Neither Crystal Palace Nor Underground

Last week I had the joy of publishing an article featuring three students’ pieces. Each piece has distinct ideas, approach, and personality; none of the three would fit a rubric exactly. All deal with philosophical ideas and texts; whether witty, serious, or both, all grapple with something substantial.

Call it spark, verve, or individuality, I hope my students never lose this quality. Our schools and workplaces live by the rubric. Even when a school sees beyond the rubric, as mine does, it must prepare students for the rubrics of tests. Students know exactly what is expected of them and learn to fulfill it exactly. They know they will get five points for doing this, ten points for doing that.

What rubrics offer is predictability and fairness. A student who receives a B knows why, and knows what to do to get an A. (There should always be some degree of that; grading should not be haphazard.) Yet rubrics take a great deal away. They come across as supreme judges, when they are mediocre ones; they miss what really matters in a piece—the genuine grappling, among other things. I do not mean they should be abolished; of course they have a place, but they should not be ultimate arbiters.

I have scored tests and have seen how students who follow the directions exactly (but say very little) can score higher than students  who have a great deal to say but fail to follow all of the directions. Indeed, when one follows such rubrics, one is forced to disregard what a student says.

In many ways the world of rubrics is analogous to the very crystal palace that Dostoevsky’s Underground Man criticizes. Here is the telling passage (Fyodor Dostoevsky, Notes from Underground, translated by Michael Katz):

You believe in the crystal palace, eternally indestructible, that is, one at which you can never stick out your tongue furtively nor make a rude gesture, even with your fist hidden away. Well, perhaps I’m so afraid of this building precisely because it’s made of crystal and it’s eternally indestructible, and because it won’t be possible to stick one’s tongue out even furtively.

Don’t you see: if it were a chicken coop instead of a palace, and if it should rain, then perhaps I could crawl into it so as not to get drenched; but I would still not mistake a chicken coop for a palace out of gratitude, just because it sheltered me from the rain. You’re laughing, you’re even saying that in this case there’s no difference between a chicken coop and a mansion. Yes, I reply, if the only reason for living is to keep from getting drenched.

Today’s students live in a chicken coop of rubric after rubric. They learn to be well-rounded superstars—leaders, go-getters, initiators, networkers, and, sure, students with GPAs of 4.0. They build up digital portfolios and resumes. They know what the colleges want and plan years in advance to achieve it. A wise person remarked to me this week, “They not only have no room for eccentricity; they have no room to pause.”

You need to pause in order to write an interesting piece, to have a good friend, to understand a piece of music. You need it to find a way of living that is neither crystal palace nor underground, a chant or song with lilts and cracks and silences. Yes, you need to learn to survive and compete, but you need not bow to the terms of such demands.

My birthday is a week from Thursday. I dedicate it to such a way of living, and to the hope that my students will find it on their own terms or, having already found it, not lose sight of it.

Leave a comment

2 Comments

  1. The Despoilers Of Public Education (DOPEs) have created a broad-spectrum prescription for making people stupid.

    The question we should start asking ourselves is why these DOPEs want the majority of the population to be stupid.

    Reply
    • There are much larger forces “keeping people stupid”: for instance, hectic lives, overload of media, anxiety about scoring points, loss of childhood playfulness, and loss of independent thought. Certain groups and individuals may exploit existing tendencies, but the tendencies are there.

      What’s more, you can be highly intelligent and competent and still fall for the trends. John Stuart Mill wrote about an analogous problem: “But it is not the minds of heretics that are deteriorated most, by the ban placed on all inquiry which does not end in the orthodox conclusions. The greatest harm done is to those who those who are not heretics, and whose whole mental development is cramped, and their reason cowed, by the fear of heresy.”

      Reply

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  • “To know that you can do better next time, unrecognizably better, and that there is no next time, and that it is a blessing there is not, there is a thought to be going on with.”

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    Diana Senechal is the author of Republic of Noise: The Loss of Solitude in Schools and Culture and the 2011 winner of the Hiett Prize in the Humanities, awarded by the Dallas Institute of Humanities and Culture. Her second book, Mind over Memes: Passive Listening, Toxic Talk, and Other Modern Language Follies, was published by Rowman & Littlefield in October 2018. In February 2022, Deep Vellum will publish her translation of Gyula Jenei's 2018 poetry collection Mindig Más.

    Since November 2017, she has been teaching English, American civilization, and British civilization at the Varga Katalin Gimnázium in Szolnok, Hungary. From 2011 to 2016, she helped shape and teach the philosophy program at Columbia Secondary School for Math, Science & Engineering in New York City. In 2014, she and her students founded the philosophy journal CONTRARIWISE, which now has international participation and readership. In 2020, at the Varga Katalin Gimnázium, she and her students released the first issue of the online literary journal Folyosó.

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    On April 19–21, 2014, Diana Senechal took part in a discussion of solitude on BBC World Service's programme The Forum.  

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