an empty bliss beyond this world

publicschoolers: ready for this text post, not fearful at all

God:

We are an exceptional model of the human race. We no longer know how to produce food. We no longer can heal ourselves. We no longer raise our young. We have forgotten the names of the stars, fail to notice the phases of the moon. We do not know the plants and they no longer protect us. We tell ourselves we are the most powerful specimens of our kind who have ever lived. But when the lights are off we are helpless.

We cannot move without traffic signals. We must attend classes in order to learn by rote numbered steps toward love or how to breastfeed our baby. We justify anything, anything at all by the need to maintain our way of life. And then we go to the doctor and tell the professionals we have no life.

We have a simple test for making decisions: our way of life, which we cleverly call our standard of living, must not change except to grow yet more grand. We have a simple reality we live with each and every day: our way of life is killing us.

Brighton Park is a predominantly Latino community on the southwest side of Chicago. It’s a neighborhood threatened by poverty, gang violence, ICE raids, and isolation—in a city where income, race, and zip code can determine access to jobs, schools, healthy food, and essential services. It is against this backdrop that the Chicago teacher Xian Franzinger Barrett arrived at the neighborhood’s elementary school in 2014.

Recognizing the vast economic and racial inequalities his students faced, he chose what some might consider a radical approach for his writing and social-studies classes, weaving in concepts such as racism, classism, oppression, and prejudice. Barrett said it was vital to reject the oft-perpetuated narrative that society is fair and equal to address students’ questions and concerns about their current conditions. And Brighton Elementary’s seventh- and eighth-graders quickly put the lessons to work—confronting the school board over inequitable funding, fighting to install a playground, and creating a classroom library focused on black and Latino authors.

“Students who are told that things are fair implode pretty quickly in middle school as self-doubt hits them,” he said, “and they begin to blame themselves for problems they can’t control.”

Barrett’s personal observation is validated by a newly published study in the peer-reviewed journal Child Development that finds traditionally marginalized youth who grew up believing in the American ideal that hard work and perseverance naturally lead to success show a decline in self-esteem and an increase in risky behaviors during their middle-school years. The research is considered the first evidence linking preteens’ emotional and behavioral outcomes to their belief in meritocracy, the widely held assertion that individual merit is always rewarded.

“If you’re in an advantaged position in society, believing the system is fair and that everyone could just get ahead if they just tried hard enough doesn’t create any conflict for you … [you] can feel good about how [you] made it,” said Erin Godfrey, the study’s lead author and an assistant professor of applied psychology at New York University’s Steinhardt School. But for those marginalized by the system—economically, racially, and ethnically—believing the system is fair puts them in conflict with themselves and can have negative consequences.

“If the system is fair, why am I seeing that everybody who has brown skin is in this kind of job? You’re having to think about that … like you’re not as good, or your social group isn’t as good,” Godfrey said. “That’s the piece … that I was trying to really get at [by studying] these kids.”

The findings build upon a body of literature on “system justification”—a social-psychology theory that believes humans tend to defend, bolster, or rationalize the status quo and see overarching social, economic, and political systems as good, fair, and legitimate. System justification is a distinctively American notion, Godfrey said, built on myths used to justify inequities, like “If you just work hard enough you can pull yourself up by your bootstraps … it’s just a matter of motivation and talent and grit.” Yet, as she and her colleagues discovered, these beliefs can be a liability for disadvantaged adolescents once their identity as a member of a marginalized group begins to gel—and once they become keenly aware of how institutional discrimination disadvantages them and their group.

“If you’re [inclined] to believe that … the system is fair, then you’re maybe going to accept stereotypes about you more easily.”

“System justification is a distinctively American notion, Godfrey said, built on myths used to justify inequities”

And here is an even more amazing image from the author’s blog:

“What makes a subject difficult to understand – if it is significant, important – is not that some special instruction about abstruse things is necessary to understand it. Rather it is the contrast between the understanding of the subject and what most people want to see. Because of this the very things that are most obvious can become the most difficult to understand. What has to be overcome is not difficulty of the intellect but of the will.”

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“Bir konuyu anlaşılması zor kılan, eğer o önemli bir konuysa, onun muğlak noktalarıyla ilgili gerekli olan açıklamalar değildir; daha ziyade, o konunun anlaşılması ve birçok insanın görmek istediği şey arasındaki karşıtlıktır. Bu yüzden, apaçık olan şeyler bile anlaşılması en zor şeylere dönüşebilir. Üstesinden gelinmesi gereken anlama yetisinden kaynaklanan zorluklar değildir, fakat iradenin yol açtığı zorluklardır.”