by Rushworth M. Kidder
Last week two separate and very big news stories–about the America Online/Netscape merger and an Organization for Economic Cooperation and Development (OECD) report–crossed my desk.
Actually, they didn’t, because I don’t have a desk just now. In redoing my study, though, I’ve noticed how desks have changed. I was about five when I saw my first roll-top pigeonhole desk at the local bank. It was a veritable oaken fortress. It hid its officer from the world, separating all his knowledge into discrete little slots.
Desks these days are different–massive flat-tops, more like aircraft carriers than redoubts. They offer no protection. Instead, they invite you to look far and wide, merge and mingle papers, and launch missives in every direction.
What they don’t invite is compartmentalization. Yet Americans are still terrific compartmentalizers. We’ve got more mental slots than that old roll-top, and we keep our bits of information in tidy isolation.
Which is why we may have missed the interplay of those two stories.
One, about the merger of America Online, Netscape, and Sun Microsystems, proves again that there’s a huge market for manipulating information electronically. These companies make nothing but connections between you and the things you want to know. And each was built by bright, creative, out-of-the-box thinking.
The second story is about a study of education in the 29 richest countries, produced by the Organization for Economic Cooperation and Development. It shows that American high school graduation rates have fallen to next-to-last place, above only Mexico. Our adult literacy rates are among the poorest in the industrial world, while our university dropout rates are among the highest.
Put these together and the results are sobering. We’re spinning into the Information Age. Yet the people we’re training to manage that age are increasingly uninformed. If information is this important, and this is the way we’re teaching students to think about information…. You see the problem?
You can’t duck this one, either, with shopworn aphorisms about dropouts who become entrepreneurial geniuses. True, there are a few. But the companies they create are stocked with smart people trained to think carefully. The notion that we can muddle through the Information Age by turning out indifferent thinkers is simply foolish.
But there’s another argument, even more subtle. It claims that education today is foundering in mere intellectualism. We’re producing smart but amoral thinkers whose ethics can’t keep pace with their knowledge. Better, then, to refocus education wholly on character, even if intellect has to suffer. If that means a slide in the academic indicators, so be it. At least we’re virtuous.
That very argument is classic compartmentalization. It presumes that ethics and intellect are sealed off hermetically from each other. In fact, there’s a direct and constant interplay between the two. While it’s emphatically untrue that only educated people are moral, it’s certainly true that sharp reasoning can enhance ethical fitness.
Look what happens, for example, when reason doesn’t guide ethics–when we hold two conflicting moral propositions in thought without seeing the contradiction. This kind of moral incoherence has recently been richly displayed:
- Several weeks ago, we reported that 80 percent of bright high schoolers admit to cheating. Yet in the same study, published by Who’s Who Among American High School Students, these students saw the biggest problem facing their generation today to be "declining social and moral values."
- Last month the Josephson Institute of Ethics reported that 70 percent of high school students cheated at least once during a test in school. But when asked to respond to the statement that "it’s not worth it to lie or cheat because it hurts your character," 78 percent agreed or strongly agreed.
- A Gallup Poll in mid-September found 90 percent of voters agreeing that it was important for the president to "provide moral leadership for the country." More than two-thirds also said that "the kind of moral leadership . . . Bill Clinton provides as president" is very or somewhat weak. Yet Clinton’s approval ratings continue to soar.
What’s going on here? Somehow, we’re not reasoning very clearly about the confusions embedded in these ethical responses.
When education works, it teaches people to think. That means recognizing logical contradictions. Education, done rightly, shatters the pigeonholing that leads to these contradictions. Result: we reason better with ourselves and with others. So we’re less apt to fall into the moral incoherence that leads us to act foolishly and inconsistently.
We’re moving into a period where ethical reasoning will be more important than ever–largely because, in the Information Age, the damage wrought by immoral intellect can be immense. Just as there’s a straight line from education to prosperity, so, too, there’s a straight line from clear reasoning to virtuous action. But we won’t see those lines if we compartmentalize. It’s time to get serious about intellectual and moral education, abandon pigeonholes for open-topped thought, and start seeing the rational and the ethical as one.
(c)1998 by Rushworth Kidder
Comments and questions? Email Rushworth Kidder: rkidder@globalethics.org.