bearing blog


bear – ing n 1  the manner in which one comports oneself;  2  the act, power, or time of bringing forth offspring or fruit; 3 a machine part in which another part turns [a journal ~];  pl comprehension of one’s position, environment, or situation;   5  the act of moving while supporting the weight of something [the ~ of the cross].


  • Gut-level development of doctrine.

    On the last post, Darwin makes a provocative comment:


    When I wrote about the NFP article over at TAC I found myself arguing with a couple of fairly young guys who were upset that the Church didn't provide Very Clear Guidance on when it was okay to use NFP and when it wasn't, for fear that people would use it as just another way to separate procreation and sexuality.

    Coming at the question from the vantage point of 11 years of marriage and NFP use, it seems to me that simply using NFP is in and of itself probably the best way to come to a real understanding of the intimate connection between procreation and sex. The fact that not getting pregnant means not having sex for a good portion of the time will do that to one.

    That is certainly the case for me — I intellectually understood the connection, of course, and was willing to follow the rules, but years of actually practicing NFP did give me that gut-level intuitive understanding.

    What about Catholic couples who decide they have a particular call to, as some folks put it, "put their fertility entirely in the hands of God?" I am not talking about quiverfull types who believe they should have as many children as possible, nor providentialists who think the rest of us sin when we use NFP to avoid pregnancy for less-than-deadly-serious reasons, but people who have believe they have discerned a particular call to let the babies come as they may.

    Do you suppose that this lifestyle, which does not call for periodic abstinence, also develops the gut-level understanding of the connection as well as the periodic abstinence does?

    Or perhaps that such couples usually already "get it" or they would not have made such a decision, heard such a call?

    Any readers who have decided to go the no-charts route, did you find that there was a development over the years of your gut-level understanding or acceptance of Church teaching on human sexuality and procreation, or do you think you already "got it" before you set off on that route?


  • Talking past one another’s contexts.

    Simcha and Jen have posts up about the difficulty of communicating publicly about NFP given the different assumptions that people bring to the table, which arise out of different life experiences and varying levels of exposure to cultural norms.

    Jen:

     ….to some extent this kind of miscommunication is inevitable, because the way secular society understands human sexuality and the way the Catholic Church understands it are so vastly different.

    When I re-read the Post article  [in which she was quoted, but not the way she thought she would be] and some of the resulting commentary, I noticed undercurrents of the idea that NFP is the Catholic version of contraception. Most of the posts and comments I read took for granted the following ideas:

    • Babies are, by default, burdens to be avoided
    • People are entitled to engage in sexual activity without having to think about the possibility of new life
    • Parents can and should control their fertility with as much precision as possible, only being open to children when they are absolutely sure they are completely ready

    Thus, even when people are sincerely seeking to understand the Catholic understanding of NFP, the questions sound something like:

    • How does Catholic teaching help women avoid the burden of babies?
    • How does Catholic teaching allow couples to engage in sexual activity without having to think about the possibility of new life?
    • How will Catholic teaching allow parents to control their fertility with as much precision as possible, only being open to children when they are absolutely sure they are completely ready?

    …And we end up completely missing each other.

    (Confession time:  those last three questions really are the ones I was asking when I first studied up on NFP before marriage and then when my husband and I entered marriage together.  It really wasn't until I saw that NFP was really working — what a relief! — that I loosened up and began to understand the babies-are-people-not-burdens view, and even that wasn't cemented for me till we had children.  Which doesn't say much for me as a person, except that I am human.  Just like the aforementioned babies.)

    Simcha:

    In the same way, conversations the Church's view of sexuality are going to be tricky, even for the best-equipped among us.  Say, for instance, that I'm a faithful young Catholic who has been brought up with the understanding that sex is a gift, not a right; that babies are a privilege, not a burden; that marriage is for making children and helping us grow in holiness, not for enhancing our portfolios and giving us a scuba diving partner when we summer in Cabo.

    So, confident and righteous, we dive whole hog into conversations about human sexuality, armed with the liberating truth. 

    But then we come head to head with someone whose unfaithful husband refuses to abstain. 

    Or someone with a short life expectancy, who can't admit of even the smallest risk of conception. 

    Or someone who already has three severely autistic children.  Or someone who does't have any extrarodinary physical or emotional trials, but who has simply been reared on the world's view of sex, and for whom any amount of abstinence (never mind providentialism) is a mindblowing impossibility. 

    Suddenly, just saying the truth as we know it isn't doing the trick.

     

    Keep this in mind.

    Now, check out this opinion piece from the Minneapolis Star Tribune a few days ago.  Bear in mind that it is an opinion piece; notice that the writer of the piece (as is his prerogative, it being an opinion column) really only seeks direct quotes from one "side" in the debate, and the other "side's" view is only presented via filtering through other people's impressions.   Bear in mind also that if this was mandatory coming from the Archdiocese, likely the same presentation occurred in other Catholic schools, but we have no news from them.

    De La Salle kids have a few words with archdiocese at marriage talk

    Go ahead, read it, come back.  (By the way, I haven't looked at the 300+ comments on the article either — I try to avoid newspaper-site comment sections, especially when they get that long.)

    + + +

    Okay, some questions for the audience.

    — What do you think the presenters likely actually said to the students about adoption?  (Not long after the article appeared, a non-Catholic friend of mine sent me a link to the article, asking "What's with the rhetoric about adoption?")  

    — Do you think the archdiocese is at fault for sending people who were unprepared to deal with difficult questioning, or do you think it likely that no presenters on this topic would have been well received?

    — Assuming good faith on the part of the questioners, what is the right way to answer publically difficult questions about the Christian life that are rooted in questioners' life experiences? Is there no way to avoid being taken out of context later, assuming that any public statement will wind up in an opinion piece in the local paper?  Given that there is no way to avoid being taken out of context, is there a way to frame the answers such that one has actually to be misquoted in order to be spun incorrectly?

    — Should the archdiocese have communicated with the students some other way?


  • Searching for words.

    So, I mentioned some time ago that I was going to start working on learning Spanish with the tweens I co-school. I mentioned that I didn’t want to do a traditional curriculum because they are already a couple of years into Latin and it seems to me we could save some time by exploiting what they already know. Once you have learned any second language, after all, you are alert to many of the things you need to know in order to learn another one, and there are so many points of contact between Latin and Spanish that it ought to be a fairly easy transition.

    I know enough French and Latin, and have picked up enough knowledge about Spanish from various attempts to teach myself, to score 12 out of 12 on this BBC Language quiz ( http://www.bbc.co.uk/languages/spanish/gauge/ ). Can’t speak it at all, and would like to do better. After quite a bit of research, I decided to work with the kids using my own method — the one where I teach myself, and I bring them along.

    I have two sourcebooks, one scholarly and the other popular.

    The scholarly book is Frederick Bodmer’s The Loom of Language, http://www.amazon.com/The-Loom-Language-Approach-Languages/dp/039330034X , which blew my mind when I found it in the library. The author comes at it with the perspective of one who was deeply involved in the “international language movement,” inspired by an optimistic belief that eliminating the language problem would do away with misunderstandings and, thereafter, all wars would cease. Clearly his vision did not play out, but the way he thinks about language-learning is jaw-droppingly insightful. Plus the book has a decent amount of background information in linguistics, and all sorts of useful word lists and tables which make it really useful, at least if you are setting out to learn a Romance language or a Teutonic language. The writing itself is crisp and clear, if dated.

    The popular book is entertaining and somewhat incredible (in the sense that I am not sure he is telling the truth about all of his polyglot experiences). This is How to Learn Any Language http://www.amazon.com/How-Learn-Language-Barry-Farber/dp/1567315437 by Barry Farber. It has some tall-sounding stories, but also some solid-sounding advice on how to tackle a new language: First, get a basic grammar and read about five chapters. Then, get a phrasebook, a magazine or newspaper (one copy of one issue) in the target language, and some audiotapes (or the modern equivalent) and start working your way through the text a paragraph at a time. He has some tips for how to design an efficient flashcard system, how to use spare moments to study, and how to use memory-association visualization, but the main thrust is to attack the language through multiple channels at once: auditory, text, and speech, and also grammar study.

    Since his first piece of advice is to learn a little grammar, that is where we are starting: one quick lesson a week, with a little bit of practice making sentences.

    Lesson one was conjugating regular verbs ending in -ar — those are very much like the verbs of the first conjugation in Latin. I picked “hablar” (to speak) as a model verb, not “amar,” because I did not want to muck up the “amo, amas, amat” in Latin class. So I gave them about three dozen verbs, many of them derived directly from Latin verbs they know, and we practiced making sentences with those for a week. I had them translate from English to Spanish and Spanish to English and Spanish to Latin and Latin to Spanish.

    Lesson two was the irregular verb “estar,” one of the two verbs that translate “to be,” and then using it to form the present progressive tense — “I am speaking,” “Estoy hablando” — with the three dozen regular verbs. The kids liked that Spanish has this construction that they are so familiar with in English and that is missing in Latin.

    What was great about it was that we could jump right in without having to explain about why verbs are conjugated, or how it can be that you do not need to use a subject pronoun, or what person and number and tense mean. The same recitation of the same meanings in the same order: hablo, hablas, habla, hablamos, hablais, hablan. There are some differences to get used to, like the appearance of informal and polite forms of address, but most of it is comfortable already.

    Now the only hard part will be not letting my excitement at starting a New Thing crowd out the important work we are doing in intermediate Latin. I have four more weeks till we finish one of our history books, and when that happens we will open up a block of time I can devote just to Spanish — till then I am itching to move ahead. I have a few more books on order, so at least I will have to wait till they get here.

    By the way — if you, like me, ever decide to use phrase books as part of language learning with kids — take the time to read the Amazon reviews first and then to “look inside.” I was all set to buy the Lonely Planet phrase book for Latin American Spanish when I happened upon a review warning parents that the book is not for the kiddies, as it contains explicit material in the “Romance” section. I had enough trouble with the kids yesterday translating “specta virum in equo retinae” as “look at the man in the queen’s horse,” which they found hilarious, and I can hardly blame them, but I do not need to burden them yet with phrases like “Touch me here!” or “Faster!” or “Sorry, I can’t get it up” or “I never want to see you again.”

    Although it did make for an amusing image of someone trying to consult his phrase book in the heat of the moment. Or more likely sitting alone on some hostel cot, studying up optimistically so that, if things go well, he won’t look like such a loser tourist.


  • More on forgiveness.

    I had a post Asking for forgiveness, some days ago, in which I outline my theory about teaching children to apologize.

     In a nutshell, that stems from the realization that the proper purpose of an apology is to invite forgiveness.  That is what guides me as I figure out how to teach my kids to apologize and to forgive people, and it guides the selection of the words that we use.  

    Anyway, today commenter Barbara C. asks a couple of good questions:

    1. How do you handle it if the "injured" party just does not feel capable of forgiving…if the hurt feels too big to let go of easily?

     
    2. How would you handle those who seem to apologize for their own benefit (i.e. "by expressing the feelings that are inside him, so that the speaker feels his true feelings has been heard")? They do it more to relieve their own burden even if they know that in the process they will be putting a larger burden on the other person.

    Of course, maybe I am taking what is meant to be a lesson for children and applying it to my adult problems….(sigh)

     

    Here's my answer, tidied up a bit for better bloggery.  

    Obviously each question is really two questions:  what if it's your kid?  and what if it's the other kid?  And maybe there's also a subtext of what if it's me, the grownup, dealing with this from other grownups?

    1a.  When my child can't or won't respond to an apology with "I forgive you."  Truthfully, my child usually easily say the words "I forgive you" because, I think, they are so well practiced at it.  They know that the sky doesn't fall down if they say it before they "feel" it.  They know that life goes on, and usually the words have helped.  

    But if it was one of my children who felt they could not forgive another, I would take that as a sign that the kids need additional intervention before the discussion is over — maybe my child is reasonably afraid that the behavior won't stop, etc., in which case it is probably time for some redirection to different activities. You can forgive someone and still decide you're done playing with them for the day.  We would stay there and explore it further.  On the other hand, if my child is just being obstinate, well, I don't allow that for the young ones.  If you can say "I forgive you," you do.

    1b.  When my child seeks forgiveness and doesn't hear it.

    More commonly, it's my child who has apologized and asked for forgiveness, and another child doesn't say the words.  I've been through this one a lot.

    • First of all, I teach them to wait until the angry, hurt child has calmed down enough to hear an apology — no point in apologizing to someone who's screaming in her mother's lap. 
    •  After that, the first thing to check is whether the other child has reason to believe that my child is going to continue causing a problem for him!  "Do you think maybe he is still worried you will tease him again?  Have you promised that you will stop?"
    • If it's clear that the bad behavior has stopped, I tell my child, "Sometimes people need time to forgive you, and when that happens you just have to wait until they are ready." I might add, "Maybe s/he doesn't know how to say it and will show you instead." With small children, at least, they usually go back to playing eventually.

    2a.  The "fake apology" coming from my kid.  Well, young children rarely give "fake apologies," right? The "I'm sorry you took what I said the wrong way" kind? They sometimes refuse to apologize, and they sometimes say "I'm sorry" when they don't mean it — and that last is something I wholeheartedly support! 

    Fake apologies, which have the words "I am sorry" or "I regret" in them but point the sorrow or the regret the wrong direction because they are not grounded in a desire for forgiveness but instead in a desire to continue making a point, are the domain of older kids and adults. People who want to save face.

    I have yet to hit the teen years, but I imagine that if I hear one of those coming out of my tween's mouth, I will take him aside and explain that there is nothing wrong or unusual about feeling that you have been misunderstood or wrongly accused, but that the fake apology is never appropriate.  If you really desire to be forgiven (and even if the other person is wrong about you, you should desire his forgiveness because forgiveness is good for him and good for your relationship) you will find a way to express that desire sincerely.

    Maybe you will have to suck it up and say "I am sorry" and let the person think it is an admission of wrongdoing. Maybe it is not advisable to admit wrongdoing (there are sometimes legal consequences after all) and if no apology you can offer is accepted, at that point you just have to let it go and try (silently) to forgive *him* for refusing to forgive *you.*

    2b.  Other people's fake apologies.   "If someone fake-apologizes to you," I guess I will tell my kids, "the ball is in your court."  

    You have the choice to accept it as if it were a sincere apology.  This is called "taking the high road."  It is difficult, but you can have some satisfaction because it is an exercise in humility.  It means you let the other person have the last word, and you let it stand for what it is.  Sometimes the exact choice of words can be a little tricky, though, because what makes a fake apology fake is that it does not, actually, ask for forgiveness, and so "I forgive you" is a non-sequitur.

    (Try it:  "I'm sorry you took what I said out of context."  "I forgive you."  Doesn't work, does it?  You see why the fake apology is so insidious?  It deprives both people of forgiveness.  The only logical response is… "…Um… I'm sorry I took what you said out of context, too?"  Or… "I forgive you for being so unclear that I couldn't tell what the context was?"  Logically, the argument continues.)

    Anyway, "I accept your apology" might work.

    There is an alternative response, particularly if you care what the other person thinks of you.  You have the choice to treat it as an opportunity for more dialogue, chock full of I-statements ("I get the sense that you feel I have misunderstood you. Do you want to tell me more about that?") Past history and expected future interaction are the guide to which approach makes sense, and you can stop at any point and accept the apology — such as it is — on the theory that it is the best you will get.

    + + +

    One more thing:  I think it is totally appropriate to apply lessons for children to adult problems. That is exactly what we are supposed to do as we grow up:  apply what we have learned in the past to whatever is going on right now. It works really well if the lessons were good. And I think that the purpose of apologies does not change with age.

     


  • Chicken and root vegetable stew.

    This is one of those clean-out-the-fridge soups.  It was just what the doctor (me) ordered when I came down with this horrible cold, and nobody is around to take care of me so I have to take care  of myself.  It is loosely based on a Colombian class of soups called sancocho de gallina (found by googling "chicken root vegetable soup" and seeing what turned up.) The kids even liked it, despite the obvious lack of noodles.

    Chicken and Root Vegetable Stew

    • 6 cups rich chicken stock (had some going in the crock pot just for this soup!)
    • 1/4 c olive oil
    • 2 large onions
    • 4 boneless, skinless chicken thighs, sliced
    • 1 big turnip*
    • 4 carrots*
    • 5 small red potatoes*
    • 1 big green bell pepper*
    • 1 tsp dried thyme
    • 2 bay leaves

    *The exact amounts and types of vegetables probably doesn't matter much, although I would not want to do without potato or the particular mild bitterness of green bell pepper.  Parsnips, rutabagas, sweet potatoes would probably all be very nice.  Some versions of sancocho contain chunks of corn on the cob, and I would totally have added that if I had any.

    Trim and roughly chop all the vegetables.   Heat the olive oil in a soup pot and add the onions and the sliced chicken; cook until the chicken is no longer translucent and the onions are just starting to brown.  Add the stock and the rest of the ingredients and simmer until the vegetables are all quite tender.  Remove the bay leaves, add salt and pepper to taste, and eat up.

     

    We had this with hot buttered toast.  Superb.


  • A sense of distance.

    Ford was very kind — he gave the barman another five-pound note and told him to keep the change.  The barman looked at it and then looked at Ford.  He suddenly shivered:  he experienced a momentary sensation that he didn't understand because no one on Earth had ever experienced it before.  In moments of great stress, every life form tht exists gives out a tiny subliminal signal.  This signal simply communicates an exact and almost pathetic sense of how far that being is from the place of his birth.  On Earth it is never possible to be farther than sixteen thousand miles from your birthplace, which really isn't very far, so such signals are too minute to be noticed.  Ford Prefect was at this moment under great stress, and he was born six hundred light-years away in the near vicinity of Betelgeuse. 

    The barman reeled for a moment, hit by a shocking, incomprehensible sense of distance.  He didn't know what it meant, but he looked at Ford Prefect with a new sense of respect, almost awe.

    ——- Douglas Adams, The Hitchhiker's Guide to the Galaxy

     

    My husband travels frequently for business, I think I've mentioned.  I often say that the frequency is just about right; he is generally gone three or four days per month.  Certainly we would like to see more of him, and so I'm glad they aren't more often; on the other hand, since he travels so regularly, the children and I are quite used to it.  "Daddy's-out-of-town" has its own peculiar routine.

    On those days, I (instead of Mark) herd everyone into the car and get them to swimming lessons on time; I (instead of Mark) drop the bigger boys off at Wednesday night catechism class and take the younger two to buy groceries before coming back to pick them up; I (instead of Mark) sweep the kitchen and wipe down the counters when the children have gone to bed; I (instead of Mark) make the morning coffee.   Because I do those things, I lose some of my planning time, some of my blogging time; but I've been doing it so long that it is just another kind of normal.  If there is a trip scheduled for the second week of the month, I have to do double school planning on the first week of the month, or else operate a bit more on the fly.  

    Other stuff that Mark usually does, I simply don't do.  It's Mark who goes in with the children at bedtime and sits with them, together saying their evening prayer; when he leaves, he reminds them to say their prayers in the evening, and we leave it to them.   Maybe I'm lazy?  Maybe I'm too busy cleaning the kitchen? In any case, bedtime prayers is Mark's "turf," and I don't have any desire to try to substitute for him, at least when he will be back in just a few days.

    This kind of normal is not entirely routine, not entirely the same as usual.  If Mark is gone for more than three nights, we will probably have a pizza-and-movie evening, and sometimes we accept an invitation to stay for dinner at a friend's house.  I make dinners the children all like, because the children's appreciation is all I will get:  chili, chicken soup, tacos, spaghetti and meatballs, Caesar salad (yeah, for some reason they all love it, and so do I, so it works out).  

    I admit to sometimes serving the kids their dinner and then sending them up to watch movies while I eat in front of the computer screen or engrossed in a book.  After I have been surrounded by people for enough hours, I am desperate for quiet and solitude.  I usually work some such time into the middle of my school day anyway (we call it "break time" and it happens right after lunch), and when Mark is gone I crave it in the evening too.  I don't always indulge myself that way, but I do sometimes.

    The last time Mark was gone on a weekend, which is much rarer, I hired a babysitter for a few hours between lunch and dinner on Sunday, just so I could disappear and decompress.  That money was well spent.  

    +++

    The quote at the beginning, though — the sense of distance?  

    When I say the travel is routine, I really mean it.  We know by heart the schedules of the planes that trundle back and forth between Minneapolis and the two or three Midwestern cities he travels to most.  (He says he barely notices takeoffs and landings anymore, and the one time we went with him, rolling it into a family trip, I was startled to hear multiple hotel workers calling him by name).  

    But this week he's in Italy!

    It's a slightly longer trip than usual, but that's not the only reason it feels sort of strange.  There is something surreal about waking up in the morning, knowing that overnight one's husband has been whisked 4700 miles away.   I can't quite believe it in my bones; perhaps it is just not part of my evolutionary heritage to really believe that the flesh of my flesh can have been separated, teased apart, and taken so far off in such a short time.  Perhaps if he had been plodding off to New York on horseback, and there haggled prices for a berth in a merchant's sailing ship, I'd get used to the idea in the time it would have taken to happen.

    We talk a couple of times a day, and the voice-Skype connection is only slightly garbled compared to a cell phone connection to Ohio or Tennessee or Indiana, and I'm still talking on my same old phone.  Nevertheless there are hours of difference between my clock and his, and there's something uniquely disconnecting about the calls — I just woke up and you're already done with lunch?  It's midafternoon and you can't talk long because you're exhausted and it's dark and you had a lot of good wine at dinner and you want to go to bed?  

    And then there's a third disconnect, along the lines of "you had the local Raboso and the veal cheeks for dinner, and we had nachos." I cannot deny there's some power that one.

    But the aspect that sends me reeling the most really is the simple distance:  it's not heartbreaking, nor sad, nor frightening, just simply strange and foreign that this person who is part of me can possibly have gotten so far away, even for a few days.     I feel I ought to be there (and not just for the veal cheeks).  One of these days it may work out that I can come along, and perhaps that may make a difference.

    Perhaps the "few days" is the part that is so strange, that a distance so wide can be folded up so small that it almost — almost — fits into the spaces of our usual routines.

     


  • Misremembering beholding.

    Have you ever gotten a meditation wrong?  

    We have a number of decisions to make right now; some discernment is called for.  I have a busy nature, am always doing something, and so one of the few times that I have for my mind to wander freely is in the pool while I swim; can't listen to music, can't write, so I think.  I was there, swimming, thinking, and casting about for images to meditate on in an effort to bring some insight to my mental processes, and I settled on the Annunciation, and "I am the handmaid of the Lord."

    I spent several laps considering "I am the handmaid of the Lord."  I was thinking about how the first response to the angel's greeting is "How can this be?" and then, after a certain explanation, the self-identification, followed  by the assent.   I found it intriguing, the one piece of information that, to the betrothed virgin, is apparently both necessary and sufficient for the identification, the assent.  It was interesting to think about, and then, as I passed from the English to the Latin (Ecce ancilla domini) I realized — wait, that isn't quite right — it's not "I am," but "Behold."  

    "Behold the handmaid of the Lord."  I knew that, of course, but I misremembered.  

    Anyway, Ecce is translated to "Behold" rather idiomatically — it isn't precisely a command to look upon something, as far as I can tell, and can also mean "Here is…" or something along those lines.

    I had to laugh at myself, because I rather think it would have made a difference to us — perhaps disastrously — had it come out as "I AM."



  • Clearly I need more sleep.

    My cell phone alarm goes off at six so that I can take my temperature.  You know the drill.

    This morning, when the digital thermometer beeped, I took it out of my mouth and squinted at it, using the light from my cell phone screen to read it.

    (My last thermometer had a backlight, but it was a crappy pink baseball bat of a Walgreens thermometer that I threw out after two cycles.  The one I replaced it with was Canadian, and you have to push the buttons twice to get Fahrenheit, and it doesn't have a backlight, but it's better than the Walgreens one.)

    Anyway, this morning.  This morning my thoughts, on squinting at my thermometer, went like this:

    "….uh.  how disappointing.  i was expecting a higher temperature."

    "….wait a minute."

    "….this doesn't make sense."

    "….i really hope this thermometer is not broken."

    "….i can't even read this. my eyes are so blurry."  *squint harder* "why so many numbers?"

    Several more seconds passed before I realized what I was trying to read was the lot and model number from the back of the thermometer, plus the words "Made in India."

    Yeah, you guessed it.  Disgusted, I went back to sleep.  Good thing it has a last-temp-recall.


  • The costs of graduate school — even in the sciences.

    Great post with a lively comment thread at Chemjobber here:

    I am not sure to what extent the general public thinks that advanced degrees in STEM fields are guaranteed to get the holders a good job at the end. I fear it is a prevalent belief, fed by politicians’ pronouncements and editorials demanding a fix to America’s shortage of scientists. Will a degree in science or technology or engineering get you a good job? It depends — what field exactly? And when? Some fields have a huge excess of graduates compared to the number of jobs available; others really do suffer a shortage. (Possibly a more alarming shortage for the nation, though, is the shortage of skilled laborers. If a “good job” is a young person’s goal, maybe an easier route is to pursue training in, say, welding — http://www.weldingandgasestoday.org/blogs/Devin-OToole/index.php/tag/welder-shortage/ Which is, the last time I checked, a genuine “technology.”)

    Chemjobber’s main point is that graduate school has an opportunity cost: you could have spent those 4-7 years doing something else, and maybe that “something else” would actually have created more value for you. A commenter on the thread named Janet makes a point that I rather like:

    “…the very best reason to pursue a Ph.D. in chemistry is because you want to learn what it is like to build new knowledge in chemistry in an academic setting… since [getting a job] is a crapshoot… If you don’t want to learn about this knowledge-building process — and want it enough to put up with long hours, unrewarding pay… and the like… then possibly a Ph.D. is not the best way to spend 5+ years of your life.”

    A couple people on the thread referred to this philosophy as “education for its own sake,” but what it really is is placing another necessary condition on pursuing a particular degree. It should build value for you, and (considering the costs) you should want it for its own sake, too. If you don’t really want to learn the material and the process — if the only thing driving you forward is the hope for prestige or money or some intangible reward attached to the job you hope to get — what kind of a chemist are you going to be, anyway? Assuming you do get a job.

    As for me, I got my engineering Ph.D. entirely on the taxpayer’s dime (though not without opportunity cost, which falls somewhere on the spectrum between death and taxes), and despite having no job at all I persist in the hope that when it is all said and done it will have been an experience that added value to me, in the “liberal arts tradition” — the experience made me a more well-rounded person and equipped me with a number of skills that I appreciate. I certainly gained some tangential benefits that I could not have expected, through the personal connections and friendships I made during those years. At the very least I learned at the visceral level that what I really wanted to do during my thirties was stay home and care for my children.

    (Whether it was a good deal for the taxpayers is up for debate, but I didn’t sign any papers that said “thou shalt repay the NSF by valuing your career over your sanity and your family’s comfort and ease” so I figure it was their fault for not spelling that out when they offered me the fellowship.)

    There are more good insights over there, so I recommend the article and the comment thread especially to my readers who’ve done time in graduate school or considered doing it, as well as anyone interested in educational philosophy.


  • Imagining your opponents to be idiots.

    At the VC, David Bernstein appraises the work of U. S. Solicitor General Verrilli (the "SG") in the oral arguments before the Supreme Court today:

    http://volokh.com/2012/03/28/sg-verrilli-relies-on-the-the-constitutions-preamble

    This strikes me as part of a pattern I detect throughout this litigation and especially in the SG’s oral argument: the government’s lawyers seem to have no idea how conservative jurists typically think about the Constitution. Instead, they make arguments that would get almost unanimous nods of approval in the Harvard (or Columbia, the SG’s alma mater) Law School faculty lounge, but are not remotely persuasive to the other side.

     I noticed that too — that the SG seemed unable or unwilling to answer direct questions about limitation of government powers, in particular. The truly cynical view would be that he wasn't able to answer because there are no answers; the government doesn't take the position that there are any limits on the Commerce power.

      Maybe that is so, but I think it is much more likely that he didn't answer in any terms that conservative jurists are going to appreciate because what Bernstein suggests seems to be true really is true: "the government lawyers… have no idea how conservative jurists typically think about the Constitution." 

    Admit it, you see it in your friends' Facebook posts, you see it in newspaper editorials, you see it in comments on news stories, you heard it in your college classes, you see it at work: people everywhere, increasingly even the most educated people, never bother to grasp the reasoning and ideas in their opponents' minds. Instead they dismiss them as evil or stupid, or set up a humorous straw man to poke fun at. The attempt to really understand what your opponent is thinking has gone by the wayside.

    I know people, educated, many academic degrees, my age and older, who regularly post comments and statuses along the lines of "No thinking person would ever vote Republican." i see approving comments on caricatures of conservatives as backwoods racist rednecks or exploiting fat cats in suits — take your pick — and comments disparaging persons who belong to minority groups and yet — inexplicably, apparently! — have the temerity to hold conservative views. Sure, they might be joking. Some probably are, and if you cornered them they might admit that probably there are ideological conservatives who have reasons for holding the opinions they do, and those reasons are even reasonable, though disliked. I am coming to think, in some of the cases, the writer actually believes his own stereotypes. If these intelligent individuals can be snookered in that way, I don't see why a government lawyer should be exempt.

    This is not a phenomenon that is exclusive to liberals, by the way. It seems pretty universal. Conservatives do it too.  

    Doubtless it is entertaining to think of your opponents as yokels, and maybe it is motivating to think of them as evildoers (and yourself, fighting them, as on the side of unvarnished good). But doesn't it strike anyone as rather foolish? Isn't underestimating your opponent kind of a classic blunder, the sort of thing that high school debate teams understand? Would it not make more sense to anticipate your opponents' arguments by thoroughly understanding their positions on their own terms? 

    But I guess it just isn't as satisfying.