On Teaching Children How to Think or What to Think

This showed up one day on my Facebook newsfeed. It’s among the thousands of catchy image quotes that friends like to share. I found one attribution to cultural anthropologist Margaret Mead. Although I couldn’t verify the quote anywhere else, it does seem consistent with other things I’ve read about her.

Teaching children how to think seems a fine idea, don’t you agree? But what does that mean, really? What teachers themselves know how to think? Who are the teachers who know how to teach children how to think? What does “how to think” mean in the first place? 

Most children’s first teachers are their parents. And most first-time parents are, themselves, very young when they have children. Child-rearing is an occupation undertaken with “no experience necessary,” including experience in teaching anything, let alone thinking skills. From my own parental experience, I know that much of what I taught my children—if not explicitly, then implicitly—came from what I learned from my parents. 

“How to think” was not part of my growing-up curriculum. “What to think,” however, was—not only at home but at school. Some things I learned as matters of fact include: the United States is the best country in the world, and good Catholics go to heaven (and, at best, Purgatory for the rest of you). Only later, when I was able to look at these two “givens” objectively—through my own reasoning—was I able to come to different conclusions.

“How to think” implies using reason and logic to analyze information or situations in search of understanding or other desirable outcomes. And that implies the need for a well-rounded education—not necessarily a college degree, but at least some exposure to a variety of topics and disciplines (e.g., history, humanities, physical sciences, civics and political science, religion, etc.) Part of that education comes from exploration and experimentation—whether physically, mentally, or spiritually. In other words, a variety of diverse life experiences. How can you evaluate something without having something else to measure against? 

Also important is an understanding of (or just recognizing) the many biases and fallacies people fall prey to without even knowing it. Salesmen, advertisers, politicians, preachers, and other persuaders are expert in using these to get what they want: which is to convince you it’s what you want too. To me, knowing how to think seems a valuable asset and survival tool (unless you’re living in 1984).

As beneficial as this may seem, however, critical thinking—and the education that fosters it—may be at odds with the Judeo-Christian ethic and core narrative of our country. Both of these are matters of faith, and faith definitely falls into the “what to think” category. 

Martin Luther, the rebellious Catholic priest and principal of the Protestant Reformation, said:

Reason is the greatest enemy that faith has: it never comes to the aid of spiritual things, but—more frequently than not—struggles against the divine Word, treating with contempt all that emanates from God. 

The definition of reason is: “the power of the mind to think, understand, and form judgments by a process of logic.” Reason is dangerous because those who know how to use it may come to different conclusions about things that were once accepted as matters of faith and fact and “because I said so.” 

Animosity to reason is alive even today, at least in some parts of the country. Built into the 2012 Texas Republican Party platform is this statement:

Knowledge-Based Education – We oppose the teaching of Higher Order Thinking Skills (HOTS) (values clarification), critical thinking skills and similar programs that are simply a relabeling of Outcome-Based Education (OBE) (mastery learning) which focus on behavior modification and have the purpose of challenging the student’s fixed beliefs and undermining parental authority. 

So not everyone believes teaching children how to think is a good idea. “What to think”—e.g., fixed beliefs firmly instilled by one’s parents—is the order of the day here. By objecting to this, I don’t mean to imply that we should raise little anarchists without any respect for authority. I believe in teaching respect, especially respect for one’s parents and teachers. But that respect should be founded on love and wisdom and not on fear and guilt. And parents should have enough respect for their children to teach them how to make their own decisions, develop their own consciences, and form their own opinions.

Someone else who doesn’t appreciate the value of education is Karl Rove, who said:

As people do better, they start voting like Republicans…unless they have too much education and vote Democratic, which proves there can be too much of a good thing.

On second thought, he may appreciate the value of education very much. Apparently, a well-educated and thoughtful electorate is something to fear.

Please take the poll, and leave your reasoning in the comments section if you’re so inclined.

 

What is Skillful?

I began this series with some thoughts on the differences between liberals and conservatives—views that have everything to do with one’s beliefs about things like justice, patriotism, authority, and spiritual purity. Most recently, I concluded that one’s actions, what one does, are fundamental to one’s morality and live outside the above categories. On the surface it may sound as if I’m saying there is a difference between belief and action. Not at all. Belief and action are interrelated. 

I suggested that morality and virtue are skills one can develop, much like a musician or a woodworker can develop skills. A person can be skillful at being a person. 

Sabio, a commenter on my earlier post, responded:

…I would say the normal use of this word is:

Skillful: the quality of actions which allow acquiring the desired product with a specific qualifier such as better, faster, prettier, effeciently ….

[…]

All to say, I don’t think “Skillful” is going to get us anywhere in building a ethical nest that will be universally comfortable nor conforming to everyone’s common sense.

Well, I’m not attempting to find some common ground that is universally comfortable or conforming. That’s futility in action (possibly, what I’m talking about here is futility in action too). But I do maintain that one can be a morally skillful person according to the above definition. In that regard, I must define morally skillful actions as those that when carried out result in one’s longterm benefit and the longterm benefit of others. If my actions benefit me but harm someone else then they would not qualify as skillful. 

The difficulty—and here I use “difficulty” in its strongest sense—is discerning between what is skillful and what is unskillful, between what is harmful and what is beneficial. This takes a lot of work. It requires an ongoing examination of one’s actions and their results. To do so, one must first shed the armor of self-deception. That, too, is difficult.

What actions can we consider harmful? I think we can all agree that causing someone physical harm would not be to that person’s benefit. Certainly, killing someone would cause the maximum harm and would be unskillful. And here I can hear the rebuttals: What about executing dangerous criminals? What about killing terrorists who would kill us first? What about war to defend our country? Remember, I’m talking about developing qualities in oneself that would be morally skillful as opposed to morally unskillful. If you are the kind of person who never harms anyone or anything in any way, I have nothing to fear from you. Nothing at all. Regardless of who you are or where you’re from.

Further, if one professes non-harm in one circumstance but does harm in another, then there is a double-standard. Double standards are suspect.

Words also can cause harm. All of us are familiar with this one. But which is more skillful, honesty or dishonesty? How about words spoken with kindness or words spoken in anger or hatred? Or word used to bring people together and not divide? If you are the kind of person who never lies to anyone and always speaks kindly, then I am sure what you tell me is true and you will never malign me. 

Further, if one professes honesty in one circumstance but is dishonest in another, then there is a double standard. Double standards are suspect.

I can apply the same argument to stealing. If you never take anything that isn’t given to you, then I can trust that you will never steal anything from me. 

What I’m getting at here—aside from bringing this series to an end—is that morality and virtue have nothing to do with blind allegiance to doctrines or ideologies, or with professions of faith for that matter. Morality has everything to do with action. Actions spring forth from a core belief that acknowledges, Everything I do, for good or bad, has a consequence for me and for others. And what a person doesn’t do could be of greater moral significance than what a person does.