We Don’t Need No Education
Tuesday, August 16th, 2011by Nancy Werking Poling
author of Had Eve Come First and Jonah Been a Woman
and Out of the Pumpkin Shell
So why am I not surprised when I read of legislators cutting funds to education?
It used to be that a well educated person was held in esteem. We believed the findings of science; we valued the informed opinions of –ologists. We wanted a populace capable of making informed decisions, leaders who were intelligent. Nowadays we hear, “Yeah, they say eating a lot of red meat is unhealthy, but my granddaddy ate beef his whole life, and he lived to be a hundred.” “Those scientists who warn about global warming—there are just as many saying there’s no crisis.” “Nobody will ever convince me that God didn’t create the earth and everything on it in seven days.” In the last presidential election I heard voters say they liked Sarah Palin because she was “just like you and me,” that is not smarter than most of us.
In the current cultural climate we see the extreme to which the power of the individual has been taken. It doesn’t matter what years of research have shown; if I don’t want to believe the theory of evolution, all I have to do is say it’s not true. If the coal industry, which contributed to my senator’s reelection campaign, says global warming is a myth, and I want to drive a Hummer and run my air conditioning, I maintain global warming hasn’t been proved. I want to believe that cutting federal spending will stimulate the economy, so don’t confuse me with facts that show otherwise. If a T.V. channel tells me what I want to hear, I repeat what I heard there and swear it to be the truth.
No wonder American children don’t do well in science: their parents don’t believe the scientific facts that are out there. Back in the early eighties, when I worked as an editor at a textbook company, Melvin and Norma Gabler, religious conservatives in Texas, held an inordinate influence over textbook publications. Our company’s biology books didn’t mention evolution; our junior high health books didn’t mention puberty. For decades many students have been inadvertently taught not to think scientifically and not to accept scientific evidence.
Yet, even for those of us who don’t intend to adopt science as a vocation, a sound scientific background is important. It informs our gathering of new knowledge. We try to approach a subject/problem—even if it’s related to economics, the environment, or forging strong communities—in an unbiased manner, gather evidence that can be measured and replicated by someone else, develop hypotheses, test them.
And now conservative legislators are cutting education. Who cares what educational research says about class size? What does it matter if “American students rank 21st in science compared to students in 30 industrialized countries”? What does it matter if “more than 1.2 million students drop out of school every year”? What does it matter if “44 percent of dropouts under the age of 24 are jobless” (broadeducation.org/about/crisis_stats.html)?
Money is also being pulled from our public universities. That’s not surprising either, given a widely held opinion that colleges and universities harbor left-leaning, socialist faculties. My personal interpretation is that universities foster critical thinking. The more a person studies a problem, and thinks critically, the more complexity the learner sees. Issues are no longer clear-cut, no longer answered with simple solutions and platitudes. If one exiting the university questions commonly accepted practices, is that leftist thinking?
We used to say we wanted an informed citizenry. I’m convinced conservatives in our country, fueled by money from corporations, want individuals to believe that their own opinion, which has been manipulated, is more sound than science.
Withholding money from education is sure to result in a citizenry no longer influenced by careful, unbiased research. “Don’t confuse us with the facts,” might well become our national mantra.


















