A Green New Deal, not THE Green New Deal

Cop21
My pass to the COP21 conference in Paris

February 24 by the WaPo Editorial Board

WE FAVOR a Green New Deal to save the planet. We believe such a plan can be efficient, effective, focused and achievable.

The Green New Deal proposed by congressional Democrats does not meet that test. Its proponents, led by Sen. Edward J. Markey (D-Mass.) and Rep. Alexandria Ocasio-Cortez (D-N.Y.), are right to call for ambition and bold action. They are right that the entire energy sector must be reshaped.

But the goal is so fundamental that policymakers should focus above all else on quickly and efficiently decarbonizing. They should not muddle this aspiration with other social policy, such as creating a federal jobs guarantee, no matter how desirable that policy might be.

And the goal is so monumental that the country cannot afford to waste dollars in its pursuit. If the market can redirect spending most efficiently, money should not be misallocated on vast new government spending or mandates.

 

In this series of editorials, we propose our own Green New Deal. It relies both on smart government intervention — and on transforming the relentless power of the market from an obstacle to a centerpiece of the solution.

To glimpse what we mean, take a brief trip with us to Dominion Energy’s Cove Point plant on the Chesapeake Bay’s western shore.

Giant natural-gas storage tanks offer a warning of how the U.S. government must step up its efforts to combat global warming — but also of how environmentalists and politicians who claim to know how to do that are generally unable to predict how technology and practice will develop. The plant is a reminder that big change is far easier when you get the market to work with you, rather than against you.

Huge ships used to bring liquefied natural gas from overseas, weigh anchor a mile offshore and pipe their cargo into the tanks at Cove Point. Then fracking unlocked vast amounts of cheap U.S. gas, turning the country from net importer to net exporter. Now ships wait offshore to receive U.S. liquefied natural gas for export to Asia. As he celebrated the facility’s shipments to Japan in Yokohama last June, Dominion Chief Executive Officer Thomas Farrell boasted that the United States has perhaps 200 years’ worth of obtainable natural gas that “we will be exporting toward our allies across the world for decades and decades.”

 

To some, Cove Point is evidence that unhindered economic growth enables environmental stewardship. U.S. natural gas is far less damaging to the environment than coal. It has become so cheap that it is displacing coal in electricity generation, driving down emissions.

To others, Cove Point is an environmental catastrophe. Natural gas is still a fossil fuel, and burning it releases lots of greenhouse-gas emissions, which cause climate change.

Both arguments are right.

Natural gas’s displacement of carbon-rich, toxic coal as the country’s top electric fuel source would have seemed a preposterous dream just a decade ago. It has come about with no government mandate and while saving consumers money. When the market demands an outcome, things change fast.

But even substantial reductions in greenhouse-gas emissions in the long term will not be enough to head off catastrophic climate change. The transition from coal to natural gas has been beneficial. But society must eliminate its carbon dependency. It cannot burn vast amounts of any fossil fuel for “decades and decades,” as Mr. Farrell hopes, unless there is a revolution in emissions capture technology. Even in the short term, U.S. emissions are rising, despite the restraint that stepped-up natural-gas burning has provided. The government must demand more change, more quickly.

 

Putting the planet first requires accepting both insights. The government should insist on cutting emissions but, to the largest extent possible, decline to dictate how, instead setting incentives and standards that unleash public and private effort.

 

Carbon pricing can do a lot — but not everything

ASK PRACTICALLY any climate scientist whether humanity must cut greenhouse-gas emissions, and you get an emphatic yes. Ask practically any economist how to do that as cheaply as possible, and the answer is equally emphatic: put a price on carbon dioxide emissions with a carbon tax or a cap-and-trade program.

Pollution pricing is not untested theory. It is the policy that ended acid rain, ahead of schedule and more cheaply than projected. Following that success, it was long assumed that pricing carbon dioxide would be the centerpiece of any ambitious plan to slash emissions. Yet Republicans never embraced the market-based idea, even though conservative economists admit its appeal, because they never accepted the need to act at all. Some environmentalists, meanwhile, are increasingly wary of carbon pricing. The Democrats’ Green New Deal, which is noncommittal on the policy, reflects the accelerating drift from the obvious.

 

Yet neither the science nor the economics has changed. It is still imperative to act. And carbon pricing is still the best first-line policy.

Theory and practice confirm this unassailable point: If it costs more to pollute, there will be less pollution. Taxing all fuels according to their carbon content would send a price signal to every business and every consumer. Habits that pollute would become more costly. Changes that reduced pollution — generating cleaner electricity, buying more efficient appliances, weatherizing homes, investing in smart thermostats — would become more desirable.

A high-enough carbon price would shape millions of choices, small and large, about what to buy, how to invest and how to live that would result in substantial emissions cuts. People would prioritize the easiest changes, minimizing the costs of the energy transition. With a price that steadily rose, market forces would steadily wring carbon dioxide out of the economy — without the government trying to dictate exactly how, wasting money on special-interest boondoggles.

 

Here’s an example. The Intergovernmental Panel on Climate Change found last year that an average carbon price between 2030 and the end of the century of $100, $200 or even $300 per ton of carbon dioxide would result in huge greenhouse-gas emissions cuts, could restrain warming to the lowest safety threshold of 1.5 degrees Celsius and would almost certainly prevent the world from breaching the traditional warming limit of 2 degrees Celsius. In contrast, U.S. biofuels policy, a sad example of nanny-state inefficiency, costs $556 to $618 in 2010 dollars to abate one ton of carbon dioxide, according to the Organization for Economic Cooperation and Development in 2013. With its array of green subsidies and mandates, the government is overpaying for too few emissions cuts in too few sectors of the economy.

One objection is that carbon pricing is not powerful enough. The European Union’s carbon pricing program has not worked well. But that is a failure of design and political will. A carbon price equal to the challenge would start high and rise higher, sending a much stronger price signal.

Another criticism is that carbon pricing hurts the poor, who would suffer most when prices rose. But the revenue from carbon pricing could be recycled back to Americans in a progressive way, and most people would end up whole or better off.

 

A third objection is that carbon pricing is politically impossible, because it reveals the cost of fighting global warming in the prices people pay — rather than hiding the costs in wasteful subsidy programs that people pay for with their tax dollars. This is a leadership challenge, not a policy challenge. More than 40 governments globally, including several states, have found the political will to embrace carbon pricing programs, which is the only option that would plausibly be bipartisan.

One objection does have merit: Though carbon pricing would spur huge change in infrastructure and power generation, that alone would not be enough. It would not stimulate all the innovation the nation needs in the climate fight, nor would it change behaviors in circumstances where the desired price signal is muted or nonexistent.

Carbon pricing can do a lot — but not everything.

 

Start with carbon pricing. Then fill in the gaps.

LAST OCTOBER, the Intergovernmental Panel on Climate Change warned that the world is not on track to keep warming below 2 degrees Celsius — and that even 2 degrees may be too much. It would be safer for humanity to keep warming below 1.5 degrees. Sea-level rise would threaten up to 10 million fewer people. Coral reefs might survive. Mosquito-borne illnesses would not spread as widely.

 

Green New Dealers are right that a big problem requires a big solution. Only one serious option — putting a price on carbon — would encourage every sector of the economy to green up in equal measure. Pricing greenhouse-gas emissions with a carbon tax or cap-and-trade program, the economy-wide option, is bigger than the more spectacular-sounding but piecemeal subsidy and mandate programs some environmentalists prefer.

But even carbon pricing would not be quite enough. There are places where the price signal would not come through or be effective. In those circumstances, the government would have to do more.

For example, economists know that companies that invest in research and development do not get rewarded for the full social value of their work. Others benefit from their innovations without paying. Consequently, firms do not invest in research as much as society should want. On clean energy, that would be true even with a price on carbon emissions. The government should fill this research gap. It would take only a small fraction of the revenue a carbon pricing system would produce to fund a much more ambitious clean-energy research agenda. Basic scientific research and applied research programs such as ARPA-E should be scaled up dramatically.

 

Similarly, a carbon price would encourage homeowners to invest in more efficient appliances or double-paned windows, but renters pay their own electricity bills yet have little say over such decisions. Because of this dynamic, even with a high carbon price, the country would get less investment in energy efficiency than it needs. The government must fill this efficiency gap. Federal standards for appliances and buildings could slash energy waste where price signals failed to do so. Government loan programs could also help low-income people finance money-saving investments.

The government must also account for the fact that not all greenhouse-gas emissions come from burning the fuels that a carbon pricing program would reach — coal, oil and gas. How would the government charge farmers for the methane their cows emit or for the greenhouse gases released when they till their soil? How about emissions from cement, ammonia and steel production? The federal government would have to tailor programs to the agricultural and industrial sectors, which might include judicious use of incentives and mandates. Tying eligibility for the nation’s extensive farm subsidy system to environmental stewardship would be a place to start.

Finally, there is transportation, a sector that is deeply hooked on oil and dependent on government decision-making on infrastructure investment. Carbon pricing would deter unnecessary driving and spur the purchase of cleaner cars, but only government can ensure adequate mass transit options. Local governments could help with zoning laws to encourage people to live in denser, more walkable communities. The federal government should also press automakers to steadily improve fuel efficiency.

In the fight against climate change, the government must enlist the whole economy. Start with carbon pricing. Then fill in the gaps.

Cutting emissions, at home and abroad

STOP US IF you’ve heard this before: No matter what the United States does to fight global warming, it won’t matter as long as China, India and the rest of the world do nothing.

Those who make this point often argue for doing nothing in the United States, too: sitting back and watching the world cook in a stew of greenhouse gases and mutual distrust. But fatalism is not the only possible reaction to climate change’s international nature. The smarter response is to build policy around it.

That starts with making sure that emissions-cutting efforts at home do not have unintended consequences. If the United States puts a price on greenhouse-gas emissions, other countries would lure U.S. manufacturers with the promise of lax environmental rules. Relocated manufacturers could then export their goods to the United States. The net effect would be no benefit for the planet but fewer U.S. manufacturing jobs.

One response is a kind of tariff on goods entering the country from places with weaker carbon-dioxide policies. That would both eliminate the incentive to offshore manufacturing and encourage countries to strengthen their own rules.

Such a border adjustment system would stoke suspicions that the United States was raising protectionist trade barriers in the guise of environmentalism. It would be far more likely to be considered credible — in foreign capitals and at the World Trade Organization — if the United States remained party to the Paris Agreement, the 2015 climate accord that every nation in the world has agreed to. President Trump announced in 2017 that the United States would exit the agreement by 2020, which would make the United States the only country in the world hostile to the pact. For any rational leader following Mr. Trump in office, reentering the Paris Agreement would have to be a top priority.

Participating in the agreement would give the United States a forum — and a basis — to press other nations to reduce emissions. Much like the wildly successful General Agreement on Tariffs and Trade, which oversaw successive elimination of trade barriers among major economies, the Paris Agreement has established an expectation that the world’s big players will meet regularly and boost their ambition to meet a goal in everyone’s interest, in this case massive greenhouse-gas reduction. To walk away from that process is to reject the lessons of decades of post-World War II international cooperation.

Beyond Paris, the government could share the fruits of U.S. clean-energy research with other nations. It could zealously promote international agreements such as the Kigali Accord — a 2016 pact that Mr. Trump has so far not rejected and that serves as more proof of international interest in arresting climate change — which would phase out extremely potent greenhouse-gas agents known as hydrofluorocarbons. Foreign aid to prevent deforestation could be among the most cost-effective climate-preserving measures. Helping other countries to replace archaic cooking stoves that produce noxious fumes would help cut emissions and improve quality of life across the developing world.

The best way to ensure that other countries commit to attacking climate change is for the United States to show that it is no slouch — and that it will lead the world as others do their part, too.

 

Good intentions aren’t enough. We can’t afford bad ideas.

IN THE climate debate, the most destructive actors are those who want to do nothing — or even, like the Trump administration, go backward. But it’s also true that good intentions are not sufficient. There are a lot of bad ideas out there.

The Green New Deal that some Democrats have embraced is case in point. In its most aggressive form, the plan suggests the country could reach net-zero greenhouse-gas emissions by 2030, an impossible goal. Christopher Clack, the CEO of analysis group Vibrant Clean Energy, estimates it would cost $27 trillion to get there by 2035 — a yearly price tag of about 9 percent of 2017 gross domestic product. (Total federal spending is currently a bit more than 20 percent of GDP.) Put another way, that would be more spent every three years than the total amount the country spent on World War II. The plan’s proposal to retrofit all existing buildings is also astonishing in its implied scale, and its promise to invest in known fiascos such as high-speed rail reveal deep insensitivity to the lessons of recent government waste.

At the same time, the Democratic plan would guarantee every American “high-quality health care” and “a job with a family-sustaining wage, adequate family and medical leave, paid vacations, and retirement security.” These expensive aspirations, no matter how laudable, would do nothing to arrest greenhouse-gas emissions. As ostensible parts of a Green New Deal, they divert money and attention from the primary mission: rapidly eliminating emissions between now and midcentury.

Even focusing only on that central mission, it is easy to go wrong. California created a cap-and-trade program that prices emissions in the state. But policymakers undercut the system with a variety of additional and unnecessary mandates, such as the state’s low-carbon fuel standard. Because California put an overall ceiling on its total emissions — the “cap” in “cap and trade” — the same level of emissions reduction would happen without the additional fuels standard. The standard just forces particular businesses and consumers to bear a higher burden for the same level of greenhouse-gas abatement.

Then there is Germany, a country whose government has imposed extremely high electricity costs on its people in the name of emissions reduction but that still burns tremendous amounts of noxious brown coal. German energy consumers’ investment has not paid off as much as it should have, in large part because the government surrendered to anti-nuclear-power hysteria following the 2011 Fukushima Daiichi disaster. Germany’s nuclear power plants produced vast amounts of electricity with no carbon dioxide emissions. But instead of keeping them open as long as possible, giving the country more time to scale up renewables, Germany is shutting them early. The nation’s investments in renewable energy have gone to filling this loss of zero-carbon electricity generation, rather than to retiring coal plants. Spurning a major carbon-free energy source is an irrational indulgence that no nation can afford in the fight against global warming.

Good intentions will not solve the global warming crisis. Massive social reform will not protect the climate. Marshaling every dollar to its highest benefit is the strongest plan. Our Green New Deal would do that.

 

Read more:

Post Opinions Staff: Here are 11 climate change policies to fight for in 2019

 

Tom Toles: The climate change evidence piles up. So does the denial.

 

Eugene Robinson: Yes, the Green New Deal is audacious. But we have no choice but to think big,

 

Megan McArdle: Myopic Green New Dealers need to look beyond America for a climate cure

 

Jennifer Rubin: The press needs to ask hard questions on the Green New Deal

What the Fudge

GOOD QUESTION!
LESSON PLAN

Session 1: Epistemology

INTRO:
10 min discussion: Here’s a question, What is a question.
How do we know? voice inflection, etc.

5 min activity: How do we know what we know.
Offer a list of facts, and get ideas about how we know. e.g. We all exist. The sun will rise tomorrow. The earth revolves around the sun. We are made of atoms.

10 min writing activity: Making a question.
Take a statement of fact, add who what when why where how etc. to make it a question.

15 min writing activity: Writing Jeopardy
Pairs of teams each write answers to questions, then take turns trying to guess the questions.

5 min full discussion: Good and bad questions.
What makes a good question? What makes a bad question?
Good questions contain a path for their answering and have answers that can be found or tested.  Bad questions are too broad or vague, or ask the unanswerable.

10 min activity: What Questions can’t be answered.
List and collect questions that can’t, for whatever reason, be answered. e.g. What is the sound of one hand clapping? What did George Washington’s breath smell like. What is the biggest turd ever made?

10 min activity: What about questions you wouldn’t want to know the answer to?
List and collect questions we don’t want to know about. e.g. How am I going to die? How does the world’s worst breath smell? What does my sister really think about me?

10 min discussion: What makes good questions good?
They are open ended, they are concise, they lead to answer paths: what ifs as opposed to hows.

15 min activity:  Write a good question.
Collect topics, group into panels to each ask 4 good questions.

10 min final discussion: Choose the best questions.
Describe the next workshop and gather the questions, then as a group, vote on the ones most people want to have answered.

Back pocket: What do you know. What have you heard but can’t believe. What do you believe but have heard was wrong. What do you think everyone else thinks they know but that you think is wrong? How are your parents and teachers full of it?

Session 2: Research

INTRO:
15 min discussion: Review of previous session.
Presentation of sample questions collected by the group.

5 min activity: Team up.
Split up the list among various teams.

15 min activity: Make team names and flags.
Students will vote to name their team, then work together with craft materials to create a team flag.

10 min discussion: Good Google!
Use projector to demonstrate various google features: Image search, Google a day, Boolean search strings: +/-, and/or. Wonderful Wikipedia.

20 min activity: Controversies.
Each team picks from a list of controversies, or suggest their own.  
e.g. MSG/Aspartame/tap water/?? is bad for you. Chem Trails? Sugar causes hyperactivity. Creativity is from the left brain and reason from the right brain.
Teams divide into two sections who each research the same question independently.  Compare answers and vote. Analyze effect on team affiliation on results.

10 min discussion: Valid vs. reliable.
How can we tell who is right. Consider various controversies.

15 min activity: Answering our questions.
Return to list of student questions form the first session. Can any may be answered by research? Teams try to find answers and narrow questions via research.

15 min discussion: Scientific method:
Describe rigorous process: Question. Assumptions. Hypothesis. Testing. Records. Results. Conclusions.
Model based inquiry.
Existence of biases. Use of double blind studies. Limiting and controlling variables. Identify remaining research questions.

15 min activity: Break down questions.
Groups separate elements of questions into discreet elements that can be tested.

20 min discussion: Design experiments.
Select from the potential questions that have not been answered, and identify what variables can be tested, how these tests can be made, and what materials will be needed to do them. Create an experimental plan for next session.

Session 3: Experiment

Note: Materials and processes needed will have been pre-determined by staff in analysis of previous work to allow students to do an experiment to answer a question from the previous sessions.

5 min activity: Watch Mythbuster video.

10 min discussion: What did Jamie and Adam do?
Decode the scientific method form what was done in the video.

10 min: Divide into teams.
Specific roles and will be divided among the teams:
Lab Book team will record the conditions and results in a Lab notebook.
Videographers will record images and sound.
Principal investigators will oversee and make crucial decisions.
Lab techs teams:
manipulate materials.
make measurements.
safety monitors.

30 min activity: Set up experiment.
Distribute gear, demonstrate use, and set up.

15 min activity: Run first round of testing.

10 min discussion: Analyze results.

15 min activity: Adjust parameters and retest.
The whole session will be devoted to following through on the experimental plan and duplication repeating and modifying it as many times as possible while rotating team members.

20 min discussion: Final analysis and Conclusion.
Group discussion of results and conclusions. Suggestions for further improvement of the experiment and new questions it may have brought up.

A video of the testing should be cut each week, posted and provided for download by the students.

© Nesdon Booth 2013

826LA

I’ve been volunteering at 826LA. What fun!! All the retired teachers out there need to join me. All the fun of teaching and playing with excited little kids, with none of the district or admin BS.

mod-826la-450x248

I want to use their massive flow of happy and inquisitive kids to begin collecting good questions. I am planning to put together a science weekend workshop to teach problem solving and question asking at the Mar Vista store.

So, I’m looking for some good experiments around which to build a 3-4 hour class that will require the kids to try and devise and test hypotheses. I looked at lots of science experiments for kids at the Exploratorium and elsewhere, and they almsot all fall into the gee-whiz-natural-history  category, not the how-can-we-figure-this-out category, which is  the key lesson we need here.

Nini came up with a couple of good ones. The Mentos meets Diet Coke testing, and a puzzle pipe where one needs to do some reasoning and testing to find out what is hidden inside a short piece of PVC pipe with holes though which some ropes emerge and by which one can manipulate the contents. They currently have a workshop (I think) where the kids try to use various materials to prevent ice cubes from melting. These sorts of engineering challenges like egg drops, are great to develop problem-solving skills.

When I was a kid, Christopher and I had a long and not very successful rocketry program. We made a few cool explosions, a lot of lovely fireworks and started a bunch of fires in his backyard, but never a successful rocket flight. In a parallel line of inquiry, we made a giant box kite with to test the capsules in which we planned to send our pet hamsters aloft. The kite, Archimedes, did take a frog in a capsule hung under a parachute up several hundred feet, although a Joshua tree fouled our trigger release line  causing early deployment, and the strong wind kept our parachute from fully deploying, but the excellent multilayer cushions of the capsule allowed out frogstronaut to survive the fall unscathed. I think the frog had to be substituted for a hamster because I, in one of the most idiotic lapses of my life, had tragically and absent-mindedly squashed Christopher’s hamster by forgetting that it was asleep in my pocket when I laid down on the floor in his hallway to play a game of Life.

The Answer is…

…Asking a good question. How we ask determines the answers we get. The core of this effort, to get people who are not and will never be interested in STEM careers to understand the power and primacy of scientific inquiry as the source of truth and knowledge, is going to hinge on collecting good questions.

question

So much science education is couched in the revelation from authority fallacy, and so much is about trying to turn kids on to an interest in the working of the universe. We shouldn’t want them believing that Mr. Wizard has the answers. This opens them to believing that Fox News, Ayatollah X, Bill Maher or Michael Moore have the answers. We want them to understand how to find answers, or at least respect the process and not the personalities.

Questions like what is the Higgs boson, what was the biggest dinosaur, or why is the sky blue, all beg for an answer from an authority. They are questions that are beyond the ability of an average person to discover the answer to on their own, they are the province of big science. But questions like: what is the shortest route to my school, what would happen if I never cleaned my room, how does my choice of shoes affect my friends, who can tickle whom, are questions we can answer of ourselves, and in trying, come to understand how to solve problems.

So the first step in this process is to collect questions. We have a chicken and egg problem here. We cannot make a program until we have a sufficiently large set of questions to address, but we cannot solicit questions until we have a program. Therefore we need to divise a system for collecting a large volume of authentic questions from which we can select. How can we do this?

Chasing Ice

I recently saw Chasing Ice at the new Sundance Sunset theater. Very nice place BTW, 21 and over with a bar and cafe, good prices, and no commercials. It is a compelling doc about the Extreme Ice Survey project of the cinematographer, James Balog.

It happens that this is as close to a realization of my Terrakino project as I have seen. By some odd serendipity, Mr. Balog chose, unbeknownst to me, to do a Q and A after the showing of the film I attended. It was apparently sold out at the Landmark in Westwood, but at the Sundance, there were only 8 people in the audience. This of course gave us unusual access to him, and I was able to ask lots of questions about his techniques and process. However, he was, as were the rest of the audience, in a more political frame, surrounding how we can stave off the slow-motion disaster he was so eloquently documenting.

So rather than Terrakino,  more interesting and motivating for me, was that he was pretty successfully defeated climate science denying with art. This idea of using art to make science more accessible is of course the essence of this Schmience project. Balog’s pitch is: Take Action and so of course he chastised me for not acting on these ideas I was discussing with him.

I had begun this blog in an effort to help build the Schmience program as part of my Masters thesis, but was so discouraged by the pedantry of the Full Sail Faculty, that I had mostly abandoned it. My trip to the ISTE conference this year reinforced my problem with the relative elitism of STEM education, at the same time that it empowered me with the strength of multi-media, multi-platform, multi-mode education. So, between Balog, ISTE and my disillusionment with my job, here I am taking a stab at reinvigorating this project.

The Yucky Stuff

illustration6
Photograph by Anne Dupont of Aplysia dactylomela mating chain

These sea slugs, who Christopher referenced, are hermaphroditic, and can form full rings with each simultaneously getting and giving. The ones we find here in our local California Waters are Aplysia calfornica. The wonderful slimy, deep purple ink of this family was used by the Romans to dye their “Royal Purple” togas.

This purple, mucousy ink is among the coolest yucky stuffs I know. My former brother-in-law, Larry, suggested a kids’ book with this title, all about snot, puke and pus, and I think he was right on the mark. I have thought about the great popularity of MythBusters, and lamented a bit that it is often more about explosions and ick, but I see that this level of flash, humor and excitement is essential to their success.

My goal with Schmience is not solely to feed naturally curious kids with fascinating information, they will seek that out on their own; my goal is to take the kid who thinks science is boring and give them understanding and respect for the validity of the scientific process. So, we need to aim at a much broader target audience than our usual science program our STEM outreach is likely to address, i.e. people likely more like me and you. To reach this audience, I think we need to be more committed to entertainment value than to the ultimate rigor of the data.

Beakman tried, and succeeded in many ways, at this entertainment value with a zaniness of the container, making natural history data more palatable to this same audience. But it is the process we want to make more palatable, which is what MythBusters succeeds at even with a very bland container.

Transgressive Media: Garbage Pail Meme

Garbage Pail Kid 45
Yucky

Garbage Pail Kids trading cards were a play on the wild popularity of Cabbage Patch Kids dolls. They started in 1985 and, at least in my home, with three boys aged 9, 10 and 11, they were a huge hit. They were also banned at their school, giving my 10 year old his first taste of a blackmarket profiteering, as he sold off his duplicate cards to the keeping-up- with-the-jonesing, lower-grade kids at 1000% mark-up.

But the real lesson of this viral meme for me, was the power of transgressive media. Kids loved how annoying and disgusting (albeit mostly harmless) Garbage Pail Kids were to their parents. The process of individuation, especially as they develop through Erikson’s Competence and Fidelity and Piaget’s Concrete and Formal Operational stages, often involves seeking  semiotic mileposts that reinforce peer-based and weaken parent-based identity. Gangster rap, Punk Rock, and Rock and Roll all have typified the end of this period of development, that is often begun in the scatological fascination and humor, typified by Garbage Pail kids, in which the process begins for tweens.

So we want to embrace this phenomena in Schmience.

 

 

One Sample Solution

Alan
Alan dances for science

CONSTRUCTIVISM:

When students are given the opportunity to embrace subjects that they have genuine and authentic interest in, engagement becomes automatic.

Allowing students to participate in the development of the educational process to suit their own unfolding understanding results in learning that is more durable. It is only within the context of a semiotic domain in which we are affiliated that we can really process meaning and make connections. Facts and information, disembodied from the meaning or the matrix of a student’s personal reality, will evaporate as soon as the test is graded.

Knowledge, incorporated actively into a student’s preexisting interests, becomes part of their expanding individuation and process of making meaning of the world and their lives. This of course is the ultimate goal of all education.

MODEL-BASED INQUIRY:

The work of Windschitl, Thompson, and Braaten (2008) on model-based inquiry, which describes a learning process that is much more diverse and open ended than traditional scientific method. I found that the tension, as described by Coffey, Elby, Elby, and Daniel (2010), between this more authentic and realistic practice of scientific inquiry and traditional instructivist educational models  was indeed difficult to navigate. As science instruction moves away from the description of an existing model, expecting the students to only generate confirmation of that model, toward allowing them to discover the model on their own, this decreased control that instructor has of the process can lead the students to fallacious, if intermediate, ideas.

Of course this process of guessing, right or wrong, and then testing, is the essence of the process of scientific inquiry. It can be very challenging to allow students to follow their own curiosity and epistemic process of building models to make meaning of their world. The instructor is required to follow rather than lead this process, they are forced to try themselves to more deeply understand the meaning being generated by the students, which requires an attentiveness on the part of the instructor that can be challenging and time consuming, especially when it comes to trying to assess the quality of the student’s work. We found it much harder to see if they were actually developing understanding of the process when they were not completing it in a constrained, step-by-step lesson, and delivering it in a rigid, preconceived format where they just followed the steps we proscribed. Once we opened the process to their curiosity, it went in all sorts of unexpected and challenging directions.

The work done by many non-scientists such as Antonelli (2011) on the role of art and the aesthetic in the process of scientific inquiry was also enlightening and caused a change in the expectations we had about the outcome of the project. The use of music and dance especially, something we had not initially envisioned, but were asked to include, turned out to create connections within our students that enhanced their engagement greatly.

SCHMIENCE!! DESIGN CONSIDERATIONS:

The primary objective of of this pilot process was to better understand the process of scientific inquiry as the kids understood it. We saw the initial concept, that was, at least among those who were willing or able to express it, shared by the whole population that science was a “subject they learned in school” change considerably during the course of the project. Their expectation that only questions such as those about quantum mechanics or string theory would constitute valid scientific inquiry has been completely revised. Helping them find a mundane question and then seeing that we could answer that question, or not, by using a rigorous process of analysis, model-building and then testing was a revelation to them, that they seem to have completely integrated. This objective was divided into the following parts:

  • Ask a question capable of being answered in a classroom environment.
  • Hypothesize about the possible answers.
  • Devise an experiment that could test these hypotheses.
  • Use rigor to record data during the testing.
  • Reflect and evaluate the data.
  • Draw conclusions from the data.
  • Reiterate the process to extend the depth of the question.

We did discover that this population was extremely engaged and excited by the process, and suspect we can extrapolate this in some ways ot a more general audience. Much more work needs to be done surveying the interests of more typical students to better devise the program components.

Sample Solution Progress Report – Phase 2

MODIFICATIONS TO PHASE ONE PROCESS:

Our students learned the valuable lesson that any results are useful. They are now redesigning the first phase to make it more effective.

They reluctantly confronted the fact that variables we did not control caused an outcome that was not associated with the variables we did try to control, so that we will redesign the process to control for those variables as well.

GAMIFICATION:

Allowing students to be more involved in the selection and implementation improves motivation, in the same way that the interactivity of gaming does. The students who answered the survey both reported that gaming would be their most favored aspect of the program. I intend to create or find games that can help teach the scientific method and problem solving skills.

We also intend to design specific games, available on our website, via Facebook and other social networking sites as well as other mobile platforms that will allow the sudience to interact with the program in a variety of ways, as well as just to play with virtual scientific inquiry.