Memories of Nobody

Now what? There I was at the Oslo airport waiting my next flight to a place where it would be my home of two years. The United World Colleges in Norway was perhaps the only place where I felt some kind of freedom.

I could chose to study what I wanted and select my own classes. I was shocked and scared. I wouldn’t have to take 16 subjects. My brain was like a cocktail infused with knowledge I might never find a purpose for.  How far could an Albanian student with a broken English and Italian learned from cartoons go? Well I had to catch up somehow and attended a bunch of English courses. Let’s get back to the freedom part. The student body was composed of students from all over the world. It was like an oasis of peace and understanding. I shared room with a Palestinian, an Egyptian, and a Haitian. One would think that it was all like a green field with grass, rainbows and unicorns. We would get into heated debates over world events, and ideas. Sometimes we would end up trying on breaking the system. Creating student organization opposition groups and mocking the student organization and opposing their administration ass kissing rules. One has to stay busy when living in middle of nowhere. I did put my chemistry lesions to work by creating smoke bombs and causing panic in Model UN Security Council meetings. I was the organizer of the event. Even though I got into trouble.

The professors were addressed by the students by their first name, despite the academic achievements they had. The teacher-student interaction was at a level I could have never imagined. At home the professors are seen as this high figure of authority and having any kind of social interaction with them, was unseen. We would get invited to watch a soccer match or for diner at our professors place. They would cook and even do the dishes. I had to admit that I was a little surprised when my Canadian math professor would bring his famous carrot cake to class and often he  would spent all night baking. That is indeed a good way to keep students excited to be in a math class. The classes were organized in a matter where every student could give his contribution to the lesson. Much more like Carl Dykes round tables. The new Arthurian model.   There was not such a thing as the teacher’s favorite, not as far as what I experienced. The students weren’t separated into good or bad ones. They could choose the subjects they would like to study instead of having to take 16 different subjects a week. All students had to study the IB (International baccalaureate) despite of their levels of English, and their place of origin. Students with low level of English were placed into ESL English classes. The course was designed to help students with low proficiency of written and spoken English. I observed that the UWC in Norway focused its area of study in the Social Sciences. They would have good history, politics, economics, and human rights programs. Sciences were popular but not as much, I figure that the college was trying to better represent the Norwegian state by reflecting the Norwegian education type into theirs.

One of the things that amazed me the most, was the creation of NGO’s and Projects. These NGO’s and Projects were student run. I volunteered for an NGO named Do Remember Other People and I would fund rise for them by selling souvenirs to the Norwegian local community. The funds gathered would support a school for disabled students in Ethiopia. We would pay the rent of the school and the salaries of the teachers. It felt quite accomplishing to be honest. For the first time I felt that my work as a volunteer meant something. I haven’t found such a thing in no other place.

“Good” student “bad” student.

I have been through three educational systems. I have attended a private liberal primary school in Albania where languages such as English, Italian, and German were mandatory for students to choose from. Where students were divided into bad and good students, the good students would sit on the front rows next to the teacher, and the bad students would sit on the back row. I sat somewhere in the middle. What really means to be a good or a bad student though? Where my professors too lazy to dedicate time to some students who had learning problems? As I mentioned before, I sat somewhere in the middle of the classroom. The “bad” students were sitting by the tables on the back row and the “good” students on the front row closer to the professor and the blackboard. I wasn’t considered a good or a bad student. Let’s just say I was somewhere in the middle. Hence, the place where I was seated. If I look back at the sitting scheme, it reminds me of where Bart Simpson from “The Simpsons” sat in class, and how he influenced the grades of the students around him.  The farther a student sat from Bart the better were the chances on getting a good grade and passing. I wonder though if that is what my professors had in mind. Dividing the students based on categories and only paying attention to the ones who they thought was worthy of their attention, and simply ignore some students who according to them had no perspective in life.  As an average student I often felt out of place. My professors would always tell me that I have lots of potential, and that I’m just lazy.  “If you could just try a little harder and not hang out with your friends on the back row you can be a great student” they would often say. I hated when they told me that.  I did enjoy getting in trouble just like the “bad” students. We would skip classes and go out for a smoke or an occasional beer. But that little escape from the professors iron fist wouldn’t last long. There would always be someone who would snitch for a better grade.

Liberal bias in the liberal arts

No one much disputes that academics are disproportionately liberal, although it may be the case that we are swinging back toward moderate. But does this mean that we indoctrinate the young?

According to three new studies surveyed by Patricia Cohen in the New York Times, the answer is no.

The notion that students are induced to move leftward “is a fantasy,” said Jeremy D. Mayer…. When it comes to shaping a young person’s political views, “it is really hard to change the mind of anyone over 15,” said Mr. Mayer, who did extensive research on faculty and students.

“Parents and family are the most important influence,” followed by the news media and peers, he said. “Professors are among the least influential.”

This squares with Tim Clydesdale’s work on first year students and the college experience (previously discussed here), in which he found that students put their core values in an “identity lockbox” and that very few students find a liberal arts education deeply transformative.

And it squares with the research (previously discussed here) suggesting that undecided people have really already decided, and with my observations about default theories.

And it squares with my own experience. If anything, higher education has made me more conservative over the years, as marination in the value of balanced critical thinking and seasoning with diverse perspectives (including outside the academy) has mellowed the strong flavors of my youthful radical certainties. Of course, balanced critical thinking and respectful attention to diverse perspectives are themselves liberal values, ones that are at the heart of the liberal arts. But there’s no traction in them for making anyone change their mind, because whatever you think already is part of what needs to be respected and understood on the way to a more comprehensive understanding. As conservative professor James Joyner wryly notes,

Even attending a state school in the Deep South, my political science and history professors were predominantly (but not exclusively) liberal. But debating them tended to reinforce my conservative leanings. Years later, teaching political science courses to predominantly conservative students, I oftentimes found myself taking a Devil’s Advocate stance simply to force them to challenge their own preconceptions. (Which, on reflection, made me wonder if my own profs hadn’t done the same thing.)

Yeah, I can work with that guy.