Limits of the Information Age

Excellent piece sent to me by my friend Jan.

April 11, 2008
Chronicle of Higher Education
So Much for the Information Age
By TED GUP

I teach a seminar called "Secrecy: Forbidden Knowledge." I recently asked my class of 16 freshmen and sophomores, many of whom had graduated in the top 10 percent of their high-school classes and had dazzling SAT scores, how many had heard the word "rendition." Not one hand went up.

This is after four years of the word appearing on the front pages of the nation's newspapers, on network and cable news, and online. This is after years of highly publicized lawsuits, Congressional inquiries, and international controversy and condemnation. This is after the release of a Hollywood film of that title, starring Jake Gyllenhaal, Meryl Streep, and Reese Witherspoon.
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That instance was no aberration. In recent years I have administered a dumbed-down quiz on current events and history early in each semester to get a sense of what my students know and don't know. Initially I worried that its simplicity would insult them, but my fears were unfounded. The results have been, well, horrifying.

Nearly half of a recent class could not name a single country that bordered Israel. In an introductory journalism class, 11 of 18 students could not name what country Kabul was in, although we have been at war there for half a decade. Last fall only one in 21 students could name the U.S. secretary of defense. Given a list of four countries — China, Cuba, India, and Japan — not one of those same 21 students could identify India and Japan as democracies. Their grasp of history was little better. The question of when the Civil War was fought invited an array of responses — half a dozen were off by a decade or more. Some students thought that Islam was the principal religion of South America, that Roe v. Wade was about slavery, that 50 justices sit on the U.S. Supreme Court, that the atom bomb was dropped on Hiroshima in 1975. You get the picture, and it isn't pretty.

I make it clear to my students that it is not only their right but their duty to arrive at their own conclusions. They are free to defend rendition, waterboarding, or any other aspect of America's post-9/11 armamentarium. But I challenge their right to tune out the world, and I question any system or society that can produce such students and call them educated. I am concerned for the nation when a cohort of students so talented and bright is oblivious to all such matters. If they are failing us, it is because we have failed them.

Still, it is hard to reconcile the students' lack of knowledge with the notion that they are a part of the celebrated information age, creatures of the Internet who arguably have at their disposal more information than all the preceding generations combined. Despite their BlackBerrys, cellphones, and Wi-Fi, they are, in their own way, as isolated as the remote tribes of New Guinea. They disprove the notion that technology fosters engagement, that connectivity and community are synonymous. I despair to think that this is the generation brought up under the banner of "No Child Left Behind." What I see is the specter of an entire generation left behind and left out.
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It is time to once again make current events an essential part of the curriculum. Families and schools must instill in students the habit of following what is happening in the world. A global economy will have little use for a country whose people are so self-absorbed that they know nothing of their own nation's present or past, much less the world's. There is a fundamental difference between shouldering the rights and responsibilities that come with citizenship — engagement, participation, debate — and merely inhabiting the land.
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The noted American scholar Robert M. Hutchins said, decades ago: "The object of the educational system, taken as a whole, is not to produce hands for industry or to teach the young how to make a living. It is to produce responsible citizens." He warned that "the death of a democracy is not likely to be an assassination from ambush. It will be a slow extinction from apathy, indifference, and undernourishment." I fear he was right.

I tell the students in my secrecy class that they are required to attend. After all, we count on one another; without student participation, it just doesn't work. The same might be said of democracy. Attendance is mandatory.