Week 3 Responces Reposted from BlogSpectrum
Perhaps if we spend more money on things like education and
tools for education (libraries, museums, art, music and culture), we
might get more kids interested in learning on their own. Back in
Illinois, my school took us on field trips to Shedd Aquarium, the Museum
of Science and Industry, and the Museum of Contemporary Art. It got me
interested in learning about things outside of school, and instead of
sitting in class, staring at the chalkboard for 6 hours a day, we got to
watch SCUBA divers feed sharks, and look at rocks that fell from space!
I became extremely interested in geology for a number of years, all
because of trips to museums. In turn, I went to the library to learn
more about xeolinths, lava flows and geologic faults, which nurtured an
interest about natural disasters and the earth in general, which is a
hobby that I still pursue to this day.
I do agree that more hands on and participatory education is needed in
the form of field trips, unfortunately with this you are again running
into a nasty area. America, as I touched on is as much or more a fear
ruled society as it is reason ruled one. The odds of a terrorist attack,
or even âordinaryâ accidents are miniscule, yet many if not most schools
have either severely curtailed or eliminated such trip since 9/11.
Our CO and the Cunning Linguist try very hard to escape the
gravitational pull of this huge planet, this personal experience, but in
the end they, too, crash and burn.
I beg to differ. My driving has got to be the closest thing to wingless
flight one can accomplish, and Iâve not had an accident in oh, hours.
That is the genius of public education in America. We did
have something in common back then, and we still do, no matter what
academic track we were on, no matter what occupational destination we
shared. Not because we came from the same class or race or gender, but
because we were taughtânot necessarily by our teachers--to negotiate our
differences by reference to the inheritances we call American history
and literature. (For some of us, yes, by reference to Mathematics, as
well, a universal language, to be sure, but the fissures and
consequences were narrower in that domain.)
While there is something to be said for shared experience in school, and
I do believe to some experience it is needed, it is not the be all end
all of education, not even close. Teaching children the mislabeled
âthree râsâ is the responsibility of the education system. Teaching
children to be sociable like providing religious and or personal
philosophical guidance is, and should remain the job of the parents.
The CO and Sidial agree on the need for what we used to call
tracking. "Separate out the kids according to ability, intelligence, and
zeal for learning," as the latter puts it. I wonder. My most boring
moments in high shool came in my "honors" classes, and my most
electrifying moments came after I was kicked out of them, after my
Doesnât this go back to the personal responsibility that you were
preaching about a few paragraphs ago? I reveled in my advanced classes.
I could read on a high school level by fourth grade, and a college level
by sixth. If you failed to learn in the more challenging classes it
presents one of three major problems and their associated subsets:
1) The âadvancedâ classes were nothing of the sort and only dubbed that
way to stroke the egoâs of parents and some students.
2) You did not appreciate the challenge of the advanced classes and were
content getting âeasy Aâsâ in the mainstream classes.
3) You were on the borderline between âaverageâ and âadvancedâ
Of these problems number three is by far the murkiest, if that is for
the sake of discussion the best answer it immediately raises several
questions: âCould you have done better if you stuck to books and not
sports?â, âShould students be enrolled in âadvancedâ classes on a course
by course level and not on an all or nothing basis?â, âWere you really
motivated to be there, and did you understand enough of what being a
part of those classes could mean to your future?â the list goes on and
on, and varies quite widely from student to student. I for example
excelled at English, history, and science but struggled with math
classes, my brother was just the opposite, he did wonderful in math and
hated English and history. There are differences including how people
learn: visual, auditory and the other variations, that effect the
outcome of how much people learn more than simple âIQâ explains.
Tom's responce to TCL
The only way to fix this problem is to create a societal
situation where the consequences of having more children than you can
support (from both the male and female prespective, of course) are
unacceptable. How do we do that, you ask? We first warn everyone that
we're about to take some drastic action. Then we give them a chance to
shape up with continued warnings. Then, we follow through with our
drastic action, namely we stop supporting them beyond what we are
already giving away.
This one you are going to need to explain carefully. What kind of
consequences? Not helping the kids? And if so isnât that punishing the
children at best, and potentially negligent homicide at worst? Taking
the kids away? Sure, our foster care system is a lot better than the
lack of safety net in a lot of countries but its already overburdened.
Further we need to stop the revolving door that some judges and policy
makers have put into place where the birth family is by default the best
place for the all parties concerned. Not to be too crass, but I donât
give a $@#% about the parents, grandparents or the ninety-some cousins.
They can all fall off the end of the planet. Putting a child back with a
child molester is inexcusable, putting them back with people who have
failed to complete alcohol and drug counseling likewise.
Derek (not quite in order)
The Democrats--well, they're lost. The Republican drift to
the left has pushed Democrats somewhere to the far side of George
Oh Boy is that one for another day...
I am no expert on education. I do, however, have a little
insight into human nature. Those in power tend to consolidate power.
Controlling the system of education is a goal of every despotic regime;
if you lead them while they're young, they'll willingly follow you as
Iâm not a huge fan of government sponsored education, however, it does
have a much better chance of getting people all on the same playing
field than each city block having its own privately run school. Also, if
for no other reason than making sure people are being educated there
needs to be someone saying âthe standard is hereâ. I happen to think
that for a lot of things the standard is set to low in the public system.
Some of the friends I admire most teach in public schools,
and our daughter has attended the local schools since kindergarten. I
assure you, though, that we've been very aware of what's been taught,
especially in the early grades. My wife used to volunteer at the school
during the day and was on a first-name basis with the principals of the
elementary and middle school.
It is good to see their are parents who pay attention. I work with a
youth group where half the parents drop their children off and
disappear, i think most of the parents have only met myself or the club
leader oncestyle="font-style:italic;"> and yet they leave their kids there
for 3-4 hours.
That touches on what the answer should be. Schools, above all else,
should attempt to equip our children with the ability to think
critically, with the ability to reason. All else follows. James'
goalsâliteracy, social mobility, civic discourseâcan only be achieved in
schools whose pupils are able to think critically. Solving every problem
on Sidal's laundry list is meaningless if students are still unable to
think for themselves. Find students who can do that, and solving those
problems becomes much easier, because the students will be right there
Again this goes back to ours being a society of fear. No it is not to
the extent of North Korea, China, or a few other hellholes, but one
where fear is the preferred motivator. There are a lot of parents who
want their parents to learn what to think, not how. I personally have
several very, very good ideaâs where this comes from, but Iâll leave
that for later. Where it comes from is important, getting rid of it, is
...enough cash to keep the student:teacher ratio at no more
than 20:1âtwenty-five, tops. A bad teacher with twelve students will
teacher better than a great teacher with fifty-four. If any of you doubt
that for a second, I will give you a tour of my old high school and
I think, that if public school alternatives got enough (non financial)
support that this could go a long way towards shrinking class sizes.
And that folks is all i have time for right now, more later.
The Casual Observer
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