For half a century we’ve been trying to reduce the academic achievement gap and ameliorate the social pathologies of the underclass. Robert Weissberg suggests that our test-centric school system should pull its narrow focus back from pure academics and work toward imparting civilization:
First, the civil society requires people controlling their emotions, especially violent urges. As Pinker depicts the transformation, reacting to insults with immediate violence (defending one’s honor) slowly gave way to dueling that permitted multiple “honorable” escape routes which, in turn, transitioned to relying on litigation (“see you in court”). Simultaneously, the culture shifted so defending one’s reputation by drawing a sword for some trivial offense vanished thanks to the aggrieved party learning to hold his tongue, count to ten or develop a thick skin. Pinker also tells how ridicule eventually undermined the violence-soaked code that demanded a gentleman risk his life over trifling slights. Today’s civilized people see virtue in what was once spinelessness.
Second, civilization requires across-the-board delayed gratification, self-discipline and moderation. One does not eat a lunch snack at breakfast or crave the latest iPhone. Refined people now wait until all the others are served before eating. Think habits such as finishing school work before heading off to play or forgoing sex until adulthood. Most of all learn to resist crime as an alternative to employment and saving money.
Third, civilized people learn to obey authority regardless of contrary urges. When the teacher tells you to sit still and be quiet, you sit still and stop talking. As an adult one heeds police orders regardless of opinions regarding the police officer or policing more generally. In other words, civilization is impossible if “everybody does their own thing” or people can autonomously decide their own rules. Respect for the rule of law is what separates civilization from savagery.
The good news, as Pinker documents, is that history overflows with recipes to refine the unruly. Surely, even in the absence of stable families, teachers can impart these requirements if permitted to employ the traditional classroom discipline — stigma, humiliation, shame and even corporal punishment. Youngsters can certainly be taught the etiquette facilitating peaceful society — saying “excuse me” if inadvertently bumping into a classmate. Even students with room temperature IQ’s can be socialized though, to be sure, this quest may take years of punishment before avoiding fights over petty insults becomes second nature.
Moreover, it would cost almost nothing to begin teaching even kindergarten students habit such as punctuality, always being prepared and respective language — its “Mr. Smith,” not “hey teach.” Teachers could demand that youngsters tidy up after themselves so no milk and cookies until everything is neatly put away and the proper place. When I attended grade school no student could enter the building until everyone was perfectly lined up outside and absolutely silent. What about assigning books where the kindly hero outsmarts his boorish, brutal rival? Pinker tells of the many etiquette books of the Middle Ages that carefully spelled out behavior for a proper gentleman, and these can be adapted for today’s youngsters. While there might be rough and tumble sports but woe to any kid who turns a friendly dodge ball game into an exercise of taunting rivals that will almost guarantee violence. Punishment would be especially heavy if the miscreant continued this out of place behavior post game — who needs sports insults escalating into vendettas? The Battle of Waterloo may have been won on the playing fields of Eton, but if inner-city civilization is to be restored, the task must begin in thousands of violence prone schools and playgrounds.
Japanese educators have long understood the link between inculcating good behavior and academic achievement (it is called “learning to learn”). One practice requires youngsters to sit still and stare at a dot on the blackboard. Each student keeps a personal record of how long they are able to perform this patience-building task and those who excel are recognized for their accomplishment. In some classrooms the heat is turned down to 55 degrees and students wear shorts so as to learn how to work despite discomfort. Obviously there are countless other tactics, all practical, proven successful and many virtually cost-free but these examples should suffice.
Now, what is the prognosis for this civilizing mission? Alas, our advice is doomed and will surely be denounced.