The Curriculum: Education’s MacGuffin

In literature, a MacGuffin is an object or goal that motivates the characters, setting the plot in motion. For example, the plot of New Hope centers around the Death Star plans stored in R2-D2. Without the Death Star plans, Luke, Han, Chewbacca, and Obi-Wan do not team up to rescue Princess Leia. The fundamental weakness of MacGuffins is that, almost by definition, they are narrative ploys. We do not actually care whether the Rebels get the plans and save the galaxy just as long as our beloved heroes get into cool space battles and use the Force.

This does not mean that MacGuffins are bad; they are unavoidable. It is not even necessary that a character never abandon their MacGuffin. As a character changes, it can only be expected that their goals change along the way. The boy who spends the entire story trying to win a girl may decide that he does not want her after all as in the case of Stardust.

The trick is to find the right balance in which the MacGuffin does not become too important that we lose sight of the fact that it is the characters that are more important. This is the problem with just about any story where the hero has to save the world. The point of James Bond is not that he saves the world but that he should find himself in extreme situations involving some combination of sex and peril and make pithy comments. This was Sean Connery’s insight into the character and every subsequent portrayal of Bond has succeeded or failed depending on how well the actors understood this. On the other hand, a MacGuffin needs to be taken seriously as something more than a plot device. It is this latter problem that presents the greater challenge.

The real problem with MacGuffins comes when the author blatantly abandons the MacGuffin when it is no longer convenient, demonstrating that the MacGuffin was nothing more than a cheap ploy by a lazy writer. For example, most of Phantom Menace is spent trying to get our heroes to Coruscant so that the Republic can send a fleet to save Naboo from the Trade Federation when it should have been obvious to the characters, from the beginning, that the Republic lacked the resources and political will to go to war with the Trade Federation. A Republic that cannot enforce its own laws against slavery and whose currency is flat out rejected in the galaxy cannot be of much military use. Thus, Qui-Gon and Obi-Wan should have never left Naboo. Act II of the film should have been them fleeing the Trade Federation on Naboo and trying to put together a resistance army. Along the way, they could have no recruited an adult Anakin as a fighter pilot.

We see a similar problem with the Star Wars sequels. The first part of Force Awakens centers around the MacGuffin of a map to Luke stored in BB-8. All of a sudden the plot switches to Star Killer (Death Star III). Having wasted the later part of the film blowing up this new Death Star and with moments left in the film, R2-D2 wakes up and, deus ex machina, hands over the critical information to find Luke. How much better it would have been if the film had continued with the quest for Luke. Kylo Ren could have still killed Han (the best scene in Star Wars since the originals). Force Awakens could have then ended with Star Killer blowing up a planet. This would have better set up Last Jedi by explaining why the New Republic simply surrenders without a fight.

Last Jedi offers a master class in how not to use MacGuffins. Luke proves useless and not worth the search. Canto Bright serves no other purpose than to allow the dreadfully boring Finn to suck the film emotionally dry. This sets up the Last Jedi’s ultimate sin of deciding that the backgrounds of Rey and Snoke didn’t matter when they were the central questions of the film. Ultimately, a bad MacGuffin amounts to the writer, much like the post-modern professor, mocking the audience for caring about a work of fiction while still intending these same fools to continue to offer their financial support.

This balancing act for MacGuffins is useful for understanding the role of curricula in education. Recently, I have begun homeschooling Kalman for kindergarten. We are using the K12 online curriculum and he has several live online classes a week with a teacher through iQ Academy California. I think the teacher is fantastic and we have developed an excellent relationship. The irony here is that our communication is far more frequent than if she was a conventional teacher. Since the foundational assumption of our relationship is that I am the teacher who needs the guidance of a professional, communication becomes a necessity. If she were a conventional classroom teacher, we likely would fall into the moral hazard of saying that it is her job to teach and my job to be grateful to her for taking Kalman off my hands during the day.

I do not think there is anything impressive about K12’s curriculum. It is highly paint by the numbers. This is perhaps necessary as an essential part of the system is that it needs to be idiot-proofed for parents. I am reminded of the joke from Herman Wouk’s Cain Mutiny that the Navy is a system designed by geniuses to be run by idiots. K12’s program is also way too easy for Kalman and I have needed to make things more challenging for him. In essence, they want to teach him phonics, while I am trying to teach him to read; they are teaching counting when I am teaching addition and subtraction.

What I admire about Kalman’s program is not the curriculum but the support staff, as I mentioned. In addition, the system gives us a list of things to check off every day. This has the advantage that even when Kalman is not into the material, he just has to get through his assignments and he is done for the day. Furthermore, having specific things to check off keeps us grounded.

In essence, the K12 curriculum works well when treated as a MacGuffin. It gets the ball rolling for our lessons and gives us structure as we try to check everything off in our daily lessons. As with any good story, it is the side things that are of true importance. One of the hardest lessons in teaching I have found is that you cannot teach anyone anything. You cannot teach someone who does not want to learn. If someone is interested in something they will learn it regardless of you. Teaching is really about facilitating, creating the right conditions for students to teach themselves.

What I hope Kalman takes away from his time homeschooling with me (whether it lasts through kindergarten or 12th grade) is that I value academics. I could inform him of this fact and even preach passionately about it but teaching does not work. Instead, what I offer is that every day I am willing to spend several hours with him, going through the curriculum and any side adventures. He sees my excitement and knows, good day or bad, I am with him. Succeed or fail, we are a team. What Kalman might learn that can be presented on a transcript is simply a MacGuffin that should not be ignored but not taken too seriously.