Lives of Curiosity and Conseqences
In case you missed EKU's Convocation...
This from Michael Benson in the Huffington Post:
Lessons Learned from Wilbur and Orville Wright
Just
north up the interstate from where we live in Kentucky is the
birthplace of aviation. That two brothers, bicycle makers and mechanics,
from Dayton, Ohio, forever transformed the manner in which we now
navigate the world is nothing short of miraculous.
Upon
returning from a recent trip to China, I disembarked from the Boeing
aircraft and marveled -- again -- at how planes fly and how convenient,
safe, and relatively economical air travel has become in our world.
Perhaps we take it too much for granted, but I will never cease to be
amazed at how far the aviation industry has come from the Wright
Brothers' first flight on that brisk December day in 1903 at Kill Devil
Hills.
Never was this brought into clearer focus for me than when
I visited the National Air Force Museum at Wright-Patterson Air Force
Base and made my way through the hangars of aircraft, displays, rockets,
and missiles. The day was capped by heading into downtown Dayton to see
the Wrights' bicycle shop on West Third Street.
It was then that I decided to study two individuals about whom I knew very little: Wilbur and Orville Wright.
The first book I read on the Wright's was To Conquer the Air
by James Tobin. Wanting to know more about their story and the impact
of their discoveries and life's work, I also read "The Wright Way" by
Mark Eppler. In this latter book, Mr. Eppler observes that there really
is no modern-day parallel to what Wilbur and Orville accomplished. The
closest analogy, according to Mr. Eppler, would be if Neil Armstrong
assembled a rocket in his garage in his spare time to transport him to
the moon while holding down a full-time job.
In reading about the
Wright's, I was immediately struck by two prevailing themes throughout
their lives: curiosity and consequences.
Wilbur and Orville were
driven by an insatiable curiosity not just about the mystery of flight
but also about everything around them. This is what motivated and drove
them in all they undertook: to figure things out, how they worked, and
what made them go. Their belief in their abilities as researchers and
scientists led to the construction of a wind tunnel, which in turn,
resulted in their groundbreaking findings relative to lift, drag, and
wing design.
Wilbur and Orville were able to unlock the mystery
of these heretofore intractable problems along with the seemingly
impossible task of controlling a heavier than air machine. This led to
progressively more impressive discoveries, patents, and breakthroughs
propelling the aviation industry forward at a staggering rate.
Heartbroken by Wilbur's untimely death at the incredibly young age of 45, Milton Wright wrote this in his diary:
A short life, full of consequences. An unfailing intellect,
imperturbable temper, great self-reliance and as great modesty, seeing
the right clearly, pursuing it steadily, he lived and died.
Much
can be learned from the lives of these two remarkable brothers from the
most modest and ordinary of backgrounds. Grit, determination,
persistence, discipline... and curiosity. These traits led them to lead
lives of consequences and should serve as a tremendous inspiration for
all of us.
3 comments:
Curiosity and consequences: So how are educators currently motivated? It would seem mostly by the later where by agencies, administrations and accrediting bodies impose their self developed standards with the threat of state intervention, loss of accreditation, loss of licensure, etc.
Really is sad that in an occupation which should champion curiosity, that we have allowed ourselves and those we teach to decrease the value of this quality. Getting a high score that measures specific knowledge is not going to get us to advance as culture and a nation but imagination and non-standard thinking just might. Its a long bicycle ride to China.
The Wrights' story is indeed inspiring and illuminating, though I prefer "The Bishop's Boys" by Tom Crouch for a great "read."
But, here's an interesting point: among many other glaring omissions in the new, and highly prescriptive and highly controversial AP US History Course outline (http://media.collegeboard.com/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf) is the total omission of anything about these two important American inventors. Imagine that.
I'm glad folks at EKU are apparently smarter.
I have no idea how these guys ever figured all of this flying stuff out. I mean they had teachers who used no technology in their classrooms, curriculum was probably determined by each classroom teacher and they never got tested by the state or compared to other students across the U.S. to determine if they knew enough about science.
Maybe space aliens or time travelers assisted them.
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