es. Not in detail. Just the main ideas. First Amendment: freedom of speech, religion assembly. Second Amendment: right to bear arms. That kind of thing.
—I hate memorizing.
I understand. I want you to do it anyway. It’s good practice. We don’t do enough of this kind of thing. The habit, the practice, is to me more important than the information. The ability to think critically is the most important thing. But it’s hard to do with without a core of information. That’s why I’m asking you to study this document, to know it.
—What’s” the Commerce Clause?”
Article I, Section 8. Gives Congress the power to regulate the economy, principally through the power to levy taxes.
—Are you saying that we have to know each section of all the Articles?
Is that what I’m saying, Jonah?
—Still. So much information.
Yes, Emily. And you’re likely to forget most of it. Even though it’s only about a half dozen pages when you print out the document from the website.
—So why are you asking us to memorize it?
—Mr. K.? Why aren’t you answering?
—Duh: why do you think, Em?
—Shut up, Ethan.
—No: that’s what he’s waiting for you to say. He replies to your questions with a question, remember?
—Oh. Right. I should have known better than to ask. I’m really getting sick of this.
I’m going to turn to Paolo now. Paolo, our friend Emily is getting frustrated, and I think it’s because I’ve been pushing my luck a little. I may be reaching the point of diminishing returns with her. Let me turn to you. No games, here. Just tell me what you think: Why are you going to take this test tomorrow?
—Because I have to.
Right. You’re in this course, state law mandates a U.S. history class, etc. A follow-up question: what do you hope will happen when you take this test tomorrow?
—I hope I do okay. I hope I get a good score.
I hope so too, Paolo. You might. Then again, you might not. You’re going to be a good guy no matter what happens. One more question: Why do you think I’m giving this test?
—So we learn.
That’s correct. I want everyone to note a slight slippage of interests that Paolo has noted here. He said he wants to do well. He also said I want you to learn. I think you want to learn, too. But as we all know, getting a good score is not necessarily the same thing as learning. Some of you won’t do as well as you hoped given your effort; others of you will do better than you secretly will feel you should. And some of you—most of you, I hope—will end up with a score that’s in the ballpark in terms of your ability and effort. None of us can control that, because I’m an imperfect vessel for transmitting and measuring the flow of information, and I usually don’t really know how easy or hard a test is until I actually give it and see how you all do.
Let me make a little confession here. I believe you all really do want to learn. But I also think that when push comes to shove, you care more about the score than the learning, partly because you’re enmeshed in a system where grades matter more than we might wish. So I don’t blame you for caring more about your score than your learning. But I believe you have a misguided priority in that regard, and I regard it as my job to try and manipulate you the best I can.
—You see it as your job to manipulate us?
Yes, I do, Sadie. That’s how I understand my role as an educator: to set up situations and experiences you otherwise wouldn’t have and ask you to react to them. I then try and call attention to your reaction—in some cases, I prod you to react—in a self-conscious way. My hope is that once you’ve considered your reaction, once you’re reflected on your reaction (something as likely to happen when you’re standing in the shower than sitting in a classroom), you’ll mentally change for the better. Can I know for sure when that happens? Can I know if it happens? No. I’ll do my best, just like you will. Teaching is an art, not a science.
—Well, OK. But what does that have to do with this test?
Here’s your answer, Em—and please note that I am giving you answer, with gratitude for the irrepressible curiosity that keeps you asking question