Zeus, the god of Storms and the Sky
In the early 90’s a fellow teacher became acutely aware of the effect the role-playing games I was playing at home after school had on the cognitive abilities of the fatherless boys I was constantly entertaining. She suggested that maybe, if it was working at home with a few students and former students, it could also work in the classroom with all students.
This, of course was a daunting classroom activity to carry out, but enough of a creative challenge to my story telling abilities that I simply had to try.
I began with a cheap RPG book about adventuring D&D style with characters from Greek Myth. This was an opportunity not only to play adventure games, but to teach a little bit about history and a lot about mythology.
So I created generic character sheets using my own personal copier, my own copy paper, and my own overhead projector plastic overlays.
I created adventures that could be conducted on the overhead with dice and each kid having their own set of skills and useful items. We conducted Olympic games and included mythological creatures like Tritons and Centaurs as player characters. We learned about the city of Olympia, the city of Argos, the city of Corinth, Athens, Sparta, and even Atlantis.
I let students draw their character from a hat on strips of paper that contained a boy option and a girl option. I even let students trade for the character they wanted and we learned negotiating skills along with problem-solving skills.
Demeter, goddess of fertility (which you can’t say in a junior high classroom, so goddess of crops and farming.)
Most of the stories were driven by a kidnapping where the beautiful daughter of one of the players was kidnapped immediately after the Olympic medals were awarded. The villain would take her to his evil island base, and the players would have to work together to buy or steal a boat. Gods and goddesses could be called on to intervene, and sometimes they actually did. Another story line began with the sack of Troy, during which the players either murder or witness the death of a young Trojan boy who just happens to be Heracles’ son.
That story took the players on a quest of penance to visit the underworld and retrieve the boy in the same way that Orpheus tried to rescue his lady love Eurydice. Potentially, Heracles would even join the quest himself if none of the player characters were the actual killer. And, of course, all sorts of encounters with monsters would ensue.
I ended up using about as much of my personal resources as a story-teller and a cartoonist to create those adventures as I had available. But I had students tell me that the week of classroom time spent playing that problem-solving myth game was one of the most memorable learning experiences they ever had. I never tried it with a high school class, only middle school, and then mostly with 7th graders. But I think the experiment was very successful from about 1992 to 2004, and it taught me even more about teaching than it ever taught them about mythology.
Of course, there is the opposite problem too. Some writers are not hard to understand at all. They only use simple sentences. They only use ideas that lots of other people have used before. You don’t have to think about what they write. You only need to react. They are the reasons that words like “trite”, “hackneyed”, “boring”, and “cliche” exist in English. But simple, boring writing isn’t written by stupid people. Hemingway is like that. Pared down to the basics. No frills. Yet able to yield complex thoughts, insights, and relationships.
Ged Aero was the player character of one of my favorite kids. He was a psionic shape-changer who could transform into other animals, space creatures, and alien beings. He became so powerful that he naturally inherited the job of leader of the Psionics Institute, a criminal teachers’ union that taught psionic skills to psionically talented kids. It was a criminal organization because the semi-fascist government of the Third Imperium had made psionics illegal. He gathered students and taught them to use their powers for good. The students were all non-player characters to start with, but as new kids from school wanted to play the game too, and player characters were needed, the students of Ged’s psionics dojo became player characters.
But that, of course, is not how it works in real life… even without the nuclear physics which was an exaggeration for humorous effect.
You may not be able to rescue other people’s minds from being stupid. But what you can do and be artful about is… make them laugh.
Catch a Falling Star 
Another Brick in the Wall
I sincerely hope I never appeared in any way to be like the teacher in the video of Pink Floyd’s rock opera The Wall. That teacher represents everything wrong about education and everything that looms over us as a coming darkness if the conservative privatization movement continues to move forward with their evil sausage-factory plans.
In the video you see the teacher making fun of a student for writing poetry instead of participating in the rote recitation about math that the class is engaged in. The school is portrayed as a factory that puts masks on the students, makes them march in a line, and eventually pitch forward, face first into the sausage grinder.
The song was written by Pink Floyd’s bassist, Roger Waters. It was written in the long ago 70’s as a protest against rigid education systems in general, and British boarding schools in particular. But old problems can come back to haunt us.
Here’s the evil being protested. Schools should never be used to suppress creative thinking and enforce conformity. While it is true corporate America is hot for education that treats educating students like baking bricks, with attention to precise shapes and uniform size and color, that is not how kids learn. They have to be treasured for what they are, unique individuals, no two alike, and all possessed of varied strengths, skills, and talents. The idea of education is to help them add to what they are born with, use what they are born with, and fit into the jigsaw puzzle of working with and getting along with others. We cannot teach them by pressing them into molds with standardized high-stakes tests, or taking their individual faces away by always trudging through the same low level thinking skills year after year just because a textbook written in conservative Texas says so. Learning in the classroom needs to be through guided discussions, activities, and interactions. Not through filling in all the blanks on a worksheet.
My own children, for the most part, have been cheated by the public education system in Texas. They are bright kids, but have humongous school troubles stalking them like monsters, boredom, disengagement, and feeling like the young poet betrayed by the teacher in the video. While I always, in my teaching, fought to creatively present learning opportunities, I found good teaching to be a rare thing in Texas. It was sometimes actively discouraged. And it is getting rarer. The people who think teaching English means diagramming sentences and circling the adverbs are winning the battle for young minds. I am left at a point of futility where the only thing I can do about the brick-making is write rants like this one about it.
Donald Trump and Betsy DeVos should be pleased with themselves. The sausage factories in our schools are turning out sausages. Sausages don’t think for themselves. Sausages are easy to control. And when the time comes, some corporate fat cat will eat them and become fatter (hopefully only in the metaphorical sense). And I am guessing here, but I’ll bet sausages make up most of the Republican voting public.
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