District Leader Calls for Inhumanities

Rhino Falls, Wisconsin—Citing a global trend toward ruthless school and workplace practices, Superintendent Mark Sequor called on for a steep increase in the inhumanities throughout the K–12 grades. “It’s time we not only caught up with Singapore and China, but showed them who’s who,” he told an assembly of 10,000. “Our kids think they have lots of meaningless tests? They should see the tests the kids in Korea take. Our kids think they have too much homework? Compared to other kids, they’re on permanent vacation.”

To catch up with the rest of the world, says Sequor, the schools need an inhumanities emphasis even more than a STEM emphasis. “STEM might still give you a few stargazers,” he explained; “whereas a course in inhumanities will keep every child on task.”

The inhumanities, Sequor continued, are at the heart of the Race to the Top competition, which awards funding to districts that race into flawed reforms without really thinking them through. “The whole point here is to get ahead, not to succumb to lazy thoughts,” he explained, “and so, by embracing the inhumanities, we’re really going the extra mile—faster than anyone else, I’ll add.”

Telos Elementary, a model school in Rhino City, allows visitors to witness its inhumanities curriculum in action. The day is filled with rapid and strictly timed activities, where students from kindergarten on up must turn and talk, repeat, rotate, move to the next station, repeat, summarize, and get in line. “We can’t let them get dreamy,” said Holly Vide, the school’s inhumanities coach. “We need to have everyone engaged. Also, in the workplace, they’ll be switched from task to task or even fired, so we need to prepare them for that reality.”

By second grade, students are already learning to cheer over their data. “You’ve got to get into their heads that the statistics are what count, so to speak,” Vide said. “The biggest thing in their world should be that graph at the front of the room, showing their rise or fall in scores. This mindset will prepare them well for high school, where they have to spend months preparing for the SAT. They learn to live for the score. That’s called achievement.”

In middle school, students refine their social ostracism skills. “Group work helps everyone spot the non-team-players,” said Sequor. “For this reason, it’s important to have group work in every class. Once you’ve spotted the non-team-players, you can exclude them and get on with your project.” The excluded students will receive low grades for classroom collaboration. “This is an important red flag for colleges and employers,” he said, “and it allows us to boost our credibility. If our team players are doing well, and we’re doing due diligence in classifying our non-team-players, then we’ll keep our good ratings.”

Once students enter high school, they are expected to do everything, he said. “Every high school student, in order to have a fighting chance in life, must have top grades, top test scores, leadership credentials, an array of extracurriculars, athletic prizes, community service hours, and at least ten things that go above and beyond what everyone else is doing. Can you be a person of integrity and character and do all of this?” he asked with a rhetorical flourish. “Of course not. That’s part of the point. Integrity and character are relics of medievalism. I think it was the medieval writer Flannery O’Connor who said something about how integrity lies in what one cannot do. We live in a ‘can-do’ era. A ‘can’t-do’ attitude is simply out of bounds.”

According to some critics, it’s the “can’t-do attitude” that makes room for thiings like reading, pondering, or playing an instrument. “No one who does anything substantial or interesting can do everything,” said Brian Emerson, a professor of English and an opponent of the inhumanities movement. “There must be areas of ‘no’ and failure.”

“That’s a quaint idea,” responded Sequor, “but it amounts to a bunch of fluff. Substantial and interesting things? Those are subjective terms. We have to take a hard look at the era and go where it goes.”

The era was not available for comment, but one of its representatives repeated its recent press statement that “following is leading.” We would have mulled over the words, but a whistle blew, and everyone scurried on to the next task.

 

Note: I made a few edits to this piece after posting it.

  • “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.

  • INTERVIEWS AND TALKS

    On April 26, 2016, Diana Senechal delivered her talk "Take Away the Takeaway (Including This One)" at TEDx Upper West Side.
     

    Here is a video from the Dallas Institute's 2015 Education Forum.  Also see the video "Hiett Prize Winners Discuss the Future of the Humanities." 

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

    On February 22, 2013, Diana Senechal was interviewed by Leah Wescott, editor-in-chief of The Cronk of Higher Education. Here is the podcast.

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    All blog contents are copyright © Diana Senechal. Anything on this blog may be quoted with proper attribution. Comments are welcome.

    On this blog, Take Away the Takeaway, I discuss literature, music, education, and other things. Some of the pieces are satirical and assigned (for clarity) to the satire category.

    When I revise a piece substantially after posting it, I note this at the end. Minor corrections (e.g., of punctuation and spelling) may go unannounced.

    Speaking of imperfection, my other blog, Megfogalmazások, abounds with imperfect Hungarian.

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