Nov 5, 2009

The Price of Complexity

A young friend and I often get into an argument about 1960-1980 rock & roll bands. He's a Led Zep fanatic. I liked the Who and was bored with most of the Zep's output. Partially, it's a matter of taste. Partially, it's a matter of perspective. Mostly, it's something for us to talk about when we're bored. However, yesterday's argument about "kids' music" produced something new for me.

He really objected to the idea that R&R is kids' music because, according to him, a lot older people are getting into the music and sticking with it longer. Cute, don't you think? I don't know how any 20-something can claim his generation is sticking with R&R longer than his parents' generation who are, apparently, going to go to their graves listening to the same crap they listened to when they were 19. Even worse, we're going to go down the tubes making our kids listen to that crap. Try to find a radio station that isn't playing 30-year-old R&R. Good luck.

That's not the point of this rant, though. The point is that, about half-way into our usual routine, I realized that 25 (or 30) is the new 15-19. This morning, I realized why.

A significant portion of our culture is dedicated to convincing its children to stay children long past puberty, long past the normal age of separation, mating, and starting a family, and well beyond when any traditional human would be a good way into adulthood. No, it's not because we live so much longer.

Steve Wozniak was 26 and an accomplished, employed (by HP) engineer when he started Apple, Inc. with his 21-year-old friend (at the time) Steve Jobs (who was still living in his parent's home). Jobs was (and may still be) the posterboy for the youth culture, but Wozniak was a more traditional young adult. [As a side-note, Jobs engineering-background claim-to-fame came when he conned Wozniak into doing a design job he'd been hired to do for Atari, split the bonus with Wozniak, and claimed he was a "real engineer" for doing the job. Sales as design, I guess.] Bill Gates (15) and Paul Allen (17) started their first commercial computer programming venture writing code for traffic control systems and moved to New Mexico five years later to start Microsoft. Eric Buell was a full-time engineering student and motorcycle mechanic in his early 20's. Sure, this short list if overstuffed with non-typical successes, but the list of young adults making their way before they are middle-aged goes on for millions of Boomers. Go back another generation and you're looking at a majority of young men who were out their parent's door and on their own in their teens. Today, it appears to be rare to find a young person who can live independently before 30 (or 40).

I work for a school that jammed with 20-something kids who are no closer to being self-supporting than they were when they were 10. They are "pursuing their dream" of collecting student loans and parental rent payments without a clue as to how they are going to begin life as an adult. Daniel Quinn, in his book Ishmael, described our child-adult extended education system as a glorified babysitting service that exists to keep the young out of the workplace as long as possible, because they are unnecessary. There are more than enough unemployed and underemployed adults in the que, without adding to that waiting list by releasing young adults into the workplace competition at the time in their lives when they are more than capable of competing for jobs. So, we convince kids they need a college education so they will be able to manage a coffee shop or a big box store department of 10 menial-labor employees, sell cars or stocks, or even do entry-level work as an engineer. Hell, Wozniak got his EECU degree from UC Berkeley in 1986, more than 10 years after he founded Apple, Inc. His biggest academic difficulty was refraining himself from correcting his professors when what they taught was either wrong or obsolete.

Finally, to the point of this rant, one reason that kids stay kids well beyond reasonable expectations is that our culture has become over-complicated. No 20-year-old is likely to start a computer company today, even if 20-year-olds are able to understand the hardware or software as thoroughly as did Wozniak or Jobs. Computer systems are so much more complex than they were in 1976 that building them from a garage is a ridiculous proposition. John Britten and Eric Buell's early success as motorcycle builders suggests that driven and radically talented young men can do some astounding things in this area. Buell's recent situation may pour a little water on that fire, though. Areas where a young person can feel like there is new ground to be broken and where the necessary tools and technology are not overwhelming are few and, for me, unimaginably far between. Maybe that's always been true, but I doubt it.

Maybe the real problem is that our education system is pointing itself too high on the cultural totem pole. Since the purpose in education is to prepare kids to become adults, our system is working hard to produce employees for jobs that probably won't exist by the time a kid is ready to find work. To quote Daniel Quinn's proposed evaluation of one portion of our 3 R's education system, "Two classes of 30 kids, taught identically and given the identical text materials throughout their school experience, but one class is given no instruction in reading at all and the other is given the usual instruction. Call it the Quinn Conjecture: both classes will test the same on reading skills at the end of twelve years. I feel safe in making this conjecture because ultimately kids learn to read the same way they learn to speak, by hanging around people who read and by wanting to be able to do what these people do."

That is a self-defeating purpose for a system that pretends to be useful. If kids are going to learn to read and write and use mathematics on their own, or not, because it is a useful and necessary tool, teaching these things is bound to be frustrating and disappointing. And it is.

Not being satisfied to criticise, but stuck with an irritating tendency to look for a solution, Quinn continued his speculation with, "It occurred to me at this time to ask this question: Instead of spending two or three years teaching children things they will inevitably learn anyway, why not teach them some things they will not inevitably learn and that they would actually enjoy learning at this age? How to navigate by the stars, for example. How to tan a hide. How to distinguish edible foods from inedible foods. How to build a shelter from scratch. How to make tools from scratch. How to make a canoe. How to track animals--all the forgotten but still valuable skills that our civilization is actually built on."

Even more to the point, K-12 school classes that include tool building and use would be equally valuable. Those shop or auto mechanics classes that we Boomers often ridiculed as being "trade school" education values are exactly the kinds of skills that modern kids lack. They are also the source of inspiration and competence for anyone who is inclined to want to build something. Those of us who suffered the tradesman's discipline in shop class also learned to respect tools and the things they can accomplish, even if we sucked at using the tools as apprentice/students. One or two generations earlier than my own, an apprentice might be whipped for breaking a valuable tool, we got off easy with a few swats from a well-designed paddle. The paddle my shop instructor threatened to use was made from local maple and was drilled to reduce wind resistance. I don't remember seeing it used, but it is still in my mind's eye hanging from the instructor's office wall. If I ever need one, I know how to build it.

My first technical jobs were nothing more than apprentice positions that only paid a living wage if I was willing to work 70-80 hours a week. My later engineering classes were a poor substitute for the education I received in my first 4 years as a working technician. Disconnected theory is way less useful than practically applied reason and experience. My first technical employer was a god of reason and experience and self-education. He expected the same from me.

Motorcycles are a terrific opportunity for the kind of cultural education that Quinn is talking about. They incorporate practically everything in modern technology--electronics, mechanics, green tech, transportation--and they are small, reasonably cost effective, and accessible. Maybe we ought to be encouraging our schools to dump their basketball and football programs and take up motocross and road racing? Yeah, the risk is high but so is the education value. Plus, there is no shortage of people on the planet so the risk has a positive secondary effect. Those who survive will be useful?

5 comments:

  1. It's a sign of age when you begin to look down on the youth coming up and complain about how they aren't living life the way you lived life at their ages--the world changes, move on! Young kids today can do stuff we only read about in science fiction when we were young. The future is computers, the Internet, solar power, and new technologies we haven't dreamed of yet. Our kids know all about that stuff--us old farts can't hold a candle to the stuff they can do with the stuff that really matters. I'm 53.

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  2. Anyone who has a column titled "Geezer with a Grudge" can't get upset when someone acuses his opinions as being part of "sign of age." And I don't.

    However, I teach these kids 5 days a week and I'm unimpressed with their knowledge of any technology outside of playing games and thumbing illiterate notes to each other on the cell phones their parents pay for. They barely qualify as computer users and few of them even approach programming skills. Not only do they not know "all about that stuff," they rarely know anything useful about that or any other stuff.

    The world, of course, changes in the way entropy changes everything. People also evolve, but not as quickly as technolgy has evolved, particularly in the last 50 years. Our coddled, entitled, math-and-science-disabled kids are almost completely unprepared for their own futures and they are unlikely to be the bulders of any "new technologies" unless they realize that they have to know how things work to create anything useful.

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  3. In Uruguay, kids who go the technical-vocational school route also get a good basic all-rounded education - which I think should be required for the entire population. I think the goal should be a populace that knows how to read, write/express themselves properly, think critically, do math - basically, an educated populace - on top of whatever technical skills may be needed. Like what they have in Scandinavia. The more educated people are, the less bigoted/extremist/ignorant they are, and the healthier and longer-lived they are, while the overall standard of living goes up. I don't agree with a lot of the points this guy makes.

    Even more to the point, K-12 school classes that include tool building and use would be equally valuable. Those shop or auto mechanics classes that we Boomers often ridiculed as being "trade school" education values are exactly the kinds of skills that modern kids lack.

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  4. Our parents ridiculed those same shop classes in the 1960s. There was a "college path" and a "trades path" in my high school. Supposedly, the smart kids took the college path and the dumb kids went into the trades. My father, a high school math teacher, would not have allowed me to take automechanics, TV repair (electronics), or shop. I wonder why all parental sins seem to have begun with Boomers? Must be the folks who make the rules are the generation before and the generations after the Boomers?

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  5. My sis and here first husband moved heaven and earth to get their daughter into the more desirable of the two top nursery schools (!) in the DC area. They failed. The little girl was always hitting the workbooks in the child safety seat, on her way to Suzuki piano, pottery, dancing. FInally she was in grad school, moving forward toward desirable lifelong prestige, but began to crack up - two different psychiatrist appointments every week, more than one kind of anti-psychotic or anti-depressant - a little medical research institute on two legs.

    Then she quit eternal school and got a job. Much improvement.

    No one loves these children - they are just further items on the yuppie checklist, to be perfected. Think of the dentists who have to rush out and buy new tires for their 911-whatsits every time Car & Drivel reach a new conclusion in their latest tire shootout.

    Imagine anxiety, substituted for haemoglobin.

    KC

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