The Sesame Street Sermon

Did you know that the BBC did not buy the rights to broadcast Sesame Street in the 1970's because they thought that is was too moralist, telling kids how to think and act? My kids and I read Sesame Street books and watch their podcasts and programs all of the time and I have only felt grateful that healthy ideas are introduced to my kids in such an enjoyable way. The concepts promoted by the furry friends - appreciation for diversity, honesty, sharing, caring for others, kindness to animals, etc... - aren't exactly controversial, but there are those who believe that children will best become mature, healthy members of society by exposing them to a wide variety of content and ideas so they can build the cultural constructs that best suit themselves and those near to them. Showing children a message - even if it is about the concepts mentioned above - closes their minds, makes them judgmental, impedes their capacity to think freely and make sound decisions.

This same mentality reigns at my University where teachers are encouraged not to present content in courses like "Society and the Role of the Individual" in which students are supposed to contemplate relationships between the individual and the collective whole. Rather, teachers should lead students to become more reflective and informed of historical tendencies, theories and future possibilities.

It is difficult to disagree that cultural sermonizing requires ignoring that the learner has the capacity to make healthy decisions. If we really believe in capacity building and learner autonomy, then learners need to make their own decisions, especially ones that involve moral dilemmas. However, the opposite of sermonizing requires believing that there is no right or wrong beyond what benefits the learner at the particular moment in time that he or she is confronted with a moral dilemma. This moral relativism is one of the main philosophical foundations of our current global society of individuals and institutions that act uncannily like cancerous cells, boosting selfish aims at the expense of most others. The mantra of doing whatever you want as long as it doesn't harm others is precisely the cancer that is devouring the entire organism, cancer and all.

To begin resolving this issue, it must first be established that moral neutrality, the very concept upon which defenders of this laissez faire attitude towards education pride themselves, is illusory. Eliminating content in the name of a neutral process is in itself a moral decision with clear moral consequences. When graduates of this educational system don’t see enough wrong with opulence and misery living side by side to do anything about it, when they elevate both white and blue collar thieves to hero status, when they create “needs” within children even though they clearly cause irreparable physical or emotional damage, then the moral neutrality that justifies their actions becomes an exact opposite and an equally damaging approach as sermonizing.

This dichotomy is further resolved by defining the purpose of education beyond preparing individuals for successful insertion into the current job market. If most jobs aim exclusively towards increasing profit margin, defined in narrow economic terms, then directing education to provide students with the necessary tools to compete within this context only serves to legitimate it. Even if these tools are otherwise desirable traits and skills - creativity, administrative and investigative capacity, entrepreneurial leadership, etc… - the end towards which they are used strips them of any worth they might otherwise have. We can, rather, define our purpose for educating as building capacity for youth to become protagonists of their own community development, considering individuals and institutions as vital and interdependent actors within the community.

Of course, taking this path requires having the courage to face the daunting and inherently subjective task of defining development. Addressing faulty assumptions that the global development enterprise has had about such fundamental concepts as “the nature of man, the purpose of individual and collective life, the meaning of participation, the goal of development and the role of knowledge in social transformation” so that they serve an educational process that “empowers individuals and communities to engage in the generation and application of knowledge as protagonists in a materially and spiritually prosperous world civilization” requires taking a clear stand on such issues.

Further, although there are pedagogical advantages to providing the proper tools and context for learners to discover knowledge and thus take ownership of the decisions they make, there is no reason we should expect individual learners to rediscover all of the painful lessons humanity has slowly learned throughout its existence. Beyond those mentioned in the previous paragraph, one of these great lessons is that education should seek to channel the powers of the human soul into humble service to humanity, both on professional and personal levels. This is the primary context within which the individual may develop the necessary qualities and capabilities to become a protagonist in his or her spiritual and intellectual growth and thus contribute towards the transformation of society.

These and related lessons point us towards what we can call a pedagogy of moral empowerment. It is an approach that has emerged from an action-research process conducted by FUNDAEC in an effort to provide world-class tutorial secondary education that truly builds local capacity to generate prosperity. This process began in Colombia and later spread throughout most of the world.

In the end it is our individual and collective sense of justice that provides meaning for every action we undertake, whether that action is meant to be as objective as possible, or whether it is deliberately subjective. It is also this sense of justice that will enable us to establish the foundations upon which the oneness of humanity will ultimately be established. Although they don’t go too deep into the broader issues mentioned here, our furry friends at Sesame Street provide a good head start for all children in their search for justice, which will provide meaning and guidance in such a confusing world.

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All quotes taken from "Preparation for Social Action: Education for Development"

Cognitive Surplus

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Watch this video. It is really worth it. It provides an extremely insightful analysis of social evolution and the power of Web 2.0 applications in reconceptualizing mass media to provide opportunities for everybody not only to consume but also produce and share.

Spending four formative years in countries like Taiwan, South Korea and Egypt, where tv was mostly just plain bad and more often than not spoken in a language I could not understand, got me away from tv and into activities like sports and games and just enjoying simpler things. Of course upon returning to the US I watched my fair share of MASH reruns, but I escaped getting hooked to the boobtube like most of my schoolmates.

What puzzles me now is how we feel that we need to turn our brain off in order to shed and get over financial stress or other types of stress caused from having to work too long or too hard in a job that is more often than not quite meaningless. If you want to escape from something too meaningless to bear, then why do something even more meaningless? In this sense tv serves the same purpose as alcohol and other recreative drugs. True, sometimes we identify with Giligan or Samantha or the guy on CSI and we like to feel that we can be like them. However, more often than not, as Mr. Shirky says in the video, we just aren't sure what else to do with our time. This is partly because before Web 2.0 applications like blogs and social networking and podcasting, watching tv (and of course listening to the radio) was basically our only opportunity to be part of popular culture through mass media. For decades this reinforced the messages from tv adds encouraging us to become net consumers.

The cognitive surplus created from becoming such consumers needs to be looked upon as an opportunity. Having enough time to watch trillions of hours of tv while our social and spiritual fabric comes undone at the seems provides us with one of the greatest opportunities available to humanity at present. Mr. Shirky would have us believe that it is better to do something, anything, as long as it implies being an active participant and not a passive consumer. As insightful as this talk is, I just can't agree that we need to set the bar of expectation so low because doing just anything won't get us very far from our tv set.

This concept elevated to principle in the video arises from a misunderstanding of the potentiality of human capacity.

"Man is called today to the attainment of that station to which he was destined from the 'Beginning which has no beginning.' This, then, is why 'Abdu'l-Bahá so exalted the station of Servitude. This is why He intimated that man accepting any station lower than this, any putting of self before service to others, qualifies himself as of the animal, the bestial nature, and places himself outside the pale of real manhood. It is because the definition of Man is altered. That which has been hinted in the past as a possible goal is now a requisite. Man's dreams, his highest dreams, must now be realized. And the path to that realization is the path of Service; its Goal the attainment to the station of pure Servitude.

"'The sweetness of servitude is the food of my spirit.' These words of the Master indicate the source of His power. His was a vastly higher quality of service than even that of my fanciful imagination... It went far deeper; it rose to far greater heights. It was a quality inherent in His deepest being, and manifested itself in every look, gesture, deed, ... in every breath He drew." (Howard Colby Ives)

If our essential humanity means attaining to an exalted station of servitude to others, then building the capacity necessary to make that service an efficient and effective contribution to helping our society reflect spiritual values held in common by all of humanity becomes top priority. Building and applying such capacities is the true source of power, of a nurtured spirit, the means by which our highest dreams will be realized, the sweetness that cannot be equalled. Further, it provides our life with the meaning that can dissipate stress on a magnitude that tv will never hope to attain.

If this weren't the case, then doing just about anything that implies participation would be a healthy social goal. However, in light of our essential nature, and the source of our true joy, it would be foolish to not push ourselved to greater heights. Of couse, Web 2.0 applications will play an important role in deploying the current massive cognitive surplus in the right direction, but there are such a variety of avenues leading to the station of servitute that we should be constantly exploring as many as we can find.