final reflection

I thought that the book was interesting but it seemed that the author presented a very one-sided view of today's youth. He provided many different statistics to support his opinions but it felt forced to me because he didn't balance his work with any other arguments. I think that this lack of balance in his writing is interesting because in the final chapter Bauerlein chastises students for failing to "ponder inconsistencies within their own camps" (p. 229)

Overall I do think that he makes some valid points regarding changes that have occurred in education and in society. He did give me food for thought though about subjects such as how little positive impact one-to-one programs have had on student test scores and about how much free time we have and how we use it. Some of the information that I found the most interesting was about how much reading impacts lives. Bauerlein wrote about reading again on p 59. "Reading researchers call it the "Matthew Effect," in which those who acquire reading skills in childhood read and learn later in life at a faster pace than those who do not." On p 202 he quoted Stephen and Linda Bennett writing, "People who read books for pleasure are more likely than non-readers to report voting, being registered to vote, 'always' voting, to pay greater attention to news stories about national, international, and local politics, and to be better informed." He also wrote that, "Knowledge-workers, wordsmiths, policy wonks.... they don't emerge from nowhere. They need a long foreground of reading and writing," Not all of this information was new to me but I did not expect to see it in this book about "How the Digital Age Stupefies Young Americans and Jeopardizes Our Future".

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Reflection Post

I thought the most accurate of all the information from the entire book came at the end. Bauerlein finally gave some insite to what youth should be learning about and studying rather than technology. "The Dumbest Generation will cease being dumb only when it regards adolescence as an inferior realm of petty strivings and adulthood as a realm of civic, historical, and cultural awareness that puts them in touch with the perennial ideas and struggles." (p. 236) So we finally know what the author suggests this generation do to cease being 'dumb' but is that actually probable.
As a Government teacher of Seniors who are finally realizing they need good grades to get into college, they don't even have the grasp of civics and cultural awareness as Bauerlein puts it. I have colleagues that don't even grasp these ideas, in fact if it were not my job I might not follow every aspect of politics and current events either. This is just not the norm in today's society. People don't stand around the water cooler and talk about any good books they've read lately, instead they talk about what they made for supper or who was five minutes late for work today.
Overall I actually found this book to be interesting. It was an eye opener to the fact that the youth are of course the generation of our future and if they are not informed of history and cultural foundations those foundations America was founded on will be lost. For the sake of our founding fathers, the writers of our Constitution, the military men and women who fight for our freedom; we need to stay informed of how we came to be the 'land of the free and the home of the brave'.

Dumbest Generation?

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Final Reflection

In The Dumbest Generation, Mark Bauerlein presents the argument that today’s youth while at ease with technology, lacks basic civic, historic, artistic, literary and philosophical intelligences. They read less for leisure than any other previous generation. They also don’t vote, nor do they care about political issues on any thing more than a superficial or shallow level. They are, according to Bauerlein, “incomplete people and negligent citizens” (Bauerlein 233, 2008). Nor does he make this statement without a mountain of empirical data to back it up. Indeed, Bauerlein cites so many studies and data results throughout his book that I oftentimes found my head swimming. He also reiterates many times throughout the book that he offers his argument and statistics as a counterpoint to the “techno-zeal” sweeping the U.S. educational system and mainstream society.

While I found many of Bauerlein’s arguments and studies to be intriguing, especially as they related to leisure reading habits, I took much of what he had to say with a grain of salt. As evidenced throughout his text, Bauerlein is a debater. In The Dumbest Generation, he is giving us his well-researched, albeit biased argument against youth’s use of technology. We as readers can either choose to join his team, or we can do our own pro-technology research and formulate a rebuttal. Personally, I plan to use Bauerlein’s research and studies as a counterpoint for debate with my colleagues. One aspect of Bauerlein’s book that frustrated me immensely while reading it was his lack of solutions on how to reach this digital millennial. So in addition to using his research as a point of discussion, I also plan to use it as a way to start brainstorming ways to engage our students in the educational process.

Reflection Post

The assignment for this post is to reflect on how I believe Mark Bauerlein's The Dumbest Generation can be practically applied to my classroom or professional setting. It makes me wonder why the creators of this class offered this book as a reading option. The book essentially argues against everything we are being encouraged to do in our classrooms. Even if I don't agree with everything Bauerlein presents and even if I found most of the book to be riddled with statistics and no discussion of how to make a change, the book did make me think. The book also validated personal beliefs that I already held that included resisting the over inclusion of technology in the classroom and the over indulgence of my students' whims and interests. However, these are core ideas being presented in this course. Each week I felt as if the required reading for the course directly contradicted my reading from Bauerlein. Obviously, this is not a bad thing. As I stated in my final discussion positing over chapter six, and as Bauerlein himself would argue, it is important to be well informed about both sides of an argument. Maybe I have answered my own query; the creators of the class wanted to present the counter argument against the main points of the class. If it has done nothing else, it has in fact made me think and reflect.

In relation to age, I am a member of Bauerlein's "dumbest generation." I am under 30 years of age and he frequently quotes statistics from my years in high school and college. Part of me became defensive and indignant towards his ideas; part of me agreed with him based on what I see in my classroom. However, in some ways I see myself, and many of my peers, disproving his argument. Then again, I enjoy reading for pleasure and I frequently have intellectual discussions with my close friends and significant other, which would eliminate me from his main focus, but I also have friends and acquaintances that fit every definition of Bauerlein's "dumbest generation."

Since I am caught between believing everything Bauerlein says and wanting to stand my ground and defy his observations, I plan to use this in the classroom as a means of defining and understanding the students before me. If nothing else, the statistics and observations Bauerlein has made about today's youth are accurate. It is now up to us as educators to decide if where we are heading is a good thing (which Bauerlein says it is not) or whether we need to take a stance and demand a change and a return to traditional education (which Bauerlein says we should). Personally, I tend to lean towards the latter, at least in terms of demanding our students still be taught key basic concepts, which they can later apply to their areas of special interest; however, I also realize education will never be what it once was. Just like the student and the technology, it must evolve.

ReflectionPV

Bauerlein plays the devil's advocate throughout his book, The Dumbest Generation, to forwarn the nation's "mentors" that it's time to get serious about determining high priority principles. He uses the advent of the digital era as the backdrop for the demise of individual pride and responsibility. He presents statistics and studies by the chapter which would appear to support some very credible and reasonable concerns, and his arguments are well thought out and logically presented.

What is not so evident, is what naturally occurs once our young "leave the nest," so to speak. If we take a minute to review our own lives, it is certain that there was a moment for each one of us, when our attention was turned away from our own desires and impacted directly by an outsider. I might associate this with the finding of a lifemate or birthing of a child, for another, it could be the meeting of a significant friend or a lifechanging event. Typically that kind of life altering maturation doesn't happen in our teens or maybe, even in our twenties. There is no specific season in which we ripen as individuals.

I followed Bauerlein faithfully through his book, silently nodding my head as I visualized the classrooms at work, but as chapter six began - with the reference to Rip Van Winkle and his focus on the responsibility of American youth towards their civic duties, he began (or I did) to draw a line in the sand between us. If our children were politically active and hosted protests and intellectual all-nighters under giant trees, would that prove their social worthiness and safeguard our nation's future? I'm not so sure. A nation may rise or fall based more upon the greed of man as an animal, than on the literacy level of it's people.

If we go back to his preface, Bauerlein himself tells us he never expected people to simply accept his point of view, he wrote the book to aggitate the "mentors" and get them talking and thinking. "The realistic goal was to open the issue...to blunt the techno-zeal...to counter the sanguine portraits of informed and agile teens...' (p. vii)  I think he has accomplished that goal.

Growing in Technology

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Reflection

Throughout his book, Bauerlein expresses his feelings of disdain for youth. Each chapter reverberates with this message. Youth are more interested in their social life and the here and now than anything the author reveres as important in our world or country today. History and traditions have little or no importance in their lives. He fears that their lack of interest in what he holds to be the foundation of our country will lead to the slow disintegration of our democratic republic.

His critical attitude toward youth may not be totally unfounded. The research and reports he looked at seemed to support his feelings. But, research can be found to support any ideas and beliefs if you look hard enough. Is his pessimism truly founded? It does take an educated public to make informed decisions. Also, by nature most youth are self-centered and view the world around them based on their own lives.

Educators need to do all they can to make sure students gain an understanding of their world. By instilling a love of learning teachers can insure that Bauerlein’s prediction will not come true. Not all students will find the joy of knowledge and value the feeling of accomplishment but we can give them the tools by which they will be an informed generation.

Chapter Six Summary

Bauerlein begins the final chapter by recounting the story of Rip Van Winkle and stresses the importance of the specific time period (1776-17960) covered in the tale.  This appears to be his way of directing our attention to the importance of civic minded people in the development of our nation. He refers to Jefferson and his view of the import of our "need to read" (p. 211).  He explains the role of journalists, the ignorance of voters and states that tradition acts as a yardstick (p. 215). He comments that at some point in our maturity, we move beyond the individual and and begin thinking in terms of community duty, and it would seem, we fail miserably.

Our author emphasizes that knowledgable antagonists elevate thinking levels and, in general, society (p.218) and puts context to our lives and accomplishments. He then moves on to tear down several civic groups stating, in essence, that they are shallow in their content and are not "sufficiently prepared or interested in pursuing the cultural, ideological warfare" (p. 223). He states that the Establishment of the sixties and seventies fell "to the Adolescent horde" (p.223). 

Bauerlein believes that those few who do attempt the task of warring for the benefit of all, are "limited by having no youthworld of ideas and arguments" (p.224). He speaks of pockets of intellectuals who are unable to match the depth and quality of those who came before.

John Erskine is quoted as saying that people have "the moral obligation to be intelligent" and Bauerlein proposes that knowledge is as basic as individual rights (p. 232-3).  Ultimately, he ends the book with his call to set the bar higher (for adulthood) or the habits of the under-30's will cuse them to "be recalled as the generation that lost that great American heritage, forever" (p. 236). 

chapter 5 comment

Chapter five comment

Whether or not I believe Bauerlein's total portrayal of the typical American youth, I will tell you I am the proud "owner" of a twixter. I have been frustrated for several years at my son's inability or nonexistant desire to get the teaching job he has worked so hard for- or move beyond his social life which involves writing groups (yah) and gaming (huh?). He is 29 and fits the description to a tee. (This is my personal issue- I know, but I present it to say that I can verify that twixters exist.)

I do happen to believe that we have fallen into the "rub your tummy and make you feel good" syndrome and what, by all imaginable, would make an individual want to change-if they have always been told, that they are GREAT just as they are??

I am interested in what Bauerlein says about studies showing NO advantages of collaborative learning (p. 187) over lecture. I question how he would propose advancing our teaching methods if everything we try fails by his standards.

I do believe there is value to "connecting to the ancients" as Matthew Arnold says (p.191) but the problem is that life moves on and there are "new" Arnold's (so to speak) out there who have something valid to offer us. We need to find them- we need to hear what they have to say and have the chance to integrate that into our collective consciousness, too.

Chapter Five: The Betrayal of the Mentor

As Bauerlein started this chapter I thought maybe he was going to find something more positive to say about today’s students. I soon found however that he was continuing on with his negativity. He began with a discussion about a study of arts programs for troubled youth. At first he seems supportive of the arts programs, but he soon questions the validity of the reports made by these organizations.

Bauerlein states that if teens are left to themselves don’t have any forward direction (p. 164). The author looks at teen mentors for younger youth as a way to guide these young people by giving them some structure and directing their energy in positive ways. Bauerlein continues to refer to the documentary made by “Art Show” which seems to be an advocate for youth and their potential. This documentary encourages educators to treat students as colleagues (p. 165). If that is done then these students will be able to reach their full potential.

Bauerlein then introduces a group called “Twixters” which includes 22 to 30 year olds who are college educated and come from middle class families according to a Time magazine article (p.169). This group is reported to have achieved little and is on a journey of self-discovery. They are peer-oriented and feel that maturity is more social than knowledge based. It has nothing to do with learning or wisdom (p. 173).

Much of what Bauerlein presents in this chapter he blames on the indulgent attitude toward youth held by teachers and others dealing with youth. Tradition is seen as aggression and cultural tradition is seen as authoritarian (p. 175). He gives many examples of how this all began back in the 1960s and has continued on to the present. He rephrases a quote by Ronald Reagan to say “Knowledge is never more than one generation from oblivion” (p. 186). The implication is that focusing on the present and neglecting the lessons learned from history will lead to the downfall of our youth. He blames the poor achievement scores (p. 195) in relation to other countries on this attitude of making sure youth feel good about themselves. He believes that youth today won’t be able to function in society and lead the country in the future (p. 202).

Mario Shares Bauerlein's Views Against Him and His Fellow Characters

Baby Blogger tells it like it is

Summary Chapt 4 Online Learning and Non-Learning

Chapter 4 begins with the results of a survey of high school and college students and their digital research skills. The study found that while the students surveyed could use technology they were not always able to use it well. "Asked to construct a persuasive slide for a presentation 8 percent of them "used entirely irrelevant points" and 80 percent of them mixed relevant and irrelevant points, leaving only 12 percent who stuck to the argument" p. 114. The chapter continued to list a number of points all telling that increased use of technology has not resulted in achievement gains and suggested that the reader should thus question the value of digital learning.

Bauerlein wrote that vocabulary and comprehension skills gained largely through social and home life are what truly influence achievement gains. He says it is not possible for them to learn all that they need in school and that their use of technology can actually have a negative impact on learning. "Teen blog writing sticks to the lingo of teens and actually grooves bad habits" p. 132. "It (technology) super powers their social impulses, but blocks intellectual gains" p. 139. He says that students don't use technology to learn more about their world they use it to learn more about each other.

The author begins looking at the ways that reading text on the computer differs from reading text on paper. He writes that screen reading is very different from book reading and that, "Only 16 percent of subjects read text on various pages work for word sentence by sentence. The rest scanned them and processed them out of sequence" p. 143. He tells the reader that even when reading news "The most common behavior is to hunt for information and be ruthless in ignoring the details" p. 144. I thought this was interesting because a military recruiter recently told me that when they need a recruit to improve their ASVAB scores the best thing to do was make sure they took the paper version of the test because that always seemed to raise their scores.

Bauerlein closed the chapter by extending the idea that, for this generation, technology will extend their adolescence because they are able to limit their contact with things they don't think they will like and aren't interested in learning about.

I would like to note that while the author has mentioned that employers are not pleased with the lack of what he has refered to as 'basic skills' such as spelling and grammar he never touches on the benefits of having employees who come to them with some technology skills saving them time and money that would have been spent on training. I wonder if this never came up in all of his research or if he just left it out.

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