Narcissus Goes to School: The Myth of Self-Esteem

In Greek mythology, Narcissus was a beautiful boy who was promised a long life if he would do one thing--that he would not recognize himself. However, one day he saw his reflection in a spring, fell in love with it, and pined away to death. The myth serves as a lesson to us all, that self-esteem can get out of hand--it can even destroy. The Greeks, in their wisdom, called it hubris, and were fully aware of the excessive pride that led to error and disaster. The lesson they taught is clear--that self-idolatry is the first step toward error on that road to self-destruction. In summary, Self, or ego, is the core human problem.

Indeed, the prohibition against self-love has been a core principle of civilization. It is the foundation of religious and secular culture, and has been institutionalized into the fabric of morality and law.

We in the West are taught from an early age that it was the pride of Adam and Eve, the desire to "be as gods, knowing good and evil," that brought about the Fall. Later in our schooling we read of Milton's Satan, God's chosen angel in Paradise Lost, who is moved by pride to rebel against Heaven. Indeed, he proudly and tragically states, it is better to "rule in Hell" in all the ignominious glory of his pride, "...than serve in Heaven." In the Far East, both Hindu, Buddhist, Confucian, Muslim, and Taoist moral systems hinge on the denial of the Self on the Way, or Path to salvation.

It is without question that all the wisdom of the ages, in both West and East, teaches us this fundamental truth: that self-esteem is not the remedy for--it is the cause of human suffering. And so I ask, shouldn't we then be teaching our students that that the road to happiness is selflessness? Why is it that we do the exact opposite, and instead base our pedagogy on how we can best nurture "feel-good" classrooms? Aren't we doing actual damage to our students? Aren't we, paradoxically, denying our students the most valuable of academic virtues, humility?

I make the bold charge that, out of the fear of offending the sacred Self, we enable a blind narcissism that has eaten away at the fabric of our educational institutions. One might ask, "But how can that be? Don't we serve the academic interests of our fragile students by making sure that they feel good about themselves?" I answer, "No." What is more important than feeling good is doing well. And the road to doing well is defined by the noble act of selfless struggle.

If it were the case that high self-esteem was the essential virtue of the good man, then historically, we would not have seen the most monstrous of acts performed upon the human race by men with the highest self-esteem. Ironically, but fittingly, the the noblest of historic acts have been performed by those with little or no self-esteem at all.

In truth, the absense of self-esteem, not its presence, is the core strength of those who would save the world: people with names like Jesus, Gotama, Gandhi, Mother Theresa, the Dalai Lama. Does it not make us pause, does it not ennoble us, when we read and speak their names? And are we not pained to recite the almost unspeakable names of history's cruellest and most prideful men: Hitler, Stalin, Mao, Pol Pot, Kim Jung Il, Saddam Hussein?

But what do we teachers do? We teach our students to emulate Narcissus, to celebrate the self, to adoringly embrace the self. We teach our students to selfishly identify with culture, race, ethnicity and gender, all principles of division, not union. Indeed, we teach them to adore themselves. The result? Narcissism, with its self-destructive focus on the ego. How can this, in any way, be good?

So therefore, we have it all wrong when we teach our students self-love. What good can come from this Pride Culture of ours, where we openly "celebrate diversity," and cultivate concepts of division and self-identification? Ironically, tragically, it has become politically correct to have pride. It is politically correct, in the name of "social justice" and "multiculturalism" to have ethnic pride, nationalistic pride, gender pride--even racial pride--which nurtures the very vices that are the source of intolerance, wars, and human suffering.

And what does this do but Balkanize the mind? What does this do but divide the self in search of oneness? And if this celebration is nothing but narcissistic ethnocentrism, nationalism, sexism, and racism, why then do we encourage it? Haven't we learned yet that centralizing the self at the expense of others only leads to more division, not less? Haven't we yet learned that if we're all celebrating what we are, there's little left to celebrate in others? I ask, if everyone is different, what do we share? If everything is good, is nothing evil? If everything is permitted, what place is there for shame?

I propose an alternative view. I propose that we should celebrate what we share in common; our common humanity and values. I propose that we establish "Other-esteem" as our core virtue.

The Pledge to the Flag: What it Means

Each day, all over America, high school students view morning announcements on TV. The announcements begin with a call to "...please stand for the pledge." Then, grudgingly, half-heartedly, the students (not all--some, halfway) rise, and a voice from the speakers is heard. I make my pledge; and some chime in, but many do not...their hearts are not in it. "Let's get this over with," seems to be the mood. I am nettled, but I have never found a solution to this problem.

In my frustration, I have given brief commentary on the importance of the pledge--but it falls on deaf ears. The students sense my lack of will--they are not convinced.

But something is wrong, that is for sure, when we devalue what was once sacred. We have no problem pledging, with sanctimonious pride, our allegiance to "diversity." And we, with nostalgic pride, point proudly, and walk in parades, to pledge our allegiance to the "cultures," of our past. We even make laws that punish "hateful," or politically incorrect speech...but what I don't understand is how little spirit there is to express pride and respect for our nation and the flag it represents. I ask, therefore, when did it become an embarrassment or an inconvenience to show patriotism for America? When did honoring the Idea of America become uncool?

Sadly, If I did not compel my students, by virtue of my authority, most (or all, under the pressure of indifferent, cynical peers) would not rise at all. For those who do rise, some of the compelled place their hands over their hearts, but neither their hearts nor their minds are engaged. At most, it is a parroting of words long ago rendered dull to the heart--droll to the mind.

But perhaps I misread my students. Perhaps their reluctance is thoughtful dissent. No. Perhaps it is thoughtles indifference. That is more on the mark. However, I believe that it is something much worse, and more dangerous--that my students are typical Americans, who have learned somehow that love of this particular country does not matter, that loyalty to America is somehow politically incorrect in a World of Nations. It is, in an ironic and horrible sense, correct to honor one's nation of family origin--but not the nation in which one lives. Somewhere, it has become sign of weakness to stand and pledge allegiance to one nation in-particular, this United States of America, the idea of the democratic republic, in the name of the Creator's notion of life, liberty and justice for all. I say this is wrong, not because patriotism is my last refuge, but because those who came before us deserve our recognition.

But let us reflect on our history, and the reason why it is a noble act to pledge the flag with our hearts and minds.

For us to be here, now, this is what has happened, since 1776:

1. According to the Department of Defense, over 651,000 people have given (and continue to give) their lives in battle for this country and its ideals. We owe these men and women our thanks for giving their lives for us. We can debate the merits of those wars; but one thing stands out--they gave their blood for us. That is what the red stripes on the flag are for.
   
2. According to the Population Institute, the total number of Americans who have ever lived since 1776 is 558,097, 837--and growing. We owe them our thanks, for laying the foundation for us. They and our Founders, through their vigilance, perseverance, and just action, made it possible for us to have the life we have today. This is what the blue field on the flag stands for.
3. The Declaration of Independence and the U. S. Constitution are unarguably two of the most important political documents in world history. With genius, our Founders crafted two clear, concise documents that laid out the foundation of American Freedom. Those two documents in their philosophic purity--both political and moral--are represented by the white stripes on our flag.
4. The stars on the flag, one for each state, represent the heavens and the Divine Goal that inspired our Founders. To this end, the pledge to the flag is a spiritual pledge, given humbly in the presence of a Creator, the Originator of our nation's basic truths: universal human equality--and universal human rights to life, liberty, and happiness.
   

This is what I believe, and wish my students would believe, with all their hearts: that the United States of America is the greatest, most productive social experiment in history; that it is the last great hope for humanity; and that it deserves our pledge of allegiance each day. I also believe that our Declaration of Independence and the Constitution are the models for free and democratic societies throughout the world, and are the models for nations that would be free. Most of all, I believe that we should, on a daily basis, honor those who have come before us by standing and honoring them--for after all, there will come a time in the future when we all are gone, and it would be tragically ironic if our sacrifices for the future generations meant nothing to them.

How to Get Good High School Grades: Do Your Homework

Masses of American high school students at-large, have a problem doing homework. This, I assert, is the primary reason why American public schools are at-risk. This, I assert, is the primary reason why American students do not measure up in international comparisons of academic achievement. And this alone is the primary reason so many students at our school do not achieve their great potential. They all know how--it is no secret how to study--but they don't know why. They know they can, but know not why they should. They do some, but not all. What they do, they do with an air of reluctant, mediocre superficiality. Put succinctly, the vast majority have no academic "fire in the belly." They simply do not care enough. And worse, we teachers enable them by "dumbing down" or "differentiating" our expectations in cynical resignation to a seemingly impossible task: to get students to do their job.

There are countless "how" rules out there that are of great value I am sure, but they are of no value whatsoever if the "why" rules below are not followed. If they are followed, it does not matter how you go about it. In my life as a teacher, that spans four decades, these principles are the defining traits of my best students. Think about it: if a student has no reason to study, he will be disinclined to do it well, if at all. What we have, therefore, is not a crisis of methods, but a crisis of values.

1. Good students care. That is to say, they value learning above all other secondary activities. They have a highly developed sense of academic honor, without which there can be no academic progress. They are emotionally and intellectually committed to learning for its own sake. They apply Aristotle's dictum, "All men by their nature desire to know" and they train their minds to take control of impulse. They discipline themselves to honoring the commitment they are obliged to make to themselves, their teachers, their parents, their community, and their country. They see themselves too, as inheritors of a historical legacy of learning, and recognize that the life of the mind is the key to their progress as individuals and citizens. They look forward to the time that they will develop the intellectual and personal qualities that their own children will honor.
   
2. Good students do their homework all of the time, and they do it with excellence. They do not do it part of the time, or some of the time, or when it is convenient. They do it right. They set homework (aka curricular activity) as the top priority in their school experience. It takes priority over all extra-curricular activities. It takes priority over everything that is non-essential to their academic experience. They do their homework all the time because it sets up a responsible, disciplined habit of mind that applies to every aspect of life. They recognize that mental discipline is a guarantor of success. They are not confused about priorities.

But how do you get someone to care about the life of the mind, and change his way of living? This is a classic question not easy to answer, and I propose some suggestions below, which will guarantee results.

1. Begin reading Plato's Apology and Republic, the Analects of Confucius. They are medicine, and will teach you why to care, and why you should do your homework.
   
2. Leave the Ipod and cellphone at home. They are drugs, and the more you take them, the more you need them.
   
3. Limit your part-time job hours to fifteen. You don't need a lot of money. You don't need to move about so much.
   
4. Have the courage to cut back on your extracurriculars. It is a myth that colleges care about this. They care about your grades, period.
   
5. If you have a car, learn how to say "No" to your friends. You are not a chauffeur. Your ego should be wrapped in mental power, not horsepower.

In short, take responsibility for your education, and your grades will take care of themselves.

Myths of Student Achievement: America vs. The World

America spends more money than any other nation in the world to graduate a student from high school. However, according to Robert Compton, producer of the documentary, Two Million Minutes, American high school students are not prepared to compete for the future jobs in the international market for intellectual talent. The students of China and India, the primary focus of his attention in the film, are clearly better prepared for the jobs in science, math, and engineering (the prime jobs of the future). The conclusion: the problem is not solved by simply throwing money at it.

One would think that American students would, simply because of our high standard of living, outperform those students in countries less fortunate than ours. However, according to results published in the 2007 Trends of International Mathematics and Science Study, American eighth-graders rank tenth in Mathematics, and eleventh in science. Now, some of the countries beating us have a standard of living comparable to ours. However, some do not. Among those beating us are: Singapore, Taipei, Japan, South Korea, England, Hungary, Czech Republic, and Slovenia (China and India did not participate in TIMSS). The conclusion: a full belly, a cellphone and an Ipod don't automatically translate into a fuller education.

One would think that American students could compete if only our class sizes were smaller, but the issue is more complex than that. And, contrary to what American educators and teacher's union advocates would have us believe, as cited in the TIMSS report itself, "TIMSS data repeatedly show, contrary to what might be anticipated, that the high-achieving Asian countries have some of the largest class sizes." [my italics] The conclusion is in the form of a question: if smaller class size does not translate at-large, into higher achievement, why not?

One would think that American students would do better if our teachers were paid more, so that the best talent would be drawn into the field. In fact, that is the core goal of the NEA and its affiliates in each state. But that would belie the facts. American teachers, in dollar-to-dollar comparisons, according to the 2005 International Average Salary Comparison study, are the highest paid teachers in the world, at $4055 per month. Among the nations beating us in international academic studies, though, teachers who earn less than we are still getting better returns: England ($3568), Japan ($2961), Finland ($2311), Korea ($2096), Czech Republic ($631), Hungary ($583). I ask, if more money doesn't draw the higher talent into the teaching (presuming, perhaps wrongly, that the talent is not there) then what does?

Indeed, there are many factors to weigh, when one contemplates this question. But a few things seem certain. You don't suddenly make a better school by building a new one. You don't miraculously increase achievement by reducing the numbers of kids in a room. You don't magically recruit better teachers by paying them more. It's more complex--and simpler--than we think.

What then is the path we must take to improve student achievement? As I believe in the principle of Ockham's Razor, that the simplest solution to a complex problem is the best, I am convinced that the problem of student achievement is solved inside the classroom between two people--student and teacher. Inside that classroom (when it is working), two things exist: the love of learning and the love of teaching. Without this core philosophic spirit, there is no education, and the life of the mind is rendered null. With this spirit, though, there is no limit to what a student can learn, and no limit to what a teacher can teach. If we can inspire our students and teachers with this spirit, I believe the results will be clear.

But how, you say, do we get this spirit? It is not tangible, like money, bricks, mortar, and classroom desks. I answer, we look to the exemplars, the models of this spirit. They are everywhere, wherever there is a great teacher and a great student. Let us highlight that relationship. Let us revel in it. Let us publicize it. Let us reward it. Let us fund it for research, if we want to spend money in places that will yield the truest results.

The models for this spirit abound. In the present, the exemplars of this spirit are without number, as I believe that the American Teacher is potentially the greatest teacher in the world, were it but for barriers put up to the fullest achievement of his potential. But the classic teaching exemplars are legion: found in in the lives Socrates and Jesus, Gotama and Confucius. Let us begin by pondering this, that the large number of people who have ever walked the earth owe a debt to these Four Great Teachers, and the world of education--education--has been better for it.

And what makes these four men (and countless men and women who have followed them) so special? I see one common thread throughout, when I think on what it means to be both student and the teacher--the thread of honor. Here is what happens when both teacher and student enter into an honor contract for the sake of learning and teaching:

First, the student honors his teacher by doing all he can to fulfill his teacher's expectations, through sincere and diligent study. The student's role, therefore, is to honor his teacher's scholarship and experience, and do all he can to live up to the expectation of excellence. If the student lives up to the standard, he is content with his teacher's approval--but not proud. If he does not live up to that standard, he feels responsible, and works harder--but is disappointed in himself.

Secondly, the teacher honors his student by modeling the academic and personal traits of the scholar-teacher. He personifies the philosophic spirit as he, through his instruction, demonstrates deep learning and broad patience. He expects much from his student, but guides him with a manner that implies both great expectation and great compassion. He never gives up on his student. He expects his student to strive to surpass him. If such a thing should happen, he is willing to trade roles.

Thus, in the end, when we come full circle on this question of how the American scholar regains his status in the world, it seems that I have proposed something so nebulous and abstract as to be dismissed as impractical. But we must consider the facts. What we are doing is not working well enough. Agreed, it may do no harm to have schools with marble floors and swimming pools; it may do no harm to have class sizes small; it may do no harm for teachers to be paid more; but all harm indeed is done if there is no honor-code between student and teacher. Unarguably, a subtle, silent, but pernicious harm is done if there is no love for learning and teaching. Undeniably, if we focus all of our attention, as both students and teachers, upon each other, and the great and honorable task at hand--to increase the body of human wisdom--we can be the model for the world again.