It's interesting that this article mentions Heisenberg. Although the Heisenberg uncertainty principle was formulated for quantum particles, it can be paraphrased as saying that measurements disturb the system being measured. It is perilous to apply quantum physics to the behavior and interactions of humans, but here I believe it is illustrative. Specifically, I think Shorris' study perturbed the system he was trying to measure while he was still in the process of trying to measure its different aspects.
Shorris' argues that the key to escaping poverty is the study of the humanities. His evidence is that a group of carefully selected students who, after being given a year of quality education, seem to be able to escape the poverty that entrapped them. Learning the humanities therefore provides a way out of poverty. While this is an uplifting, perhaps even inspirational message, the conclusions he draws are highly questionable for a plethora of reasons.
1. Response bias: Students expressing interest in the course are likely the most motivated individuals in their respective circles.
2. Selection bias: Students deemed "too impoverished" or "too uneducated" were rejected.
3. Intervention by study conductor: Education and career advice was not only given freely, but volunteered to promising pupils.
3. Variables not controlled: The education included high quality instructors who might have been capable of "inspiring" their students, regardless of the subject being taught, as well as providing an "in" to their respective institutions. Disruption of routine: Students were required to leave their immediate neighborhood and social circles regularly and engage in rigorous study.
4. No control group.
I could go on for a while, but this is sufficient. Shorris' study group consisted of the most highly motivated members of the poor minus those who were the least educated. He then intervened in their lives, not just to give them a quality education, but also by changing their habits, exposing them to the unfamiliar, enhancing their motivation and giving them career/education counseling plus networking connections to the educational institutes of the participating teachers.
I will not dispute that this course was a fantastic idea that enriched the lives of those lucky enough to take it, but it simply cannot be used as evidence for the notion that study of the humanities specifically can be used to combat poverty. Instead, it should be used a model for other similar courses.
Shorris' argues that the key to escaping poverty is the study of the humanities. His evidence is that a group of carefully selected students who, after being given a year of quality education, seem to be able to escape the poverty that entrapped them. Learning the humanities therefore provides a way out of poverty. While this is an uplifting, perhaps even inspirational message, the conclusions he draws are highly questionable for a plethora of reasons.
1. Response bias: Students expressing interest in the course are likely the most motivated individuals in their respective circles.
2. Selection bias: Students deemed "too impoverished" or "too uneducated" were rejected.
3. Intervention by study conductor: Education and career advice was not only given freely, but volunteered to promising pupils.
3. Variables not controlled: The education included high quality instructors who might have been capable of "inspiring" their students, regardless of the subject being taught, as well as providing an "in" to their respective institutions. Disruption of routine: Students were required to leave their immediate neighborhood and social circles regularly and engage in rigorous study.
4. No control group.
I could go on for a while, but this is sufficient. Shorris' study group consisted of the most highly motivated members of the poor minus those who were the least educated. He then intervened in their lives, not just to give them a quality education, but also by changing their habits, exposing them to the unfamiliar, enhancing their motivation and giving them career/education counseling plus networking connections to the educational institutes of the participating teachers.
I will not dispute that this course was a fantastic idea that enriched the lives of those lucky enough to take it, but it simply cannot be used as evidence for the notion that study of the humanities specifically can be used to combat poverty. Instead, it should be used a model for other similar courses.