Back before there were internet memes and video going viral, we had bumper stickers. Some were “bumper stickers for life”, with sayings that stuck. My favorite was “Subvert the Dominant Paradigm”.
Although the phrase resonated with me at an early age, I actually was not so good at subversion. My tactic tended to be in-your-face revolution. As editor of the high school paper, I campaigned against the policy of locking up truant students all day. During the war in 1991, I marched and sang and chanted with anti-war protestors. When things were unethical, I made a huge, public fuss.
And yet, they kept locking up students. And we didn’t leave Kuwait (in fact, we went back for much more bloodshed). And things didn’t change much. My head became flat from banging it against the wall.
As I worked more in education, I used the same tactics. I pushed administration for team-taught courses. I pushed for a faculty forum to count for committee credit. I tried to stop the hiring of administrators we didn’t need, and push for the hiring of those we did. When online teaching started, I pushed for hybrid classes. I tried to change people’s minds through the force of my will, my argumentation skills, and the fact that I was, well, right.
And again the achievements were small. Team teaching went down in disputes about pay, faculty forum was not “governance” so it didn’t count, we hired more administrators, and a dean dismissed my hybrids with “I just don’t see what audience we’re serving”. I created a file folder entitled “Ineffectual Activism” where I stored the papers related to my failures.
Then I got older and craftier. My new motto became “it’s better to ask for forgiveness than permission”. I believed in academic freedom, and the independence I had as a college instructor. I made it my mission to deeply understand the rules, then see how I could get around them without actually breaking anything.
This worked much better. But as I explored “edupunk”, and open education, and online educational experiments, and open resources, and MOOCs, I noted a revolutionary spirit. Being of that nature myself, I tried to join in. Modern education is irrelevant and stultifying! We are a post-industrial world with an industrial education system! Do-it-yourself college! Student engagement through student interests! Down with curriculum! Down with lectures!
But the problem with revolution is always the same. It throws out many babies with lots of bathwater. Educational revolution meant that the really good ideas of the past, many of which were enshrined in the “canon” of Western Civilization, were cast away. Academic rigor was dismissed as a concept of the privileged. Coherent reading and writing became secondary to creative multimedia, which was seen as more intellectually complex just because it was multimedia.
Students responded accordingly. Lectures of merit and enthusiasm were greeted with bored students surfing the web instead of taking notes. They said they couldn’t learn properly because the teacher wasn’t engaging them in their preferred learning style. They shopped for the classes that made the fewest demands on them intellectually.
There is much subversion to be done. Gardner Campbell, in a recent presentation, holds “compliance” to be at the bottom of the learning pyramid, the factor that keeps learning imprisoned. And yet there are so many ways to twist compliance into good learning environments, to use its elements to enforce rigor while allowing for creativity in every corner, in every crack in the sidewalk.