Tag Archives: education

Resolve to Get Your Hands Dirty

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DSCF1169More often than not, New Year’s resolutions involve aspirations for some type of self-improvement: eating a better diet; exercising more; getting better grades in school; or achieving something in one’s profession. I am no stranger to such resolutions. I am still living with the decision two years ago to start working with a personal trainer. Having slogged through a year following Hurricane Sandy with 23 business trips, three others to Iowa in connection with my adjunct professorship at the University of Iowa, and some personal trips, I finally decided that, if I were to sustain the stamina to continue at such a pace, something needed to change. I signed up at X Sports Fitness, but then was delayed in implementing my plan when I injured myself with a pinched nerve on New Year’s Eve by carelessly tossing a heavy laptop on my shoulder at Barnes & Noble. I started 2014 with a few weeks of therapy to ease the pinched nerve before finally launching my plan. But I have never looked back and recently became my trainer’s first client to do a two-minute plank, just before my 66th birthday.

So I understand and applaud the best intentions if they become real. But I am going to suggest something much riskier and more profound if you are ready to follow me into the deep water. Oh, yes, learning to swim is also a legitimate resolution.

I suggest that you at least consider resolving to get your hands dirty this year. Metaphorically, that is. On behalf of creating a better society, if not changing the world in some small way.

By getting your hands dirty, I do not necessarily mean protesting in the streets, but what I mean may include some vocal advocacy. It does not mean simply charitable work, such as Toys for Tots, as helpful as that may be. What I mean is getting involved in some way that entails some risk of learning to see the world in a new way because you must be open to new perspectives in order to be effective at what you choose to do. It may involve some reputational risk if others do not immediately see the benefit of what you are trying to accomplish. Some of the greatest leaders in the world had to endure significant opprobrium in order to produce fundamental changes in society that have benefited us all. But the change you initiate most likely will not be so grand and may even be invisible to most people. Let me share our own example.

A quarter-century ago, my wife and I began to explore options for adoption through foster care. One can talk all day long about what may need to change in improving the lives of our most vulnerable children, but until you actually get down in the trenches, accepting one or much children into your home, learning of the life circumstances that brought them there, and really committing to better outcomes, you can never learn what obstacles exist to producing real change. It is deep one-on-one commitment, a leap of faith into generally unknown and sometimes unknowable backgrounds that power deeply engrained reactions by children to the world around them. This blog does not begin to offer sufficient space to explore this topic—I actually started a memoir about 12 years ago that I have never finished—but it does allow me to use this as an object lesson in, first, making some kind of a difference, and second, in how easily you can underestimate how difficult that is.

Children who have suffered some type of abuse or neglect at the hands of natural parents are among the most prolonged sufferers of post-traumatic stress syndrome precisely because they have usually suffered at a time when they were too young to make sense of their surroundings or to understand that what was happening to them was not normal or acceptable. Their supple young minds are simply programmed to react to stimuli that, when they cease to exist in real life, still haunt them in ways they cannot articulate and can only begin to understand with the help of sustained therapy. Sometimes, an overloaded child welfare system compounds the problem by placing them in new abusive circumstances that only add to a child’s confusion, depression, and withdrawal.

Jean with two of our grandchildren, Angel and EJ.

Jean with two of our grandchildren, Angel and EJ.

And then, as a foster parent with intent to adopt, you step in with the objective of trying to help fix all that. If you are like us, you step in with a modest amount of training before certification, but you quickly learn that what you know is a tiny fragment of what you will come to know. Our two daughters are now grown and have their own children, and we and they are all still learning. Yet many people see the system as one in which children are emancipated at age 18, and these new adults who never had a proper childhood are now expected to act and proceed as if they have all the tools to succeed in life, and some foster parents operate on the same assumptions. Our society can be incredibly naïve at times.

Or incredibly judgmental. Unfortunately, one daughter’s penchant for running away, both literally and figuratively, from her problems led to a few encounters with police. It is seldom possible for police to understand even a small portion of the background that leads to such encounters, and most understand that, but that does not prevent some from harshly assuming that the problems were created by your bad parenting, especially when they do not know they are dealing with adoptive parents. There may even be some truth to their judgment at some times, but it is also true, and I know this as deeply as I know anything, that you can make errors of parental judgment simply because you do not know what emotional triggers lie deep within someone’s early childhood experience. It may take years, which is why we try to remain close and supportive but also instructive. Making a positive difference can take a long, long time.

Granddaughter Lashauna engages at the Chicago Public Library.

Granddaughter Lashauna engages at the Chicago Public Library.

I will not elaborate further because it is not my intent to highlight foster care and adoption as the only ways to get your hands dirty. You can undertake many other initiatives, and many of them may involve direct attempts to influence public policy. What I am suggesting is that, if you want truly to make a lasting difference, choose something that challenges your preconceptions, that liberates you from simplistic assumptions, and makes you rethink, over and over again, exactly what difference you are making, why you want to make it, and the best way to achieve it. The most important risk you can take is to be open to challenging your own assumptions about how that change is going to occur and what it may ultimately mean. It means getting close enough to people to get hurt once in a while.

The world is not a simple place, and there is, as some have said, a world of hurt out there. Resolve to change some of that, and in the process, to put as much of your ego aside as possible. Resolve to get your hands dirty. God will appreciate what you do even if no one else does.

 

Jim Schwab

It’s Okay to Fail (Sometimes)

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Ascension Parish Strike SceneJust in case anyone out there is unduly impressed with my intelligence, I have a revelation: I flunked calculus in my first quarter of my freshman year in college. I was attending Cleveland State University on Kiwanis scholarship money, no less. Not that I really understood what hit me or saw it coming, and that’s the point. I entered with high SAT scores, and the guidance counselor duly noted that I had high placement scores for both Spanish and Mathematics. She recommended a fifth-quarter placement for Spanish though my three years in high school ordinarily equated to fourth-quarter placement. We ended up choosing more conservatively, and I aced both the fourth and fifth quarters of Spanish to complete my language requirement. I probably should have skipped that fourth quarter and taken the advanced placement. On the other hand, we stuck with the advanced placement in calculus, and it backfired. Not so good.

A little background is helpful, as it almost always is in understanding how and why any student performs at the college level. I entered the fall quarter on crutches because of an industrial accident late in the summer. I was earning money working in a chemical plant in a nearby Cleveland suburb, but the dome of an antimony kiln tipped over and trapped my ankle, which was fractured. I collected worker compensation for the next six weeks until the doctor removed the cast, at which time I hobbled for a while until I rebuilt strength in my left leg. That was certainly a distraction, but not a dire impediment. More importantly, but exacerbated by the injury, I had a tendency developed earlier in life not to reach out for help when I needed it, in part because of a stubborn tendency to assume I could figure things out, which I very often had done. I was in deep water in that calculus class, and by the time I realized I could not swim, I was drowning—even though the ankle had healed just fine.

In a subsequent quarter, I asserted some hard-working grit by getting permission to take 20 credits (the limit was 18), five courses instead of four, in order to regain the lost ground from that failed class. And I pushed my through that grinding schedule with respectable grades.

Failing that class, which may have cost me a renewal of the scholarship (I never found out), may have been vital, however, for my growth as a student. I worked two more summers in that chemical plant, which would only qualify as easy work if you enjoy such activities as unloading 50-pound bags of sulfur on a dolly from a railcar in 95-degree heat while wearing a face mask. I should note that my father worked there, too. He ran the garage and was the lead mechanic, repairing and maintaining all the trucks and forklifts and such. When I started college, he too was temporarily disabled. He was in the hospital with a disk injury that required lower back surgery that kept him out of work for six months. Suffice it to say that all the undergraduate tuition for my education came from my own savings from those summer and other seasonal jobs. Thank God for union wages. But it did mean that my education was for me a valuable commodity, hard earned and well paid for. Although I attended college from 1968 to 1973, in the midst of the civil rights, Vietnam war, and environmental protest era, and I did participate in all those causes, I was decidedly not inclined to get silly about drugs, sex, and parties because it was my money that was paying for that education. It makes a difference.

There is a certain right-wing mythology in American politics that says such self-reliance induces a conservative outlook in life. What it does, which has little to do with modern American conservatism in my opinion, is instill a strong dose of resilience and common sense. That may or may not lead to a conservative political outlook. In my case, it led to a strong identification with those struggling to get ahead and a willingness to balance the social scales better than we typically do. My intellectual curiosity drove me to learn more about other cultures and lifestyles and perspectives.

I should also add that I had a powerful hankering to write, one that has asserted itself repeatedly throughout my life and career. It seemed at first that majoring in English made sense; the university did not offer a major in journalism. I enjoyed reading Hemingway and Fitzgerald and 17th-century English novelists for a while, and the honors English classes in which I was placed were stimulating. But I soon realized that another part of me was itching to be born. In high school, perhaps in part because of nerdy tendencies, such as they came in the 1960s, I was somewhat withdrawn. Our high school was a high performer, and I was on an academic quiz show team, but no matter. I never felt that I fit in very easily, but I was president of the Writers Club and active in one or two other groups—but nothing major.

At Cleveland State, however, I quickly found that my inner extrovert was eagerly waiting to burst its shell, and the higher intellectual climate was just what I needed to find my comfort zone. I started doing less well in those honors English classes as I became heavily involved in campus politics, at one point running credibly but unsuccessfully for president of the student government. I founded Cleveland State’s first student environmental group and led it for three years. It was time to blend my academic studies with my real life aspirations, and I shifted my major to political science, which undoubtedly aided my GPA. Suddenly my activities and my studies bore some relation to each other. I could excel again.

None of this led to instant change. It led to perpetual evolution. It took years for many of the seeds planted in those college years to grow and mature, and failure contributed to that growth and maturation every bit as much as any success along the way. Someday I may need a whole book to relate the entire story, and right now I lack the free time to write it thoughtfully and thoroughly. But in all the discussion of resilient communities of which I am a part, I am at least willing to offer that, beneath all the intellectual definitions of resilience, some of us also harbor perspectives on resilience that are built on a solid foundation of personal experience. And in real life, those perspectives matter every bit as much in collectively defining resilience as any words in a dictionary or scientific report.

 

Jim Schwab

 

 

The Past and Future of Disaster Research and Practice

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Interdisciplinary disaster studies are still relatively new, compared to long-standing fields like geology or even psychology. I spent last week (July 19-23) in Broomfield, Colorado, first at the Natural Hazards Workshop, sponsored by the University of Colorado’s Natural Hazards Center, and then at the one-day add-on conference of the Natural Hazard Mitigation Association (NHMA). The International Research Committee on Disasters Researchers Meeting took place at the same time as the NHMA gathering. The main event marked the 40th year of the Natural Hazards Workshop, launched in 1976, with support from the National Science Foundation (NSF), by the Natural Hazards Center’s renowned founder, Gilbert F. White, who virtually pioneered studies of flooding in the 1930s as a geographer who served in the New Deal under President Franklin Roosevelt, later taught at the University of Chicago, and finally found his home in Boulder, where he died in 2006 at age 94. You can read a full biography of White, a true scientific pioneer, in Robert E. Hinshaw’s Living with Nature’s Extremes, published shortly after White’s death.

To mark this milestone, current NHC director Kathleen Tierney invited several of us to join a panel for the opening plenary on July 20 to discuss both retrospective and prospective views of disaster research and practice within four disciplines. I spoke about urban planning; Howard Kunreuther spoke by video on economics; Tricia Wachtendorf of the University of Delaware on sociology; and Ken Mitchell of Rutgers University on geography. In the end, of course, we all use and benefit from each other’s insights, so it was intriguing to hear the comparisons in how our fields have approached problems of hazard mitigation and disaster recovery. The forum was moderated by long-time NSF program director Dennis Wenger, who previously served at Texas A&M University, where he was Founding Director and Senior Scholar of the Hazard Reduction & Recovery Center.

Wenger himself had a story to tell before introducing his panel, one involving more than 800 projects funded by NSF for more than $200 million over the years his program, Infrastructure Systems Management and Extreme Events, has been in place to fund research on hazards. It has not always had that name; as Wenger humorously noted, however, its four name changes over some four decades is “not bad for NSF.” The ballroom of 500 disaster practitioners and researchers from multiple disciplines contained more than a few people whose research has benefited from those NSF grants, which have moved the field forward in numerous and remarkable ways.

The American Planning Association taped the opening plenary and has made it available on its multimedia Recovery News blog at http://blogs.planning.org/postdisaster/2015/07/28/what-next-the-past-and-future-of-disaster-practice-and-research/. The blog post includes the PowerPoint accompanying my presentation.

 

Jim Schwab

Pencils of Promise

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“If your dreams don’t scare you, they’re not big enough.”

That was the concluding line from Adam Braun, the founder of Pencils of Promise, at a luncheon today at Chicago’s Palmer House Hilton for the Heller School of Business at Roosevelt University. I don’t have any affiliation with Roosevelt, so why was I there? My wife and I were invited by our attorney, Michaeline Gordon of the Dolgin Law Group, which sponsored a table to which Michaeline had invited a number of us, including someone she wanted us to meet for insurance purposes. And surely, such networking is always important.

But the important thing about the event was the presentation by Braun. Frankly, I had never heard of this 29-year-old man before being invited, and had no real idea who he was until he began to speak. His life experiences, his family background, and his dedication to his cause make one expect someone much older, but Braun has packed a lot into a few short years. He has made the kinds of decisions that make others agonize, yet which he seems to swallow as a matter of routine. Given a choice at age 23 between a six-figure position at Lehmann Brothers and a lesser-paid position at Bain Capital that offered more learning, he took the latter. As it turns out, a year later Lehmann filed bankruptcy, and Braun’s decision looks prescient in retrospect. But even he would not claim that he foresaw that outcome. What he saw was that learning at a young age was more important than starting salary. I have never worked on Wall Street, andI never will, but I can still relate to his decision because I have always leaned to the notion that learning should be a lifelong activity–and that it should ultimately serve a purpose. But I don’t interpret the connections between those two statements too narrowly. I have often learned things that seemed to serve no purpose at all, only to reveal their value years later in some completely unexpected context.

But back to Braun. This young man who values education highly had traveled cheaply at a very young age. His adventures exposed him to the lifestyles and needs of those in developing countries. He also shared early in his presentation his near-death experience aboard a boat in the Pacific Ocean that nearly sank due to being disabled by a rogue wave, which led Adam in that moment of crisis to wonder what purpose his life would have served. In his subsequent travels, he began to ask young children what they most wanted in life. The seminal moment came in India when a young boy replied, “a pencil.” Such a simple need highlighted the stark fact that what most of us take for granted, just simple literacy and basic education, was merely a dream for this youngster. The idea that a pencil could change a life apparently changed Adam Braun’s life as well.

In the end, he had to choose between making money at Bain Capital or building his organization, which he insists is not a “nonprofit” organization but a “for-purpose” organization. He firmly believes that “for-purpose” organizations, whether for-profit or not, will come to dominate the landscape of the future, replacing the simplistic notion that getting ahead is strictly about compensation in the form of cash.

In fact, he says, cash is only one of three forms of compensation, the other two being learning and purpose. People ultimately want to attach meaning to their work, he says, and working for a purpose will overwhelm mere mercenary motivation in the end. In fact, he offers three “M’s” in this arena as not entirely divorced, but certainly distinct, forms of compensation: meaning, money, and motivation.

Repeatedly, he discussed undertaking efforts that seemed quixotic but actually betrayed an underlying savvy typical of the motivated millennials, working atop platforms that seemed to be burning beneath his feet, but stirred him to greater levels of effort and wisdom, including the choice to leave Bain Capital with no cushion beneath him as he shifted gears to a full-time focus on his newfound passion for raising money to build schools in developing nations, so far including Laos, Guatemala, Nicaragua, and Ghana. A brief video highlighted scenes from these various places, and Braun stressed that, while Western donors could certainly visit the schools, their construction was best left to those who would benefit from them. “But you can sit back and watch,” he suggested. In my experience, he had already learned what many international nonprofits have learned only after decades of struggle with doing too much and expecting too little of their beneficiaries. Adam Braun is on to something.

After the presentation, my wife, a retired Chicago Public Schools teacher, bought his book (The Promise of a Pencil), which he signed, “Thank you for your wonderful work.” He seems to be someone who would understand the value of a good teacher in ways that many in our affluent society do not. Let us hope there are more young people like him emerging in the years to come. With young women being denied education, or threatened for seeking it, in some parts of the world like Pakistan and Nigeria, the world needs all the help it can get from organizations like his.

 

Jim Schwab