WV Legislature Made Progress Destroying Public Education in 2022

Teachers in 2018: It may be time to walk out again. Certainly must VOTE!

Teachers (and anyone who cares about public education in WV), listen up! In one case, four minutes was all that stood between you this legislative session and the unreasonable demands of Republican lawmakers. I’m talking about their so-called “Anti-Racism Act” (SB 498–it passed, but too late to become law). But they managed to pass at least two other disturbing education bills or resolutions. SB 704, which passed and is headed to the governor for signing, requires teachers to make all course materials available by the first day of class for parents/guardians to preview. They can demand that you “demonstrate how the supplementary instructional material relates to the content standards...” If you fail to do so in a manner that satisfies, they can file a complaint to your Superintendent, which, if not “resolved,” goes to the state Superintendent. You could get in trouble, for example if you introduced something from a current newspaper that hadn’t been made available for parents to preview by the first day of class! So current events are now not acceptable? What about the internet?

The “Anti-Racism Act” claimed to prevent teachers/schools from requiring students or employees to “state or believe in the superiority of one race or biological sex over another.” It states students/employees can’t be obligated to feel guilt or in any way responsible for what a member of their race or biological sex did in the past. But, for example, if you introduced the fact that white plantation owners enslaved blacks and sometimes beat or lynched them, and a child goes home and says their teacher made them feel “discomfort” or guilt, that parent can file a complaint against you with your principal that can end up on the Superintendent’s desk.

How should a teacher respond if a student or a colleague said, “If poor people of color just worked harder, they would be equal economically and socially to other (white) Americans?” I would want to point out that many are already working 2 and 3 jobs and that bias or discrimination may prevent advancement in some cases. But the Anti-Racism bill would have made it illegal for you to explain that the concepts of “meritocracy” or “a hard work ethic” are sometimes, to paraphrase the bill’s language, used by racists and sexists to deny that discrimination oppresses another group. Confused yet? If I were still teaching, I’d be afraid to even bring up or respond to a student on the topic of racism or sexism. I guess that’s the point.

It should not need to be stated that not every person of color is or was disadvantaged by discriminatory systems that existed and may still exist: slavery, Jim Crow, segregation, immigration laws, bank loan and credit policy, unfair policiing, etc. It also goes without saying that not every white person was or is directly advantaged by those systems. But most white Americans, even in West Virginia, had or have access to better schools, nicer neighborhoods, higher paying jobs, the ability to elect those in government who would improve their roads, etc. Of course those advantages shouldn’t leave children with any sense of guilt and doesn’t make them responsible for the problems such inequities have created in our society. That’s common sense–something sorely lacking in the minds of many at the Capitol.

Incompetence saved teachers this time. SB 498, the “Anti-Racism Act” was passed four minutes after midnight on the last night of the session, so it will not become law….yet.

But do you think they’ll stop trying to make it or something like it law?

WV Republicans also passed a Constitutional amendment for the November ballot that would take control of school curriculum and policies out of the hands of professionals and citizen boards. “Decisions affecting daily classroom life would be placed in the hands of a partisan Legislature,” the WV Board of Education declared in a letter opposing the Constitutional amendment.

Teachers and school staff, supported by the public, stood 55 counties strong in unity for affordable health care and better pay for all public employees in 2018. Now all West Virginians need to stand strong and vote out the legislators responsible for bad legislation this session.

Help organize voters to vote down the Constitutional amendment that gives the legislature final authority for all public education policies and curriculum while letting homeschools and “learning pods” of unlimited size free to ignore all state board educational policies and curriculum.

Teachers and service personnel, if you haven’t joined WVEA, AFT-WV, or WVSSPA it’s time to do so, because you will need the protection of professional organizations. They can represent you in hearings and investigations if angry, close minded parents influenced by right wing media make unfounded complaints. You should be allowed to teach in a way that will inspire students to work for a more equitable and fair West Virginia. If you are forced to avoid tough subjects and good teachers continue leaving the profession, young people will continue moving out of state to live in places where all people are treated with respect under the law.

Paul Epstein is a retired elementary school teacher and musician living in Charleston

Let Teachers Teach History (not propaganda)

As some members of our legislature introduce legislation to prevent WV teachers from honestly teaching American history because they worry it is “divisive” or that white students will be ashamed of the facts of our American history, it’s worth reviewing what those facts are.

Imagine a world in which Christopher Columbus discovered America and the Europeans who followed were welcomed by Native Americans who, fed them, sold them land, and in a few rare instances fought against Europe’s and later America’s eventual colonization of the continent, generally living peacefully together with help from missionaries to learn agriculture and give up their former life of struggle to survive in a vast wilderness. 

Imagine the Africans were brought to America in a mercantile exchange by brave and heroic sea captains outfitted by wealthy traders on multiple continents leading the United States to grow powerful on sea and land. Sugar from Caribbean plantations was shipped to New England where rum was made and shipped to Africa to trade for Africans who were enslaved to produce cotton. Imagine those Africans were happy in the New World, fed and housed by kindly white plantation owners and loved like members of the family. They were encouraged to attend church every Sunday to learn about God’s plan and intention—for the superior white race to use the wealth that was being created to build cities, transportation networks, and new technologies to achieve their “Manifest Destiny” of domination over North America.

Sadly, this is the “history” of the United States that was taught with few exceptions through the 1960’s and in some areas and some schools is still taught today. It is the whitewashed version of history that mobs of angry parents are demanding to have back in their schools.  Parents who are afraid their children can’t handle the truth and will feel distressed if they realize that their ancestors enslaved others and built the wealth and privilege they now enjoy over centuries. These parents are encouraged and sometimes funded and led by right wing dark money PACS and think tanks. They are trying to make schools into political hot button issues to affect upcoming elections using false claims that “critical race theory,” a theory studied by university scholars, is being used in public K-12 schools to shame white children. Oh, and that wearing masks or requiring vaccinations is impinging on their freedom to die of a deadly disease or be allowed to freely spread it.

Time for a little fact checking. Most Native Americans tried to get along with European colonists and wanted to trade with them, but the history of their treatment by the English, Spanish, and Americans is one of brutality, having their lands encroached upon and stolen, constant breaking of treaties, spread of deadly diseases, and efforts to simply wipe them out resulting in the death of as much as 90% of the indigenous population in a couple hundred years.

Captured and enslaved Africans were cruelly separated from their homelands, tribes and families and literally sold to the highest bidder and often worked to death and punished with beatings, whippings, or lynched if they dared to attempt escape or openly resist. Our Constitution protected the enslavement of black human beings and granted political power to southern states where their so-called human property could be counted as 3/5ths of a person to give them more seats in Congress and protect the “peculiar institution” of slavery, as it was known. 

In the imaginary history of our right wing fellow citizens, any residual effects of slavery on the lives of African Americans that lingered after the Civil War were magically completely dispelled by the passage of the Civil Rights and Voting Rights Acts in the 1960’s. Of course that’s a fantasy, and there are countless examples from around the country of discrimination remaining in place in schools, workplaces, and housing; not to mention acts of violence including lynching by white citizens against blacks. Discrimination, brutality and even murder of blacks by police are well documented right into the present.

I did my best in elementary school classrooms in Clendenin and Charleston from 1987-2012 to help students reckon with the truth of our history while also exposing them to the many aspects of America that rightfully fill us with pride. In my experience, it was not the white students who were most affected emotionally by learning about some of the darker periods of our history—generally they wanted to know why inequality continues into the present day and what could be done to solve it. It was the black students who were the most affected, as some for the first time learned how badly their ancestors were treated and wondered why even today, as they no doubt heard from their families or witnessed themselves, they continue to face discrimination because of the color of their skin.

Trump's Attempt to Whitewash History

President Trump outlined the themes of his election campaign in what amounted to two publicly funded campaign rallies over the 4th of July weekend at Mt. Rushmore and the White House lawn with fireworks over the National Mall in Washington D.C. “Our nation is witnessing a merciless campaign to wipe out our history, defame our heroes, erase our values and indoctrinate our children….This left-wing cultural revolution is designed to overthrow the American Revolution…our children are taught in school to hate their own country, and to believe that the men and women who built it were not heroes, but they were villains,” were some of the claims he made.

Like so much of what the president claims, his words are designed to turn Americans against each other. To turn white against black and brown, to turn right against left, to turn everyone against public schools and teachers. 

At my high school graduation in 1969 in Bethlehem, PA, I had the opportunity to speak to the graduating class about my views on our education, not because I had high grades, but because the school, in the spirit of change that was in the air, allowed a speaker to be elected in addition to the traditional Valedictorian. I spoke about some of the ways I felt our education had let us down. I felt our history classes had mythologized our founders and leaders, glossed over difficult issues like the causes of the Civil War and the Vietnam War which was raging at the time, and taught us that there was always a right and wrong answer that could be answered in a multiple choice question. I talked about the fact that black people were angry about the lack of equal opportunities they faced in the areas of jobs and education and that we weren’t being prepared for the fast changing future we would face.

I didn’t have the vocabulary at the time to name what that education lacked. But in the course of my working life, including a twenty-five year career as a West Virginia public school teacher, I identified it as the importance and the difficulty of teaching critical thinking. 

President Trump does not want Americans to think critically. He wants them to see the world in simplistic terms of good or evil, right or wrong, blindly patriotic or anti-American. He wants to whitewash history and paint over the flaws of our founders and past leaders, ignoring the parts of our history we know do not live up to our ideals: the enslavement of millions of African Americans for two hundred years followed by a hundred fifty years of continued discrimination; the near extermination of Native Americans, the confiscation of their lands, their internment on reservations; some of the wars that we fought in order to either add to our territory or to ensure American control over other parts of the world for political or economic reasons.

Teaching children and young adults to understand both the good and the bad is important. You can celebrate our amazing scientific achievements while also noting when science was misused, the innovations in business and industry while also pointing out the environmental costs, the revolutionary ideas in self-government that the American experiment embodied to empower it’s white male citizens while at the same time denying equal opportunity to women and African Americans for centuries.  Children, all citizens in fact, need the important skill of critical thinking: the ability to weigh facts and evidence, to see the world in its whole spectrum of color instead of only black or white.

I exhort all West Virginians to be willing to do the hard work of putting aside their emotional response to those who, like Donald Trump, call on them to love their country “right or wrong,” and instead love what’s right about our country and recognize what is wrong and do their best to fix it. And that includes voting for change in November.

Paul Epstein is a retired public school teacher and musician living in Charleston, WV

Electorate Lacks Critical Thinking Skills

In recent elections, why have so many voted for candidates who support policies they say they oppose or that are harmful to their economic interests?

Why vote for politicians who seek to dismantle public education, are against raising the minimum wage, pass tax cuts to further increase the wealth gap, and who want to continue to allow corporations and billionaires to flood the political system with money when generally you disagree with those policies? Polling shows that even many who disagree with their policies chose the Republican party in this election.

Benefits from Social Security Insurance, Medicare, Medicaid, subsidies for health insurance under the Affordable Care Act (ACA), Unemployment Insurance, Workman’s Compensation, SNAP (food stamps) are designed to keep working people and those unable to work out of poverty.  What does it mean when even people who are receiving these benefits vote for a party that seeks to dismantle or undermine these programs?

I believe it’s because many simply reject facts regardless of scientific and historical evidence in favor of voting based on their mood, feelings, or beliefs. They do this at least partly because many lack a skill that educators call “critical thinking,” an essential backbone of a competent education, and an area of emphasis in the Common Core State Standards. Republicans have now turned against this challenging set of educational principles, which was developed by the states in a non-partisan process. I wonder if they are concerned they might work.

When George W. Bush, with help from liberal lion Ted Kennedy, passed No Child Left Behind (NCLB) in 2001, many saw it as an attack on public education. NCLB required annual testing that would not only label schools in which the majority of students were not reaching annual benchmarks in reading and math as failing, but would give parents the option of sending their children to another school, often a charter school run by a private company. Kennedy had apparently signed on because he hoped that after identifying struggling schools, which he knew would mostly be in poor neighborhoods, the law made provisions to provide large influxes of money to the school to implement change. Naturally, the law was never fully funded by the Republicans. Regardless, even a large amount of money rarely turns around a school serving a population of students who are growing up in poverty in only a year or two.

The most laughable (or more accurately, tear-inducing) part of the law was the goal it established that declared that ALL students must reach mastery in Reading and Math by 2014. The only reason that most all schools have not been labeled failures is that the Obama administration has allowed states to apply for waivers from the most onerous provisions of the law.

Critical thinking is the highest goal of education. It can’t be taught in one lesson or in one year. You can find short definitions and full-length books on the topic. In a word, it is rationality: the ability to weigh evidence objectively, to identify and distance the emotional triggers and beliefs that may cloud one’s thinking, so that one can analyze the validity of “facts” and assemble a theory or argument.

Americans often wonder how masses of people in other parts of the world can be convinced to support dictatorial governments or follow religious leaders who exhort them to hatred of others and rejection of freedom and Democracy. The answer is simple: a powerful combination of control of the media, religious belief, and weak or religiously based education systems and systems of law which do not operate on the basis of critical thinking, but on pre-determined belief systems, whether they are economic, secular, or religious.

In recent years America’s radio and TV airways have increasingly been filled with intelligent right wing personalities who craft seemingly rational arguments based on faulty premises and suspect “facts”. They almost always wrap their propaganda in expressions of religious belief, patriotic fervor, and fear that the opposition is trying to destroy the American way of life, nostalgically bringing to mind an America of small towns, picket fences, and….for many, segregated schools.

The Republican strategy seems to include weakening education, instilling fear of an increasingly diverse society in their low and middle income white male base, and allowing the rich to spend limitless money on elections in order to maintain power and win elections.

If I were President Obama, I would challenge the nation to embark on a simple mission. Congress should come together to pass an education law to repeal and replace No Child Left Behind and its patchwork waiver system. The Common Core has become a punching bag, so start over. Call the new law, or some major part of it “FACTS: For All, Critical Thinking Skills.” From pre-school to free adult classes in libraries and community centers, make rational discussions and analysis a national pastime. We could start by studying the campaign ads from this season.

Paul Epstein is a retired teacher, a musician, and writer who lives in Charleston, WV. He blogs at http://paulepstein-muse.blogspot.com/

An Impossible Task

In 1990 after my third year as an elementary school classroom teacher, I attended a 4 week intensive "Invitation Summer Institute" led by Dr. Fran Simone of the WV Writing Project. I eventually became involved in the leadership of that group and in the National Writing Project. Along with 39 others, I was asked to write an essay about my NWP experience to celebrate the 40th summer of holding these summer programs, which started in Berkeley, CA and spread around the country. They published my essay today: http://our.nwp.org/ Here it is:

I (along with 39 others) was asked to contribute 500-1000 words summing up what NWP means to me. I’m not sure I could do it in a book length piece, though maybe I could do it in a haiku:

Young struggling teacher

Lifted by Summer Institute

Retired Director

No, doesn’t come close. Okay, who is my audience? Is it young teachers entering the profession, floundering as I once did? Feeling overwhelmed, small, under a microscope, everyone expecting that college and student teaching has created a professional who knows the answers, but finding that it’s not as easy as it looks, and that these eager or bored or angry or sad or hurting or confused faces cannot be fooled; they know when you are confident and when you are uncertain, and they crave your certainty, your control, they want you to have all the answers, to make it easy for them, and ultimately you learn you’re all in the same boat, learning together, but the lessons are painful and lead to sleepless nights.

What can I tell the young teacher attending a summer institute for the first time—that it’s never completely under control? To have ideals, but not hold yourself to them? To understand that if you’re doing the best you can, that’s good enough? To try to create community? To listen to students, especially the ones who are the most difficult? To give everyone a voice? To write, write, write, and share, share, share? To understand that there will always be far too many demands and expectations, objectives, and content standards, and that schoolwide, districtwide, nationwide goals will come and go and ultimately you should strive to make your classroom a place where learning takes place most of the time? It sounds somewhat defeatist; but it was my Truth. And every student I have met years later has smiled when she asked, Do you remember me? Yes, even the young man last week who was picking up the garbage can from my driveway.

Or am I speaking to the NWP veteran? The Director who has spent a career in the university setting and was asked to take on this extra project and found it taking over his life and career, guiding his research, pushing him toward leadership, management, budgeting, administrative roles he never envisioned. Or am I speaking to the classroom teacher who found a home in her local writing project with like minded teachers who supported each other as writers, who listened to and responded to each other’s stories of divorce, deaths, and illnesses, of births and embarrassing moments, of likes, dislikes, travel stories, fantasy, or poetry. Who got asked and answered, Yes, and found, as I did, it was not like at school where you learned that saying yes could lead you to doing other people’s jobs, to jealousies or politics, to uncomfortable positions making presentations of new strategies or curriculum that someone else decided was best for your school or district or was purchased from a textbook company and you were to follow the script and tell others to be true to the Program. Somehow the writing project was different; the teachers were working together, supporting each other, asking questions, exploring new methods that they truly believed in, and….what is it, what’s so different about this? Oh! They’re listening to ME! They think I have ideas worth listening to! These amazing teachers who have so much to teach me think I have value? I’ve never heard that before! Yes! I will present my classroom demonstration at that workshop; I will help write that grant; I will attend that national meeting. Oh my goodness, here are these amazingly smart people from all over the country, and they all listen to each other, they all work together, they all write, they all ask questions, none of them claims to have all the answers! Yes, I’ll serve on a national committee; are you kidding? You want me, an elementary school teacher to co-direct the Rural Sites Network? Yes, I’ll write an article, participate in a study. Just say yes became my rule of thumb when it came to NWP.

Only when I saw my local writing project in danger did I say no to NWP. No, I can’t right now, I have to lead at the local level. And that was truly the hardest work, at least for me. How can anyone ask busy teachers to do more? And how can an outsider really operate in a university? But those are simply questions, the answers are, in the end simple: It’s never completely under control.  Have ideals, but don’t hold yourself to them. Understand that if you’re doing the best you can, that’s good enough. Try to create community. Listen to the teachers, especially the ones who are the most difficult. Give everyone a voice. Write, write, write, and share, share, share. Understand that there will always be far too many demands and expectations. Oh, I left out one important ingredient…celebrate success! Congratulations on 40 years of changing the lives of teachers through holding Summer Institutes and improving teaching and learning throughout the world, NWP!

Diet Milestone: 33 pounds gone 11 to go, 3/4 of the way to goal.

My 2-Day Diet Progress Week 29, May 25, 2014 

Beginning weight 11/3/13: 209 lbs.

Height 5'8" Age: 62

Goal weight: 165 lbs.

Total loss goal: 44 lbs.

Beginning waist size: 43 in.

Current waist size: 38 in.

Weight end of this week:  176 lbs.

Gain/Loss this week:  -1 lb.

Total Gain/Loss:  -33 lbs.

This week, 7 months into my physical transformation through change in diet, I’ve reached a milestone. I am three-fourths of the way to my goal of reducing my weight to 165 pounds from 209 pounds since I now have “lost” 33 pounds. Go to a gym and pick up thirty-three pounds of weights--it's the equivalent of a cinderblock or a small microwave oven. It’s significant. I have not weighed this little for at least twenty-five years.

When I reach my goal of one hundred sixty-five pounds, I will still be as much as ten pounds overweight, depending on what measure of healthy weight you use. My doctor, an internist, recommended not losing any more than that. He says that when his patients reach my age, he wants them to have ten to fifteen extra pounds, so that if they get ill and lose some weight, they have some fat to lose. Otherwise, they may lose muscle mass, which is harder to regain as you age. At any rate, I am already quite happy with the way I look. For those of you who have been reading my blog, I’ve said before that I always felt pretty good about the way I looked in a mirror, but I also know that pictures don’t lie. And now when I see pictures of myself, I’m amazed at how much better I look, the stronger, leaner face, the lack of a potbelly, and a general look of fitness. Yes, under all that blubber I really did have quite a bit of muscle from all the bike riding and regular workouts at the YWCA.

An Op-Ed in the New York Times last week by medical researchers Dr. David Ludwig (Harvard School of Medicine) and Mark Friedman, a physiologist and psychologist, entitled, “Always Hungry? Here’s Why,” and a wonderful interview I heard on the NPR program, People’s Pharmacy, with Dr. Robert Lustig, a neuroendocrinologist and Professor of Pediatrics at University of California, San Francisco, who wrote a book called Fat Chance: Beating the Odds Against Sugar, Processed Food, Obesity, and Disease (link to radio show and podcast) both reinforce the science behind my experiences during my journey to a healthier body weight (I’ve lost thirty-three pounds since November 2013).

Ludwig and Friedman note that scientists studying weight loss and nutrition have often gotten it wrong in their understanding of the correlations between calories and weight loss or gain. A calorie is a measure of energy in food. It seemed logical that the number of calories you consume minus the amount of energy measured in calories that your body expends should determine whether you gain or lose weight. But some research now indicates it’s not that simple for multiple reasons, including the way our bodies adjust metabolism depending on the types of foods we eat and even the proportion of fat and muscle in our bodies, squeezing more energy out of calories in some instances and passing calories out of our systems unused in others. To make losing weight more difficult for people with excess fat, Ludwig and Friedman found that fat cells require more calories to maintain than other body cells. They postulate that fat cells ‘grab’ incoming calories, causing the body to need additional food to do other necessary tasks such as nourishing muscle and organ cells and performing necessary body functions.

This creates additional hunger, seemingly caused by the existence of fat itself. Compounding that are the effects of the consumption of sugars and other foods with a high glycemic index, which I think of as the “white foods”: white potatoes, white bread, white rice, and anything made with white flour including regular pastas, most cereals, and in addition, all corn and corn products. Among the sugars are honey, corn syrups, fructose, and even fruit juices. And these days almost all processed foods have added sugar in some form, often "high fructose corn syrup."

When I searched for Glycemic Index chart I found wildly
different numbers in different charts. This one seemed
to match what I believe is true, though it has fruit juices
classified at the high end of Low.

If you got thrown by the words, “glycemic index,” let me give a brief explanation of this important concept. For diabetics, knowing the glycemic index values of foods is critical to their ability to control blood sugar levels because of their lack of insulin production. All food must be broken down to its most basic element, glucose, a form of sugar, for your cells to absorb its energy. Sugars and the white foods are the easiest foods for the body to convert to glucose, which spurs insulin production. Insulin helps our cells absorb the sugar, getting it out of our blood stream. We want it out of our bloodstream because high blood sugar levels cause the blood to be ‘sticky’ and not circulate well, causing cholesterol to build up in the cell walls leading to increased risk of heart attack, stroke, and various other ailments. 

 

The lower glycemic foods make the body work harder and take longer to break down into sugar. Lustig’s research and work with obese children has led him to discover that hunger decreases dramatically when the white foods are eliminated and carbs in general are reduced, and blood sugar levels remain steadier. This was my experience when I reduced carbohydrate intake following the recommendations in a book called the 2 Day Diet: diet two days a week and eat normally the rest of the week, by Dr. Michelle Harvie and Professor Tony Howell.

But why? It’s because high glycemic index foods cause blood sugar levels to spike, spurring glucose production, sending the sugars to the cells and a quick drop in blood sugar. In other words, the spike is followed by a dip, and the low blood sugar levels cause your body to cry out for more food. It is a classic addiction pattern, compounded by the fact that no one can live without carbohydrates. You can’t completely remove carbohydrates from your diet; you would starve. I used to snack on corn chips between meals. Of course this was just keeping the roller coaster going. It's funny how obese people like I was don't stop to ask ourselves, "Why am I hungry?" We know our bodies don't "need the food," after all, we're carrying enough fuel in the form of fat to keep the engines of our bodies running for months. And, in most cases, obese people get hungry every every or two. And not just a little hungry, desperately hungry. Well, it's not for most of us a case of some basic flaw of character or terrible childhood trauma, it's body chemistry. An addiction to simple carbohydrates.

What you can do to break the addiction, however, is avoid high glycemic index foods and replace them with low glycemic index foods: low fat meat and fish in reasonable quantities (4 oz. or less), nuts, low fat dairy like low fat cottage cheese and nonfat yogurt (without the syrupy fruit—use fresh or canned fruit); all the green vegetables you can eat of any kind, including tomatoes (yes, they turn red, but start green, just like peppers), eggplant, summer squash. Sweet potatoes and winter squash, lima beans and other beans are in the medium range and fine in limited quantities. Vegetarians will depend on them for protein. Whole grain (make sure its 100% whole grain, though, and doesn't have added sugar) foods like oatmeal or Cheerios, whole wheat bread and pasta, brown rice and such are relatively low in their glycemic indexes, but should not be overeaten. A tennis ball size serving (about ¾ cup) or one or two slices of bread constitutes a serving. I have had many satisfying lunches of just half a sandwich, an open sandwich, or a light wrap made with a small "light" tortilla (or on a low carb day that the 2 Day Diet recommends twice a week, I might use a piece of lettuce or cabbage as the wrap).

For me, that diet, described as a Mediterranean diet in the 2 Day Diet book, has become a way of life. I no longer have to measure portions or keep track of how much of each food group I eat, because basically I now eat as much as I want. It's just that I don’t want very much. My appetite has been reduced so that a salad with a few ounces of canned tuna, sardines, smoked oysters, or a small piece of salmon, chicken, or a couple thin slices of turkey is a satisfying meal. A couple tablespoons of cottage cheese with some canned peaches or pears, fresh strawberries and couple walnuts…a great breakfast or snack between meals. 

One small serving of brown rice with as much broccoli or stir-fry veges as I want, and the equivalent of a small pork chop, chicken thigh or fish portion makes a great dinner. And yes, I sometimes have beef as well if that’s what I want. And if I’m at someone’s house and they serve a rich lasagna dripping with fat and cheeses, I don’t decline it, I just take a portion that is half or less of what we’ve come to think of as a normal serving: about ½ cup in volume. Then I eat it very slowly and eat a lot of salad or other green vegetables. And if they don’t serve any green vegetables, fine, I eat some when I get home.

One food that most people have a hard time believing is not part of a healthy diet is fruit juice. Dr. Lustig recounted a really smart demonstration he and his colleague, a nutritionist, do on visits to schools. They give two students six oranges each. One is given a juicer; he uses the six oranges to make a 12 oz. glass of orange juice, drinks it down, and says, “Now what’s for breakfast?” The other student starts eating oranges. By the time he finishes orange number four, he’s so full he feels like throwing up. In other words, according to Dr. Lustig, though some fruits are considered medium or high glycemic index foods, they have a self-limiting ingredient that keeps us from overeating if we eat the whole fruit: fiber.

I love that science explains why I’ve been successful on this diet. And if you struggle with your weight, there’s one takeaway I hope you get from reading this; it’s that I didn’t succeed because I have superior willpower. I’m succeeding because I stopped feeling hungry all the time. Yes, I did need some willpower in the first month or two. You can go back and read about how I held myself back at parties…or didn’t, and if I didn’t, I forgave myself and started fresh the next day. But as I learned when I (finally after many tries) quit smoking 20 years ago, breaking an addiction takes at least a month. But once you break your carb addiction, you’ll be home free. Go for it!