.”

We were a bit stunned when the logic behind the latter statement was explained to us. “They see so much violence on TV and on video-tapes and hear so many four letter words wherever they go, it isn’t a problem. That’s what life’s all about.” An interesting discussion ensued in which it became apparent that our children considered us totally unrealistic and rigid in our thinking.

We have all experienced situations where continuous exposure to some stimulus results in a diminution of the effect. People begin to take things for granted and systems build “immunities.” What was once exciting becomes mundane and greater intensity is required to maintain the same level of impact. That applies to meeting celebrities, drinking alcohol or using other drugs, eating chocolate, traveling and many other matters. Why should it not apply to violence – particularly when much of the violence is experienced vicariously?

There was a time when a violent experience for a child was a very personal thing. It meant getting into a fight. Interesting lessons were learned. It hurt! It hurt even if you won! Contrast this with the total lack of pain experienced by a viewer watching violent act after violent act on TV. It looks like great fun, and at least the hero seldom has problems. Even the dead people are resurrected on other shows. Or better yet, participate in a video game where you can commit the murder and mayhem yourself. The worst consequence is a poor score and the jeers from your opponents.

Last Friday, in Georgia, a terrible act of violence was committed, taking the lives of a dozen people and injuring many others. Think of the pain to everyone concerned, particularly to the loved ones of those who no longer exist except in memory. Consider all the other acts of random or meaningless violence that have made the recent news – many involving juveniles.

Some will argue that the solution lies in gun control. I don’t know. Our record on enforcing laws to keep illicit materials (drugs, guns, what have you) out of the hands of abusers is abysmal and I find myself in great sympathy for people who, given the realities, feel a need to protect themselves. To me, there is a stronger connection between much of today’s violence (which was almost unknown not too many years ago) and our permissive attitudes towards the glorification of violence and the constant exposure of young people to violent acts.

Educators learned long ago that role models can serve as very powerful and positive educational vehicles. For example, it is hard to teach “entrepreneurship,” but putting people who have an entrepreneurial bent next to successful entrepreneurs greatly enhances chances for success. However, poor role models can provide an equally strong impact in the negative direction. Think of the number of role models to whom our children (and the rest of us) are exposed on TV and in the movies who seem to validate the principle that violence is an acceptable way to express one’s frustrations against others or against society in general.

A number of years ago I had an opportunity to visit Easter Island – a fascinating place for those interested in cultural anthropology or just island beauty. The island is one of the most isolated inhabited places on Earth, its nearest inhabited neighbor being Pitcairn Island (of “Mutiny on the Bounty” fame), over 800 miles away. A twice-weekly air service had just begun, stopping over on flights from Santiago Chile to Tahiti. Prior to that, a Chilean military vessel put into port twice a year with essential provisions that the island could not supply. Before the air-link, the only contact its 1,200 inhabitants had with the rest of the world was, essentially, by radio.

I struck up a conversation with a man who turned out to be the island’s judge. He came periodically from Valparaiso, Chile to handle any legal actions. I asked about the issues he encountered. He said that there had been virtually no crime on the island until a few years earlier. Everyone knew everything about everyone else, even what they owned. There were no thefts, no murders, no assaults – there was no place to go and people had been forced to learn to live with one another. The turning point had come, in his opinion, with a major event that transformed the island – the arrival of Television.

Initially, all the programming was provided by videotapes brought in via the navy boat. The first shipment contained a set of Tarzan movies. During the first few weeks after the broadcasts started, the infirmary was busy treating young people with broken limbs. Somehow swinging on vines wasn’t everything it was cracked up to be. In his opinion, this should have been seen as an indication of things to come.

Broken arms and legs mend. But the main problem on the island at the time of our conversation – about 10 years later – was juvenile violence. Youngsters didn’t share the sense of “community” or recognize the full cost of their actions. The only thing that had changed was the advent of TV, and, of course, the TV content had moved rapidly from the initial more benign programming to shows where the violence content was identical to what we had in the US.

How do we put a stop to violent action? Gun control? Not likely. The major impact will come from education, in reducing the amount of exposure to “violence for fun,” in sensitizing parents and teachers, and in enlisting the support of the news media. Putting extra air marshals on airplanes didn’t stop the highjackings. But a moratorium on reporting the actions did.

We are trying to change our children’s’ viewpoints, although it’s late. We’ve already established a mind-set that blunts them to the idea that exposure to violent scenes might be a significant factor. A nation-wide effort is needed, but it will not succeed without parental (and grandparental) effort and the cooperation of the media. Positive action in this arena is much more likely to remove the feeling of helplessness that exists – more so than tighter gun control, stronger law enforcement or tougher penal codes. And of course, setting good examples for children when conflict situations arise within the family may be the most important step of all.

To quote the words of that immortal Georgia philosopher, Pogo: “We has met the enemy and he is us.”

PS. We ended up taking the kids to a PG-rated Disney film – which we all enjoyed.

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