Wednesday, November 17, 2010
There are two kinds of people in the world: those born full-term (at or about 40 weeks gestation) and those born prematurely (before 37 weeks). Today, November 17, is National Prematurity Awareness Day. It is also the birthday of my two favorite preemies in the world, Isaac and Molly. (Happy birthday!)
Those preemies are 19 years old today. I know, I can't believe it either. Part of the reason that's so hard to believe is that the struggles they faced for the first five months of their lives are vividly etched in my brain. I remember more about those five months than I do about the last five months. That's what crisis does to us. It makes us hyperaware.
We've lived through it and those tiny little babies, born at just about a pound and a half each, are now young adults, off on new adventures. For years, people have encouraged me to write their story, but I wasn't ready. I needed to get them safely here, to this place, before I could gain the kind of perspective needed to write a compelling, meaningful memoir. The time has come for me to write my part of this story, because from here on out, Ike and Molly's stories are theirs to tell.
Many of you know that I have been participating in National Novel Writing Month (NaNoWriMo). I'm here confessing that I'm a NaNo Rebel, writing a memoir, not a novel. Along the way, I reread and transcribed the journals I kept during those long days in the hospital. I took me right back to their bedsides (I should say, isolette-sides). I've been bawling my eyes out, but they have been good tears — cathartic tears, finally letting me shed the fear of that desperate time.
As part of this project, I have decided to launch a new website today, chronicling that time on the neonatal care unit of Evanston Hospital by posting the actual journal entries, day-for-day, 19 years after the fact. I hope you join me on their journey at Mike&Ollie: 24-Weekers Who Beat the Odds. You're in for quite a ride.
We have been so lucky at every step along this journey. We have had wonderful doctors, nurses, therapists, technicians, teachers, helpers, family and friends who have helped and supported us. You know who you are. If I haven't said it recently, thank you. I am mindful even as I write our story, that many families with similar stories have not been as lucky as we have been. My heart is with you. My hope is that this project will help those who are at an earlier point along their path.
I welcome your comments here, as always, but I hope you'll visit the new site and leave your comments there, as well. Don't miss the video page, which has the commercial they made for Evanston Hospital and a short video they made as a gift to the parent support group of the Infant Special Care Unit. Bring tissues.
A special thanks to the lovely Rebecca Rasmussen for granting me a guest post today on her blog, The Bird Sisters.
FYI, you can now find me posting occasionally on Technorati. Here's the post that went up today about the Empire State Building lighting up for Prematurity Awareness Day.
Tuesday, November 9, 2010
I stand firmly with Thomas Jefferson, Founding Father and author of the Declaration of Independence, who believed that public education for all was essential for sustaining democracy. Are there problems with the American educational system? Certainly, but that should inspire us to action, not abandonment.
There is a valedictorian address by a 2010 high school graduate, Erica Goldson, that has gone viral. If you haven't seen or read it, you should. Goldson makes a passionate argument against the current state of education, going so far as to liken it to enslavement, brainwashing and insanity.
Many of her points are well taken. The goal-driven, standards-based, business model of contemporary education plagues me, as well. People are not interchangeable parts; we are not standard issue and cannot be evaluated nor educated as if we were. Here is part of Goldson's eloquent argument:
"We are all very special, every human being on this planet is so special, so aren't we all deserving of something better, of using our minds for innovation, rather than memorization, for creativity, rather than futile activity, for rumination rather than stagnation? We are not here to get a degree, to then get a job, so we can consume industry-approved placation after placation. There is more, and more still."
The irony, of course, is that Goldson uses her very education to speak against those who taught her to think for herself, to write a coherent speech, and to stand boldly in public to deliver her treatise. She states that were it not "… for the rare occurrence of an avant-garde tenth grade English teacher, Donna Bryan, who allowed me to open my mind and ask questions before accepting textbook doctrine, I would have been doomed." Well, brava for Ms. Bryan. Many of us can recall a special teacher, sometimes even the exact moment, when our minds were opened. We should bless those teachers, thank them, and encourage our best, brightest and most enthusiastic minds to become educators.
What I know that young Ms. Goldson does not, is that educational philosophy operates like a slow pendulum across a wide arc. This year, Ms. Goldson is the product of an increasingly competitive, narrowly-focused, goal-oriented pedagogy that we will, for the sake of argument, say is at or near the far right of that arc. In 1978, when I graduated from high school, the pendulum was at or near the far left of the arc, poised to begin a swing back that has taken more than 30 years.
Back then, we weren't so goal oriented as process minded. Our classrooms were filled with bean bag chairs and progressive educators and choices. I took photography as a science, and the only requirement for changing that course from an art credit to a science credit was that I had to learn the names of the chemical formulas we used in developing photos. That's it, just the names. I could have gone further, questioned the theory behind using light and photo sensitive materials to capture images on film in a negative format and then transforming it again into a positive image on paper. I could have, but I didn't. It wasn't a requirement, and while I was fascinated to see an image emerge in the red light and chemical brew of the dark room, it never occurred to me to ask how or why.
My point here, and it harkens back to Ms. Goldson's earlier statement, is that we are indeed all individuals with our own learning curves and drives and levels of ambition. I think Ms. Goldson is lucky to begin questioning her education as early as she has, because her questions and curiosity will take her far. I believe that the goal of education should be to learn how to learn — not what to think, but how to think.
Ms. Goldson lamented in her speech that education — and work afterward — is a form of slavery. She claims to be "a human being, a thinker, an adventurer – not a worker. A worker is someone who is trapped within repetition – a slave of the system set up before him. But now, I have successfully shown that I was the best slave. I did what I was told to the extreme. While others sat in class and doodled to later become great artists, I sat in class to take notes and become a great test-taker."
I part ways with Ms. Goldson on her assertion that education equals enslavement. Baron Henry Peter Brougham (1778-1868) argued that education actually precludes slavery: "Education makes people easy to lead, but difficult to drive; easy to govern, but impossible to enslave."
Her naivety is forgivable (she's just a teen, after all), but it shows itself most clearly in her definition and understanding of work. So, Ms. Goldson is an adventurer, not a worker. I wish her good luck with that and would like to talk to her when her first rent payment comes due or when she breaks her leg on one of her adventures and doesn't have health insurance. Despite it's bad rap, work doesn't have to be a four-letter word. The trick is to find value and worth in doing your work, even if it's only that it allows you to live as comfortably as you want to live and enjoy your time away from work. If you're lucky, you can pay your bills and feed your family. If you're really lucky, work is more than that, but that can be enough.
Picasso once said: "Inspiration exists, but it has to find us working." I doubt that doodling in class has led anyone to become a great artist by the time of high school graduation. It may start you down a path and develop some rudimentary skills, but so does taking good notes and learning to take tests successfully. I agree that test scores should not be the goal of education, but learning to take meaningful notes, construct a coherent argument, and write an organized paper are fundamental skills for the student, just as learning the play of light against dark and understanding perspective are fundamental skills for the artist.
I could never have been valedictorian of my class. I got very good grades in high school, but I didn't work hard enough to be number one. I don't even know if we had a valedictorian. I did do well enough both in school and on standardized tests to get into an excellent college, where I struggled because I had not learned any study habits during high school. It wasn't until my junior year in college that I figured out how to study. And it wasn't until many years later, when I found myself sitting in the driveway to hear the end of a story on NPR that I really figured out that learning isn't something you do for 12 or 16 years of school. It's a life-long process.
It took me a long time to find my passion. Now, each day, I learn something new about writing and it spurs me to learn even more. I wish I had found this kind of inspiration when I was 18, but I wasn't ready. Inspiration may have shown up earlier, but I wasn't working at it. Sometimes I worry that it's too late, but I push those thoughts aside. They won't do me any good.
I also accept Ms. Goldson's challenge to her graduating classmates: "… do not forget what went on these classrooms. Do not abandon those that come after you … We will break down the walls of corruption and let the garden of knowledge grow throughout America." I add only that we are all responsible for tending that garden. What say you? Leave your questions and comments here.
Thomas Jefferson on public education to A. Coray, 1823. ME 15:487
public domain image
- Primary schools, in which are taught reading, writing, and common arithmetic, to every infant of the State, male and female.
- Intermediate schools, in which an education is given proper for artificers and the middle vocations of life; in grammar, for example, general history, logarithms, arithmetic, plane geometry, mensuration, the use of the globes, navigation, the mechanical principles, the elements of natural philosophy, and as a preparation for the University, the Greek and Latin languages.
- An University, in which these and all other useful sciences shall be taught in their highest degree; the expenses of these institutions are defrayed party by the public, and partly by the individuals profiting of them."