Facebooking in Class–Symptom, not Disease

FINALLY I get to use this meme in a serious context.

I think I’m going to have a series of posts criticizing GOOD’s pathetic education section, which is currently failing even harder than my insomniac classmates are at their finals.

This is an older article, but I decided to dig it up and poke fun at it anyway.

This article suggests that having a “15-minute tech break” for each half-hour of class would help students focus because they’d do all their Facebooking in those 15 minutes and then put their phones away.

The people who propose these initiatives seemingly have a complete lack of understanding of how young people actually use technology, and for what purpose. For instance:

Rosen says his tech break concept “works amazingly.” For every half-hour of focused work, he recommends allowing a 15-minute tech break. Once a students sees that nothing is happening on Facebook or send a friend that critical text message—they’re able to refocus, he says.

That’s not the way Facebook and texting work, though. You don’t just check it and then forget about it. You like to be on it. What’s to stop people from having their phones out under their desks outside of the “tech break?”

Furthermore, I don’t see how this is even doable. This would increase class time by a whopping 50%—ludicrous when everyone, both students and teachers, are already severely overbooked. (In fact, that may be why students use their phones in class to begin with.)

In addition, like it or not, multitasking is here to stay. If students are forced to learn how to integrate technology with learning rather than strictly separating the two, they’ll be better equipped to handle modern work environments, where you’re usually required to answer phones/emails/messages while working, and so on.

Finally, I still don’t understand why people see Facebooking/texting in class as some sort of crisis of epic proportions that requires a complete restructuring of the school day. Are students actually becoming dumber? Are their grades dropping? And even if they are, might it be because of much-needed and still-lacking education reforms, and not because of Evil Technology?

I obviously haven’t done research on this (though, by the looks of it, this guy hasn’t either), but I’d guess that Facebooking and texting in class aren’t a cause of distraction–they’re a symptom. Back in the day, kids would doodle or pass notes or just stare into space. These days they text and go on Facebook. What’s the difference? Oh, right, there’s a convenient piece of Evil Technology to blame.

That, ultimately, is the argument that I believe overrules everything else I’ve just said. If the problem is–shocker–not Those Darn Kids but the fact that school is worthlessly boring, then it’s time to have a completely different dialogue. This dialogue will have to be about how to make school both educational and fun and not about how to get Those Darn Kids to do what we want them to do.

Facebooking in Class–Symptom, not Disease
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Learning How to be Happy

I’m going to go out on a limb and criticize something even more popular than the things I usually criticize–my school’s Happiness Club.

The Happiness Club is a prominent student organization at Northwestern that aims to increase happiness by planning all sorts of activities for the campus, such as kite-flying, free hot chocolate, water balloon fights, “silent” dance parties, and so on. In other words, all fun and exciting activities.

So what’s the problem?

The problem is that it’s not “happiness” that these activities are promoting; it’s momentary joy. Momentary joy is an important component of a happy life, but it’s not even close to all you need.

Let me explain. Most Northwestern students have been fed on a steady diet of stress, sleep deprivation, and SAT prep classes since before we hit puberty. The kinds of effects that such a diet inevitably has–for instance, perfectionism, fatigue, anxiety, and depression–are things that no amount of kite-flying will cure.

To put it bluntly, most people I know here (myself included) are simply not capable of living our lives in a way that’s conducive to long-term happiness and well-being. We suck at prioritizing–academics and extracurriculars come before friends and family, every time. We demand perfect grades from ourselves. We apply to only the most prestigious internships and burst into tears when we inevitably fail to get those positions. We fill our schedules to the point that we have to schedule in shower time. We don’t pause to relax, think, or meditate.

In other words, the skills that we lack–balance, mindfulness, perspective, and a healthy amount of compassion for ourselves–are exactly the things that are not being taught to us here. These are the skills that lay the foundation for a happy and meaningful life.

Of course, there are resources. CAPS (our psychological service) offers workshops, and RAs are encouraged to emphasize the need for balance and stress relief to their residents. But the people we look to and trust the  most–our peers–are often more of a negative influence than a positive one. (For instance, how do you think I feel about my own study  habits when my friend tells me she stayed up till 4 AM studying, slept for two hours, and got up at 6 to keep going?)

That’s where a group like the Happiness Club should, theoretically, come in. In addition to the undoubtedly fun activities that they already plan, why don’t they offer workshops on stress relief, meditation, or yoga? Why don’t they bring in speakers who talk about how one can be both productive and happy in college? Why don’t they encourage greater awareness of things like perfectionism, anxiety, and depression?

We need to start up a campus dialogue about these things, because there isn’t one right now. Occasionally, late at night, one of us will admit to a friend that we’re just not living the right way. But this conversation needs to happen on a larger scale. There is too much misery here. I don’t doubt that many Northwestern students are happy in some sense of the word, but they’re not as happy as they could be, because while all the adults in our lives have taught us how to live a successful life, nobody’s taught us how to live a happy one. Maybe it’s time to teach ourselves.

Learning How to be Happy