We are a commune of inquiring, skeptical, politically centrist, capitalist, anglophile, traditionalist New England Yankee humans, humanoids, and animals with many interests beyond and above politics. Each of us has had a high-school education (or GED), but all had ADD so didn't pay attention very well, especially the dogs. Each one of us does "try my best to be just like I am," and none of us enjoys working for others, including for Maggie, from whom we receive neither a nickel nor a dime. Freedom from nags, cranks, government, do-gooders, control-freaks and idiots is all that we ask for.
Charlie Martin is a better writer, but I have said all of this in the past. Quote:
It would take far more than one article to explain how we got here, but at least one of the root causes is the Prussian model of education we adopted early in the 20th century. And no, I'm not using the ad Hitlerum fallacy here — our model of education is literally Prussian, coming from educational reforms instituted in Prussia and eventually throughout the Austro-Hungarian Empire long before Hitler. The goal was to teach the masses, who were assumed not to be capable of a more advanced education, to become literate and tractable workers in the increasingly industrialized German-speaking state.
The model is essentially industrial, suited for the times: students are raw materials that progress through a series of work stations ("grades") allocated by age cohort, with their progress and eventual quality judged at each stage. Individual capabilities and interests were largely ignored, and the results were mainly measured by how much of the raw materials passed through the whole factory with at least a marginally acceptable final delivery.
And yes, of course, this is a mildly hyperbolic overstatement, but only mildly. The educational system disoriented not toward successfully teaching individual student, but to pushing a mass of students through as a group...
As a former teacher from decades ago I was dumbfounded George Bush pushed the idea that everybody would become a high end learner. All IQs are not the same and you can increase your possible range to some extent but not by more than a certain percentage. Help all of them but keep in mind they all won't become geniuses.
I was not well-suited to this mass-production model at all. Never made A grades until college. The farther I got in school the easier it seemed to get and my Ph.D. was a breeze since I was almost totally self-directed. Taught myself several programming languages, some topology, a bunch of stats, dynamical systems theory etc.
Your self-study taught you how to study and how to "start". Classroom, teacher-led instruction does neither but rather inculcates "school helplessness" (lack of initiative in school subjects) unless directly worked against. But such teaching would remove the teacher from the central point of school, mislabeled education. It is not intentional in most cases, the teachers are themselves victims of the system they now perpetrate.
But there is a very striking difference. When the two studied together, the teacher not only did a part of the work, but she was the leader; the pupil was a follower, doing only the subordinate part. Now, being alone, he must do the principal part, in addition to the other. He must divide his topic into parts, and conceive all the questions that are worthy of attention; in brief, he must determine the course of procedure himself, or take the initiative. Herein is found the great difference between studying with a teacher and studying alone, and it is a fundamental one. Capacity for self direction or initiation is not necessary in the usual class instruction; but it becomes indispensable the moment one undertakes independent study.
This capacity is not simply a matter of knowledge. One person may know much more than another about (the factors involved in a proposed project, and still be inferior to the other in ability to plan its execution. It is not simply a matter of boldness, either, nor of energy, although both of these, as well as knowledge, are necessary elements. It signifies, in the main, rather a certain power of invention, or a resourcefulness in planning work, a resourcefulness that is sure to be exercised, however, only in case the other factors just mentioned are also present.
--How to Study and Teaching How to Study (1909) by F. M. McMurry, Professor of Elementary Education, Teachers College, Columbia University
There was an interesting study a good few years ago, where a teacher who was given a classroom of decidedly ordinary kids was told they were all above average. So the teacher taught with that assumption, and the class - to a student - all did very well that year. Sometimes pushing the kids to reach their perceived potential works.
One small episode. Two young men both attend the same graduate program in the school of public affairs at Syracuse Unvniersity. They both receive their phd and go to work for a research/lobbying (?) firm in DC. Two years later their paths diverge--but, only slightly. one
comes to Montana as MSU Provost and led the campaign to consolidate those little rural school houses. Seven (+/-) years later the state of Washington received a large research grant to study why those two room school houses had worked so well. Nine years later, after stepping up the ladder by ever increasing bigger school positions he was president of the University of Washington. Oh and his buddy Michael also became president of a major university. If you want to know why are education system is failing perhaps you need to have the courage to look at the "networks" that put the wrong people in leadership roles. What value system is in place?
I see it as begin one of two possibilities:
The leadership of the feminist movement bounce from one small political goal to the next and never think ahead as to consequences.
It has been a common understanding that communism needs to accomplish the following:
1. destroy the dominant religion--In this case Protestanism-
2. take control of the media
3. take control of education and indoctrinate all to blind
unquestioning obedience. (see note re community action)
4. destroy the concept of family
5. Deny freedom of speech
6. Take control of legal community--deny due process
Process has begun with Title IX
7. Deny one person one vote--no democratic process
WA state has already completed this process.
Did I leave out any of the fundamental necessities as stated by the communist parties around the world?