Locking Up the Future

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I get in trouble at my high school every once in a while. I admit it. Every few weeks, one of my many supervising administrators reminds me that I'm doing something wrong.

Hey, I'm like you. Unless you work for yourself, we have bosses who do this to us. It's the nature of management: telling people how to do things “right.” Even people who work for themselves have bosses who tell them how to do things right. These people are called “customers.”

Anyway, I get in trouble because I don't lock my door to my office. Students can go into my office without supervision, which is bad, I am told. So, I listen to my bosses. I lock my door. Locking my door is good, I am told.

I must admit something else: I'm not sure locking my door is good.

To a Hammer, Everything Is a Nail

What's the purpose of a locked door? What is the effect of a locked door?

Locking things up makes sense. You have something valuable and you want to protect it. Locking it up is brilliant-- you alone (or those you share the key with) have control, along with the security that you know your stuff is safe.

In this way, a lock is simply a barrier or a boundary that one can control- and we love them in our schools.

This should be the end of the conversation: locks and limits make sense. But it isn't because people learn how to neutralize the lock. There are a number of ways to get around a lock, and there is no shortage of time spent on this problem.

Let's consider ways in which we get around locks outside of school. While doing your taxes in the last month, you (or your accountant) spent some time finding ways to neutralize the lock of taxation with “deductibles.” Isn't that what a deductible is-- a lock pick? Any loophole is a lock neutralizer.

“You're not allowed to park here” Ok. I'll just throw on my hazard lights and run in and out of the store before a cop can bust me. Lock picked!

“The game is sold out” Sure it is. I'll just call my uncle Larry, the VP of marketing at the stadium, and I'll get seats. Lock picked!

“It's buy one taco, get one free-- limit one coupon per visit” No worries. I'll buy my taco, get one free, then get back in line and do it again as many times as I like. Lock picked!

A locked door doesn't just protect things. A locked door creates an arena, a playing field in which people are incentivized to neutralize the lock.

A locked door makes people into lock pickers.

You Are Not Invited

Locked doors protect kids and school property, we say. But locked doors discourage engagement and undermine self-responsibility. “You're not supposed to be here,” locked doors tell kids. “You are an untrusted guest with limited access.” Kids don't need to take care of anything because they aren't in charge of anything. Locking things up limits participation in the maintenance of a community. A place that locks things up is more interested in safety and control than in engendering responsibility and rational risk-taking.

Get Rid of Locked Doors?

Heck, no. It's not unreasonable to imagine that kids could do real damage to property or themselves if we didn't lock things up. The chemicals in the chemistry lab actually COULD hurt someone. The computer lab, filled with equipment, would likely be robbed or ruined if left unlocked.

Some locked doors are good-- but we must be extremely careful what we lock up. We must bravely attempt to leave as many doors unlocked as possible. We must replace our culture of locked doors with a culture of stewardship. An overwhelming number of teenagers long to be in charge of things. Let's make our schools places of stewardship and involvment.

Paraphrasing Adam Smith, chief apologist for laissez-faire government, I say: the fewer the locked doors, the more robust the growth. Let's lean towards “hands off” regulation in schools. As it is, we're just locking up the children.

Doors and curiosity have a special relationship. A locked door only promotes curiosity about how to break in to a room. An unlocked door facilitates curiosity of all kinds, welcomes people in and becomes a portal for wonder, discovery, and community.

Sigh. Looks like I might get in trouble again.

EAT! SCREW! RUN! KILL!

Part One in my series on Curiosity.

Why do we do anything?

I ate three hot dogs this week. I bought a Phoenix record. I ran twice. I got up early to watch the World Cup. I drank beer. I called my mom. I read about “Bloody Sunday.” I graded papers. I ignored a phone call. I DVR'ed the President and Glee. I watched one but not the other. I remembered a lost friend.

Why did I do any of this stuff? Seriously. What is the engine that drives human movement?

And how did I eat three hot dogs? Yikes.

Over the next few weeks, I'll be exploring why people do what they do. I'm interested in what moves us. I'll be examining myself and, if you freaky readers are into it, I'll be examining you.

I'll start this week with a list of concepts I'm playing with. Get in here if you've got ideas that I'm overlooking. Get in here!


I Blog America's Taxonomy of
“Why People Do Stuff”

The concept of INCENTIVE.
We love this one in our country. INCENTIVE is the prime mover. Desire + work = action. People don't do things altruistically. People do things to get something for themselves-- and all of us want things for ourselves. It's natural, baby. It's Adam Smith's economic psychology blended neatly with Thomas Aquinas' theological credibility; The Wealth of Nations' manifesto and the Quinque viae's undeniable elegance. All movement begins as the same force: to serve one's needs or desires.

The concept of SURVIVAL.
Here is Charles Darwin's contribution to the conversation. Not entirely distinct from the INCENTIVE argument, SURVIVAL boils things down to eating, reproducing, and running from danger/neutralizing danger. Keep the species, the relationships, the family, the business, the town, the country-- keep things going. Help things thrive and kill things that present danger. During a riveting episode of the BBC's Planet Earth, my tatooed, bearded, and reflective friend Brian eloquently observed that all of life is about four interjections: EAT! SCREW! RUN! KILL!

The concept of GUILT and SHAME.
Ok, I don't want to go to deeply into spirituality, religion, or psychology here. I have tremendous respect for all three and I recognize that the politics of these kind of conversations can often overshadow everything. And it's not to say that religion or psychology can be reduced to guilt or shame. But I would be remiss if I skipped the idea that we do things in order to avoid GUILT and SHAME. Here, we care less about what we want and more about avoiding what we don't want. We act in order to not feel bad.

Finally, my favorite concept of CURIOSITY.
Curiosity offers no unified theory. It's a messy idea, really. The CURIOSITY argument seems pretty easy to deny, actually: 1) the reason to do anything comes from curiosity and 2) people are curious because they want to understand the unknown. The deniability of CURIOSITY rests in the idea that, after childhood, our curiosity atrophies. I'm not sure we do very much to satiate our curiosity throughout the day. We don't investigate much, we don't explore much, we don't leave our comfort zones much.

We're not, actually, all that curious.

I mean, sure, we watch our celebrities or our politicians, we watch our children and our parents-- we are “curious” about some things. We want to know what's happening next door when the cops show up. We want to know what our best friend is doing at the hospital. We want to know what you will get me for my birthday in November. November 3rd-- just a heads up, people.

But we are not curious when we are eating three hot dogs. We are not curious when we call our moms. We are not even that curious when we are watching Glee or the President. We are not all that interested in understanding the unknown here. We're basically just being amused. Or irritated. But we're not being curious.

So why do I add it to the list of 'Why We Do Stuff?'

Because I suspect, in any effort to improve anything, CURIOSITY might be one of the most important and useful reasons to do act.