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Stephen Webb's avatar

"But Why??" was a teaching 'technique' I employed during my some 40 years of teaching American Studies. It began this way: OK, folks we're all back in the colonial times for right now, but in ten minutes we'll progress to the expansion era and then into the industrial revolution and then into the Progressive era and so forth. Everyone jots down three questions about any of these eras, but only one question per era. So, in ten minutes, we had three questions per each of the 25 or so students. I'd call on the first student to read one of his questions and we'd all respond: But Why? A different student would get the slip of paper on which the question was written and s/he'd use it in a library research project. When all the students had asked their first question, I asked: who wants to ask a second question?, knowing that the students were then knowing that there was a research project in the immediate offing. You'd be surprised at what the responses were: everyone wanted a second or even a third question to research. So, we spent three days in the library (no computer search engines then), and the books got a lot of workouts. When we met again the next week, each student was to read his question and offer an answer. It took two class sessions to read the answers and at the end of each session, the written answers were posted on the wall. And, then, the real communication began: How come we Americans asked such questions, and how come we answered them in these ways? Are there any answers that seem to need more explanation? Do we recognize a pattern among questions and answers? Mr. Pavlovitz would not be surprised at the 'patterns' that the students recognized and then debated. Nor would readers of this column be surprised at how difficult it was for the students to admit to the feelings of supremacy or racist separations, or social or economic disparities that came out in my students' debates. In fact, the debate portion of this unit could/should have gone on about twice as long as it did because the students were digging deep inside of themselves. We left this assignment with an opportunity for the students to take on a short essay for extra credit in which they would investigate the need for 'universal public assistance and the obstacles that stood in its way.' How many took on the EC assignment? Almost ALL of them. And, for some time, it was the topic of discussion among my teaching colleagues as well. It had opened a 'pandora's box' of social and personal conflicts, and asked teenagers to discuss them. And, that was, after all, the objective of such an assignment. Was it difficult? Yes---But Why????

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Tcriverss's avatar

I am not shocked by the hatred, fear, misogyny, and denial enabling tRump’s polling numbers. However, what does shock me is that it took this many years and one very toxic individual to bring it all to the surface, for all to see—the same vile bigotry and fear that fueled the Civil War—the old Republican platform, and recently, the Maget cult. And to be clear—the same vile bigotry and fear that hinders many Democrats from asking, expecting, or demanding more Freedom, more Equality, more Justice than the Republican base actually wants. To understand that a persistent resistance to Freedom, Equality, and Justice for ALL is what holds both Democrats and Republicans hostage—is the only honest reason America has never fully incarnated Freedom, Equality, and Justice for ALL. Without purposed resistance, disciplined progress happens quickly. Too much greed. Too much dishonesty. Too much compromise. Too little integrity. Too little respect for reality. Too little—too late—begets Magets and tRump and a mirror for all to see. Perhaps one day we will grow to understand tRump was a necessary evil. Necessary for America to actually be the land of the free.

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