Is The Blog Dead?


Photo by Soledad Lorieto on Unsplash

“You’ll be happy to know, Doug, this isn’t a dead horse.” Over at The Blue Skunk blog, Doug “Old Timer” Johnson, quotes someone who asks, “Is blogging dead?” (paraphrase). Doug writes:

The Blue Skunk was started in 2005 as what I thought would be a very temporary experiment. (I honestly didn’t know at the time I named the blog “Blue Skunk” that it was a brand of marijuana -really, I didn’t!) I wondered if blogging was “my thing” since I was writing articles and columns and had even published a book or few. But I quickly came to find it a tool as Mark describes it, to “capture my thoughts” and clarify my thinking. And having no shame, share my conclusions without editors or censorship or occasionally good judgement. (See Why the Blue Skunk Blog and Why I Write for Professional Publication) for a bit more thoughtful approach to my writing.) Writing this blog has probably given me more joy than it has given my readers. (Source: The Blue Skunk Blog- Is The Blog Dead?)

As you might imagine, in the case of my own blog, it’s not dead. It’s still alive somewhere, but now, I get to give it another go. Perhaps Doug’s most apt observation is this one:

Writing this blog has probably given me more joy than it has given my readers…If blogging or just the Blue Skunk is a dead horse, it is one I will continue to beat. Sorry about that.

As a long-time education blogger, that’s exactly right on target for me. Thinking and sharing ideas IS too much fun. I hope that a new blog space will revitalize my own. Some days, you have to burn the place down, scatter the ashes, and plant anew.

Look Before You Leap

https://unsplash.com/photos/red-panda-JYMj-zFnU9o

Earlier this year (2024), I had the chance to facilitate a workshop on a topic I’d spent a LONG time reading about and researching. I felt ignorant about it, so much so that I started out studying logic, what constituted logical fallacies, types of bias, and more. It was great because I was finally learning about something I’d ignored or done as little as I could over the years. Maybe I did that because it was uncomfortable, hard, and a pain.

Need a way to teach critical thinking and problem-solving? Learn to tackle problems and make decisions. This session offers strategies to assess ideas and arguments. Discover resources to teach middle schoolers about fact-checking and critical thinking. View my session resources and presentation online, Critical Thinking Made Simple.

Engaged in an Activity

But a lifetime of experience made me want to explore this all the more. Critical thinking, I’ve found, is a bit like writing. If you’re not engaged in the activity, you’re not a writer or thinker. Fortunately, writing is one way that critical thinking can be done, and that’s something I’ve done for years. Of course, I still mess up. One way I did was how I went about setting up this blog.

The Sword of Damocles

You’re probably familiar with this story. Impending doom hangs over your head by a thread. In my case, it’s the fact that I moved my www.mguhlin.org to point to mguhlin.micro.blog, but in my effort to clean out content, I nuked the micro.blog it was pointing to. Not once, but twice. I suppose I shouldn’t have acted on that impulse that said, “Do it…do it now!” while watching television on the couch after a day’s work.

Now, I’m waiting for my www.mguhlin.org to point at a website that doesn’t exist. Let’s hope that will be easy to recover from.

In the meantime, I’ve fixed the issue with a new domain (mgblog.org) that points to my new site, mguhlin.microblog.org. We’ll see if it works. But it’s obvious that some System 2 thinking should have taken place. I probably could have written everything down to see if this was the way to go.

Critical Thinking Processes

In spite of knowing about several critical thinking processes, I skipped them all to do what I wanted. I went with my first impulse and that wasn’t a wise choice. I’m looking forward to thinking things through a bit more. Look before you leap, of course.

A New Blog Space - MGBlog.org

Personal development is the idea that people constantly strive to improve themselves, whether intellectually or emotionally, whereas professional development is how people continue to improve their professional skills to benefit their careers. Source

Finding Answers Together

One of the courses or sessions I facilitate for K-12 CTOs and technology directors focuses on professional learning networks (PLNs). But what are PLNs these days? Are they where you hang out on social media, like LinkedIn, TikTok, or Facebook? Maybe Clubhouse or Instagram is your thing. What bugs me about those is the idea that they are simply platforms. These commercial platforms make me ask, “What are we creating this content for? How are we building a community of learners, practitioners, and leaders that thinks through answers to questions?”

A PLN is a network of connections that educators create and engage in aimed at enhancing their professional development (PD). PLNs provide great spaces for teachers to exchange ideas, collaborate and share resources, and engage in meaningful discussions about teaching practices and trends in education. Source: Rachelle Dene Poth, Building Your PLN, Edutopia

Teachers today, same as CTOs, have ample places and spaces to do that. When I first started blogging, I was exploring the areas of personal and professional learning networks, trying to better understand them. As I start this new blog, I have to ask myself, “Is it mission accomplished?”

It is not to keep up with colleagues, or achieve social media notoriety, but rather to keep up with the shift in the way all people will approach learning as the digital divide begins to close at an ever-increasing rate. Source: Enough with Connected Educator Month! by Tom Whitby, My Island View

Why, indeed?

Of course, it’s not mission accomplished. Back in 2016, when I started my post-K-12 school district work in a non-profit education association, I realized that I had fallen into a trap of thinking, “I know a lot. There’s nothing new under the sun.” It took some time to re-adjust my furled sails, and put myself in the position of becoming a “lifelong learner” again.

“Every teacher needs to improve, not because they are not good enough, but because they can be even better.” - Dylan Wiliam

Today, I’m doing that again with the launch of this blog that is narrowly focused on five key areas:

  • Artificial Intelligence: I’m simultaneously enamored of AI and horrified at the impact on people and the environment.
  • MyNotes: This is where I’ll be focusing my efforts on critical thinking processes, and sharing what I read.
  • Personal: I will probably share anything interesting that doesn’t fall into “work related” type category
  • Philosophy: As I’ve grown older, “awakened” to the injustices and history, I find myself reaching for ideas and guiding principles that precede the religion I was taught growing up. I have decided to forgive myself for not “waking up” from the fantasy of false history and religion. I want to learn more about other ways of thinking that are not supernatural, and be fearless in the face of preternatural threats the religious might level at me.
  • Professional: I can’t help myself, I want to write about work stuff and I realize now that trying to keep these ideas separate simply because they might make someone uncomfortable is silly. I will try to be respectful as I can be.

Thanks for joining me in this journey. Let’s see where we end up.

Oh, One More Thing

My other blog, where I’ve been writing for over 15 years, is Around the Corner. The idea was, go around the corner even if you don’t know what’s there. And, that was appropriate back then because I didn’t know what the heck I was getting into with all the new edtech coming at me. I still remember the panic attack I suffered on the way to work when I realized, “Dude, you’re SO ignorant.” My way out of that was to start learning and blogging.

I don’t have that sense of anxiety now. That’s why, after taking stock of what I “know” and “don’t know,” I realize it’s all silly worries for me to have now. This blog is “Another Think Coming.” What does that mean?

To have ‘another think coming’ is to be greatly mistaken. The phrase is usually spoken by an antagonist as ‘you have another think coming’; the implication being that one will shortly be obliged to adopt a different viewpoint, either by the presentation of indisputable evidence, or b_ force. (Source: Phrases)

Yep. It’s to remind me that new evidence will probably force me to adopt a different viewpoint. Bring it on.

AI as Critical Thinking Scaffold: The Orwell Test

A short time ago, I wrote about Pay for Student Performance. At the time, I felt I didn’t know enough about it but took a stab at trying to understand it. On Sunday, it occurred to me, “Why not run this through The Orwell Test?”


Photo by Олександр К on Unsplash

Here are the results of an AI application of The Orwell Test to my previous blog entry:

Applying The Orwell Test to Outcomes-Based Contracting in Education

To apply The Orwell Test to the concept of outcomes-based contracting (OBC) in education, we must examine the facts, source, and method related to the implementation and reporting of OBC.

Facts

Outcomes-based contracting in education is a strategy where payments to service providers are contingent upon achieving specific student outcomes. This approach is designed to focus on results rather than just service delivery, with the intention of improving student achievement and ensuring that investments in education yield tangible benefits[1][4][6][10][14][15][18][21][22][23]. The facts surrounding OBC are supported by evidence from pilot programs and studies that have been conducted to assess its effectiveness[1][4][6][10][14][15][18][21][22][23].

Source

The information about OBC comes from a variety of sources, including academic institutions, educational foundations, and research organizations. For instance, the Southern Education Foundation (SEF) is actively involved in promoting and supporting OBC initiatives[14][15][18][21][22][23]. The credibility of these sources is generally high, as they are organizations with expertise in education policy and practice[1][4][6][10][14][15][18][21][22][23].

Method

The method of reporting on OBC involves the collection and analysis of data from pilot programs and research studies. These methods are professional and accepted techniques of factual reporting. The studies and reports often discuss both the potential benefits and the challenges or drawbacks of OBC, indicating a balanced approach to the subject[1][4][6][10][14][15][18][21][22][23]. There is no indication of deceptive tactics or logical fallacies in the presentation of information about OBC.

Based on The Orwell Test, outcomes-based contracting in education appears to be a well-founded concept with information provided by credible sources and reported through professional methods. There is no immediate reason to be highly suspicious of the information presented on this topic.

Citations removed

Wrestling with Old Questions

When watching evangelicals on television, listening to incessant political adds of 2024, I am often reminded what theologian Dick Westley calls “religion vs faith” conversation.

Here’s an excerpt from his book, Redemptive Intimacy:

For many evangelicals, it seems Christianity is a religion rather than faith, where people are told what to do by an angry God from a holy text that can’t be changed.

Even though religion and a literal interpretation of the Bible is a reflection of flawed understanding of our relationship with God. And in that flawed understanding, all sorts of bad things are possible yet blessed by God because that “god” is our made-up version of Him.

Whew. In other words, if you act in the ways listed above, blaming it on god, that is a god of your own making.

Why?

It’s always been sort of obvious why some would want people to believe in an angry God. The big, bad god is going to smite you if you don’t adhere to what he says you must do, and, of course, I have a keen insight into what that is.

This is a way of controlling others, instead of assisting people figure out what God wants in their lives.

The Divine Punisher

You can see some of how the idea idea of punishing God who inflicts plagues and disasters on bad people is scary, right? But I see us as needing to push back on this idea of the angry Divine Punisher who is wiping us out.

That’s a really old-fashioned idea from when we didn’t have better ways to explain why and how illnesses, diseases, and disasters come from.

Christianity is much more than just an explanation for bad things happening to people. And, there are better explanations ground in science.

Any god you want to worship should be more than just a caricature of our basest beliefs. Unfortunately, many believers see it as their right to ignore scientific fact, and justify it with their religious beliefs, their conception of a god who can keep them safe, who brings order to the world. Since their beliefs are not falsifiable, they can’t be proven or disproven.

Rejecting Ideas

The following quote was helpful to me when I was younger. I’m fortunate to have stumbled onto Theologian Dick Westley. He puts it this way in his book, Redemptive Intimacy.

  • God does not punish, if He ever did, people and nations with bad things. Rather, when people and nations engage in actions out of alignment with His will, bad things happen, not because He is smiting them, but rather because these are troubles we bring upon ourselves. Simply, human beings are allowed to own the consequences of their own actions (or the actions of others).
  • The End Times are not for individuals, prayer groups, or any one group to predict or bring about because it suits our ends to smite our enemies. Our enemies will do their best to hurt us, and we will do our best to defend ourselves because we live in the world, not in heaven.
  • An omniscient God must know that we no longer live in Eden. Instead, we live in a dangerous space where our only solace are those who rise up and welcome his Spirit of lovingness and forgiveness.

I have not found a more clear rejection of god as a divine punisher.

The Drowning Man

One of my favorite stories reminds me that if something good is going to be done, you better get to doing it yourself or ask for help from another human being. Counting on “hope, prayer” is not an evidence-based approach. If hope and prayers worked, we would have seen a lot less violence against humans. Any belief system that justifies human suffering and death as a sacrifice to an angry god, well, is crazy to me.

The Story

Soon the water rose above the rooftop and the man drowned. He went to Heaven. He finally got his chance to discuss this whole situation with God, at which point he exclaimed, “I had faith in you but you didn’t save me, you let me drown. I don’t understand why!” To this God replied, “I sent you a rowboat and a motorboat and a helicopter, what more did you expect?”

You know, it reminds me of Matthew 4:7-10, “Do not put the Lord your God to the test.” Here’s an interesting explanation:

If Jesus was in peril, God would have to save Him. Jesus refused to test God in such a way. We are to accept God’s Word by faith, without requiring a sign (see Luke 11:29). God’s promises are there for us when we need them; to manipulate situations in an attempt to coerce God into fulfilling His promises is evil.

If human beings live in fear of God, their greatest fears may very well be apostasy and this quote from Jesus:

“But whoso shall offend one of these little ones which believe in me, it were better for him that a millstone were hanged about his neck, and that he were drowned in the depth of the sea.”

Can you imagine what children might reject the Gospel, their belief in the Christ, because their parents rejected vaccinations and masking in schools? What a terrible example we are setting.

Fear

People are dying, have been dying, and there is a bit of panic among Christians. It is the sort of panic that is strange, because the panic isn’t about dying necessarily, but rather the embrace of a plague.

If there is plague, it is inconsequential. If it is consequential, it is to be dealt with with prayer and faith, not human means. If human means are insufficient, if God doesn’t intercede, then it is a sign of the end times.

Given that most American Christians are vaccinated against a host of diseases at birth, including (with their baptism) against the lies and snares of the Devil, I am disappointed at the reaction to COVID-19. That reaction includes efforts of Anti-vaccination, anti-masking, yelling and screaming, threatening violence to educators and withholding funding.

Fear Science Will Prove God Doesn’t Exist

Science is the best tool humans have at understanding objective reality in spite of themselves. If you accept God exists, you realize that there is BIG possibility that you lack the capacity to comprehend Him. If you don’t accep God exists, you also accept that you are basing your lack of belief on a narrow sliver of the reality you understand based on imperfect evidence…and that this evidence may change in the future.

Either way, I discount human’s religious beliefs about God. I suggest we may be too limited to grasp it. Like broken vessels, we gotta capture what evidence about the world we can, understanding there is a vastness to it all that is beyond our grasp at this time.

Salon Article

I found this Salon.com piece worthwhile meditation this past weekend. It is entitled, “Evangelicals, science and the vaccine: Refusal is built on deep-seated fear.”

From Darwin to COVID the church has been wrong. It’s really about fear among the Christian faithful when they turn away from science. Even scientific theory is dismissed out of hand by the church because of a fear thatsomehow science will prove that God does not exist.

As the pandemic spreads from one church to another and global warming continues to be ignored by the evangelical movement, it is clear that practitioners of the current Christian faith have not evolved from their ancestors who condemned Galileo and Darwin.

That science will have anything to say about God, immanent and transcendent, is laughable. But Science does have a lot to say about our current situation, the physical world we live in. I found the author’s points spot on:

There is nothing to fear from scientific data and proper research. There is something to fear from the fearful and ignorant. Anyone who is not willing to question their own belief structure, or anyone that remains in their own echo chamber, is dangerous. That is why there is a pandemic of the unvaccinated.

It is expressing the fear of people who claim to have none. It must be addressed, but that will not be easy.

Consider religious responses to the Black Death..

A final note: This reflects my current thinking on the matter. I could be wrong about many aspects of what I’ve written here.

MyNotes: Writing in Middle School Science CER CERCA

Looking for an easy way to introduce students to CER, or Claim Evidence Reasoning approach? You may want to check out Scott Phillips slim text, Writing in Middle School Science: Claim, Evidence, Reasoning Papers That Work, part of his Primal Teaching Series of books.

The Amazon book jacket reveals:

Are you frustrated your middle school science students can’t write? Whether you call them Claim, Evidence, Reasoning (CER) or Conclusions Based on Data (CBDs), seemingly all science teachers struggle with student writing.

This simple six-sentence, step-by-step, one-day lesson allows students to produce fantastic work in minutes. You’ll grade each paper in seconds and truly know who understands the material and who does not.

Author Scott Phillips spent ten years perfecting “Writing in Middle School Science” while teaching sixth, seventh and eighth grades. He’s been called the father of “Primal Teaching” and understands that if ideas are not easy and simple, teachers won’t use them.

Phillips often says, “It has to work 100 percent of the time with 100 percent of my students, or I won’t teach it.” And this book delivers a proven strategy that works. His students write 60 to 90 papers each year and complete them (with grades) in under 5 minutes!

Scott does a wonderful job of sharing examples of CER and how he has used it with students. If you need a primer on CER, this book is it. Scott claims to use CERs on the four to five most important ideas or principles from any major section. He uses CERs in this way:

  • warms ups at the beginning of class * tests and quizzes

He gives students full credit for a completed CER if “sentence six is right and the principle used is correct.” Sentence six, as you’ll see in a moment, focuses on the conclusion.

One added benefit? It’s free.

Free via Amazon Kindle Unlimited

Well, not exactly free. You have to have a Kindle Unlimited account on Amazon to get it at no cost. Since I did, I was pleasantly surprised to have it pop up as a counterpoint to all the RPGLit (or is it LitRPG? Who knows, they are fun to read) stories that Amazon has been suggesting lately.

About Scott’s Secret Structure

I found the info that Scott provides his students as a handout quite helpful. He put it in an appendix and for me it’s the formula I needed. I’m sure his students did as well (and yours, too!).

  • Sentence 1: Answer the question
  • Sentences 2,3,4: Convert data from number format into sentence format. Exclude unimportant data.
  • Sentence 5: Start with “In science, we know…” then state the scientific principle that supports your answer.
  • Sentence 6: Summarize data then write “Therefore” and summarize your answer.

He also offers these suggestions:

Avoid writing more than six sentences and do not use the word “because.”

For me, the examples really make this book valuable. I know you can use Google search to find a ton of CER examples, but Scott makes this really simple…simple enough for a middle school student to follow, which is about the level I am at anyways in these tough concepts.

;-)

An Example

Scott’s book is replete with examples, not only perfect examples but ones students that are learning a second language may be coming up with. This makes it a great book to use when modeling CER construction with students.

In his example, he shares a question: “Will the ball sink in water?” At this point, Scott shares the density of three items, such as the ball (1.5g/ml), water (1.0 g/ml), and corn (0.25 g/ml). Of course, I found this a little confusing. I realized that my science experiences had only told me that something heavier than water would sink, not the specifics of density.

An Aside: And, that’s what has made me want to go back and re-read all my science books and information. I hadn’t ever thought of scientific principles in this way. I am appalled at my science education.

Scott says the Claim-Evidence-Reasoning (CER) would be as follows:

  1. Yes, the ball will sink.
  2. The density of the ball is 1.5 g/ml
  3. The density of water is 1.0 g/ml
  4. In science, we know that a more dense object will sink in a less dense material.
  5. The ball is more dense than water, therefore it sinks. (extraneous info about corn’s density isn’t included in the reasoning)

Scott points out that you could write the sentence in paragraph form. For example, if the question is adjusted to read, “Which of these objects will sink or float in the water?”

Yes, some objects will sink and others will float. The density of the water is 1.0 g/ml, while the density of the ball is 1.5 g/ml and the corn’s 0.25 g/ml. In science, we know that more dense objects (ball) sink while less dense objects (corn) float atop the less dense material (water). Given that the ball is more dense, and the corn is less dense, than water therefore the ball will sink and the corn will float.

I don’t know about you, but this is quite comforting to have a scientific principle to point to and say, “This will happen as a result because this principle is in play.”

This is a great book, providing insight into something that can be a real obstacle for students. And, CER appears to work great in other content areas.

CER IN SOCIAL STUDIES

Imagine if everyone used CER more often. I suppose the question that bugs me about applying it to history and real life is, “What principles provide the truth as a guidepost, like they do in science?” To find out, I decided to take a look at some examples, like this one.

See image at Surviving Social Studies blog

Reading this makes me want to apply CER to a more recent event, such as the January 6th Insurrection. Since the question of whether it was an insurrection or not continues to be in doubt for some folks, how would you approach it using CER?

Question: Was the January 6th gathering of people an insurrection or attack on the U.S. Capitol?

Ok, here goes:

  • Sentence 1: Yes, the people who gathered on January 6th, 2021 killed Capitol police and injured others in their attempt to halt the certification of Democrat’s Joe biden’s victory in the Electoral College.
  • Sentences 2,3,4: Evidence suggests the following:
  • Premeditation was evident given how organizers and participants showed up with weapons and protective gear.
  • Individuals at the event worked together to breach the Capitol to stop certification of Biden’s victory, killing and maiming Capitol police in the process, as well as damaging property.
  • False information about the outcome of the presidential election had been shared by then President Trump and those working with him to overturn the results.
  • Sentence 5: In law, we know that when someone commits a series of unlawful violent acts in concert with others to stop a legal, government process (i.e. certification of the Electoral College votes), that is the definition of an insurrection.
  • Sentence 6: Therefore, the January 6th attack on the U.S. Capitol constitutes an insurrection, or revolt, against the lawful authority of the United States. I didn’t include news article citations for the evidence, but I would in an academic situation with students.

Thanks, Scott!

CERCA Method

While reading up on applications of CER in Social Studies, I stumbled on the CERCA method. It defines itself in this way:

The CERCA Framework is a scaffolded approach to literacy that helps students develop their critical thinking skills. ThinkCERCA’s expert-designed lessons walk students through the process of analyzing content-rich texts and multimedia to construct cohesive argumentative, informational, or narrative writings.

The CERCA method starts with an essential question, then a recursive process where

  1. Claim is developed;
  2. Evidence is sought to support claim;
  3. Reasoning that has students connecting evidence to their claim and reasoning;
  4. Counterargument where other points of view are considered and reviewed for strength/validity. Then, once the 4 steps are exhausted, students consider their audience and craft a conclusion.

Definitely worth exploring!

MyNotes: Powerful Teaching

These are my notes on Powerful Teaching. I’d like to say I finished the book, but I only made it 3/4ths of the way through before I ran out of time. I may add more content below, but these are my big take-aways. I still have a bit more to add to these notes, but since I almost lost my notes (I was playing with Dillinger.io Markdown Editor (a great Markdown editor that saves your work to cloud storage of choice, but StackEdit remains my favorite) to transcribe my handwritten notes), I decided I’d better post them ASAP. 

This was a great book on four powerful teaching strategies. It’s well worth it to master their usage in K-Adult classrooms. 

Four Powerful Teaching Strategies

There are four powerful strategies that boost student learning. These include the following:

1-Retrieval Practice

This strategy occurs when learners recall and apply multiple examples of previously learned knowledge or skills after a period of forgetting.

  • It boosts learning by pulling information out of students’ heads (e.g. quizzes/flashcards)
  • It works by enabling students to practice bringing information forward to remember it better.
  • Helps students remember what to transfer
  • Learning strategy, not assessment strategy
  • Retrieval practice boosts transfer learning
  • Students do better when they are quizzed versus not quizzed, as much as 13% more.
  • Provide a mix of fact-based and HOTS retrieval
  • Multiple choice questions are as, or more effective than short answer questions
  • Writing down works better than concept mapping for retrieval practice

Retrieval Practice Activities

Brain Dumps/Free Recall

  • Pause lesson, lecture
  • Write down everything you can remember
  • Continue lesson
  • Ask students to swap Brain Dump with a peer.

Then, do a Think-Pair-Share:

  • Is there eanything in common that both of us wrote down?
  • Anything new that neither of us wrote down?
  • Any misinformation?
  • Why do you think you remembered what you did?

Two Things

  • Pause lesson
  • Ask, “What are two things you learned yesterday? Today?”
  • Ask, “What are two things you’d like to learn more about?”

Retrieve-Taking

  • Pause lesson
  • Students write down what they want to study
  • Give feedback on what they wrote
  • Continue with lesson

Daily MiniQuizzes

  • Formulate questions
  • Put clues on slips of paper
  • Students write down answers
  • Collect clues
  • Analayze Mini-Quizzes

Retrieval Routines

Colored index cards

  • Label cards with “A” “B” “C” “D”
  • Have students hold cards up in response to questions

Bell work/exit tickets

Retrieval Guides

  • Provide students with an outline of your lesson
  • Read text aloud
  • Retrieve and write down information in Retrieval Guide
  • Think-Pair-Share

2-Spaced Practice or spacing

Boosts learning by spreading lessons and retrieval opportunities over time so learning isn’t crammed all at once.

3-Interleaving

Mixes up related topics and encourages discrimination.

4-Feedback

  • Provides student opportunity to know what they know, and know what they don’t know
  • This increases students’ meta-cognition or understanding their learning progress.
  • Helps students apply knowledge correctly

Benefits of Strategies

Research shows that there are various benefits. These include

  • Enhance higher order thinking skills and knowledge transfer
  • Raise student achievement by a letter grade or two
  • Boosts learning for diverse students and subject areas
  • Increases use of effective study of strategies out of class
  • Improves mental organization of knowledge
  • Increases student engagement and attention
  • Blocks interfering information
  • Improves learning of related information
  • Increases HOTS and transfer learning
  • Identifies gaps in students’ knowledge
  • Increases meta-cognition and awareness of learning

Stages of Learning

There are several stages of learning. These include the following:

1-Encoding

When we meet information for the first time, or initially learn something.

2-Storage

Keeping encoded information and how long it is retained.

3-Retrieval

When we reach back and bring out of our minds the information we previously learned. When we access information and bring it to mind.

Connections

Social-Emotional Learning

  • Investigates how we interact with the world around us, or what happens outside our heads.

Cognitive Science/Psychology

  • Behind the scene behavior in our heads or invisible behavior

MyNotes: Christians Against Christianity

Today, we must realize that schools are under attack by Christian Nationalists that are doing their best to control and destroy democracy in the United States of America. They have launched their attack and democracy can’t count on a few well-placed Democrats in the White House to do it all.

It is clear that many Americans have been swayed by the pseudo-religious, pseudo-Christian babble spouted by so-called evangelists. Like the author, I have complained to my wife and others that they are in the spirit of the antichrist. Heresies and blasphemies. It seems the contradictions between the Gospel and what is said to be of the Gospel reveal ignorance or willful deception.

That’s why I’m sharing my notes on reading Christians Against Christianity: How Right-Wing Evangelicals Are Destroying Our Nation and Our Faith by Obery Hendricks. Hendricks does a fantastic job refuting from a Christian perspective all the terrible garbage, the “rotten fruit” of right-wing evangelicals pushing Christian nationalism.

As I read his book, I found myself asking myself a few questions:

  • Is power and wealth such a powerful inducement to pervert the Gospel message?

  • Have believers lost hope in the Gospel that they want temporal power people like Trump and his sycophants have to offer?

  • What ignorant believers have swallowed these lies in their churches?

  • How many who might have believed in Christ will fall away or turn away because of this?

If you believe in the Adversary working to trick people into turning away from a Supreme Being, then you have stumbled into the dystopian reality that is America, perhaps from as far back as 1619.

It is disappointing stuff. In the last few months, I have often asked myself, would we be better off without the influence of Christian believers? So much so that these words come to mind (well, they came to mind after I saw them in a tweet):

“Religion is regarded by the common people as true**, by the wise as false, and** by rulers as useful**.” **

-Attributed to Seneca, but may be a rewrite of the words of Edward Gibbon (1776)(Chapter II: The Internal Prosperity In The Age Of The Antonines.—Part I. Second Paragraph

Well, it doesn’t matter who said it or when. It is a bit cynical but accurate, wouldn’t you agree?

“God doesn’t need our belief to ensure His reign,” I’ve thought of late as I see Republicans scrambling to do just that.

The purpose of separation of church and state is to keep forever from these shores the ceaseless strife that has soaked the soil of Europe in blood for centuries.

-James Madison, 1803

Well, it had to end some time. :-(

MyNotes

This is a powerful book, and here are a few select quotes. You’ll want to read the entire text yourself, but these are quotes that were stunning and/or affirmed the problem we’re in now. I found Hendricks organization of the text as a powerful way to debunk ideas that have entered popular culture.

I confess the abortion chapter set my own beliefs straight on the matter. My position has shifted from when I was seventeen years old and I was taught abortion was murder.

My daughter put it to me as, “Abortion is a healthcare issue and shouldn’t be denied to women.” No matter what crazy examples you find (e.g. 10 year old girl being forced to travel from Ohio to Indiana to have an abortion because she was raped but Ohio law prohibits her from having an abortion), a part of me will always see abortion as problematic.

Human life is precious, even unborn. But, it’s not my decision to make. If a women must have an abortion, then let that be her decision and God, if He so chooses, may hold her accountable. I’d rather not get involved in that decision. Hendricks makes some powerful points on this topic.

I have only included a few quotes that I wanted to revisit in the future. You will definitely want to read the entire book to better see the case he makes for each topic.

  1. Dominion Over America

  2. “In a November 2016 post on the Billy Graham Association website, Franklin Graham maintained that there is a divine call for a “Christian revolution in America” that will place control …in the hands of right-wing evangelical Christians…Pat Robertson declared outright that “God’s plan for His people . . . is to take dominion…Lordship. He wants His people to reign and rule with Him.””

  3. Repulsive Religion

  4. The abolitionist Frederick Douglass, in “What to a Slave Is the Fourth of July?,” his famous July 5, 1852, oration at Corinthian Hall in Rochester, New York, indicted the Christian church of his day:

  5. “These ministers . . . strip the love of God of its beauty, and leave the throng of religion a huge, horrible, repulsive form. It is a religion for oppressors, tyrants, man-stealers, and thugs. It is not that ‘pure and undefiled religion’ which is from above.”

  6. Racist

  7. Bob Jones University argued that separation of the races was God’s will, and thus it should be allowed to continue its “God ordained” segregationist ways without government penalty. The school became a cause célèbre for right-wing evangelicals, and its defiance against the government’s ruling a defining moment for the movement.

  8. Despite its claim to be guided by divine will, in actuality Bob Jones University was a virulently racist institution and an active proponent of white supremacist practices.

  9. For [Jerry] Falwell, integration was “the work of the devil.” “The true negro,” he contended, “does not want integration. He realizes his potential is far better among his own race.”

  10. At Tea Party rallies, Obama was burned in effigy hanging from a noose, depicted as an “African witch doctor” replete with a bone in his nose and as a mugger holding Uncle Sam in a chokehold, and told to “go home to Kenya” in handheld sign after sign. Even his wife and daughters were subjected to racial slurs and insults. The air at Tea Party gatherings was thick with chants of “We want our country back!” and “Give us our country back!”—as if America had been overrun by a foreign invader. Tea Party doyenne and former Republican vice presidential candidate Sarah Palin epitomized those sentiments with her charge that Obama “is not one of us.”26 Black members of Congress were even spat upon and called derisive racial epithets at Tea Party rallies.27

  11. Trump’s evangelicals carried a pernicious message directly counter to the faith they profess: that it is acceptable to commit transgressions of virtually any kind against other human beings simply because their skin bears a different hue or they speak in unfamiliar tongues.

  12. Dogmatism

  13. Right-wing evangelicals’ complicity in Trump’s debasement of American society shamefully paints the Christian Gospel of light, love, and egalitarian justice as an ugly, loveless, exclusionary ideology of domination. Jesus said that each of us will be known by the fruit of our acts and attitudes. The rot of the unholy fruit of Trump’s evangelical supporters and apologists has spread across the length and breadth of this nation, portraying evil as good and good as evil. That is their vile and blasphemous harvest.

  14. for evangelicals, anyone who does not condemn same-gender-loving people, oppose a woman’s right of sovereignty over her own body, or reject the government’s responsibility to care for the welfare of those in need is not a worthy person.

  15. Yet nowhere did Jesus suggest dogmatic religious litmus tests as necessary requirements for following him, or even for going to heaven; not once in his Gospel pronouncements does he say that God would judge anyone based upon adherence to any particular creed. In fact, in the entirety of the gospels he says virtually nothing about what to believe. What he did teach were ethical precepts about serving and honoring God by treating our neighbors in ways consistent with the just and loving will of God or, as I have articulated it elsewhere, treating the people’s needs as holy.

  16. Idol State

  17. right-wing evangelicals have chosen to make an idol of the American state. They chose to elevate to near-messianic status an immoral, dishonest, functionally non-Christian man as president of the United States. In doing so, right-wing evangelicals have militated against the foundational social justice imperative of the very Bible they claim to hold so dear.

  18. On Homosexuality:

  19. Nowhere in the four gospels does Jesus speak of homosexuality or make any statement that can even be construed as alluding to it. And when Paul’s few apparent references to homosexuality are examined in their original koine Greek language and for their function in Paul’s theology and call to discipleship, exactly what he has in mind is not clear. The same with the handful of Old Testament passages that seem to prescribe death for all men everywhere and in every age who engage in homosexual relations.

  20. we have considered every passage in the Bible that is used to condemn same-sex intimacy as a sin. But no matter how one understands this handful of passages, no matter what they believe, nothing gives anyone the right to make gay men and women objects of hatred, ridicule, violence, and exclusion. Such mistreatment of anyone, no matter who they might be, violates to its very depths the Gospel’s call to love and care for one another. That is to say that no one can demonize homosexual people and follow the teachings of Jesus Christ too. The two are mutually exclusive.

  21. On Immigration

  22. Because of right-wing evangelicals’ professed regard for the Bible, with its ubiquity of admonitions to support immigrants, one would expect them to be immigrants’ greatest champions. Instead, they are among immigrants’ greatest foes. Despite their faith claims and supposed fidelity to the Bible, the reality is that with few exceptions right-wing evangelical elites and their followers overwhelmingly support the US government’s inhospitable, inhumane treatment of immigrants that is being waged on a monstrous scale. Apparently, evangelicals’ disdain for people of color and religious “others” trumps even the authority of the Bible.

  23. Abortion

  24. by strategically interpreting the Bible to define fetuses as actual children, evangelical leaders have managed to recast legalized abortion from a theological issue mainly of significance to those who share their beliefs into a looming political issue they characterize as the government-sanctioned murder of children.

  25. The biblical penalty for causing a pregnant woman to abort a fetus, albeit involuntarily, is a monetary fine, as long as she is otherwise unharmed. But if the woman is seriously injured, the punishment is lex talionis, “eye for eye, tooth for tooth” (Exodus 21:24).

  26. No matter the claims to the contrary by “pro-life” evangelicals, the difference is indisputable: the lone biblical passage that addresses aborting a fetus states that unborn fetuses and living human beings are to be valued differently.

  27. In other words, it says that the life of a pregnant woman is more valuable than what is in her womb. Those who argue against abortion even when a woman’s health is at stake seem to overlook this.

  28. The bottom line is that right-wing evangelicals really are not at all “pro-life” in any large sense. They simply are abortion obsessed.

  29. Guns

  30. Since 1968, more than 1.5 million Americans have died in gun-related incidents; this is a higher death count than Americans killed in all US wars combined.

  31. Not only do evangelicals wrongly cite the words of Jesus in support of gun ownership, they also ignore scriptural passages that express the divine desire for fewer deadly weapons.

  32. Some are so hell-bent on using the biblical witness to support their thirst for guns that they portray Jesus in ridiculous ways to associate his teachings with deadly firearms, as in a popular bumper sticker: “Jesus would still be alive if he’d had an AR-15.”

  33. Work and Unions

  34. Right-wing evangelicals continue to play a major role in the perpetuation of the vast chasm between the rich and the poor by their identification of Christianity with libertarianism, their virtually nonexistent criticism of corporate abuse, and their never-ending attempts to unravel the social safety net that is so crucial to a semblance of decent life for so many.

  35. In large part, evangelicals’ unwavering support of the Trump administration furthered the corporate onslaught against unions by scrapping numerous job safety regulations and killing a ruling that extended overtime pay to millions of workers.

  36. right-wing evangelicals support an unjust status quo of vast disparities between America’s rich and its poor. This is anathema to the Gospel of Jesus Christ and destructive to the fabric of our nation.

Reflection

As I read Hendrick’s book, I am struck again by these words below:

It was long the case that men would grovel upon the earth,

crushed beneath the weight of Superstition whose head

loomed in the heavens, glaring down with her dreadful visage

until Epicurus of Greece dared to look up and confront her,

taking a stand against the fables and myths of the gods . . .

The simplest explanation? “A disease born of fear and a source of untold misery to the human race.” It is a tool to control the masses, to fool them. We have never seen it so plain as we do today, watching Trump, Right-Wing Evangelicals, and Republicans do what they do. All these acts they seek to, and do, perpetrate on human beings is bad enough. But then, they wrap it in the story of Jesus to sanctify it…as if that story were a common fairy tale.

Perhaps it is. Hendricks book makes it plain that right-wing evangelicals story is a false one, rotten fruit, and we would do best to cut the tree down and burn it all.

“Beware of false prophets, who come to you in sheep’s clothing but inwardly are ravenous wolves. You will recognize them by their fruits. Are grapes gathered from thornbushes, or figs from thistles? So, every healthy tree bears good fruit, but the diseased tree bears bad fruit. A healthy tree cannot bear bad fruit, nor can a diseased tree bear good fruit. Every tree that does not bear good fruit is cut down and thrown into the fire. (Matthew 7:15-20)

As I reflect on when I first accepted Christ as a young man in the Student Baptist Union (SBU) in Wichita Falls, Texas, just off the campus of Midwestern State University, I realize that I did so with the hope that good flowed from a supernatural source. The impersonal nature of Catholic Church rituals seemed less certain to believe in than the warmth of the SBU’s interactions.

Now, I realize I was really but a boy alone, looking for companionship and friends. In the end, it is in my nature to be alone, to find my own way. For me, God and the Holy Spirit were not to be wielded as sharp swords and axes to decapitate and maim others like LGBTQ+, women seeking abortion, or people being people, making mistakes and sinning.

It is for that reason that when someone says, “God wills it,” I know s/he is a liar trying to use God to make money and profit off others' ignorant beliefs and views.

This is a powerful book. Every believer should read it and meditate on it. Non-believers may also find it of interest, an explanation of the fantasies men construct nightmares from.

As for me, I’m firmly in the James Madison camp of separating church and state. The former should never be mixed with the latter.

MyNotes: Good Without God

Ok, this blog entry explores Greg Epstein’s book, Good Without God. Before that, though, I thought I’d share how I came to be reading a book about Humanism.

Morality vs Religious Faith

Living through COVID-19 pandemic, it’s been curious to see the assault on reason that many “faithful” have launched. It may be that these believers are NOT believers, or that scientific reasoning and faith are not mutually exclusive (as those who fight against masking, vaccinations exemplify). After all, I believe and vaccinate/mask up. There are other questions, though. I ran across them in Phil Zuckerman’s article in Salon, and they were intriguing:

. . .while most people assume that such a morality is grounded in religious faith, and while it is certainly true that all religions contain plenty of moral ideals, in our nation today, it is actually the most secular among us who are exhibiting a greater moral orientation — in the face of deadly threats — than the most devout among us, who are exhibiting the least.

Before proceeding, let me make it clear: When I say the “most secular among us,” I mean atheists, agnostics, people who never attend religious services, don’t think the Bible is the word of God, and don’t pray. (Source: Phil Zuckerman, Salon)

The rest of the article shares some interesting stats:

  • 80% of secular Americans accept the evidence that human activity is causing climate change
  • More Americans die annually from firearms than automobile accidents;
  • since 2009, there have been 255 mass shootings in the U.S.; every few hours, a child or teen dies from a gun wound.
  • 55% of white Evangelicals are NOT in favor of banning guns

The author continues with a laundry list of hot topics, asserting that for each, the “most secular” have a moral stance as opposed to religious. It all, of course, raises the question, “Can people be good without having some Divine Being checking their evil?”

For many people, including many atheists, the answer to Dostoevsky’s18 question “Without God … It means everything is permitted now, one can do anything?” is “Yes”, inasmuch as ‘every-thing’ refers to acts of extreme immorality. Religions underpin large-scale intragroup cooperation3, but they also promote distrust of non-believers who are excluded from such religious moral communities. Does rising secularism moderate effects as atheist norms become stronger within societ-ies? The present findings suggest that intuitive moral suspicion of atheists is culturally widespread (Source: Nature)

Hmm. Is being moral limited to believers? It’s obvious that the answer is, “No. Unbelievers can be moral.” You may as well ask, “Can believers engage in scientific reasoning?” Looking for some clarification, I found myself curious by Greg Epstein’s selection as Harvard’s chaplain. The guy must be a genius, no?

Good without God

When I saw that Harvard had selected an atheist for its chaplain, I was intrigued. I mean, my idea of a chaplain is a priest or reverend or rabbi. Instead, Greg Epstein, author of Good without God, was the man chosen for the job. The book’s inside flap says:

Questions about the role of God and religion in today’s world have never been more relevant or felt more powerfully. Many of us are searching for a place where we can find not only facts and scientific reason but also hope and moral courage. For some, answers are found in the divine. For others, including the New Atheists, religion is an enemy. But in Good Without God, Greg Epstein presents another, more balanced and inclusive response: Humanism. He highlights humanity’s potential for goodness and the ways in which Humanists lead lives of purpose and compassion. Humanism can offer the sense of community we want and often need in good times and bad–and it teaches us that we can lead good and moral lives without the supernatural, without higher powers . . . without God.

Humanists don’t deny the significance of God, but rather consider God to be the most influential literary character ever created.

Given recent reflections, I decided to pick up a copy and have found it a fascinating read.

Video

www.youtube.com/embed/Ksc…

MyNotes

Here are my notes on Greg Epstein’s book, Good Without God. Those notes capture key ideas that I simply had to organize to process well.

Intro

  1. Over decades of polling, a majority of Americans have consistently indicated a negative opinion of atheists and nonbelievers.
  2. One out of every two Americans admits to being prejudiced against fellow citizens who don’t believe in God.
  3. If we can convince ourselves today that one entire goup comprising millions of people might be incapable of goodness, then we harbor inside us the ability to turn against and hate any other group as well, and no one should feel safe.
  4. Over a billion people around the world are nonreligious
  5. In the United States, the nonreligious now represent approximately 15 percent of the population (approx 40 million Americans)
  6. Nonreligious is the fastest growing religious preference in the US
  7. Almost one in four American young adults today has no religion
  8. If you identify as an atheist, agnostic, freethinker, rationalist, skeptic, cynic, secular humanist, naturalist, or deist; as spiritual, apathetic, nonreligious, “nothing” or any other irreligious descriptive, you could probably count yourself a “Humanist.”
  9. Joining the Humanist lifestance, you have company: Thomas Jefferson, John Lennon, Winston Churchhill, Margaret Sanger, Jean-Paul Sartre, Voltaire, David Human, Kurt Vonnegut, Einstein, and more
  10. Humanism is being good without God. It warns: 1. we cannot wait until tomorrow or until the next life to be good because today is all we have 2. rejects dependence on faith, the supernatural, divine texts, resurrection, reincarnation, or anything else for which we have no evidence
  11. Humanism is a progressive lifestance, without supernaturalism, affirming our ability and responsibility to lead ethical lives of personal fulfillment, aspiring to the greater good of humanity
  12. Most religion is not about an all-seeing deity with a baritone voice and a flowing beard. It is about group identification–the community and the connections we need to live. It is about family, tradition, consolation, ethics, memories, music, art, architecture, and much more. Outside traditional forms of religious affiliation or custom, it is hard to find these.
  13. Humanism is more of a philosophy, a lifestance, rather than a divine or revealed religion
  14. While nonreligious people often value science highly, many deeply religious people value and study it as well. So surely valuing science cannot be a way to distinguish religious people from nonreligious people. 15. Science can teach us a great deal, like what medicine to give to patients in a hospital. But science won’t come and visit us in the hospital.

Chapter One: Can We Be Good Without God

  1. All the evidence suggests that creation narratives like that found in Genesis are neither literally true nor divinely inspired metaphors but simply the first flawed human attempts to answer questions for which we now have much better answers.
  2. The scientific method, while imperfect, is the most reliable tool human beings have ever known for determining the nature of the world around us. 3. What do you believe about God?
  • Humanist answer: We (the nonreligious, atheists, Humanists, etc.) believe that God is the most important, influential literary character human beings have ever created.
  1. Different kinds of atheism: *Ontological atheism: a firm denial that there is any creator or manager of the universe
  • Ethical atheism: a firm conviction that even if there is a creator/manager of the world, he does not run things in accordance with the human moral agenda, rewarding the good and punishing the wicked
  • Existential atheism: even if there is a God, he has no authority to be the boss of my life
  • Agnostic atheism: a cautious denial that claims God’s existence can neither be proved nor disproved
  • Ignostic atheism: another cautious denial that claims the word “God” is so confusing it is meaningless
  • Pragmatic atheism: God is irrelevant to ethical and successful living, and views all discussions about God as a waste of time.
  1. Why are people naturally good?
  2. The Prisoner’s Dilemma:
  • The idea that people, like prisoners attempting to escape a jail cell, are constantly faced with decisions about whether to cooperate with one another or whether to defect
  • Sometimes rationality is not so rational. There is a donor, who pays a cost in order to cooperate, and a potential recipient, who gets a benefit from the donor’s cost
  • More sophisticated players learn that in the long run, giving and getting can occasionally be a win-win strategy.
  • We’re all objectively demonstrably better off when aiming for cooperation than when aiming for selfishness
  1. Neural complexity:
  • Humans have evolved a complex enough ability to think that we can recognize what is called “the interchangeability of perspectives.”
  • That is, if I want you do something for me, I have to be able to take your interests into account as well, unless I am a “galactic overlord” or am not interested in a particularly high rate of success
  • This is the key insight of the Golden Rule
  1. Five rules of cooperation:
  • Kin selection: The mysterious pull we often feel to love, nurture, and come to the aid of members of our own family.
  • Direct reciprocity: You feel motivated to help others because they can help you.
  • Indirect reciprocity (pay it forward): I help you, somebody else will help me. It feels good to give to others, whether we get back or not.
  • Network reciprocity: Groups or networks like churches, temples are examples of unselfish human cooperation. We form these networks because we evolved to. People need community.
  • Group selection: The idea that sometimes individuals may sacrifice their own personal success and yet still “win” if members of their group have success against members of other groups.
  1. Humanism rejects “Social Darwinism.” Our job as Humanists is not to minimize the role selfishness and brutality have played in human history.
  2. Humanism is the active choice that, whenever possible, dignity get priority. It means acknowledging and understanding our selfish genes precisely so that we can continue to evolve beyond them.
  3. Ethical values are derived from human need and interest as tested by experience. Humanists ground values in human welfare shaped by human circumstances, interests, and concerns, and extended to the global ecosystem and beyond. We are committed to treating each person as having inherent worth and dignity, and to making informed choices in a context of freedom consonant with responsibility" (Humanist Manifesto).
  4. If no morality is timeless and eternal, then we will never be able to fool ourselves into thinking that there is one set of easy and obvious answers to questions about euthanasia, abortion, capital punishment, or other such issues. We’ll have to argue them out.

Chapter Two: A Brief History of Goodness Without God, or a Short Campus Tour of the University of Humanism

  1. Rig Veda: “Who really knows? Whence is this creation? The gods came afterwards, with the creation of this universe. Who then knows whence it has arisen? Perhaps the universe formed itself. Perhaps not–the one who looks down on it, in the highest heaven, only he knows. Or perhaps he does not know.”
  2. Lokayata and Carvaka: No one has ever been able to prove that he or she has witnessed a miracle. No man or woman has ever risen from the dead. No god has ever appeared on earth to explain how or why he created the basic elements that seem upon any careful, serious examination of the facts to be all we have and all we are. And those who beg and berate us to believe–that is, to believe the unbelievable–almost always have their own self-serving agenda.
  3. Epicurus: “Nothing to fear in God; Nothing to feel in Death; Good can be attained; Evil can be endured.”
  4. Epicurus declared the following:
  • Examine all that we do
  • Examine all we choose to love and value
  • Choose that which is worth choosing (which produces happiness)
  • Jains: “If God created the world, where was he before creation? If you say he was transcendent then, and needed no support, where is he now? No single being had the skill to make this world–for how can an immaterial god create that which is material?”
  • Deim: there may have been a God who created the universe, but that this God did not appear to interact with the world other than by assigning nature’s laws; therefore miracles such as the virgin birth, resurrection, or the trinity were impossible.
  • Thomas Jefferson: All people are equally deserving of an opportunity to pursue happiness and to be free of suffering in this life (rather than redeemed by it in the next life)

Chapter 3

  1. Humanism is an acknowledgement that a meaningful life is by definition a moral life, and a moral life is by definition a meaningful life.
  2. Morality is not about sinners and saints, heaven and hell, damnation and punishment.
  3. Morality IS about alleviating unnecessary suffering and promoting human flourishing, or dignity.
  4. …if you believe God is nature, or love, or the universe, do you really think there to be any difference in your belief system and Humanism?
  5. There are those who are truly motivated to be good by terror of God’s supernatural punishment and hope for his miraculous rewards. But maybe if you are among the many millions who don’t literally believe in heaven or hell, then you too are a Humanist…you will have to choose a purpose based mainly on how you as a human being should relate to other humans beings in this world, for the sake of this world. Just as Humanists do. [compelling argument]
  6. Many people claim that Humanism or atheism is nihilism and vice versa. This assertion is either unconscionable, incredibly ignorant, or both.
  7. Types of nihilism:
  • Russian nihilism: act by virtue of what we recognize as beneficial. Beneficial is defined as to deny and negate…everything. (think The Joker from the Batman)
  • Schopenhauer’s Nihilism: It is summed up as “Life’s a bitch, and then you die.” (think Eeyore)
  • The Noble Lie: there are no true values worth living by, but that if we lie to ourselves and say there are, in fact creating entire elaborate moral and social systems based on these lies, things will go much better for us. 8. The largest denomination of people is people who say they believe in God, but not driven by faith (nominal Christians, Jews, Muslims, Hindus, etc.) who are religious in name only but do not take the tenets of their religion seriously. These are people who consider themselves religious but have been secularized.
  1. This largest denomination are not Humanists. You may be close to it but you still have to take responsibility and decide what you are.
  2. A secular culture is not the same as a Humanist culture. The former sometimes falls short of the latter.
  3. What are we striving for?
  • Much of religion has been about trying to find a solution to this constant, ever-imperfect hunger for companionship
  • Jonathan Haidt describes the “happiness formula.” It is H = S+C+V 1. H=happiness 2. S=the extent to which our brains are wired to allow for feelings of happiness, uplift, and joy 3. C=conditions of our lives (love and work are the single biggest elements)
  1. V=voluntary activities
  • Happiness as the standard for a meaningful life is too egocentric, too nebulous or both
  • “Although there is no single over-arching purpose to life, self-actualization for every human being gives life purpose…[Humanists] believe that the most important purpose of human life is for every individual to strive for and attain self-fulfillment–to become what each is capable of and to help others do the same” (Source: Eva Goldfinger, _Basic Ideas of Secular Humanistic Judaism_).
  1. U.S. Army version? “Be all you can be.”
  2. The entire idea of self-fulfillment amounts to little more than a psychologically dressed-up version of happiness, potentially solipsistic and menacing as well.
  3. Be of service…when we explain why we ought to give and help others, we must begin with our individual needs, and then move to others' needs, not vice versa.
  4. **Cultivating dignity** by Sherwin Wine:
  • Four Qualities:
  • The first is high self-awareness, a heightened sense of personal identity and individual reality.
  • A willingness to assume responsibility for one’s own life and to avoid surrendering that responsibility to any other person or institution.
  • The third is a refusal to find one’s identity in any possession.
  • The fourth is the sense that one’s behavior is worthy of imitation by others
  • Moral Obligations
  • I have a moral obligation to strive for greater mastery and control over my own life.
  • I have a moral obligation to be reliable and trustworthy.
  • I have a moral obligation to be generous.
  1. “Happiness is not something that you can find, acquire, or achieve directly. You have to get the conditions right and then wait. Some of the conditions are within you, such as coherence among the parts and levels of your personality. Other conditions require relationships to things beyond you: just as plants need sun, water, and good soil to thrive, people need love, work, and a connection to something larger. It is worth striving to get the relationships between yourself and others, between yourself and your work, and between yourself and something larger than yourself. If you get these relationships right, a sense of meaning and purpose will emerge” (adapted from Erich Fromm by Greg Epstein)
  2. There is a state in which you’re aware of your own humanity, and you’re also aware of others' humanity, and you’re aware that all human beings are human. There’s a state in which you’re aware of your own vulnerability and mortality, and that awareness allows you to connect with others from a place of strength and empowerment. There’s a state in which you don’t have too much clingy connection or too much lonely disconnection, but where you combine self and other. Being in this state feels good in both the short term and long term–good enough to motivate us strongly. And so our goal is to get there and try to stay there. 18. If I am not for myself, who will be for me? If I am only for myself, what am I? And if not now, when? - Rabbi Hillel [The Golden Rule, but negative version]

Quick Reflection

Sherwin Wine’s four qualities and three obligations that compose human dignity and human being’s ongoing quest to personify them are quite impressive. In fact, they are common to many belief systems and capture the essence of dignity. I definitely think anyone could adopt these for their own, regardless of belief.

I remember the first time I read about Rabbi Hillel in my college years. The assertion made at the time was that Jesus was the only one to phrase The Golden Rule in positive terms. That is, “Do unto others as you would have them do unto you.”

Chapters 4-6

  1. Without any conflict, human life is tedious.
  2. Humanism’s basic focus is about engaging with life, acknowledging the reality of aging, sickness, death, and other problems so that we can learn to most fully appreciate the time, health, and life we have.
  3. Essentially all the world’s religions were founded on the principle that divine beings or forces can promise a level of justice in a supernatural realm that cannot be perceived in this natural one.
  4. Karen Armstrong, Charter for Compassion - Watch video
  5. Humanists reject the idea that any supposedly divine commandments, as they are proclaimed by human beings, ought to have absolute authority over our lives.
  6. Humanists believe that laws and ethical principles must come from human reason and compassion.
  7. If a given religious precept can help lead to a good life and society, we may adopt it.
  8. Humanist Commandments?
  9. Humanism fights against the message of a very important book. The book is Humpty Dumpty.
  10. Humanism principles:

Chapter Five: Pluralism: Can You Be Good with God?

  1. Pluralism: To compete with one another in good works.
  2. “We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one directly, affects all indirectly” (Source: Martin Luther King Jr as cited)
  3. Say that you do not believe in God at all, and despite whatever else you might add about the good things you do value, there are many who will consider you indecent and unfit.
  4. We should cultivate agape: “Understanding, creative, redemptive good will toward all men”
  5. Religious pluralism:
  6. Interfaith cooperation on big issues such as
  7. Make inclusion work:

Chapter Six: Good Without God in Community: The Heart of Humanity

  1. Your relationship with religion is about how you live life every day, how you respond to a thousand situations that are impossible to fully predict or prepare for.
  2. Beyond ritual, what is the role of culture more boadly in religion and Humanism? How should we understand the relationship between belief in God and religious affiliation? We’ve seen how many good arguments there are against belief in God. But remove religious affiliation, and for most people, you also strip away their sense of connection to their unique ancestry, heritage, memory, and identity. Is the sacrifice worthwhile?
  3. ABC approach
  4. Benson’s Relaxation Response:
  5. If you are not a Humanist, please go in peace.

MyNotes: Critically Examining History

Thanks to Stephanie DeYoung, I had a chance to see again how history is hidden. Like the person in the video at the top of the Wakelet shown below, I was ignorant of my U.S. history. I can claim it as a descendant of Norwegian immigrants. We are all ignorant of our history, there should be little surpise at it. But, like the person in the video embedded in the Wakelet collection below, I found myself asking, “How did this happen?” Who couldn’t help but be a bit self-reproachful?

Making Children Feel Bad? No.

It’s not about making you feel bad, it’s about allowing truths long smothered, buried, hidden to come to the surface. Think of when a lie that has held you prisoner is shown wrong. What relief. Now imagine that lie bathed in blood of your people, your ancestors, people you didn’t even realize had been enslaved, or maybe, that you did.

Clint Smith refers to this as “discovered ignorance.” You end up asking yourself questions…

“How could this have happened and I didn’t know about it? How could that happen?" (Source: Clint Smith, How the Word is Passed) Watching a recorded video of Condoleeza Rice on The View on Wednesday, 10/20/2021, I was struck by this idea that she sees critical race theory as a way to make little white children feel bad. “The way we’re talking about race is that it either seems so big that somehow white people now have to feel guilty for everything that happened in the past,” said Rice.

Rice continued that she didn’t feel this approach was to the benefit of anyone.

“I don’t think that’s very productive or Black people feel disempowered by race. I would like Black kids to be completely empowered to know they are beautiful in their Blackness, but in order to do that, I don’t have to make white kids feel bad for being white.

This presumes people in the present are now blameless, fully aware of their history. But that’s the problem. Some don’t know the history. It’s been distorted, omitted, and most are ignorant. It makes me wonder, are people of color the only ones who should be traumatized by the truth, or should everyone be traumatized by it because it happened? Of course, there are some who DO know and have worked actively to keep it hidden.

Is Anger Justified?

As someone of Norwegian (Swedish) and LatinX (Panamanian/Spanish) ancestry, I feel angry that history books lied and omitted the truth about what happened. As a child, I know I would have been horrified, traumatized by what happened. But a middle school or high school me would have been able to better understand. And, given what happened, every human child should be made to know what happened, not just those whose families suffered and remembered.

Genocides should have that effect on us. Whether it’s the Holocaust, the Arawak natives being eradicated by gold hungry, well-armed, diseased Europeans (hey, it’s in the histories), Kosovo genocide, Los desaparecidos, those stories should compel us to action…if only to give as true an account as possible of what happened.

As non-Indigenous people, we have the hard task of unlearning generations of massaged truths and outright lies to uncover the real truth, so we can properly begin and continue reconciliation.

The Canadian (and US) school systems heavily cleansed Indigenous history. If Indigenous history is brought up at all, white settlers are frequently painted as kind, generous traders. Similarly, Indigenous tribes are presented as passive, happy “natives” eager to trade.

The reality is unfortunately much more gruesome… there are a lot of facts merely swept under the rug by Western ideology. This is not about pushing guilt or making you sad. It’s about learning the key facts to better understand why truth and reconciliation is so important. (source)

This is not about pushing guilt or making you sad. It’s about understanding why truth and reconciliation are so important. Worth keeping in mind.

My History

As a little boy of privilege growing up in Panama, who could speak the language of power (English) and the language of family (Spanish), I should have known…

When you read or see the real histories, you can’t help but be disgusted and ashamed by what happened. But it is what happened, events over which one has no control now. It’s not like we could go back in time and tell Europeans, “Hey, what you’re going to do to a continent full of people is wrong, and that’s not allowable.”

Alternate History?

Makes you wonder what an alternate history would read like…I may have to look for that.

In the meantime, Whatif has this video. Check it out…makes you weep.

Get Over It, Already!

The more I read, the more irritated I get. As a person whose grandparents are Swedish immigrants to America, as white as can be, I don’t feel personally responsible about history. What I get angry about is the fact that history textbook authors and companies conspired to LIE to generations of Americans about WHAT HAPPENED. And, that it took me so long to realize that.

Now that I’m old, it seems pointless to get mad that I didn’t “Question everything,” as one of the people interviewed in Clint Smith’s book recommended. You can’t stay angry. You can’t feel bad forever. You have to accept that alongside the fictions and nonfictions, there is good and evil, crammed together in the hold of the ship.

Instead, you have to shine a light on the dark spaces, hidden from sight for so long. You have to offer others conflicting accounts of what happened, and invite them to change. You have to demand that those in power, who are actively working to cover things up, stop, even when it means they might lose everything.

Know Your History: Tulsa Race Massacre

In the meantime, check out this powerful Wakelet by Stephanie DeYoung. Watch Shelley Martin-Young share her truth about the Tulsa Race Massacre.

Critically Examining History

When you consider that knowing WHAT happened as a result of Europeans subjugating, enslaving people of color, is so horrific (it is), then you have to stop and ask, “Do I want my children to learn this part of our heritage? A heritage of oppression and destruction, of genocide?”

The answer is, “Yes, you bet. I don’t want my children to grow up NOT knowing their heritage includes murder, mayhem, and genocide.” But, we aren’t those people. That is, we aren’t those people if we decide not to perpetuate the attitudes that hold we are better than others simply because we are white. Or, that we deserve more because of where we came from.

When Columbus landed on the shores of any place, he claimed it. By what right? Force of arms. It’s no wonder that “God” is cited so often in the words of Spain. Consider this excerpt from Clint Smith’s book of how Spain handled things:

“I implore you to recognize the Church as a lady and in the name of the Pope take the King as lord of this land and obey his mandates. If you do not do it, I tell you that with the help of God I will enter powerfully against you all. I will make war everywhere and every way that I can. I will subject you to the yoke and obedience to the Church and to his majesty. I will take your women and children and make them slaves…the deaths and injuries that you will receive from here on will be your own fault and not that of his majesty nor of the gentlemen that accompany me.”

Clint Smith remarks about this:

Having thus satisfied their consciences by offering the Indians a chance to convert to Christianity, the Spaniards then felt free to do what they wanted with the people they had just “discovered.”

I mention this because if we could look around and say, “None of that brutality endures today, we’re different people,” we might be able to claim innocence. But we can’t. You have only to look at how Black people have been murdered, beaten, paralyzed, slain in their sleep, to realize that a society that condones this, that never launches an investigation, is carrying on today what Spaniards and other Europeans did upon arriving in America.

Would we all be better off if Europeans hadn’t landed on a richly populated land, then done horrible things to its peoples? I would like to think so.

Evangelical Christianity

This morning, before I began my day, I read this Salon piece by Chauncey Devega. Before she brings on the interview with the author of White Evangelical Racism (Anthea Butler), she makes this point:

In the Age of Trump, movement conservatism has metastasized or devolved into its purest form: American fascism, a form of religious politics taken to its most illogical extreme. Facts, truth and even the conception of reality itself are being replaced with lies, fictions, and fantasies that serve the American fascist movement and its leader.

As public opinion polls and other research have repeatedly shown, white right-wing Christians, especially Protestant evangelicals, have pledged their loyalty to Donald Trump and his movement. Many view him as a literal prophet or savior: His evident immorality has been rationalized as somehow necessary to his prophetic role.

In 2016, I remember asking myself, “How could anyone support someone who says and does those things?” Now, as I re-read these words in the dark of night, I realize that this brand of weaponized religion is no different than the words of the Spaniards as they prepared to take what they wanted.

But there is a difference, now, isn’t there? Now, the people of color have access to a lesson they had not learned well enough to defend themselves in 1492. They have an idea of how to best defend against religious fanatics who want to take whatever they want because they believe it is their right to do so.

If only we could find a way to tell the truth of what happened, reconcile, and move forward. But it is an unending struggle…millions dead, fresh blood added every season.

Rigorous Adherence to the Truth

Every human being struggles with the truth. Often, it is truth that is hidden from you, or truth that you have obscured to save yourself pain. Or truth you have buried because it is too horrible to contemplate. If we have a shovel to dig ourselves out from the pain truth brings, it is kindness and love innate to us, as much as the desire to do whatever is necessary to possess and dominate.

How would things change if those of European descent said, “Yes, we realize horrible things were done. Yes, we benefited, and continue to today, from all that happened. Let’s go down that road together. If I am penniless, dead by your vengeful hand, at least, I know that I did what was right in acknowledging my complicity in oppressing others today.”

Yeah, I have trouble with believing that’s possible. But some say, “Yes, we can."

All Nations Rise

I found this song powerful and hopeful. May you as well.

Discovered Ignorance

As I take the time to read the history of my Panamanian roots, I realize how much I don’t know. But I do have threads to cling to, that I can grasp and pull greater truths closer. One of the words my mother told me of as a child as that of “The Guaymí.” I never understood what the word meant, only that it referred to the people that were a part of my Panamanian family, albeit those that looked less like Spaniards and more like the native population stamped out by the Spanish. Those were the broad strokes of history, no details more.

I often heard my mother share how proud she was of this university in the heart of Panama’s Veraguas region…

A picture of Urraca in Santiago de Veraguas, which I took in 2007 when I visited with my mother. She graduated from this school as a teacher at nineteen years of age.

That’s why when I read the following, I found myself thinking, “Ignorant of history and culture…”

The Ngobe traditionally referred to themselves as the Guaymí– a term that simply means “people” in the Ngäbe language. The term is infrequently used today. More often, the Ngobe are referred to as Ngöbe Buglé—this is a union of the Ngobe (Ngöbe) and the Bokota (Buglé) Peoples who live together in the Ngöbe–Buglé Comarca (an indigenous province that signifies a high degree of administrative autonomy).

Although both Indigenous Peoples are closely associated, the Ngäbe and Buglé are two separate linguistic/indigenous groups whose languages are mutually unintelligible. Collectively, these two groups make up the largest indigenous population in Panama.

In Santiago de Veraguas, where my mother grew up, the name of Urraca was mentioned often. In fact, when I visited in 2007, a year after my father died, my mother took me to the university where she had been certified as a teacher in Panama. In the middle of the square in front of the school stands a statue, homage to Urraca. The history…

Urracá or Ubarragá Maniá Tigrí (d. 1531) was an Ngäbe Amerindian chieftain or cacique in the region of present-day Panama who fought effectively against the Spanish conquistadors. Captured at one point, Urracá managed to escape a ship bound for Spain and rejoin his people.

He continued to lead the fight against the Spanish until he was killed in battle in 1531.[1] He is remembered as el caudillo amerindio de Veragua (the Amerind leader of Veragua) and adversary of the Spanish Empire), the great resistance leader of Panama. He has been honored by his image on the centesimo, the smallest-denomination coin of Panama.

What’s really interesting is…

El Quibían, or Quibían, was an indigenous king who ruled lands in the river basins of Quiebra and Yebra, now called Rio Belén, on the Caribbean coast of the present day Panamá, who was visited by Christopher Columbus on his fourth voyage, in early 1503. He is mentioned in documents of Columbus' voyage with the name “El Quibían” or Quibían.

As he is always identified with the prefix article, it is very possible that the word Quibían identifies a title, namely that of chief among the Ngöbe peoples. It is widely suggested by historians like Joaquin Gonzalez that this means el Quibían was, in fact, Urracá, a Ngöbe cacique who successfully united a number of tribes to defend his people in present-day Veraguas against the conquistadors, starting in 1519.

Gonzalez suggests it because of the similar descriptions of the two leaders, their ability to organize neighboring tribes, and their ability to defeat the Spanish. (source)

A great organizer and rebel against the conquistadors. As a child, I would boast. My boast of being descended from conquistadores and vikings (from my father) left out the heritage of Urracá. It makes you wonder why I didn’t learn more of my heritage as a youngster. Instead, I learned about United States history (false as some parts were, or incomplete at best). This was intentional.

No doubt, every boy who can claim grandparents, or parents, from Veraguas says, “I am descended from the great Urraca.” Why should I be any different? What’s important, the defiance in the face of injustice, tyranny, murder, rape.

:-(

I had never heard this history, this possible connection between Urraca and Columbus:

Quibían, who was suspicious of the Columbus brothers, told them not to go past a certain point in the river. When they did, he began secretly planning with several indigenous nations to destroy the settlement and expel the foreigners.

Aware of these plans [of rebellion], Bartholomew Columbus captured the king, his family and friends, who he led tied up to Santa María. El Quibían tricked them into throwing him from the boat, into the river, and the Spanish assumed that since he was tied up, he would drown. The Spanish ships left the river and anchored a short distance from the coast, but while Bartholomew was on board to receive instructions from Christopher Columbus, el Quibían, who had managed to escape and gather some of the neighboring nations, attacked Santa María.

There was a battle, in which Bartholomew Columbus was wounded, and el Quibían defeated the Spanish. Finally, the Spanish had to abandon their settlement and flee. On the ships, some of the relatives and friends of el Quibían tried to flee, but those who did not make it were hanged in the hold of the ship where they had been held. (source)

It’s incredible to read this and realize that your ancestors fought against Columbus. No doubt, there is some native blood that carried through to current generations. The unfortunate truth is, for my family, given the whiteness of the skin, the heritage is more Spanish than anything else. My mother was considered “trigueña,” that is, between two colors, “black” and white.

As I read Chapter 4 of Zaretta Hammond’s book, where she suggests growing one’s awareness…as I read more history, the more depressing to see the artifice and lies, the oppression and brutality.

Essentially, 20% of the world conquered the other 80%. Then, set up a system of oppression that endures to this day. Some might argue, that is humanity’s greatest achievement (or tragedy).

No matter what one’s heritage, it is reprehensible. I’ve read you shouldn’t judge the past by the present. But when systems of oppression endure into the present, then we must. Now you see how self-serving, “judge not lest ye be judged” is for the religion of the oppressors.

“How could this have happened and I didn’t know about it? How could that happen?" This is, as Clint Smith refers to it in his book, “discovered ignorance.”