Thursday, August 27, 2015

We have Enemies. Pick a Side.


We have Enemies.  Pick a Side.

Republicans who want to privatize public education, openly bash public schools, teachers, and of course, teachers’ unions.  Democrats (“liberals”) who essentially share the same agenda, or at a minimum believe the “free market” could help public schools, use less aggressive strategies.

In Minneapolis, the “liberal” free-marketers often use the strategy of claiming the middle ground.  This is not unique to Minneapolis or to this issue.  It is a popular and effective argument that works to maintain the current path of change under the guise of pragmatism, a sort of neutrality.  Taking the middle ground is in their mind, taking the high ground.  The rhetoric depicts those on both the right and left as close-minded, but all with their share of valid points to be considered.  No one is “entirely right or entirely wrong.”

A former Minnesota Teacher of the Year, has written a blog post that seems to urge all of us to stand above the fray and stand together as teachers regardless of our views on education reform or our roles in the system.  It has struck many as positive and inspirational, as this post has been widely shared on social media. 

I don’t know this teacher personally, as he is new this year to the Minneapolis Public School District, but I appreciate how he has reached out to fellow teachers.  I appreciate his advocacy for his students and for social justice.  However, his positions on education reform do not align with giants of social justice education like Paulo Freire and Howard Zinn.  Sitting on the fence with regard to education reforms is equivalent to endorsing the dominant corporate reform narrative ("You Can't be Neutral on a Moving Train).

As a history teacher myself, I often remind my students that issues are complex and multifaceted, and “right” and “wrong” are often unclear and relative, but sometimes there is a right and a wrong side.   Slavery is wrong.  Jim Crow segregation is wrong.  Putting unprepared and under-prepared individuals in front of students, and calling them teachers is wrong.  Caring about students and being passionate are necessary, but woefully insufficient elements of being a teacher. 

Institutions that promote such practices and their corporate and political supporters are the enemy of public education, and we do need to take them on.  Pick a side.

To clarify my point, I have rewritten his original post, but replaced “teacher” with “doctor.”  I would encourage you to read the original post first (find it here), and then read my revision below.


Rewritten Post:
(Italics represent the changes from the original post)

Last year, a guy moved in across the hall from me to practice cardiology (everyone’s favorite).  He didn’t have a license.  He had been rejected from Doctor for America years before.  He came in on a community expert license, but really, he came in at the last minute because we needed someone, anyone, to fill space.  The year before, we had resorted to having a sub with a dentist's license sit in the room while the patients used Web MD (because the only thing that could make cardiology more awesome was making a diagnosis of acute coronary syndrome with the internet).

Shortly after meeting that guy, I met another doctor, a guy who was in his fiftieth year of practicing medicine.  Seriously.  Fifty.  He practices oncology (everyone’s other favorite), and has been doing so since 1965.  He is fully licensed (in a few different specialties, actually), and widely recognized as one of the best doctors in his state.  He is a master of master doctors.
  
Aside from both staying up way later than I do, these two guys have very very little in common.

But you know what?  Both of these doctors are awesome.  That cardiology guy, he’s incredible.  He turned his examination room into one of the strongest places of cardiology in our entire building.  He built a community-based cardiology practice, from scratch, because he really wanted to, and it was fantastic.  That Oncology guy?  You don’t even know, you don’t even need to know.  He’s Yoda, he’s a magician, he’s a champion.

They are both awesome because they care hard about medicine, they focus on patients, they grow, and they accept help and friendship and support from other doctors openly.

They are who I want to be.

It’s doctors like them that rarely bother with microphones and message boards.  They are not out to win anything, not out to beat anyone, not out to mock, to slander, to attack anyone else.  They love to practice medicine, they love doctors.

Being a doctor is impossibly hard. Doctors stand on the front lines of the best and worst of us.  It’s hard enough without making people into enemies, it is hard enough without slapping down hands extended in help.  Being a doctor is hard enough, complicated enough, that it’s just impossible than any of us is entirely right or entirely wrong.

Doctoring is full of dumb.  Being a doctor is full of mess and frustration.  It’s full of humans, and humans are ridiculously ridiculous.  I understand why it makes it tired, and why it can make us angry.

But being a doctor is an act of love, and I’ll never understand why it produces so much needless hate, so much exclusion, so much us and them, so much you or they are not enough, not the right kind.

So, let me say:  I don’t care if you’re in your first year or your fiftieth.  I don’t care if you are in Doctor For America, were in Doctor for America, like or don’t like Doctor for America.  I don’t care if you’re a pin-covered-lanyard-wearing AMAista or if you delete every American Medical Association email on sight.  I don’t care if you are a doctor in a unlicensed clinic or did or will practice medicine in a unlicensed clinic, or if you send your kids to private hospital or public hospital.  I don’t care if you’re traditionally licensed or alternatively licensed or unlicensed, and I don’t care if you are a normal person or someone who plays a doctor on TV.

If you care about patients I am with you. If you work for hospitals and health and joy and love in hospitals, I am for you.

We can disagree and stick together.  We can come together on the things that make us doctors, and respect the differences of everything else.

I will assume you have no hidden agenda.  I will assume you are not evil or stupid or misled for believing what you believe.  I will help you if you need help, and I will accept help if you’re willing to give it.  I will try to see what you see if you try to see what I see.

If you care about patients, if you care about practicing medicine, there is nothing that will make you less of a doctor to me.

If you practice medicine, if you care about doctors, if you care about patients and hospitals, however you care about them, you are not my enemy.  Let’s go to work.



Posted by: Rob Panning-Miller

10 comments:

Scott Charlesworth-Seiler said...

I appreciate that you have reacted to this. Too many of us (myself included) have too easily adopted a "live and let live" approach with people and issues for fear of making ourselves or others uncomfortable. In truth it is far more than uncomfortable to allow the forces ravaging public education (let alone the unions that protect workers there) to continue their misdeeds.

Anonymous said...

I don't see the point of your 'doctor' revisions. It appears that the community expert licensed doctor ended up just as successful due to his expertise, a general passion for doctoring and a monumental level of effort.

There are multiple ways of supporting public education, they need not be likened to a violent combat. You aren't the only way. A history teacher should know that.

Anonymous said...

As a social studies teacher, I hope you appreciate the irony in replying Tom Rademacher's post with the same sort of language that he is attempting to address. This sort of divisive, "pick a side" language is indicative of the kind of political discourse that dominates Washington, as well as Minnesota and, really, any state today, particularly surrounding education. One needs only tune in to one of the Republican debates to see the same sort of embattled speech.

Tom's point is well made in that there is no one out there working towards educational reform that is looking out for the WORST interests of children in our country. We are all working towards making the situation better. We may disagree as to the best way to do so, and I certainly hope that we can have those conversations in a civil and productive way. But to address the other side as "our enemies," saying, "You're either with us, who REALLY care, or you're against us, and must the hate children" is absurdist, and it leads to the kind of debates on both sides that don't really get us anywhere in the end.

RobPM said...

Dear Anonymous,
Do you really not get the point from my “doctor” revisions, or are you trying desperately to ignore it? Assuming it’s the former, next time you are seriously ill, will you consider going to someone practicing medicine without a license (of course they would be very passionate about medicine and patients)?

In both of your comments, you make the same false assertions as Mr. Rademacher. You both confusing “intent” with “outcome.” You mistakenly believe that if someone’s intent is good (e.g. looking out for the best interests of children), then the result of their actions must also be good (e.g. better schools). This logical fallacy was at the heart of my criticism. Even if one makes the assumption that everyone trying to reform education is well intentioned (an assumption I don’t make), it would be foolish to believe that everyone’s ideas would be good and would make schools better. Some ideas are bad.

So the other part of my post is focused on calling out some of the bad ideas, including teachers who lack proper training (or any training!).

Rather than ad hominem attacks that compare me to Republicans, or attacking me for language that was taken right from Mr. Rademacher (His original post was titled, “No Enemies”), why don’t you try to convince people that they should trust their children to individuals who aren’t trained to be teachers but are passionate (at least for two years anyway).

Also, how about using your actual name?

Anonymous said...

I imagine Anonymous above keeps him/herself as Anonymous for fear of retaliation (ironic for an educator who claims to be fighting for teachers but essentially strikes fear into the hearts if those who disagree with him dare to speak up). After all, you do not shy away from publicly (and often quite rudely) chastising educators that have a different viewpoint than you. I myself have decided to post as Anonymous because I have no interest in being labeled as Public Enemy #1 for expressing my opinion.

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ciedie aech said...

Well, you certainly made me think! :)

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