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2013年1月8日火曜日

Some notes on the core of Sandel's "Case Against Perfection"


Tomorrow, as part of our bioethics unit, I'm discussing this article with my first year students in our English for Liberal Arts class at ICU in Tokyo, Japan. I'm making these notes available to them because some parts of the article are pretty tough, even for native-speaker readers.

Here's the link to the original:

Me: My notes will be in blue. 

Sandel's goal in this article is to argue against "genetic enhancement" (different from genetic therapy for curing illness). He feels that many of the arguments people have used to disagree with "genetic enhancement" do not directly address the problem. In the first few sections, Sandel uses examples such as cloning, muscle enhancement for athletes, memory enhancement for taking tests, changing a child's height, sex selection, and sperm/egg banks to identify the common arguments against "enhancement" and show that they are insufficient. This includes arguments such as how genetic enhancement will 1) violate individual autonomy, 2) destroy fairness in sports or society as a whole, 3) create a gap of economic classes, 4) lead to an "arms-race" of competition to be more perfect, 5) hurt embryos, 6) harm our capacity to act freely to make efforts to succeed, and 7) take us back to Nazi eugenics. In various ways, he feels these arguments cannot express the main moral problem of genetic enhancement. 

On p. 15-16, he finally succinctly summarizes his own argument, writing:

 The problem with eugenics and genetic engineering is that they represent the one-sided triumph of willfulness over giftedness, of dominion over reverence, of molding over beholding. Why, we may wonder, should we worry about this triumph? Why not shake off our unease about genetic enhancement as so much superstition? What would be lost if biotechnology dissolved our sense of giftedness?

Me: "Willfullness vs. Giftedness" seems to be a contrast of words Sandel has created?  We have to guess that "giftedness" in this context means something like "the characteristic of accepting something being given as a gift, and the receiver of the gift/present had no idea what was coming." That is different from "willfullness," where we get what we "will" (=want) by our own intentions.

So, in summary, Sandel is asserting:

Good = Accepting our genetic characteristics. We should see them as "given" gifts, with reverence to that random process (God, Nature etc.), and beholding it (just looking, not touching).

Bad = Designing our genetic characteristics. like shopping, having our "wills" come true by dominion (mastery) an molding (modifying).

So, in short, we should accept our genetic destinies and not try to change them, either for ourselves, or for our children. Medicine and exercise is OK, but DNA tampering (unless it is curing a disease?)  is NG.

Really? Why? Earlier in the article, he has rejected the commonly given reasons such as "it is not yet safe (yet) "it is not fair to the poor" and "it will lead to Hilter type coercive eugenics." It might be safe in the future, it could potentially be made available to all by subsidies, and it could be up to free will. None of those reasons are really strong enough.

Now he gives HIS reasons. It's about time. The article finally gets interesting below.

From a religious standpoint the answer is clear: To believe that our talents and powers are wholly our own doing is to misunderstand our place in creation, to confuse our role with God's. Religion is not the only source of reasons to care about giftedness, however. The moral stakes can also be described in secular terms. If bioengineering made the myth of the "self-made man" come true, it would be difficult to view our talents as gifts for which we are indebted, rather than as achievements for which we are responsible. This would transform three key features of our moral landscape: humility, responsibility, and solidarity.

Me: OK, so it looks like he has three non-religious reasons for being against the "self-made man." Let's see if these are persuasive or not. 

I agree with him for skipping the religious reasons. Those won't convince anybody who disagrees. So, what's the humanistic, consequentialist case against pursing genetic perfection?

In a social world that prizes mastery and control, parenthood is a school for humility. That we care deeply about our children and yet cannot choose the kind we want teaches parents to be open to the unbidden. Such openness is a disposition worth affirming, not only within families but in the wider world as well. It invites us to abide the unexpected, to live with dissonance, to rein in the impulse to control. A Gattaca-like world in which parents became accustomed to specifying the sex and genetic traits of their children would be a world inhospitable to the unbidden, a gated community writ large. The awareness that our talents and abilities are not wholly our own doing restrains our tendency toward hubris.

Me: OK, so...rejecting genetic engineering helps us stay "humble, modest, not proud." In other words, we stay "open to the unbidden." Unbidden means "uninvited," so this basically means we can stay more open to things we have no control over or don't want, not only in our families, but in the "wider world....like earthquakes and failures in business or love. We will stay humble (and happier, he implies) because we will keep  a mindset of being ready to accept anything, and anybody.

In contrast, if we try to specify and design our DNA, we will become full of pride/hubris and arrogance, and we will become unhospitable/colder to people we don't want.

As the last sentence expresses, it is better for us to feel that our abilities (like smartness or beauty or being good at basketball) are not "self-made." It is better for us to feel that our good things are partly a gift from God/nature, because we won't be like "Yeah, I'm so cool--I'm better than you" so much.

Hmm...but I wonder, if genetic engineering of adults or children starts being used, and many people are selected or designed or modified in the future, will this "arrogance" and "inhospitality" really increase substantially compared to now? This sentiment already exists--will it really be more common or stronger? We are left to our imaginations and Sandel doesn't really help us consider this possibility.


Though some maintain that genetic enhancement erodes human agency by overriding effort, the real problem is the explosion, not the erosion, of responsibility. As humility gives way, responsibility expands to daunting proportions. We attribute less to chance and more to choice. Parents become responsible for choosing, or failing to choose, the right traits for their children. Athletes become responsible for acquiring, or failing to acquire, the talents that will help their teams win.

One of the blessings of seeing ourselves as creatures of nature, God, or fortune is that we are not wholly responsible for the way we are. The more we become masters of our genetic endowments, the greater the burden we bear for the talents we have and the way we perform. Today when a basketball player misses a rebound, his coach can blame him for being out of position. Tomorrow the coach may blame him for being too short. Even now the use of performance-enhancing drugs in professional sports is subtly transforming the expectations players have for one another; on some teams players who take the field free from amphetamines or other stimulants are criticized for "playing naked."

Me: OK, here's point number 2: we'll feel more responsibility for our actions and choices if we are genetically designed. Right now, we can say "I'm stupid because I was born that way." In the future, we'll have to say "I'm stupid because my parents couldn't design me well, or I haven't done the genetic engineering I need to do." We used to be able to blame it on God, Nature or Fortune, but we will have to blame our parents or ourselves.

Hmm...will that really happen? And, if it happens, is it really a bigger or worse problem than what we face now with natural individual differences? Hmm...I really wished Sandel had expanded on this.

Anyway, on to his 3rd and final point below: Solidarity or society.

The more alive we are to the chanced nature of our lot, the more reason we have to share our fate with others. Consider insurance. Since people do not know whether or when various ills will befall them, they pool their risk by buying health insurance and life insurance. As life plays itself out, the healthy wind up subsidizing the unhealthy, and those who live to a ripe old age wind up subsidizing the families of those who die before their time. Even without a sense of mutual obligation, people pool their risks and resources and share one another's fate.

But insurance markets mimic solidarity only insofar as people do not know or control their own risk factors. Suppose genetic testing advanced to the point where it could reliably predict each person's medical future and life expectancy. Those confident of good health and long life would opt out of the pool, causing other people's premiums to skyrocket. The solidarity of insurance would disappear as those with good genes fled the actuarial company of those with bad ones.

The fear that insurance companies would use genetic data to assess risks and set premiums recently led the Senate to vote to prohibit genetic discrimination in health insurance. But the bigger danger, admittedly more speculative, is that genetic enhancement, if routinely practiced, would make it harder to foster the moral sentiments that social solidarity requires.

Why, after all, do the successful owe anything to the least-advantaged members of society? The best answer to this question leans heavily on the notion of giftedness. The natural talents that enable the successful to flourish are not their own doing but, rather, their good fortune—a result of the genetic lottery. If our genetic endowments are gifts, rather than achievements for which we can claim credit, it is a mistake and a conceit to assume that we are entitled to the full measure of the bounty they reap in a market economy. We therefore have an obligation to share this bounty with those who, through no fault of their own, lack comparable gifts.

A lively sense of the contingency of our gifts—a consciousness that none of us is wholly responsible for his or her success—saves a meritocratic society from sliding into the smug assumption that the rich are rich because they are more deserving than the poor. Without this, the successful would become even more likely than they are now to view themselves as self-made and self-sufficient, and hence wholly responsible for their success. Those at the bottom of society would be viewed not as disadvantaged, and thus worthy of a measure of compensation, but as simply unfit, and thus worthy of eugenic repair. The meritocracy, less chastened by chance, would become harder, less forgiving. As perfect genetic knowledge would end the simulacrum of solidarity in insurance markets, so perfect genetic control would erode the actual solidarity that arises when men and women reflect on the contingency of their talents and fortunes.

Me: Wow, 5 paragraphs! Could this be his main knock-out punch in the case against perfection?

In short, if genetic engineering becomes common, and some people have better health or intelligence or beauty, they will see themselves as different from the rest, and they won't help the others. His main example is insurance. 

In other words, right now, we know our abilities and successes are partly due to random DNA, so we don't feel different from others, and that is why we help others who are less fortunate.

Hmm...first, do we really think/reflect on our talents that way now? ("My ability/talent is contingent on my random DNA, so I help others")  Possibly--I know that I often think "I am (or my children are) fortunate to be healthy, but I (or my children) could have been born unhealthy, so I have an obligation to help or be sensitive to the needs of others. I can relate to this point by Sandel.

Hmm...also, if genetic design becomes common, will people really start to care about others who are not designed, or designed differently, less? 

Anyway, that wraps up Sandel's three points. 

What do you think? Persuasive? Which reason is the strongest? Can this argument stop or slow down a group of scientists who are pursing a way to design smarter, healthier kids from the DNA level (by removing "defects" or adding "enhancements")? Can it stop a husband and wife who want the "best kids" possible from making the choice to use the technology?


Next we are getting into the conclusion. Nothing new below. Skim and ignore.

Thirty-five years ago Robert L. Sinsheimer, a molecular biologist at the California Institute of Technology, glimpsed the shape of things to come. In an article titled "The Prospect of Designed Genetic Change" he argued that freedom of choice would vindicate the new genetics, and set it apart from the discredited eugenics of old.
To implement the older eugenics ... would have required a massive social programme carried out over many generations. Such a programme could not have been initiated without the consent and co-operation of a major fraction of the population, and would have been continuously subject to social control. In contrast, the new eugenics could, at least in principle, be implemented on a quite individual basis, in one generation, and subject to no existing restrictions.
According to Sinsheimer, the new eugenics would be voluntary rather than coerced, and also more humane. Rather than segregating and eliminating the unfit, it would improve them. "The old eugenics would have required a continual selection for breeding of the fit, and a culling of the unfit," he wrote. "The new eugenics would permit in principle the conversion of all the unfit to the highest genetic level."
Sinsheimer's paean to genetic engineering caught the heady, Promethean self-image of the age. He wrote hopefully of rescuing "the losers in that chromosomal lottery that so firmly channels our human destinies," including not only those born with genetic defects but also "the 50,000,000 'normal' Americans with an IQ of less than 90." But he also saw that something bigger than improving on nature's "mindless, age-old throw of dice" was at stake. Implicit in technologies of genetic intervention was a more exalted place for human beings in the cosmos. "As we enlarge man's freedom, we diminish his constraints and that which he must accept as given," he wrote. Copernicus and Darwin had "demoted man from his bright glory at the focal point of the universe," but the new biology would restore his central role. In the mirror of our genetic knowledge we would see ourselves as more than a link in the chain of evolution: "We can be the agent of transition to a whole new pitch of evolution. This is a cosmic event."

There is something appealing, even intoxicating, about a vision of human freedom unfettered by the given. It may even be the case that the allure of that vision played a part in summoning the genomic age into being. It is often assumed that the powers of enhancement we now possess arose as an inadvertent by-product of biomedical progress—the genetic revolution came, so to speak, to cure disease, and stayed to tempt us with the prospect of enhancing our performance, designing our children, and perfecting our nature. That may have the story backwards. It is more plausible to view genetic engineering as the ultimate expression of our resolve to see ourselves astride the world, the masters of our nature. But that promise of mastery is flawed. It threatens to banish our appreciation of life as a gift, and to leave us with nothing to affirm or behold outside our own will.

Me: The concluding paragraphs have a nice short summary of the main attraction of genetic engineering--we will be able to master our genetic destiny, to be free to choose how we want to be, rather than accept the random failures of nature. 

Is that what we want? Is that where we are going? Wll it happen inevitably no matter how much Sandel and others argue against it? Big questions, and I think a lot of people would prefer to let things move ahead slowly and gradually in a way that does not harm them directly, personally.

Frankly, nothing Sandel wrote above packs much of a punch as far as deterring genetic engineering research and application. As much as I may feel uncomfortable with the rich getting genetically enhanced before I even have the chance to consider it (just like they get good schools and good medical treatment and the best anti-aging injections right now), after many people start doing it, I will probably begin to accept it as normal just like many other technologies have been accepted gradually after initial rejection. As long as genetic enhancement occurs gradually, and does not lead to too much of a social gap between those who have it and those who do not...I have a feeling it will not be very different from any other technological advance we have seen. 

However, I do feel strong value in the first argument of "accepting all" openly, and if parents start to design or select their children, I worry about a negative effect on parents feeling less open to failures of their children due to unrealistic expectations about the perfection these should have. Sandel calls that humility. I call it a harm to the children and the parents due to not having a heart of unconditional love or an openness to anything that may come. I wonder why Sandel didn't expand on that harm more.

Michael J. Sandel teaches political philosophy at Harvard University, where he is the Anne T. and Robert M. Bass Professor of Government. He serves on the President's Council on Bioethics; this article reflects his personal views.

2013年1月5日土曜日

Best of 2012! Looking back on another good year

My 2012 Top 10 -- In no specific order!

  1. Megumi, Michael, Mei and I all staying basically healthy and having fun from day to day! We were blessed again with a year of no serious illnesses or injuries. The photo above is from our snow trip to Nobeyama just after Christmas, where Michael tried snowboarding for the first time (and found it takes a lot of practice) and Mei enjoyed a two hour ski lesson for preschool kids.
  2. Enjoying my final year of teaching at ICU. I can't emphasize enough how wonderful it have been to be work with these students over the past seven years. ICU has a tradition of high expectations for the students to make efforts and engage in rigorous intellectual work, and the students (almost all) come with the motivation to challenge themselves to become better learners and communicators. In particular, the amount of research paper writing in English that each student is required to do is very important, and I find it the most rewarding part of my job along with teaching skills for reading, research, discussion and presentations. When I leave in April, I will greatly miss the teaching I do here.
  3. In relation to the above, successfully finding my next position, an exciting new project with Keio to start in April 2013. Much of my energy in the first half of 2012 was spent preparing paperwork, going to interviews, pondering decisions about my future, and launching preparations for my new position. As much as I'll miss ICU, I'm looking forward to meeting the challenges of creating and running a completely new English program from April.
  4. Making presentations at the INTED Conference in Valencia, Spain in March (See Report), and being able to visit Barcelona and Madrid in short trips before and after.
  5. Coordinating "Leadership English" for the Global Leadership Studies Program at ICU for the 2nd year. It was a great pleasure working with the Japanese professionals who came for the month-long intensive training.
  6. Refreshing my skills for teaching English to young kids at the ASIJ Summer Day Camp in July-August (See Report). I got through a month of teaching 2nd graders full-time...and actually enjoyed it. I really appreciated the support I got from my colleagues and administrators in SDC. It is amazing how actively and cheerfully the students learn once a positive, cooperative atmosphere is created.
  7. Continuing to run and stay healthy.  My time for the Tokyo Marathon in Feb. 2012 was 4 hr 40 min, and a half-marathon in October was 2 hr. 8 min.
  8. Being able to take a family trip to Guam in June (See Report). A treasured luxury...and only affordable because off-season rates in June for going to Guam from Tokyo are extremely, extremely low.
  9. Becoming an iPhone user, finally! Being able to connect to wifi at home, on campus, and other places (with the Otosan dog sticker) around Tokyo is sooooo nice, and very useful for taking and managing photos, researching things on the net, updating things on Facebook (the main reason why my blog is slowing down), and listening to things such as my daily dose of Chinese news podcasts, music, and audio books. My current challenge is keeping my password secret from my kids who want to use my phone for watching their favorite videos, drawing pictures, and playing games. They are constantly peeking at my fingers logging in trying to steal my code...
  10. Volunteering in Tokyo to clean up tsunami debris: I had wanted to do this earlier in 2011, but finally I was able to join volunteer bus that went to Minami-Sanriku in November and learned that there is still a lot of work to do. The group I joined is the Ossan Volunteers who support an NGO called DSP. Website is here. I strongly recommend going. There are still many areas that need cleaning, and some areas still need to be searched for bodies of victims.
I think I can say 2012 was a very good year, and I realize that my happiness is based on the invaluable support I get from my family, friends, colleagues, students, and members of the community. Thank you everyone!

Note: I hope to add more photos and links when I get a chance!

Happy New Year 2013! + Goals

photo.jpg

To start 2013, my wife Megumi and I drove to the coast near her hometown in Kosai, Shizuoka to see a beautiful new year's sunrise coming up over the Pacific ocean.

I pray that this year will be peaceful, joyful and meaningful for all of you.

My resolutions for 2013 include:
  1. Making a smooth transition to my new job (details to be announced in March).
    I have enjoyed seven wonderful years of teaching at ICU and would love to continue, but my contract will expire soon and I have had no choice but to seek new employment. This is  due to a strange policy of "non-renewable contracts" that Japanese universities use. Most students don't know this, but the majority of university language instructors in Japan are used in a system that discards experienced, contributing instructors after a few years and replaces them with outsiders regardless of performance. Although I knew my contract was non-renewable when I signed it seven years ago, it is still painful to be forced to leave a job I care about for no reason other than "it is the system." It is a system that must be change. Nevertheless, I hope to enjoy my last three months at ICU working closely with my students and colleagues to the end.

    Fortunately, I have found an exciting new position with Keio starting in April and am looking forward to the challenges. My main goal is to become an active, contributing member in a dynamic team of  educators providing a high quality learning environment to our students.

    That's the big, new one for this year. The rest are quite similar to those of previous years.
  2. As a husband, have more dates with my wife Megumi. With work and kids, this is always a challenge each year. But the kids are getting older, and finding a babysitter arrangement should be easier.
     
  3. As a father, keep helping my kids (Michael 9 and Mei 5)  learn to care about and be helpful to others. We'll continue our sponsorship of a World Vision project in Ethiopia, and I hope we can do something more hands on in Japan as well. I went to Tohoku by myself last year, but I hope we can do something as a family. I also hope to keep pursuing my goal of reading to them in English each night, and since we couldn't make it to the US to visit relatives last year, I hope to definitely take them in the summer.
  4. Keep running and stay healthy. I'll start with a half marathon in February to make up for failing to get through the Tokyo Marathon lottery, and hopefully I can do a full one later in the year. I hope I can squeeze in some mountain climbing or overnight trekking in the summer as well
    .
  5. Take up something new? I have a feeling I'll be busy enough adjusting to my new job, so I'll see how things go.
That should do it. Looking forward to making 2013 a sssssssssssssssstimulating and sssssssssssssssuccessfull year!

2012年1月11日水曜日

Francis Fukuyama - Genetic Engineering (Chp. Our Posthuman Future)

Main Points:
In chapter 5 "Genetic Engineering" of his book Our Post Human Future: Consequences of The Biotechnology Revolution, political philosopher Francis Fukuyama attempts to predict whether genetic engineering (GE below) will ever be used for enhancing human traits. For a definition and explanation of the process of genetic engineering, click here.

GLow in the dark cat science
Glow in the Dark Kittens - Genetically Engineered (Fox News Sept. 12, 2011)
Is GE of humans likely? For plants like Roundup Ready soybeans and animals like the cats above, the technology already exists and is in actual use to some extent. For humans, Fukuyama seems to believe that it can occur as soon as the main obstacles are overcome.

One main obstacle is the complexity of the relationship between DNA and human traits. Will we ever know which genes influence intelligence and master how to manipulate them? However, as computer technology and understanding of genetic increases, it may only be a matter of time before a number of human gene-trait relations are defined clearly.

Another obstacle is the ethics of human experimentation. Failures in human experiments should not be accepted, so confirmation of the technology will not occur until animal GE experiments are considered extremely reliable. Some governments may choose to never allow human GE because the first child will always be an experiment with potentially unknown consequences. After animal experiments are reliable, will we move to GE on humans?? Fukuyama predicts that experiments WILL occur, especially with somatic gene therapy (for adults by their choice) if the risks of the disease outweigh the risks of the gene therapy. But for embryos, GE experimentation is a completely different matter. (He avoids predicting or arguing anything about embryo experimentation in this chapter--I wonder why? Does he deal with it later?)

Finally, Fukuyama talks about the obstacle or risk that GE will lead to altering human nature on a large scale. In other words, a whole population of humans may develop engineered traits and that may have consequences for human society such as discrimination against those who have or don't have those traits. If GE is only available for rich persons, that would limit the effect on the whole population, but if it becomes inexpensive, human society may be affected.


Mostly importantly, assuming that the technology becomes available, what are the ethical problems or dangers of GE? Experimentation has already been mentioned. Another could be unintended consequences or side-effects. Also, there may be problems with inequality if only some people have access to genetic enhancement and it creates a gap or discrimination. Finally, the issue of eugenics must be considered. If we aim for perfection from genetics, how will we treat people who are born with imperfections?

Reactions?
  • My overall reaction is that the issue of GE is critical and must be debated extensively by all countries before the technology becomes available for humans. It could have immense consequences. 
  • In that sense, Fukuyama's listing of the risks is valuable. Actually, he does not talk about the risks enough, in my mind. More discussion about the potential dangers is necessary so that they can be weighed against the benefits. Perhaps that comes in the next chapters?
  • So...what would I do if I had an opportunity for genetic enhancement in the future? Honestly, I have to admit that I have many things I want to improve about myself. I would prefer to not get bald, to not gain weight even if I eat and drink as I like, and I want to avoid cancer and other diseases if possible. If a GE cure for something like that becomes available, I may consider it. 
  • How about selecting traits of children before birth?? My children are wonderful, but if I could have designed my children to be a little less noisy, or a little more mature from an earlier age, that would be tempting (though I love them both just as they are, of course.). Also, I am fortunate to have very healthy children, but parents who struggle with children who are born with diseases may be able to avoid such problems in the future by screening or engineering embryos. Should such trait selection be possible? That will be our debate on Friday.

2011年12月4日日曜日

Gifts That Show You Care - Instead of a present, donate on someone's behalf!


This is a nice article Kristof of the New York Times.

I ask my relatives to donate to causes rather than buy me presents.

Really, I mean, almost all of us in the US and Japan have everything we need.

http://www.nytimes.com/2011/12/04/opinion/sunday/kristof-gifts-that-say-you-care.html?_r=1&nl=todaysheadlines&emc=tha212

Never Let Me Go (2010) Directed by Original by K. Ishiguro


Just saw this, in connection with the beginning of the bioethics unit that I am going to be teaching from tomorrow in my ICU class.

The bioethics connection is that the characters in this movie are humans who have been raised as organ donors. They will be used for organ harvesting.

This is similar to the concept of the 2005 movie, The Island.

However, the movie Never Let Me Go, which is based on the acclaimed 2005 novel of the same title by Kazuo Ishiguro, is more than a bioethics SF film.

If fact, I would argue that it does not fit the genre of SF. It is much more. The file is not really about the ethics of using humans as organ donation machines. That is the main characteristic of the lives that the characters are living, but this is just a background theme that Ishiguro uses to explore other themes of human existence and relationships.

I thought the main theme is how we accept and deal with the time limit of our own existence. As Kathy, the protagonist, ponders at the end, there isn't so much difference between us (non-donor humans), and them, who were created to live, give, and die when they have completed giving. We live, have freedom to some extent, and give ourselves to others, sometimes voluntarily, sometimes with no choice, and them we are "completed," as the donors called it when they die from their final donation operation.

What has Ishiguro said about this novel? Why did he write it? I am curious and want to read the original.

2011年10月23日日曜日

Inside Job (2010) A "must see" documentary


I'm not an expert on financial regulation, but I felt "Inside Job" was a very skillfully produced documentary on an immensely important issue. I had some general knowledge about the Subprime Loan crisis and how it happened, but this documentary seems to explain the weaknesses in our current regulatory system more clearly than anything I have seen so far.

The issue here is how financial greed (and, I would argue, a disregard of their responsibility toward society) among a wealthy elite is allowed to be protected by a web of arrangements between financial institutions, the government that is supposed to regulate them, and academic institutions that are supposed to analyze and point out the dangers for society.

The documentary implicates the investment bankers such as Goldman Sachs, the government regulators such as the Federal Reserve's Greenspan/Bernanke, and academics such as the economics professors at Harvard and Columbia who advise the government. It seems clear that those involved knew what was happening, and did not take steps to stop the greedy risk taking which the documentary calls the Heist, an inside bank robbery job.

After watching this, you just wonder, how could a group of immensely wealthy people (owning millions of dollars in assets) who knew that these careless risks could end up affecting the lives of millions of people who will have trouble eating, living, and getting basic medical care and education from day to day, just gamble with the high risks, lose billions of dollars of people's money, crash their companies and cause economic difficulties around the world, and yet get billions of dollars of taxes (from us) to save their money, and walk away still being millionaires.

The documentary producer Charles Ferguson in his interview at the end of the film states that he believes many of these con men running a gigantic legal Ponzi scheme should spend several decades in prison. Maybe so.

I would say that they should at least have to start over from zero. They should forfeit their personal assets to pay back their debts, become one of the jobless persons (like the millions they affected), and be banned from ever having a job in financial services again.

Of course, there is a very small chance of that type of regulation or penalization ever happening because the government bodies that are supposed to create such penalties are run by advisers and academics who they used to work with (or who they will hire and work with in the future). In principle, I am sure that Obama is for punishing the greedy industry more, but he has been unable to pass legislation with teeth. Obviously, it is very difficult to penalize rich powerful cliques of people. They protect each other. Money talks in democratic politics. People will shut their mouths of if given a bonus of a million dollars to keep working in the greedy system.

So, what can break the system and cycle? Politicians who are not afraid to oppose money, academics who are not afraid to criticize the system even if their universities (like Harvard, for example) are run by people who created and maintain the system, and do I dare dream...members of the financial industry who believe that they should only earn a honest wage for their work, and see a million dollars as money that is completely unnecessary to have a personal income...I mean how much do you really need?

I hope the education that I provide to my students helps them realize the social responsibility that talented, privileged people like them have toward creating a fair, caring world where members of powerful institutions avoid pursuing wealth beyond need.

2011年10月13日木曜日

One Girl's Courage - Another powerful report from Kristof of NYT

http://www.nytimes.com/2011/10/13/opinion/one-girls-courage.html?nl=todaysheadlines&emc=tha212

 
I think it is very valuable that reports like this come out in the New York Times. I've been impressed by the current series that Kristof has been doing researching how NGOs and NPOs have been working in Africa. A lot of powerful stories are coming out of this and showing us that we have a lot to learn about our world and how we can make a difference in it.

For one, these reports give us in the US and other countries (like Japan where I live) some perspective on how fortunate most of us are to be able to live in peace with our families and pursue our studies and dreams.

Another value is that we see how outside assistance can be helpful for bringing change to areas where violence against women or other weaker groups is structurally embedded. NPOs that work with issues like that clearly have a role to play in the lives of girls like Fulamatu, who otherwise would be a victim of a system that allows male rapists to walk free while she, as the victim, is shamed and exiled to the countryside away from her school and family.

Hopefully she will be allowed to go to a boarding school. The Internet hopefully will be a medium that allows us in developed economies to see opportunities to help assistance organizations in developing countries and help make a difference more directly.

2011年8月23日火曜日

20 Questions: Can Pecha-Kucha 20x20 Help Students Improve Presentation Skills?

  1. What is Pecha-Kucha 20x20?
    Pecha-Kucha (PK) 20x20 is a presentation format that asks the speaker to make a presentation using 20 slides shown exactly for 20 seconds each, with slides advancing automatically. Pecha-Kucha is a Japanese onomatopoeic adverb based on the sound of chit-chat and used to describe chattering or jabbering on in an energetic way.

    Official website and explanation = http://www.pecha-kucha.org/what

    Note: In Japan, the phrase pecha-kucha has a bit of a negative connotation meaning noisy, mindless and even annoying jabber, which may have been lost on the non-Japanese inventors when they chose that name...but oh well, it is the official name and it has stuck to a cool presentation format that I like. My Japanese students find it an awkward name to use for what ends up being a well-prepared presentation and we just use "20x20." Another problem is that most people around the world never know how to pronounce pecha-kucha, so personally I feel PK 20x20 or just "20x20" may be a more practical and informative name to use in the long term. But at the same time Pecha-Kucha is quite a unique sounding and mysterious word for non-Japanese people, and can be fun to try to pronounce, so I guess it may stick.

  2. When, how and why did it start?
    PK 20x20 was invented by two architects Astrid Klein and Mark Dytham in Tokyo in 2003 as a format for young architects and artists to showcase their recent work in a concise, visual way. Given a microphone on stage, some speakers can get a little too carried away and take too much time explaining their concepts, so 20x20 was devised to help "liberate" the speaker (and the audience even more) from that type of over-explanation and force the presentation to be highly visual and to the point. That's the genius of 20x20. My own experience made me a fan. When I tried creating and delivering a 20x20 myself as a pilot and sample to show my students, I found the constraints of the format very helpful and fun to work with.

  3. Who does 20x20s today?
    Today PK 20x20 presentations are made at events called PK Nights in hundreds of cities around the world. See pecha-kucha.org for event details and many examples of voiced over slideshows in the 20x20 format. After we did 20x20s in my ICU class, some students decided to go check out a PK night in Roppongi and said it was a cool experience.
    This video here doubles as an example of a 20x20 and an invitation to a PK Night sponsored by Speakers.org (click to see video).

  4. What are people saying about it?
    Scott Gross of Forbes.com (Dec. 10, 2010) has called it "An amazing cure for death by PowerPoint" and Garr Reynolds, professor of Kansai Gaidai, presentation consultant, and author of the best-selling Presentation Zen books has labelled it an "art of liberating constraints" that helps presenters keep their talk focused and concise, much to the pleasure of the audience (Sep. 28, 2007). See also Wired Magazine Aug. 21, 2007 and www.pecha-kucha.org for what people think about 20x20 presentations.

  5. How long have you (Mark) used it in your classes and in what ways?
    In January 2011, I was introduced to the concept by my highly artistic and innovative colleague Sylvan Payne (See/listen to his cool PK night presentation here) when we team-taught a presentation skills course at ICU . This year I have used it for a total of 100 students in two different English language courses at ICU and in one course in the engineering faculty of a national university called TAT where I teach part-time. I'm going to focus on describing the results from my core ICU class.

  6. What did the ICU students present on?
    In Feb. this year, I used PK for academic research paper summary presentations at International Christian University (ICU) in my Academic Reading and Writing (ARW) course. 1st year ELP students finishing up their academic year presented their 1000 word research paper results in PK 20x20 format. Each student had 10 minutes including the 6 min. 40 sec. for the 20x20 and Q&A time. Topics = Death penalty, suicide, commercial surrogacy, child labor etc.

  7. Did the ICU students like it? What do your surveys show?
    Almost all of my ICU ARW students (n = 32 survey respondents) rated it very positively both for being:
    "enjoyable" (31% Strongly Agree, 56% Agree, 9% Disagree, 3% Strongly Disagree) and "good as a format for improving presentation skills (69% Strongly Agree, 22% Agree, 3% Disagree, 6% Strongly Disagree).
    Judging from the comments, 3 students out of the 32 seemed to have had a negative reaction due to struggling with the PowerPoint requirement and the demands for preparation and rehearsal.

  8. What did the TAT students present on and how did they react?
    My 2nd year TAT engineering/biology students did "Team 20x20s" in teams of three for a final presentation on a social issue (problem/analysis/possible solutions) at the end of a required English Communication course. Each student spoke for 6 or 7 slides, or a little over a minute. Topics included the need for volunteers in Tohoku, child abuse, food poisoning etc.

    Student reactions at TAT were mixed--one of my classes really liked it and did a fabulous job on their team 20x20s. In my other class, several groups had difficulty with team work and energy level and really struggled to make it work. I'm still tabulating those (n = 60) and may present them at an upcoming conference. 20x20 is a quite challenging speaking task and imposing the format as a requirement may not be ideal for some types of students or presentation projects.

  9. How do students make a PK 20x20? What's the most difficult part?
    If I have enough time in the course, the 10 steps are 1) topic selection/goal-setting, 2) background research, 3) outline, 4) draft of script/visuals in 20x20 format, 5) creation of visuals with timed slides, 6) rehearsal, 7) delivery, 8) peer feedback, 9) criterion-based self-assessment and self-grading after watching one's own video on YouTube, 10) instructor feedback. If time is limited, I make some steps optional.

    The most challenging part of a 20x20 is adjusting one's content to fit the 20x20 format - Showing 20 slides 20 seconds each. To help students, I give two types of documents:
    1) A 20x20 .doc planning outline (Click to Download)
    2) A 20x20 .ppt template (Click to Download)

    Credit due: The original forms of both of these documents were created by my cool, innovative colleague Sylvan Payne.

  10. Overall, what are the main benefits as perceived by students?
    The three biggest benefits seem to be that PK 20x20 forces students to
    1) focus on what they really want to say,
    2) use visuals effectively, and
    3) prepare/rehearse well
    and as a result of those, end up making a more interesting presentation for the audience. Some other benefits are easier time-management because speakers cannot go over their time limit, and no problem with speakers rushing to finish their conclusions. Rehearsing with the timer forces the speaker to prepare a just-right amount of ideas for each slide.

  11. Benefit 1: Forces students to have more focused and organized points - Really?
    Student Comments (in their own English):
    "In PK, the number of words are strictly limited, so my skill to sift the content and focus on what is the most important and to summarize the contents was improved."
    "I liked that I need to create or present as simple as I can. By that way, I need to focus on only the most important thing, so it helped me to understand what I want to say most too."
    "Because each slide only takes 20 seconds, I could say only the main key point so that it was good to organize the presentation."

  12. Benefit 2 Better use of visuals = more interesting to create / watch ?
    Survey Results:

    "PK helped me make a more visually attractive presentation"
    50% Strongly Agree, 28% Agree, 13% Disagree, 6% Strongly Disagree

    "PK helped me make a better presentation than a free style presentation"
    38% Strongly Agree, 41% Agree, 16% Disagree, 6% Strongly Disagree

    "PK presentations (of classmates) are more interesting to listen to than regular presentations."
    50% Strongly Agree, 34% Agree, 9% Disagree, 6% Strongly Disagree

    Of course, we have to consider that not all of the students have extensive presentation experience, and so their ability to compare to other types of presentations may be limited.

    Student Comments (in their own English):
    "Creating slides was enjoyable, because PK made us to use images to communicate with the listeners."
    "First of all, doing/listening to this kind of presentation was not boring! I think it is very efficient to keep audience's attention during presentation because of many images."
    "As for the listener, I was never bored because the tempo was good and easy to understand."

  13. Benefit 3 Forces more preparation and rehearsal?
    Survey:

    "I had to practice harder than regular presentations to prepare for PK"
    Strongly Agree 41%, Agree 34%, Disagree 16%, Strongly Disagree 9%

    "PK helped me speak with more rhythm"
    Strongly Agree 41%, Agree 38%, Disagree 13%, Strongly Disagree 6%

    Student Comments (in their own English):
    "It made me practice more, but it was effective because I could find easily what I had to practice on"
    "The first few practices were hard because I couldn't keep up with the time limit, but it was easy to practice once you got the hang of it. I felt i could speak more smoothly when I did the PK than when I did a regular presentation."
    "The PK is demanding, so I like this. To make good presentations in the PK Style, students have to think, think, and think, and practice, practice, and practice."

  14. What are the drawbacks or issues that came up? What did students want to change about their PK assignment?
    Students mainly mentioned problems with
    1) the demand of preparation and practice being heavy within the tight schedule we had,
    2) the format being too inflexible for what they wanted to communicate, and
    3) discomfort and a feeling of being rushed with having a timer to worry about during their presentation.
    Let's look at these one by one below.

  15. Drawback 1: High demand for preparation and practice
    "To create the content and slides suitable for and effective for 20x20 slides, we need a little bit long time."
    "There should be more class time to rehearse the PK. Also, I wanted to start preparing much earlier in the term" (We had one month, but it was not enough because I chose a new topic different from my essay.)
    "There were some technical defects creating PK; for example, the counter doesn't work or the visual effects animations cannot be used."

  16. Drawback 2: A lack of flexibility in making and delivering
    "Not every slides have the same importance, so 20 second for 20 slides are not so effective sometimes. "
    "In the PK presentation, speakers can hardly tell deep contents."
    "It was uncomfortable for me to make 20 slides. I want to make slides more few. This method didn't fit my want to improve my presentation."
    "Once I failed to mention some key information, but I do not have chance to retry because of time restriction."
    "I thought presenters should be in control of the timing to switch the screens because changing screens at the right time is also an important skill for presenters to make their presentation look smooth."

  17. Drawback 3: A sense of discomfort with the timer
    "I very worried about whether I could finish speaking in 20 seconds, so I was hasty during the presentation. It was hard for me to relax!"
    "

  18. Is it better than other types of presentation requirements? Does it help students MORE? Is it worth trying?
    This is the ultimate question, but I think it depends on what level the students are at and what their needs are. I imagine that trying to get empirical comparison results to other types of presentations (with no timer, no slide number constraint) would be a complex study to design and am not setting up anything at this point. What I can say at this point is: Give it a try yourself (for a conference presentation or class lecture to explain something) and consider it as one way to push your students to develop good habits to make better presentations (focused, visual, rehearsed). For motivated students who have some experience with trying to make an English presentation, PK 20x20 will probably work well. For students who do not have much to say or do not care enough to prepare well, or have never made a presentation in English before, PK 20x20 may not be ideal or modifications of the format may be needed. Also, for fairly advanced or experienced presenters (like myself), some of the constraints can be a bit frustrating, too, but it is still enjoyable to try to design a message within 20x20 specs.

  19. Will you continue to use it in classes or research it in the future?
    Use in classes? Yes. Research? Still seeking future directions. My main research interest is identifying the stages that Japanese college and professional ELLs go through toward developing a sense of confidence in their ability to communicate orally in an effective way, and I believe that using PK 20x20 is beneficial training for emphasizing good habits in making a presentation using slides and avoiding death by PowerPoint. At the same time, I think I will use it in a flexible manner with an aim to squeeze out only the real essence that makes 20x20 work. For example, 20 seconds may not need be an exact time. The essence is to help students speak shortly on a focused point, so it probably makes more sense to require the use of a timer, but say "No more than 20 seconds per slide" just in case students want to speak more shortly on one image. The timer can be easily shortened (or lengthed a bit, perhaps) in the PowerPoint template by deleting some of the dots. As a result, 20 slides becomes a minimum number to encourage students to not overload slides and keep key words and images focused on one point. I want to try with those new flexible guidelines.

    It may also be interesting to act like the requirements are strict until just one day before the presentation and then relax them suddenly to allow some degree of flexibility in the style of delivery such as: 1) It will be OK to stop the timer or even go back to a slide to clarify a point, 2) It is OK to change the timer a little by adding or taking off dots, and 3) It is OK to not have exactly 20 slides. Plus or minus a few is no problem. Too flexible for Pecha-Kucha purists? I want to try it and see how it goes.

  20. Can we see samples? Can we ask you questions about it?
    Samples of my materials and student work such as slides, photos, handouts, and video clips will be presented at JACET 50 in Fukuoka next week. Also, feel free to send me questions or comments through this blog. -Mark

2011年4月24日日曜日

The World Peace Game by John Hunter

This TED talk shows a form of interactive, stimulating education that I hope to achieve in my own classrooms somehow.

John Hunter developed a game called the World Peace Game, and he and his fourth grade class are featured in a movie about how they develop an understanding of the world and practice their communication and critical thinking skills through the game board.

I would like to see more games like this come out, and possible use them as projects or tasks for students to practice their English communication and thinking skills.




2011年1月5日水曜日

Happy New Year! 今年もよろしくお願いします

Top 5 Things in 2010 and Goals for 2011

I assigned this blog topic to my students, so I need to get busy and write this before 2010 becomes ancient history.
  1. Bought a house! It is a small, simple house, but hopefully will be enough for a family with two quickly growing kids. Now I'm a proud member of the 30 year mortgage club. Our previous rented apartment was much too small, and so we needed to move. Fortunately we found this house near my workplace and the kids' schools, and things moved quickly and smoothly in November and December to result in our 12/20 move. Decorating and furnishing our new house is a lot of fun, but is scary to watch our kids scratch and stain walls and floors right away as they enjoy running around in it...

  2. Kept the kids bi-literate at their grade level. This was one of my main goals for 2010 and a continuous challenge. Michael, age 7, kept up reading one chapter a day, mostly with Magic Treehouse series books, and writing his diary of about 30 or 40 words almost every day. To make it seem fairer to him, Megumi and I also do the same, so our "reading time" and "diary writing time" have become family events. We want to continue that in 2011.

    We were worried about Mei's English in January, but she started to go to English preschool in February, and now she is more talkative than her brother. She loves writing letters (in her own way), and is ready to start doing more systematic reading and writing. Hopefully Megumi and I will be able to help both kids at home and get started with some kind of online? curriculum for basic English literacy. More on the kids is here.

  3. Ran the Tokyo Marathon and the Karuizawa half-marathon, both with personal bests or near bests, so I think I'm staying healthy and staying in shape.

  4. Took Michael to Seattle for an extended stay in the summer, and helped him feel comfortable learning with American kids in English.

  5. Made four academic conference paper presentations in Hanoi for Asia TEFL (Factors Influencing Learner Self-Confidence in EAP), Sendai for JACET (How to Do Critical Academic Discussion "CAD" Activities for Critical Thinking and Speaking Improvement) and Nagoya for JALT (Student Perceptions of Individual Conferences/Tutorials + How to Use the Workshop Method of Reading/Writing Instruction).
So...what are some goals for 2011:

Basically my goal is to be a good father, husband, teacher, researcher, and learner. My parents are moving back to the USA from Japan this year, so I want to help them as much as possible as well.

As a father, I want to read to my kids almost every day and keep showing them a good example for how to care about and communicate with other people. Need to find good books. Recently he liked "Charlie and the Chocolate Factory" a lot, so maybe I'll go for a few Roald Dahl books to start off. I also want to get Michael started on some kind of home school curriculum for English. Hopefully I will get a clearer idea of what kind of education plan will be best for my two kids...need to talk to many people and observe schools that have good reputations.

As a husband, I want to make more time for Megumi and I by getting a babysitter to get away from the kids. Of course, we have lots of fun with the kids, but we also talk about how it would be nice to have an OFF button...

As a teacher, I want to become more fluent in making interactive multimedia materials and designing class sites that help students collaborate on their learning as well as keep a record of their own development and goals. I used to mainly use Moodle for this, but I want to grow beyond Moodle to...currently I'm experimenting with a combination of Google Sites and student blogs, but interactivity and collaboration is a challenge. Also, I want to observe more classes of other teachers and exchange ideas more frequently.

As a researcher, I want to further explore the relationship between classroom study and the development (or lack of development) of confidence in foreign language communication, especially for formal oral skills such as presentations and discussions. I especially want to find out what it means to help students develop the ability to use critical thinking and solve problems in group settings with effective communication skills in English. What are the pathways to becoming an effective international professional and what foundations should be laid at the university level in terms of experience, knowledge, and attitudes as well as linguistic competence? I want to keep observing and asking my students at ICU. I wonder if I can build a more extensive website that deals with this issue...and perhaps start a doctorate program to help me focus my research.

As a learner, I need to keep learning many things in 2011...but I have a feeling I will be busy enough just learning more about the things above. Starting something new like an instrument or new language or cooking would be cool, but I'm not sure where I would fit it in.

And, for fun and relaxation in between, I want to keep running and working out, but marathon running, while excellent exercise and very easy to continue, is beginning to get a little old, so I want to find a team sport. Any recommendations?