It’s not the shopping or the lines. It’s not the angst (will my sister like this color?) or the rush to get everything done. I truly enjoy the holidays, so none of these things bother me. What gets me during the holidays is the fact that so few people have had the opportunities that have been given to me.
I’m going to spend Saturday shopping, picking up the last few things on my list. I could do it online, but then I wouldn’t get to see the decorations (yup, I’m a sucker for twinkling lights). Along the way, I’ll wish happy holidays to dozens of seasonal employees—people trying to work their way through college, to save for their children’s education, or just to get by in today’s economy. I’ll also see dozens of people fixated on getting the biggest, best, hottest gadgets out there.
Image courtesy of Shutterstock.
It’ll remind me what an extraordinary gift my education is (thanks mom!). Because of my education, I have the economic benefit of a white-collar career and the philosophical benefit of reflecting on the good life. I have both the capacity to buy a hot gadget or two and the insight that gadgets don’t bring happiness.
In the quieter moments this holiday season, I’ll be wondering: How can I help more children get a broad, rich, knowledge- and skill-building education? Will the Common Core give content-rich curriculum a fighting chance? Why do children from lower-income homes still have to fight to learn things that those from higher-income homes take for granted?
Early in the year, we read about Sonia Sotomayor’s fight. During her freshman year at Princeton, Sotomayor’s roommate made a reference to Alice in Wonderland. Sotomayor says:
I recognized at that moment that there were likely to be many other children’s classics that I had not read … Before I went home that summer, I asked her to give me a list of some of the books she thought were children’s classics, and she gave me a long list and I spent the summer reading them.
That was perhaps the starkest moment of my understanding that there was a world I had missed, of things that I didn’t know anything about … [As an adult] there are moments when people make references to things that I have no idea what they’re talking about.
I think about this anecdote frequently, especially when people ask me how Core Knowledge decided what kids should learn. The fact is, neither E. D. Hirsch nor Core Knowledge decided. History decided. Like it or not, there are many things that people in the US are expected to know—things that news anchors and blog writers and all literate adults refer to without explaining. To have a decent shot at a good life, all children need to learn these things. Many of us want to change our culture, to bring more diversity of peoples and values into the sphere of what’s taken for granted. But to do that, we first have to be able to understand each other, and that means we have to learn those things that are currently taken for granted. We need not fear learning those thing; one of the many beauties of knowledge is that you can always learn more.
Thanks to the Fordham’s Upward Mobility conference, I now have a couple more anecdotes along these lines. I highlighted one last week from Robert Pondiscio’s paper: Cedric Jennings, who studied hard to get from one of Washington DC’s poorest neighborhoods to Brown University, was at a loss “when a Brown professor asks his class how many of them have ever been to Ellis Island. Cedric has never heard of it.” I’m pretty sure I learned about Ellis Island in elementary school. It’s not a “mere fact”; it’s a major landmark at the heart of what makes America unique.
Ms. Angelou told me that when she was growing up on her grandparents’ farm, she often went to the little store they owned. She would gaze at the shelves and spot, say, a can of Boston baked beans…. She told me she would say to herself, “I know what baked beans are, but what is Boston?”… Ms. Angelou told me she would then head to the library to learn all about Boston and its history…. Just imagine the potential of the Internet to feed the endless curiosity of the young Maya Angelous of today!
While I appreciate Price’s enthusiasm, I have a different take on Angelou’s self-education. First, why hadn’t she learned about Boston at school? Why didn’t she even mention school as a place to learn about it? Second, can we expect the Internet to be as educational as the library? I think not. Libraries have librarians, who are especially helpful for children. Just as important, libraries have selected contents. Even if the librarian did not help her, when Angelou went looking for information on Boston, she would have found a relatively small array of appropriate resources. The same cannot be said of the Internet.
Once you are well educated, the Internet is a marvelous resource. Broad knowledge and vocabulary are necessary to look things up and seek out trustworthy sources. Seeking out trustworthy sources is not a skill—there’s no such thing as “media literacy.” I don’t judge the websites of National Geographic, the Centers for Disease Control, the BBC, etc.; I rely on them because I’ve been taught that they are reliable. Since I’m almost always using sites like these to explore topics I don’t know much about, I don’t have the capacity to judge the information I find. I have to trust it. Would a little Angelou, who has never heard of Boston, even know which site to rely on? Would she get lost in page after page of sensationalized Boston news and sports? Would she ever learn about the Boston Tea Party or William Lloyd Garrison?
Angelou, Jennings, and Sotomayor all had to claw their way to the good life. Mine was practically handed to me. What a gift it would be for all children to have an opportunity to learn that which our society expects them to know.