Fire and Knowledge

Never hesitate to imitate another writer. Imitation is part of the creative process for anyone learning an art or craft…. Find the best writers in the fields that interest you and read their work aloud.

—William Zinsser, On Writing Well, p. 238.

[I]gnorance more frequently begets confidence than does knowledge: it is those who know little, and not those who know much, who so positively assert that this or that problem will never be solved by science.

—Charles Darwin, as quoted in Carl Sagan, The Demon-Haunted World (Ballantine Books: 1995), p. 266.

Abraham Piper says that “deciding against college is like deciding to not graduate from high school.” Here was my comment:

College can be a waste of time and money. Steve Jobs only had a semester of college. Bill Gates dropped out after two years. And they didn’t do too bad.

If you’re going to be a doctor, engineer, academic or something similar, college is necessary. If you’re going to be an entrepreneur, it’s often not.

Self-education is very easy these days. You can even listen to professors through The Teaching Company that you’d have to go to ivy league schools to hear. Books abound. Knowledge on any topic is a couple clicks away.

I disagree that “deciding against college is like deciding to not graduate from high school.” I think a high school education (or equivalent) is necessary for most decent jobs unless you’re starting your own business or have connections. But college is often overlooked if the person has the experience and skills required. I know lots of stupid people who have attended college, and many smart people who have not. When looking at a resume, I mainly look at what they’ve accomplished, not what school they’ve attended.

Of course I’m a bit biased here, having dropped out of college myself and having no desire to go back.

What do you think?

I was pretty stupid by the time I got to college. I’m not sure how that happened since I had spent 12 years of my life sitting in a classroom. I learned to write a research paper not in high school but in college, for instance. So it’s with some personal feeling that I agree with this quote.

If the universities teach high school courses because the students are not prepared for university courses, then they simply relieve the high schools of their duty and in the process make themselves unable to do their own duty.

—Wendell Berry, “The Loss of the University” in Home Economics (1986), p. 88.

Plain talk will not be easily achieved in corporate America. Too much vanity is on the line. Managers at every level are prisoners of the notion that a simple style reflects a simple mind. Actually a simple style is the result of hard work and hard thinking: a muddled style reflects a muddled thinker or a person too arrogant, or too dumb, or too lazy to organize his thoughts.

—William Zinsser, On Writing Well, p. 175.

Not every branch of science can foretell the future—paleontology can’t—but many can and with stunning accuracy. If you want to know when the next eclipse of the Sun will be, you might try magicians or mystics, but you’ll do much better with scientists. They will tell you where on Earth to stand, when you have to be there, and whether it will be a partial eclipse, a total eclipse, or an annular eclipse. They can routinely predict a solar eclipse, to the minute, a millennium in advance.

You can go to the witch doctor to lift the spell that causes your pernicious anemia, or you can take vitamin B12. If you want to save your child from polio, you can pray or you can inoculate. If you’re interested in the sex of your unborn child, you can consult plumb-bob danglers all you want (left-right, a boy; forward-back, a girl—or maybe it’s the other way around), but they’ll be right, on average, only one time in two. If you want real accuracy (here, 99 percent accuracy), try amniocentesis and sonograms. Try science.

Think of how many religions attempt to validate themselves with prophecy. Think of how many people rely on these prophecies, however vague, however unfulfilled, to support or prop up their beliefs. Yet has there ever been a religion with the prophetic accuracy and reliability of science? There isn’t a religion on the planet that doesn’t long for a comparable ability—precise, and repeatedly demonstrated before committed skeptics—to foretell future events. No other human institution comes close.

Is this worshipping at the altar of science? Is this replacing one faith by another, equally arbitrary? In my view, not at all. The directly observed success of science is the reason I advocate its use. If something else worked better, I would advocate something else.

—Carl Sagan, The Demon-Haunted World (Ballantine Books: 1995), p. 30.

My final and perhaps my best reason for not owning a computer is that I do not wish to fool myself. I disbelieve, and therefore strongly resent, the assertion that I or anybody else could write better or more easily with a computer than with a pencil. I do not see why I should not be as scientific about this as the next fellow: when somebody has used a computer to write work that is demonstrably better than Dante’s, and when this better is demonstrably attributable to the use of a computer, then I will speak of computers with a more respectful tone of voice, though I still will not buy one.

—Wendell Berry, “Why I Am Not Going to Buy a Computer” in What Are People For? (1990), p. 171.

Steve Hargadon argues that Web 2.0 is the future of education. I disagree. Of course it will influence and change education to some extent, but will it be the future of education? Unlikely.

Steve says Web 2.0 will help move education “from formal schooling to lifelong learning.” People have been devoted to lifelong learning long before the Internet. The Internet does make some information easier to retrieve, but many people do not take advantage of this, just as many people didn’t take advantage of books on their shelves. I’m not convinced the Internet is going to change this too much. Hopefully I’m wrong here, though, because it would be great if more people were interested in lifelong learning.

I took a quick look at Classroom 2.0, which Steve recommended for learning about education and Web 2.0. On the homepage was a teacher asking this question:

I’m looking for a new project for my (online) students in an Ancient Civilizations class to deomostrate their knowledge of the material we’ve been learning. They’ve written numerous blogs, they’ve created PowerPoints, and I’ve offered podcasting or videos( but haven’t had too many students intersested in in these). I was thinking of a comic strip project to where the students show how the geography of the area has played a very important role in determining how the society developed and what technologies evolved. I’m having trouble finding a comic strip generator that students can use their own clip art or has appropriate pictures for this assignment. Anyone have a suggestion? or other ideas for web 2.0 projects for this class.

Now it would be hard for me to find a better demonstration for my skepticism. This is a teacher for “gifted” students. She misspells demonstrate and interested. She’s having her students write “numerous blogs,” which I assume she means blog posts, which I assume must be something like very short, undemanding essays. And a comic strip generator? Good God. Has it really come to this?

This is, in essence, a teacher asking how to do the basics of teaching. How can your students demonstrate their knowledge of a subject? You have them write papers and debate with other students. You ask them questions. Yes, there are creative ways to have them learn. But if you want them to create a comic strip, you can have them draw it on paper. But, alas, that doesn’t have very much to do with Web 2.0 and flashy websites and cool technology.

Can Web 2.0 help education? Possibly. But it can also hinder it, as we see with the teacher’s question above. I suppose teachers really exist who are having their students mess around with comic strip generators and powerpoint and podcasts instead of writing and reading and debating. And I thought I got a lousy education.

So I don’t think the future of education is Web 2.0. I don’t think nifty websites can replace the classroom, reading classics, writing essays, memorizing, debating ideas, doing painstaking research, or running experiments.