Wednesday, January 19, 2011

Jared Loughner -- Not who you think

In the wake of the horrific events in Tucson in early January there has been a flurry of media activity. There’s a saying that goes, “Never let it be said that the media let a good tragedy go to waste” and it was proven in the whirlwind of news reports, talking heads and various pundits flocking to the microphones and blogs to say something.
Before the bodies of a church volunteer, a nine-year-old girl, a federal judge, and three others had even fully cooled these same talking heads had already picked those responsible for the heinous acts at the Safeway grocery store. In spite of the lack of verifiable facts and evidence at the time, the immediate rallying cry became, “to hell with the truth; we’ve already got someone to crucify.”
Jared Lee Loughner was immediately reckoned as a talk-radio inspired right-wing wacko shooting a liberal congresswoman. But in recent days the ugly facts have started to creep out.
Ms. Giffords is a democrat, yes, but by no means is she a bona fide liberal. She is a second amendment supporter, and openly opposed Mr. Obama’s boarder strategies because they weren’t tough enough. She is fiscally conservative, and was one of the few democrats who voted against Nancy Pelosi. She could be described as a moderate, and the above description of her political stances denies her membership to the far-left. She simply isn’t liberal enough. This can be further proven by the fact that a conservative district elected her this last year.
Loughner on the other hand is another story. Because of his ideal of a gold-backed U.S. currency, he was immediately branded a right-winger. But that’s not the whole truth.
WND reports that Loughner attended Mountain View High School in southern Arizona. This school is part of an educational network partially founded by William Ayers, and also partially funded in the 90s by one of his known associates: Barack H. Obama. It goes without saying that this is not a right-wing institution.
Loughner’s old classmates from college referred to him as very liberal, and outspoken.
Loughner also subscribes to the 9/11 Truther theories, (that the U.S. Government was behind the attacks on the twin towers), and is an ardent atheist. Among his favorites reads are The Communist Manifesto, by none other than Karl Marx, and Mein Kampf, by Adolf Hitler.
He also used marijuana recreationally, and possibly burned an American flag as a political statement in a YouTube video.
This portrait of Loughner comes from part of an AP story I read and other news (not blog) sources. This is not the portrait of anyone right-of-center. This is the portrait of a leftist, perhaps someone even so far left that other liberals, or even moderates might feel uncomfortable around him.
These are facts that the Associated Press reported on. Somehow, I think they’ve gotten lost in the frothing-at-the-mouth attempts to run talk radio, and others rather irrelevant figures to the virtual chopping block.
The pundits became bent on seeing its “most hated list” pinned with the murders, and in so doing, the facts and the truth were left by the wayside. The agenda was all that mattered, and many in the media as well as the sheriff in Tucson ran to the microphones to blame Limbaugh, Palin, and others who had no hand in the events at Safeway. The AP reported those who know Loughner as saying that he "hated the news." There is no way, given this fact and his political stances, that Loughner was influenced by Limbaugh, Palin, or anyone on the right. Talk radio thrives on the news, and Palin's beliefs are a far cry from those of Loughner's heroes: Obama, Che, and Chavez.
While Loughner may be a “leftist”, other evidence seems to point to the fact that he was not like the liberals in the general public. His writings are often full of non sequitur and illogical arguments, and this (among other things) strongly allude to the fact that he is not a main-stream liberal--he's an anomaly.
Ironically, Loughner’s previous run-in with Ms. Giffords had nothing to do with partisan politics, but rather it had to do with Loughner’s personal belief that, “…Words create reality.” Lougher’s ideas about words are almost hermetic, or thaumaturgical in a sense, almost a wholesale belief in the idea of “as above, so below” in regards to words and language. When Loughner asked Giffords (years ago), "What is the government if words have no meaning?" Giffords did what any sane person would have done. She politely passed over the question with a few remarks. The question itself is almost philosophical and overly complicated, but not to Loughner, who apparently took deep offense to the Democratic congresswomen's perceived snubbing of his own intellect.
At the end of the day Loughner is a leftist, yes, but not a mainstream one. Moreover, his sanity and sense of logic are deeply questionable, and his ideas stray far from the path
The truth is, I don’t believe Loughner’s leftist political beliefs drove him to do what he did. I believe the unchecked evil of his heart drove him to do what he did. There is a potential killer in all of us, that same anger, that same hate. But Lougher fed his demons, unlike most of the civilized society around him.
All Loughner’s beliefs did was provide a sick, and fallacy-ridden logic that (in his mind), justified his actions. I know plenty of far-left, and far-right leaning people, and none of them would do what Loughner did. But then, Loughner is truly mentally ill, unlike most people in American today.
In other words, politics may be the scapegoat, but the events in Tucson weren’t really about politics. They were about anger, paranoia, mental instability, and the inability to deal with these things properly, which led to violence.
It is doubtful that the federal judge, now in the hereafter, cares much about the beliefs of the shooter. The parents of little Christina Greene probably don’t care if Loughner was conservative, or liberal. The friends, and families of the parents, grandparents, brothers and sisters who died that day probably aren’t very concerned with politics. They’re too busy coping with the fact that their loved one isn’t coming home ever again.
The sheriff, pundits, and talking heads of the media who were and are bent on blaming irrelevant parties for the tragedy owe these families an apology. They also owe those they’ve falsely accused an apology for their journalistic malpractice, and for falsely politicizing a terrible tragedy.

If we wanted someone to blame, perhaps it would be best to blame those who saw the warning signs in Loughner’s life and did nothing. Even so, at the end of the day Loughner made his own choices, and he will live with them, and he may even die by them.

Sunday, January 16, 2011

Mystery and Beauty

The moon covers the land
in sheets of silver
alabaster dust
the wind will not carry

The moon
one edge in black
beckons
in mystery
of the shadow

luna halo
flowing beauty
luna shadow
entice in enigma
saying
come
come
with me to the dark side
of the moon

Saturday, January 8, 2011

In Sonnation of the Gin Martini

Martini, you say, shaken cold
Sapphire’s the best no vermouth three olives
Don’t bruise the gin advice that’s never old
Let the strained herbs and berries soothe, forgive
Where others cannot speak of your ill deeds
Where memories cause downward glance and shake
Like a drink the pictures from your rev’ries
Where time and pain cannot your choice unmake.
So here you stand your glass in hand searching
For resolution here at church of gin,
and tonic pray, beg, hope that they forgive
you. Yet the morn brings no relief from sin
Will you find your way out this time or will
You seek the same old gin tired way still?

Best Friend

everyone's best friend
and favorite person
for the ten seconds the bottle
hovers over their glass

psychologist, thinker, attendant
nevermind the hour
have another
let me help you
have a good time

everyone's best friend
nameless tonight, faceless tomorrow
amidst the fog of chemicals
colors and flavors
shaken over ice
strained
sipped
sliding smooth down into the night

it's a good time tonight
for you
it's a party now
for you
don't let it stop
you say

*****

everyone's best friend
amongst the cold glasses
endless touchdowns on the screen
everyone trying to score
everyone lying thru their drink
to make it happen

tonight let's all be friends
who are you—another drink?
let the music pull you away
pour another and forget
the rest

Choices

He entered the room like a judge,
slowly,
with purpose

With judicial care he
made his selection and
weighed his options as if Justice herself
were holding the scales and
with the deliberation of a jury
he selected the tools for his task

When at last,
like the aged satisfied with long life,
he was content with the direction
of the proceedings and he
sat in his robe behind
the massive desk
poured the milk and
cereal and began to eat.

Sunday, November 28, 2010

The Chosen

The Chosen

The line goes on forever
standing in the drifts
holding what’s left
of their lives
in frozen hands
against shivering bodies.

Merely a spectre and spectator alone
against the boxcars
I watch them shuffle
torn shoes not withstanding
against the snow
worn coats a worthless shield
and caps of no use against the wind

Trains come and go
but the line is eternally longer
coming from the gray storm
leading only to darkness
snapping dogs, boots, and
machine guns keep it moving

Their eyes tell them
what their mind rejects
The trains are arrivals only
there will be no departures

There are young
and old
some were rich
but nothing matters now

Pasts varied
and every walk a different one
but that which is same
is the tie that binds them to destiny
manifest
in the yellow star
upon the torn coats
and thin sleeves
of those with fearful eyes

I watch as they go
Only ashes await.

Monday, August 16, 2010

Rosen is Right--we can't read, but we can click.


In a world where technology is exploding forward at an incredible rate the unforeseen consequences seem to haunt every passing milestone of achievement. Christine Rosen of The New Atlantis argues that technology has actually given way to the precedence of the image over the written word, and that because of the image (both moving and still) literacy is declining—especially amongst the younger generations. She presses the point further in her assertion that the lack of desire for the written word and printed materials signals a declining intellectual mean in our society. The evidence presented here will show that the written word and literacy are in fact declining, and the statistics strongly infer that the rise of the image can contribute to intellectual decline. But in order to see the issue more clearly, we must look at two of the main culprits in this evolution, television and the Internet, and see their effects on literacy.

In the 1930s television was introduced to the United States as the first form of the moving image. Since then the television has become the archetype for the idea of a visual medium as a replacement for the written one—and the visual medium has grown. In 1950 only 9% of US households had a television, but as of 2009 Neilson reports that almost 99% of all households in the US had a television (Media Trends Track). Certainly the image was on the rise, but was the written word suffering at all? The answer is yes—and on all fronts. Since 1970 more than 10 million newspapers have closed their doors, and currently the average household spending on books is at a 20-year low (Crain) and in 2006 publishers reported a drop in the number of published books to the tune of 18,000 fewer publications (Naisbitt). Meanwhile the hours spent on television has only increased with time (as much as 28 hours a week for school aged children according to the Kaiser Family Foundation (Shapley)), but the grades have continued to drop—in some cases in direct relation to television viewing as revealed by Krista Conger of Stanford University. Conger found that children with a television in their room consistently had grades, “between seven and nine points lower on standardized mathematics, reading and language arts tests” compared to children who did not (Conger). Despite televised educational programs aimed at younger people the test scores don’t lie: television is a liability, not an asset.

But what of the Internet? There are those who argue that the Internet is the hallmark of the information age and the implication is that information and education are inextricably linked. Rand Spiro, a professor of educational psychology at Michigan State University, says that, “this new kind of learning [from the Internet and digital media] is the kind we most need for this increasingly complex world” (Spiro). Mark Bauerlein (an English professor from Emory University) feels differently. In an article entitled, “The New Bibliophobes” Bauerlein wrote that, “[K]ids read and write more words than ever before, but reading scores for high school seniors have been flat since the 1970s and down since the early 1990s” (Bauerlein). He also cited a 2008 report from Strong American Schools, which found that, “43% of two year college students and 29 percent of four-year college students end up in a remedial class in reading, writing, or math” (Bauerlein). Motoko Rich, a columnist for the New York Times, also criticized the new wave of “e-literacy” in a 2008 article entitled, “Online, R U Really Reading?” Rich noted that test results measuring reading ability have “declined or stagnated.” But she also cites the Kaiser Family Foundation research, which shows an increase in Internet usage by 25% in children under 18 in just five years from 1999 to 2004. The research also showed that children were using the Internet for longer periods as well with each passing year (Rich). Digital immersion is undeniably up, and test scores are undeniably down. In spite of the claims by Spiro and others who feel that online literacy is equal to traditional literacy the evidence provided by Rich as well as the statistics from Bauerlein show that e-literacy and digital saturation do not improve test scores.

Does the new paradigm of e-literacy then suppress mental development as Rosen suggests? Research cited by Paul Tough and Caleb Crain strongly suggests that indeed it does. Betty Hart and Todd R. Risley are child psychologists from the University of Kansas and they conducted a study focused on early intellectual and mental development in young children (Tough). Surprisingly, they found that given the situation of a young child IQ, and intelligence can in fact be not only developed and increased, but it can also be suppressed and hindered. In short, a child’s upbringing and education can and will determine their intelligence level as they grow up—and a child’s IQ can be impacted negatively. Hart and Risley also found that IQ at young ages was indicated by signs such as vocabulary size and word usage in interaction with others. This correlates with what Caleb Crain found in his research from the University of Washington: their 2007 study, “revealed that babies aged between eight and sixteen months know on average six to eight fewer words for every hour of baby DVDs and videos they watch daily.” (Crain) Hart and Risley have provided conclusive evidence that IQ and intelligence can be influenced at a young age, and the University of Washington linked television viewing to inhibited vocabulary and language skills in infants and toddlers. This would strongly suggest that at best the programming for infants (in spite of its presumably educational format) is no substitute for human interaction and limits their vocabulary, and at worst it may even inhibit intellectual growth and stimulation. While not utterly conclusive, the negative results do not reflect well on the idea of images being used to educate.

However, not everyone agrees that digital literacy is inferior, or that the written word is slowly eroding from its place in the average household. In “The Postliterate Future” author John Naisbitt argues that, “It is not that the word is going away. It’s not either/or…” (Naisbitt) but all signs—declining book sales, bankrupt newspapers, etc—point to the contrary. Some teachers, like Hiller Spires and Pru Cuper feel that, “Rather than attempting to reverse this natural trend [of online reading], we decided to capitalize on it by providing technology-enhanced learning opportunities” (Cuper) and the Reading Online website offers many more articles with a similar point of view. Several blogs and other online materials are also in favor of meeting the students where they already are: plugged in and online. However, the common flaw of this position is the consistent lack of verifiable research that even suggests that “e-literate” students have better test scores and a higher level of literacy.

The simple fact remains that as more readers come of age their reading grades continue to fall, but the time they spend in front of the television and plugged into the Internet continues to climb. The new digital age has brought some marvelous inventions, but it has also brought distractions and an environment where constant digital multi-tasking is normal and reading a book is not. As the digital age surges forward children are spoon-fed more and more information. They have less need to search for it and assess it for themselves; the ever-present screen is ready and willing to do that for them. They will invariably gain some level of knowledge, but the more pressing question is: will they gain understanding?


Works Cited

Bauerlein, Mark. "The New Bibliophobes." Educational Horizons Winter 2010: 84-91. ERIC. Web. 4 Apr. 2010.

Conger, Krista. "TV in Bedrooms Linked to Lower Test Scores." Stanford News. Stanford University, 13 July 2005. Web. 13 Apr. 2010. .

Crain, Caleb. "Twilight of the Books." The New Yorker. 24 Dec. 2007. Web. 12 Apr. 2010.

"Media Trends Track." Television Bureau of Advertising :: TVB Online. The Neilson Company, Sept. 2009. Web. 13 Apr. 2010. .

Naisbitt, John. "The Postliterate Future." The Futurist Mar.-Apr. 2007: 24-30. ProQuest. Web. 28 Mar. 2010.

Rich, Motoko. "Literacy Debate: Online, R U Really Reading?" The New York Times [New York] 27 July 2008. Print.

Shapley, Dan. "Kids Spend Nearly 55 Hours a Week Watching TV, Texting, Playing Video Games..." The Daily Green. 20 Jan. 2010. Web. 12 Apr. 2010.

Spires, Hiller, and Pru Cuper. "Literacy Junction: Cultivating Adolescents’ Engagement in Literature Through Web Options." Reading Online. International Reading Association, Sept. 2002. Web. 13 Apr. 2010. .

Spiro, Rand. "Pioneering a New Way of Learning in a Complex and Complicated World." College of Education - Teaching - Michigan State University. Spring 2002. Web. 13 Apr. 2010. .

Tough, Paul. "What It Takes to Make a Student." The New York Times [New York] 25 Nov. 2006. Print.