There have been no shortage of (mainly conservative) pundits and politicians suggesting that the path to fewer school shootings is armed teachers—and even custodians. Although it is entirely likely that such recommendations are not really serious but rather meant to distract from calls for stricter gun control legislation, it is still important to evaluate them. As someone who researches and teaches about the causes of unintended consequences, accidents, and disasters for a living, I find the idea that arming public school workers will make children safer highly suspect—but not for the reasons one might think.
If there is one commonality across myriad cases of political and technological mistakes, it would be the failure to acknowledge complexity. Nuclear reactors designed for military submarines were scaled up over an order of magnitude to power civilian power plants without sufficient recognition of how that affected their safety. Large reactors can get so hot that containing a meltdown becomes impossible, forcing managers to be ever vigilant to the smallest errors and install backup cooling systems—which only increased difficult to manage complexities. Designers of autopilot systems neglected to consider how automation hurt the abilities of airline pilots, leading to crashes when the technology malfunctioned and now-deskilled pilots were forced to take over. A narrow focus on applying simple technical solutions to complex problems generally leads to people being caught unawares by ensuing unanticipated outcomes.
Debate about whether to put more guns in schools tends to emphasize the solution’s supposed efficacy. Given that even the “good guy with a gun” best positioned to stop the Parkland shooting failed to act, can we reasonably expect teachers to do much better? In light of the fact that mass shootings have even occurred at military bases, what reason do we have to believe that filling educational institutions with armed personnel will reduce the lethality of such incidents? As important as these questions are, they divert our attention to the new kinds of errors produced by applying a simplistic solution—more guns—to a complex problem.
A comparison with the history of nuclear armaments should give us pause. Although most American during the Cold War worried about potential atomic war with the Soviets, Cubans, or Chinese, much of the real risks associated with nuclear weapons involve accidental detonation. While many believed during the Cuban Missile Crisis that total annihilation would come from nationalistic posturing and brinkmanship, it was actually ordinary incompetence that brought us closest. Strategic Air Command’s insistence on maintaining U2 and B52 flights and intercontinental ballistic missiles tests during periods of heightened risked a military response from the Soviet Union: pilots invariably got lost and approached Soviet airspace and missile tests could have been misinterpreted to be malicious. Malfunctioning computer chips made NORAD’s screens light up with incoming Soviet missiles, leading the US to prep and launch nuclear-armed jets. Nuclear weapons stored at NATO sites in Turkey and elsewhere were sometimes guarded by a single American soldier. Nuclear armed B52s crashed or accidently released their payloads, with some coming dangerously close to detonation.
Much the same would be true for the arming of school workers: The presence and likelihood routine human error would put children at risk. Millions of potentially armed teachers and custodians translates into an equal number of opportunities for a troubled student to steal weapons that would otherwise be difficult to acquire. Some employees are likely to be as incompetent as Michelle Ferguson-Montogomery, a teacher who shot herself in the leg at her Utah school—though may not be so lucky as to not hit a child. False alarms will result not simply in lockdowns but armed adults roaming the halls and, as result, the possibility of children killed for holding cellphones or other objects that can be confused for weapons. Even “good guys” with guns miss the target at least some of the time.
The most tragic unintended consequence, however, would be how arming employees would alter school life and the personalities of students. Generations of Americans mentally suffered under Cold War fears of nuclear war. Given the unfortunate ways that many from those generations now think in their old age: being prone to hyper-partisanship, hawkish in foreign affairs, and excessively fearful of immigrants, one worries how a generation of kids brought up in quasi-militarized schools could be rendered incapable of thinking sensibly about public issues—especially when it comes to national security and crime.
This last consequence is probably the most important one. Even though more attention ought to be paid toward the accidental loss of life likely to be caused by arming school employees, it is far too easy to endlessly quibble about the magnitude and likelihood of those risks. That debate is easily scientized and thus dominated by a panoply of experts, each claiming to provide an “objective” assessment regarding whether the potential benefits outweigh the risks. The pathway out of the morass lies in focusing on values, on how arming teachers—and even “lockdown” drills— fundamentally disrupts the qualities of childhood that we hold dear. The transformation of schools into places defined by a constant fear of senseless violence turns them into places that cannot feel as warm, inviting, and communal as they otherwise could. We should be skeptical of any policy that promises greater security only at the cost of the more intangible features of life that make it worth living.
If your Facebook wall is like mine, you have seen no shortage of memes trying to convince you that a simple explanation for school shootings exists. One claims that their increase coincides with the decline of proper “discipline” (read: corporeal punishment) of children thirty years ago. Yet all sorts of things have changed over the last several decades, especially since 2011 when the frequency of mass shootings tripled. In any case, Europeans are equally unlikely to strike their children but see no uptick in the likelihood of acts of mass violence—the 2011 attack in Norway notwithstanding. Moreover, assault weapons like the AR-15 have been available for fifty years and a federal assault weapon ban (i.e., “The Brady Bill”) expired back in 2004, long before today’s upswing in shootings. Under the slightest bit of scrutiny, any single-cause explanation begins to unravel.
Journalists and other observers often note that the perpetrators of these events were “loners” or socially isolated but do little to no further investigation when it comes time to recommend solutions. It is as if we have begun to accept the existence of such isolated and troubled individuals as if it were natural, as if little could be done to prevent it, as if eliminating civilian weapons or de-secularizing society were less wicked of problems. If there is any mindset my book, Technically Together, tries to eliminate, it is the belief that the social lives offered to us by contemporary networked societies are unalterable—the idea that we have arrived at the best of all possible social worlds. Indeed, it is difficult to square sociologist Keith Hampton’s claim that “because of cellphones and social media, those we depend on are more accessible today than at any point since we lived in small, village-like settlements” with massive increases in the rates of medication use for depression and anxiety, not just the frequency of mass shootings. At the very least, digital technologies—for all their wonders—do less than is needed to remedy feelings of isolation.
Such changes, I contend, suggest that something is very wrong with contemporary practices of togetherness. No doubt most of us get by well enough with some mixture of social networks, virtual communities, and perhaps a handful of neighborly and workplace-based connections (if we’re lucky). That said, most goods, social or otherwise, are unequally distributed. Even if sociologists disagree about whether social ties have changed on average, the distribution of connection has and so have the qualitative dimensions of friendship. For every social butterfly who uses online networks to maintain levels of acquaintanceship that would have been impossible in the days of rolodexes and phone conversations, there are those for whom increasing digital mediation has meant a decline in companionship in both numeracy and intimacy. As nice as “lurking” on Facebook or a pleasant comment from a semi-anonymous Reddit compatriot can be, they cannot match a hug. Indeed, self-reported loneliness and expressed difficulties in sustaining close friendships persist among the older generations and young men despite no lack of digital mechanisms for connecting with others.
Some sociologists downplay this, as if highlighting the downsides to social networks invariably leads to simplistically blaming them for people’s problems. No doubt Internet-critics like Sherry Turkle overlook many of the complexities of digital-age sociality, but only those socially advantaged by contemporary network technologies benefit from viewing them through rose-colored glasses. Certainly an explanation for mass shootings cannot be reduced to the prevalence of digital technologies, just as it cannot be blamed simply on the ostensible disappearance of God from schools, declines in juvenile corporeal punishment, the mere presence of assault weapons, or any of the other purported causes that proliferate in the media. What Internet technologies do provide, however, is a window into society—insofar as they can exacerbate or make more visible social changes set in motion decades earlier.
To try to blame the Internet for social isolation would fail to recognize that it was suburbia that first physically isolated people. It makes the warm intimacy of bodily co-presence hard work; hanging out requires gas money as well as the time and energy to drive to somewhere.
Skeptical readers would probably point out that events like mass shootings became prevalent and accelerated well after the suburb-building boom of the mid-20th century. That objection is easy to counter: social lag. The first suburban dwellers brought with them communal practices learned in small towns or tight-knit urban neighborhoods, and their children maintained some of them. 30 Rock’s Jack Donaghy lamented that 1st generation immigrants work their fingers to the bone, the 2nd goes to college, and the 3rd snowboards and takes improv classes. A similar generational slide could be said about community in suburbia: The 1st generation bowls together; the 2nd organizes neighborhood watch; the 3rd waits with their kids in the car until the school bus arrives.
Even while considering all that the physical makeup of our cities does to stifle community life, it would be a mistake not to recognize that there is something unique about many of our Internet activities that make them far more conducive to feelings of loneliness than other media—even if they do connect us with friends.
Consider how one woman in the BBC documentary, The Age of Loneliness, laments that social media makes her feel even lonelier, because she cannot help but compare her own life to the “highlights reels” posted by acquaintances. Others use the Internet to avoid the painful awkwardness and risk of in-person interactions, getting stuck in a downward spiral of solitude. These features combine with a third to help give birth to mass shooters: The “long tail” of the Internet provides websites that concentrate and amplify pathological tendencies. Forums that encourage and help people with eating disorders continue damaging behaviors are as common as racist, violence-promoting websites, many of which had been frequented by recent mass shooters.
While it is the suburbs that physically isolate people and make physical friendships practically difficult, online social networks too easily exacerbate and highlight that isolation. My point, however, is not to call for dismantling the Internet—though I think it could use a massive redesign. Such a call would be as simple-minded as believing that just eliminating AR-15s or making kids read the Bible in school would prevent acts of mass violence. Appeals to improving mental health services or calls to arm teachers or place military veterans at schools are equally misguided. These are all band-aid solutions that fail to ask about the underlying causes. What we need most is not more guns, God, scrutinization of the mentally ill, or even necessarily gun bans, but a sober evaluation of our social world: Why does it not provide adequate levels of loving togetherness and belonging to nearly everyone? How could it?
To some this might sound like a call to coddle potential murderers. Yet, given that people’s genetics do not fully explain their personalities, societies have to reckon with the fact that mass shooters are not born ready-made monsters but become that way. It is difficult not to see parallels between many young men today and the “lost generation” that was so liable to fall prey to fascism in the early 20th century. The growth of, mainly white, young, and male, mass shooters cannot be totally unrelated to the increase in, mainly white, young, and male, acolytes of prophets like Jordan Peterson, who extol the virtues of traditional notions of male power. Absent work toward ameliorating the “crisis of connection” that many face men currently face, we should be unsurprised if some of them continue to try to replace a lost sense of belonging with violent power fantasies.
Taylor C. Dotson is an associate professor at New Mexico Tech, a Science and Technology Studies scholar, and a research consultant with WHOA. He is the author of The Divide: How Fanatical Certitude is Destroying Democracy and Technically Together: Reconstructing Community in a Networked World. Here he posts his thoughts on issues mostly tangential to his current research.
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