Post 177d: Re-Posting of "Great Expectations or Low Expectations"

We originally generated this piece roughly 19 months ago, at the time of the Arab Spring "revolutions" in the Middle East. In light of recent events in Libya, Yemen, and Egypt following the online distribution of a film critical of the Prophet Mohammed, we thought that a review of our earlier thoughts might be appropriate. © 2011 and 2012, the Institute for Applied Common Sense

We, here at the Institute for Applied Common Sense, don’t claim to be the sharpest knives in the drawer.

But as the Laughingman often reminds us, “Doing the right thing is not rocket science™,” which is typically followed by, “Common sense ought to be a way of life™.”

In our last post, What the U.S. Deserves, we argued that the individual citizens of any nation might consider taking more personal responsibility for the state of their nation, and place less responsibility and blame on those who they consider to be their “leaders,” elected or not.

Also, in light of the current turmoil in Egypt, we suggested that Egyptians might learn something from America’s experience with that great experiment, still ongoing, called democracy.

Apparently we did a poor job of making our points, since a number of you questioned what we thought the Egyptians might learn from us. Some even felt that it was presumptuous on our part, if not downright condescending, to suggest that a culture of more than 5,000 years could learn anything from one around less than 1/10 of that time.

But in the same way as parents can learn from their children, the current version of this ancient culture, however defined, can still learn something from Michael Jackson and the New Kids on the Block.

There are many, including some prominent historians, who consider Chicago to be the optimal American city. Although not without its warts, it is frequently said that “Chicago gets things done,” and has many things about which to be proud.

Those historians placing the Windy City at the top of their lists claim that Mrs. O’Leary’s cow should be considered one of the great Founding Fathers of this modern city.

By kicking the lantern in his owner’s barn on October 8, 1871, he provided the citizens of Chicago with an opportunity to rebuild, and start afresh. In many instances, the old, the questionable, and the undesirable were instantly destroyed (admittedly not by choice), and in their place the citizens (and many outside of the city) pursued cutting edge, idealistic projects.

These included not only physical structures embodying the latest engineering and architectural thinking, but also grand sociological and artistic experiments in pursuit of Utopian society.

And thus our first point, although poorly stated, was that this presents the Egyptian people with an opportunity to rebuild. And, in the event that the end result of this human revolution is some form of “democracy,” perhaps they can avoid some of the mistakes that America has made during its democratic life.

Democracy comes in many forms, and based on our experience, it can be quite messy. To quote David Letterman, “It is nothing if not constantly evolving.”

Our second point, also admittedly poorly stated, was that perhaps instead of 1,573 leaders emerging from the ashes of this event, the Egyptians might strive to have at least 157,300 of them.

A friend once shared with us that while in high school, he was forced to read two books which would have an impact on his view of the world. The first was Charles Dickens’ Great Expectations, a novel about growth and personal development, including the themes of class and ambition.

The second, much more modern and much less known, was Jonathan Kozol’s Death at an Early Age. As compelling as some might find the title, the subtitle is even more revealing – The Destruction of the Hearts and Minds of Negro Children in the Boston Public Schools.

Death is the story of how low expectations of the black kids, on the part of the teachers and administrators in the school system, became self-fulfilling prophesies.

When one expects little, one generally gets little.

When one expects more, one generally gets more.

It’s just as simple as that. Just plain old common sense.

And that’s not only applicable to what we expect of others, but also to what we expect of ourselves. It’s been said that one of the great problems in the Middle East is that so many of the youth, who constitute such a large percentage of the population, are not only unemployed, but have no sense of the future being better than the present.

We, the inarticulate minions here at the Institute, hope that this cauldron will result in a nation with a much higher percentage of its citizens constituting the Creative Class and taking responsibility for its fate, than has been the case here in America in recent years.

P.S. We’re not through with this subject yet.

Post No. 156: Great Expectations or Low Expectations - Which Would You Prefer?

© 2011, the Institute for Applied Common Sense

We, here at the Institute for Applied Common Sense, don’t claim to be the sharpest knives in the drawer.

But as the Laughingman often reminds us, “Doing the right thing is not rocket science™,” which is typically followed by, “Common sense ought to be a way of life™.”

In our last post, What the U.S. Deserves, we argued that the individual citizens of any nation might consider taking more personal responsibility for the state of their nation, and place less responsibility and blame on those who they consider to be their “leaders,” elected or not.

Also, in light of the current turmoil in Egypt, we suggested that Egyptians might learn something from America’s experience with that great experiment, still ongoing, called democracy.

Apparently we did a poor job of making our points, since a number of you questioned what we thought the Egyptians might learn from us. Some even felt that it was presumptuous on our part, if not downright condescending, to suggest that a culture of more than 5,000 years could learn anything from one around less than 1/10 of that time.

But in the same way as parents can learn from their children, the current version of this ancient culture, however defined, can still learn something from Michael Jackson and the New Kids on the Block.

There are many, including some prominent historians, who consider Chicago to be the optimal American city. Although not without its warts, it is frequently said that “Chicago gets things done,” and has many things about which to be proud.

Those historians placing the Windy City at the top of their lists claim that Mrs. O’Leary’s cow should be considered one of the great Founding Fathers of this modern city.

By kicking the lantern in his owner’s barn on October 8, 1871, he provided the citizens of Chicago with an opportunity to rebuild, and start afresh. In many instances, the old, the questionable, and the undesirable were instantly destroyed (admittedly not by choice), and in their place the citizens (and many outside of the city) pursued cutting edge, idealistic projects.

These included not only physical structures embodying the latest engineering and architectural thinking, but also grand sociological and artistic experiments in pursuit of Utopian society.

And thus our first point, although poorly stated, was that this presents the Egyptian people with an opportunity to rebuild. And, in the event that the end result of this human revolution is some form of “democracy,” perhaps they can avoid some of the mistakes that America has made during its democratic life.

Democracy comes in many forms, and based on our experience, it can be quite messy. To quote David Letterman, “It is nothing if not constantly evolving.”

Our second point, also admittedly poorly stated, was that perhaps instead of 1,573 leaders emerging from the ashes of this event, the Egyptians might strive to have at least 157,300 of them.

A friend once shared with us that while in high school, he was forced to read two books which would have an impact on his view of the world. The first was Charles Dickens’ Great Expectations, a novel about growth and personal development, including the themes of class and ambition.

The second, much more modern and much less known, was Jonathan Kozol’s Death at an Early Age. As compelling as some might find the title, the subtitle is even more revealing – The Destruction of the Hearts and Minds of Negro Children in the Boston Public Schools.

Death is the story of how low expectations of the black kids, on the part of the teachers and administrators in the school system, became self-fulfilling prophesies.

When one expects little, one generally gets little.

When one expects more, one generally gets more.

It’s just as simple as that. Just plain old common sense.

And that’s not only applicable to what we expect of others, but also to what we expect of ourselves. It’s been said that one of the great problems in the Middle East is that so many of the youth, who constitute such a large percentage of the population, are not only unemployed, but have no sense of the future being better than the present.

We, the inarticulate minions here at the Institute, hope that this cauldron will result in a nation with a much higher percentage of its citizens constituting the Creative Class and taking responsibility for its fate, than has been the case here in America in recent years.

P.S. We’re not through with this subject yet.

Post No. 133b: TV Program of Interest on U.S. Educational System

In the late 1960s, Death at an Early Age by Jonathan Kozol was required reading for some high school students in the southeastern region of the United States. Death is the story of how teachers in the Boston Public School System suppressed the expectations of their young, inner city students because the teachers themselves had low expectations of the students.


That book had a profound influence on our view of the power of expectation, and remains on our book shelf here at the Institute to this day.


C-Span has an “In Depth” series where they discuss issues with authors for 3 hours. Jonathan Kozol is featured today. His life’s work has focused on the inequities in the educational system, and how certain aspects of it actually do harm.



Click here for further information. The program starts at 12 Noon EDST. In our opinion, it will be time well-spent.