Posted by David Foster on 5th June 2014 (All posts by David Foster)
True Blue writes about his younger cousin, who just graduated from Columbia University. Previously, she attended a high school associated with the University of Chicago (where both of her parents are professors.).
Walking through a bookstore the other day, she asked me if “Dickens is worth reading.” I thought she was joking. Dear readers, I was very wrong. It so happens, through all of high school and college, she had never been assigned Dickens, Chaucer, Milton, T.S. Eliot, Austen, or Melville! The list went on and on. Needless to say, nary a Bible was cracked during all this time either.
Effectively, my cousin was raised without a heritage. Her American/English-speaking birthright was denied her. Though she thought herself in possession of a stellar academic background, she knows worse than nothing about her civilization. I say “worse than nothing” because her head has been crammed full of multi-culti garbage.
It will come as no surprise when I tell you that she read Maya Angelou and Toni Morrison in high school.
Personally, I don’t have much useful to say about Maya Angelou or Toni Morrison; I’ve read very little by either of them and with what I’ve read, I was not very impressed. I have, however, heard some of Maya Angelou’s work referenced in very positive terms by people whose literary judgments I respect. I think the point here is not that there’s anything bad about reading contemporary authors, but there’s plenty bad about reading contemporary (and highly trendy) authors to the exclusion of all other literature.
Thomas Bertonneau writes about his experiences teaching literary criticism in college:
Increasingly in our post-literate society, however, few students at the undergraduate level (and surprisingly few even at the master’s-degree level) bring with them much in the way of exposure to literature. Today’s students have read few books. What they have read is typically the topical, published-yesterday fiction that the hucksters of the scholastic book market sell to the middle schools and high schools as “edgy,” “with it,” or “out-of-the-headlines” portrayals of teenage anxiety…
Since I occasionally teach my department’s Introduction to Literary Criticism, I have had to think the problem through. When I recently received the assignment to teach the course again, I moved “proactively.”
A survey on the first day of class confirmed my expectations. Among them, the sixteen students could produce the titles of only eight novels that they had read (but that not all of them had read). Of the three most-mentioned (five students had read all three) were Suzanne Collins’ Hunger Games (2008), its sequel Catching Fire (2009), and Stephanie Meyer’s Twilight (2005). Four students listed F. Scott Fitzgerald’s Great Gatsby (1925); one listed Oscar Wilde’s Picture of Dorian Gray (1890). Four out of the ten coeds, but none of the men, had read Jay Asher’s adolescent female suicide-story Thirteen Reasons Why(2007). A few students had read Shakespeare’s Romeo and Juliet but none had read Hamlet or The Tempest. No student could name a poem by William Wordsworth, John Keats, or Robert Frost.
Read the whole article to learn how Prof Bertonneau approached the problem of teaching literary criticism to these kids.
Posted in Academia, Arts & Letters, Education, Lit Crit, USA | 8 Comments »
Posted by David Foster on 27th May 2014 (All posts by David Foster)
In my review of The Caine Mutiny, I mentioned that the happy-go-lucky protagonist, Willie, eventually becomes a captain, and apparently a good one, too:
Even at anchor, on an idle, forgotten old ship, Willie experienced the strange sensations of the first days of a new captain: a shrinking of his personal identity, and a stretching out of his nerve ends to all the spaces and machinery of his ship. He developed the apprehensive listening ears of a young mother; the ears listened in on his sleep; he never quite slept, not the way he had before. He had the sense of having been reduced from an individual to a sort of brain of a composite animal, the crew and ship combined.
Achieving this sort of “feel” for an organization is of course far simpler when the organization consists of a fairly small number of people, like the crew of a destroyer-minesweeper or a very-early-stage startup. But it is challenging even in these circumstances, and many leaders of modest-sized organizations never really accomplish “a stretching out of their nerve ends” to all aspects of the organization. When the organization is very large and complex–too many people to ever meet personally, many geographical locations, a range of activities beyond the detailed comprehension of any one human mind–achieving a true sense of what is going on is much harder–it is to a substantial extent a matter of creating effective organization structures, choosing the right subordinate leaders, and establishing measurement and incentive systems which tend toward encouraging useful behavior rather than useless or damaging behavior…in addition to personal attributes such as curiosity, realistic sense of life, and ability to learn and to listen.
Whether the organization be large or small, the leader is far more likely to achieve the kind of depth understanding that Wouk describes if he has a strong sense of personal responsibility and interest in the organization, its people, and its mission. I’m reminded of some thoughts expressed by General William Slim, who commanded British and allied forces in Burma during WWII, following his defeat by the Japanese:
The only test of generalship is success, and I had succeeded in nothing that I had attempted…Defeat is bitter. Bitter to the common soldier, but trebly bitter to his general. The soldier may comfort himself with the thought that, whatever the result, he has done his duty faithfully and steadfastly, but the commander has failed in his duty if he has not won victory–for that is his duty. He has no other comparable to it. He will go over in his mind the events of the campaign. ‘Here,’ he will think, ‘I went wrong; here I took counsel of my fears when I should have been bold; there I should have waited to gather strength, not struck piecemeal; at such a moment I failed to grasp opportunity when it was presented to me.’ He will remember the soldiers whom he sent into the attack that failed and who did not come back. he will recall the look in the eyes of men who trusted him. ‘I have failed them,’ he will say to himself, ‘and failed my country!’ He will see himself for what he is–a defeated general. In a dark hour he will turn on himself and question the very foundations of his leadership and his manhood.
And then he must stop! For, if he is ever to command in battle again, he must shake off these regrets and stamp on them, as they claw at his will and his self-confidence. He must beat off these atacks he delivers against himself, and cast out the doubts born of failure. Forget them, and remember only the lessons to be learnt from defeat–they are more than from victory.
Read the rest of this entry »
Posted in Education, Human Behavior, Management, Obama, Politics | 15 Comments »
Posted by Michael Kennedy on 24th April 2014 (All posts by Michael Kennedy)
I have been unhappy about our role in Afghanistan for several years. This goes back to at least 2009. Then there was this.
Watching the last two weeks or so in the White House, gives me the sense that the decision is going to be the wrong one. There are three possible choices that Obama has; one is to take his hand-picked general’s advice and send 40,000 more troops. It will stress our military and the logistical challenges are serious. Afghanistan is land-locked and the neighbors are not friendly. Russia will try to create problems, as they already have in Kyrgyzstan. They do not want us to succeed yet they may fear total failure. In the meantime, they are making serious trouble.
And then, this development.
it’s an open secret the Taliban are headquartered across the border in the city of Quetta, Pakistan, where they operate openly under the aegis of Pakistani intelligence — and the financial sponsorship of the Saudis.
Sending more troops to Afghanistan is a necessary, albeit unfortunate, rear-guard action against marauding Taliban fighters armed, trained, supplied and deployed from Quetta — and funded from Riyadh.
NATO and U.S. military command know this. They’ve complained about it over and over in military action reports. So have Treasury officials regarding Saudi funding of the Taliban.
“Saudi Arabia today remains the location where more money is going to terrorism — to Sunni terror groups and the Taliban — than any other place in the world,” testified Stuart Levey, Treasury undersecretary.
This is Viet Nam all over again. The enemy has a sanctuary and our allies are siding secretly with our enemies.
Well, today, there is another bit of information
Read the rest of this entry »
Posted in Afghanistan/Pakistan, Big Government, Conservatism, Current Events, Education, Immigration, Middle East, Statistics | 44 Comments »
Posted by David Foster on 22nd April 2014 (All posts by David Foster)
Saw a bumper sticker today that said, “I’m a member of the 99%, and I vote.”
…intended to imply, surely, that members of the 99% (based on income) have common economic interests on which they should be voting together.
But a professor of environmental studies, on the one hand, and a welder working in the oil/gas industry, on the other, do not have common economic interests, even if their incomes are exactly the same. Quite the opposite..the professor is likely to profit from a more restrictive approach to energy infrastructure, whereas the welder is likely to suffer economically from those same policies.
An inner-city couple concerned with getting their kids a good education does not have common interests with the local head of a teachers’ union striving to maintain antediluvian policies and consequent low standards, even if they are in the same income bracket.
The game the Democrats and their media sycophants are playing is this: to try to focus public attention on generalized income-based class conflict in order to divert attention from the preferential treatment given by government to certain groups at the expense of others. The hope is that if sufficient anger can be generated and directed at “the rich,” people will be less likely to reject those politicians who want to cripple America’s energy infrastructure, leave the public schools to continue their multigenerational wrecking program, etc etc.
Posted in Education, Environment, Leftism, Political Philosophy, Politics, USA | 10 Comments »
Posted by leifsmith on 29th March 2014 (All posts by leifsmith)
Interview with Isaac Morehouse, co-founder of Praxis Institute, about their programs for (in my words) people who want to live in America 3.0. The interview is by Bill Freeza, Competitive Enterprise Institute, on Real Clear Radio. If you like America 3.0 you will think this is a great interview!
Also posted on one of my own sites: http://www.scoop.it/t/freeorder
Posted in Academia, America 3.0, Education, Entrepreneurship, Philosophy, Society | Comments Off on Education for America 3.0 – now
Posted by Michael Kennedy on 20th March 2014 (All posts by Michael Kennedy)
The college scene is all agog about rape culture. How do we know if it is a problem ?
It’s a phrase you hear a lot. But, what exactly does it mean? Is there one general definition? Not necessarily. In many ways the phrase evokes the famous Supreme Court comment about obscenity from Potter Stewart, “I know it when I see it.”
And, you don’t have to look far to see examples of rape culture these days. Whether it’s advertising, movies, music videos or social media — images, words, concepts — it’s all out there illustrating men dominating women.
So, now we know the problem. It is men.
Popular movies are strewn with plots of men with the sole purpose of having sex. In the movie “American Pie,” the entire plot of the film revolves around teenage boys wanting to throw a party so they can get girls drunk and have sex with them.
That movie was when ? Well, it was 1999. That was 15 years ago, wasn’t it ? How old were these activists then ?
It’s also been stated by writer Adam Herz that the title also refers to the quest of losing your virginity in high school, which is as “American as apple pie.” So, it wasn’t just about girls losing virginity ?
How about porn star/student, Belle Knox ?
Despite the ordeal, Knox said she plans to continue both her porn work and her classes at Duke. In interviews, she frequently mentions working to increase the rights of sex workers.
“I really want to break down barriers,” Knox said. “I want to change peoples views on sex work. … I mean, I was the first porn star to go on ‘The View.’ This is really exciting for me.“
She complains about the publicity and the reaction of others but “This is really exciting for me.” Feminism 2014 version. Another porn star success story.
Ph.D. program in sociology at the University of Nevada, Las Vegas. She does cam work, some porn, stripping, and some fetish work. Unlike Knox and L., Parreira is out about her sex work. “The department seems to be a sort of hub for sex workers and sex work research, so it has been a non-issue,” Well, that’s a relief.
Now, back to rape culture. Maybe it’s a tiny bit exaggerated ?
An early sign of an obsession with “rape culture” on campus occurred at Duke during the lacrosse case. In April 2006, in a 2000-plus word statement that declined to mention the presumption of innocence, Duke president Richard Brodhead created a “Campus Culture Initiative,” to explicate and “confirm [emphasis added] the existence of a dominant culture among Duke undergraduates.” There was, of course, no rape, but the CCI proceeded along as if there were, operating under the Orwellian slogan that “diversity makes a more excellent university.”
The Duke LaCrosse team case is a horrible example of leftist agitation in action. The whole story is here. Briefly, a hysteria descended on the Duke University campus after a stripper, later convicted of murder, accused the La Crosse team of a gang rape. The young men of the team were immediate demonized by the usual suspects of campus radicals. Fortunately, the boys came from families that could afford good lawyers.
The immediate frenzy followed the usual script.
Read the rest of this entry »
Posted in Academia, Civil Society, Education, Human Behavior | 15 Comments »
Posted by Zenpundit on 9th March 2014 (All posts by Zenpundit)
cross-posted to zenpundit.com
The Union League Club of Chicago Building
Yesterday, I attended the 2014 Midwest Business & Markets Conference at the historic Union League Club of Chicago. While business conferences are far afield from my usual interests, the main draw for me was seeing Lexington Green speak about the book he co-authored with James C. Bennett, America 3.0
Michael J. Lotus (“Lex”) His book
Read the rest of this entry »
Posted in Anglosphere, Business, Chicagoania, Civil Society, Deep Thoughts, Diversions, Economics & Finance, Education, Entrepreneurship, Illinois Politics, Internet, Political Philosophy, Politics, Society, The Press, USA | 9 Comments »
Posted by David Foster on 9th March 2014 (All posts by David Foster)
Via Bookworm, here is a truly appalling story from Minnesota. When the fire alarm went off at Como Park High School, a 14-year-old girl was rousted out of the swimming pool, and–dripping wet and wearing only a swimsuit–directed to go stand outside were the temperature was sub-zero and the wind chill made it much worse. Then, she was not allowed to take refuge in one of the many cars in the parking lot because of a school policy forbidding students from sitting in a faculty member’s car. As Bookworm notes:
Even the lowest intelligence can figure out that the rule’s purpose is to prevent teachers from engaging sexually with children. The likelihood of a covert sexual contact happening between Kayona and a teacherunder the actual circumstances is ludicrous. The faculty cars were in full view of the entire school. There was no chance of illicit sexual congress.
But the whole nature of bureaucratic rules, of course, is to forbid human judgment based on actual context.
Fortunately for Kayona, her fellow students hadn’t had human decency ground out of them by rules: “…fellow students, however, demonstrated a grasp of civilized behavior. Students huddled around her and some frigid classmates [sic], giving her a sweatshirt to put around her feet. A teacher coughed up a jacket.” As the children were keeping Kayona alive, the teachers were workingtheir way through the bureaucracy. After a freezing ten minutes, an administrator finally gave permission for the soaking wet, freezing Kayla to set in a car in full view of everybody.
As Bookworm notes, this sort of thing is becoming increasingly common. In England in 2009, for example, a man with a broken back lay in 6 inches of water, but paramedics refused to rescue him because they weren’t trained for water rescues. Dozens of similar examples could easily be dredged up.
The behavior of these bureaucrats is very similar to the behavior of a computer program confronted by a situation for which its designers did not explicitly provide. Sometimes the results will be useless, sometimes they will be humorous, often they will be harmful or outright disastrous.
Last year in Sweden, there was rampant rioting that included the torching of many cars. The government of Sweden didn’t do a very good job of protecting its citizens and their property from this outbreak of barbarism. Government agents did, however, fulfill their duty of issuing parking tickets…to burned-out cars. Link with picture. In my post The Reductio as Absurdum of Bureaucratic Liberalism, I said…
Read the rest of this entry »
Posted in Big Government, Education, Germany, History, Human Behavior, Management, Video | 10 Comments »
Posted by Carl from Chicago on 8th March 2014 (All posts by Carl from Chicago)
I live in the River North area of Chicago, which is full of restaurants of every type and description. There is also intense competition among many of the smaller restaurant groups, since apparently some level of scale (5+ or more restaurants) is helpful and these restaurants tend to have very high levels of food quality and service, based on my experience.
When you interact with the bar staff, hostess, and server you can usually tell if you are working with someone who is “going through the motions” or someone “who is good at their job”. There are many subtle details that are much larger than “getting your order right” – they include knowledge about the food and presentation, recommendations based upon your input, and generally anticipating needs and solving problems without having to be prompted many times.
Recently I’ve come to the preliminary conclusion that many of the waitresses and servers in these higher end restaurant groups must have gone to college and are well educated. When you talk with them they are very sharp and quick and they seem to have the type of drive or energy that could make them successful in a variety of careers. I would never ask them directly because that’s none of my business and it could embarrass them.
This article form Bloomberg titled “College Graduates Taking Low Wage Jobs Displace Less Educated” confirms at least my anecdotal impressions here in Chicago.
She got a job as a hostess at Blackbird, a One Off restaurant, while pursuing a bachelor’s degree in Germanic studies and communications at the University of Illinois at Chicago in 1999. “The formality of classes, papers and grades did lend a hand in where I am today because I had a broader sense of cultures, interactions and interpersonal skills,” said Galban, who is now also a partner at the restaurant Nico Osteria, one of seven Chicago restaurants managed by One Off. Of the company’s more than 700 employees, more than 60 percent hold college degrees or higher, yet fewer than 10 positions require a degree, Galban said.
The willingness of college educated adults to take on these jobs will likely cause at least three side effects, one of which was the “main” topic of the Bloomberg article I linked to above:
1. These restaurants will be more competitive than typical restaurants, because the higher educated and higher skilled workers will drive customer satisfaction and drive efficiencies within the food and drink serving processes. As these workers move “up the chain” at the restaurants, they will also offer career paths for other college degree holders as well
2. Less-skilled workers will have less opportunities because they won’t be able to compete with these individuals. It would be a simple “screen” to give preference to individuals with a degree who apply for jobs, even if it isn’t a requirement of the job. In the past the assumption was that if someone “over-qualified” would work at your restaurant or business, they would leave immediately when a new opportunity arises, but in today’s stagnant economy (especially in Illinois) there don’t seem to be a lot of opportunities for them to “jump to”.
3. Since the cost of higher education is so high today, parents need to think of how they will feel when their liberal arts (or lackadaisical business) degree holding children are potentially serving them in a restaurant, and if this is worth the vast expense and financial impact of the degree that they are seeking
Another side effect to consider is that these restaurants are not just randomly seeking out applicants from the pool. Their employees are not only young, they are disproportionally above-average looking. Perhaps if you aren’t college educated you can make up for it in attractiveness.
Cross posted at LITGM
Posted in Business, Chicagoania, Education | 17 Comments »
Posted by David Foster on 9th February 2014 (All posts by David Foster)
Here’s an English textbook, “The British Tradition,” which devotes 17 pages to Mary Shelley’s novel “Frankenstein.”
Two of those are taken up by modern author Elizabeth McCracken telling students about the scary movies she watched as a child, including Frankenstein, Bride of Frankenstein, and Abbott and Costello Meet Frankenstein as well as dreams she had. Under the heading “Critical Reading,” students are asked what movies McCracken watched as a child. Another page features a hokey picture of a Frankenstein monster circa 1955.
In the margins of the Teacher’s Edition to the textbook, teachers are encouraged to ask their students what “classic” stories of urban myths, tales of alien abductions, or ghost stories they have heard. Examples include stories of alligators in sewers, a man abducted for his kidneys, and aliens landing in Roswell, New Mexico. Students are asked to write a paragraph on “one of these modern urban myths.” The learning continues when students are challenged to write “a brief autobiography of a monster.” The editors lament that most monster stories are told from the perspective of “the humans confronting the monster.” They want to turn the tables by having students consider “what monsters think about their treatment.” Those poor, misunderstood monsters!
(As Joanne Jacobs notes, the lament that most monster stories are told from the perspective of the humans rather than the monster completely ignores the fact that much of Frankenstein is told from the monster’s perspective, albeit as quoted by Victor Frankenstein, the first-person narrator.)
Three pages out of the seventeen feature Mary Shelley’s actual words on them. But they are not selections from the novel or any kind of preparation for reading the novel. Rather, they are taken from an introduction Shelley wrote about writing the novel. The only indication that students are encouraged to read Frankenstein is a box in the margin of the Teacher’s Edition indicating that the “advanced readers” who are “interested” might read a “segment” of the novel in order to compare the monster to Shelley’s description in her introduction.
The book allocates five pages (two more than are given to Mary Shelley) to a script of a Saturday Night Live parody of Frankenstein. First, students are invited “to share their impressions of the long-running comedy show.” Again the talented-and-gifted students are called to the fore, as they are supposed to obtain props, costumes, and make-up that will enable them to “take roles and do a dramatic reading” of the script.
Read the rest of this entry »
Posted in Academia, Arts & Letters, Education, USA | 19 Comments »
Posted by David Foster on 7th January 2014 (All posts by David Foster)
A Winter’s Tale. An appropriate post given today’s temperatures.
Saint Alexander of Munich. Alexander Schmorell, a member of the anti-Nazi student resistance group known as the White Rose, has been canonized by the Russian Orthodox Church Abroad.
Deconstructing a Nazi Death Sentence. The transcript of the verdict passed by the “People’s Court” on members of the White Rose provides a window into the totalitarian mind.
Despicable. US Secretary of State John Kerry, speaking in Istanbul, compared the victims of the Boston Marathon bombing to the nine Turkish activists killed by the IDF as they tried to break Gaza’s naval blockade.
Appropriate Reading and Viewing for Obama’s Surveillance State.
Six Hundred Million Years in K-12.
Some 3-D Printing Links.
Aerodynamics, Art History, and the Assignment of Names.
Posted in Arts & Letters, Aviation, Christianity, Current Events, Education, Energy & Power Generation, Environment, Israel, Obama, Philosophy, Religion, Tech | 1 Comment »
Posted by David Foster on 12th December 2013 (All posts by David Foster)
…quite a few of them, anyway
The above poster was apparently often found on the walls of high-school guidance counselors in the 1970s. So says Mike Rowe, who has proposed an improved version of the poster. Link.
via American Digest
Posted in Academia, Advertising, Business, Economics & Finance, Education, USA | 16 Comments »
Posted by Carl from Chicago on 16th November 2013 (All posts by Carl from Chicago)
Recently there was an interesting article in the NY Times called “How I Helped Teachers Cheat” about an academic ghostwriter. While I have no experience with ghostwriting, I found the following quote from his article interesting, which I will get back to later in the story:
In 2004 it was revealed that more than 500 students in a Birmingham, Alabama high school had been urged by teachers or principals to drop out of school before the test, for fear they would bring the school’s test scores down.
I was a teaching assistant (TA) in graduate school. This was back in the days of chalk blackboards (we didn’t even have dry-erase boards) and we had just gotten rid of mimeograph paper and gone to regular copies for printing. At that time, grades were kept in a little book, by hand, and that is how results were calculated. I was the first TA to try to calculate grades on a computer in my field of study.
I don’t remember a lot about teaching but I remember the first day pretty clearly. I was teaching an introductory accounting course that was required for graduation by many schools at my university, and it also held a lot of introductory accounting majors that could be described as highly motivated. Thus when I stood in front of the group it was a mix of fifth year seniors trying to get this course done so they could escape the university and first semester sophomores taking their first accounting class to get started on their profession. Since I graduated undergraduate early, I was younger than probably half the students in my class (the fifth year seniors).
While you could use the word “teaching”, it really was just a Friday TA session and the main work was done in giant lecture halls on Monday and Wednesday by a professor. We were supposed to go through problems and discussion tied with the course curriculum, and go through problems with the students.
I had no training whatsoever and little preparation. Oh well. I just kind of winged it. Unlike regular classrooms you don’t have discipline problems or any of that when you are teaching accounting… this wasn’t some sort of “hard knocks” episode.
There were a few major tests and a project required to calculate the grade. After the first exam, I looked at my section against the 25 or so other sections (this is a big university) and noticed that the average score of my section was near the bottom.
Even though there wasn’t any pressure on me to be a good teacher or even to help my students get better, my competitive streak kicked in and I was not happy that my section was low on the list. So I sat down and looked at the types of students that I really had in my group:
- first semester accounting sophomores – these students aced everything and were great. Frankly many of them likely knew a lot more about the details of the material than me
- fifth year general majors, particularly agriculture – these students were a mix but generally on the low end. They were just trying to get through this class and get out of the university
- Students who were clearly failing, not attending class, and not trying
Based on these three groups of students, I devised a strategy to try to improve my section score and move up the rankings.
- Sophomores – Ignore them. They were doing well anyways. They always asked the hardest questions, for example problem #55 (out of 1-55), where all the assumptions were reversed because it was a corner case. But it turned out that when I answered THEIR hard questions, the rest of the class was completely lost because they didn’t even understand questions 1-10 (the easy ones). Those kids even asked me for more comments on the homework I graded. If I had enough sophomores like this, I’d cruise to the top of the rankings anyways because they were all self-motivated
- Fifth year seniors – Teach them. The fifth year seniors were people that I saw at the bars around campus and actually could learn if you talked to them. So I would call on them in class and basically humiliate them a bit. “Do you understand this problem?” A few seconds would prove that they didn’t. Then I would say “Why don’t you ask a question?” and after a few sessions of this they would mostly perk up and put a little bit of effort into this. No one wants to be humiliated by being asked direct questions in front of a class and then heckled
- Failing students – Get them out. At the time in order to get funds to stay in school you had to go past the “drop date” and then you’d get your state money. Apparently it didn’t matter if you were failing or not because they’d just take my class and not drop and be failing. Whenever we had exams (which apparently they had to sit for?) I would say hello to them loudly in front of the section and ask where they had been in class and everybody laughed because I would start class by calling attendance only on the students that never attended, so people recognized their names. I don’t know if I succeeded in getting them to drop faster but it was all I could do since they didn’t come to class and apparently didn’t care about failing. The last power I had left was to call them out
Based on these (primitive) tactics, my section moved up against all the other sections and by the end of the year we were above average, which is all I ever could have accomplished when you match up 5th year seniors in the agricultural college from actual accounting majors in the prime of their motivation. That felt good.
But I could sympathize with the teachers who were trying to get students to drop who weren’t even trying. I’m sure that there is some book or process somewhere about how everyone can learn and you can reach them through superhuman methods but when you are up there teaching and trying and they aren’t even showing up, that’s frustrating too. In no way was my tiny TA stipend at risk through poor teaching or poor results, it was just my own competitive nature that was pushing me to actually try to improve the net results of my team. And that’s the end of my brief (formal) teaching experience.
Posted in Education | 22 Comments »
Posted by Michael Kennedy on 1st November 2013 (All posts by Michael Kennedy)
Today, Belmont club has a post, with a link to another blog post, that I think explain a lot of the Obamacare fiasco.
Fernandez begins with a discussion of Obama’s technique with favored columnists.
get him in an off-the-record setting with a small group of opinion columnists — the David Brooks and E.J. Dionne types — and he’ll talk for hours. …
“It’s not an accident who he invites: He reads the people that he thinks matter, and he really likes engaging those people,” said one reporter with knowledge of the meetings. “He reads people carefully — he has a columnist mentality — and he wants to win columnists over,” said another. …
These people are, like him, unsophisticated in technology. They are lawyers or journalists and the numbers of math and science courses represented in the room are few.
The other blog post is titled “Government is magic.”
Our technocracy is detached from competence. It’s not the technocracy of engineers, but of “thinkers” who read Malcolm Gladwell and Thomas Friedman and watch TED talks and savor the flavor of competence, without ever imbibing its substance.
These are the people who love Freakonomics, who enjoy all sorts of mental puzzles, who like to see an idea turned on its head, but who couldn’t fix a toaster.
This strikes me as a huge insight into why this administration doesn’t understand the trouble it is in.
Read the rest of this entry »
Posted in Big Government, Chicagoania, Education, Health Care, Human Behavior, Management, Politics, The Press | 14 Comments »
Posted by David Foster on 30th August 2013 (All posts by David Foster)
(This rerun is in honor of the beginning of the new school year…indeed, many kids have now already been in school for 3 weeks or even more.)
Peter Orszag, who was Obama’s budget director and is now a vice chairman at Citigroup, thinks it would be a good idea to cut back on summer school vacations for kids, arguing that this would both improve academics and reduce obesity.
I’m with Jeremy Lott: But to look at the vast wasteland that is American public education — the poor teaching, the awful curriculum, the low standards, the anemic achievement, the institutional resistance to needed reform — and say that the real problem is summer vacation takes a special sort of mind.
I wrote about the war on summer vacation back in 2006, after stopping at a store in Georgia on the first day of August and discovering that this was the first day of school for the local children. In this post, I said:
The truth is, most public K-12 schools make very poor use of the time of their students. They waste huge proportions of the millions of hours which have been entrusted to them–waste them through the mindless implementation of fads and theories, waste them through inappropriate teacher-credentialing processes, waste them through refusal to maintain high standards of performance and behavior.
When an organization or institution proves itself to be a poor steward of the resources that have been entrusted to it, the right answer is not to give it more resources to waste.
Orszag and similar thinkers seem to have no concept that good things can happen to children’s development outside of an institutional setting. Plenty of kids develop and pursue interests in science, literature, art, music…plus, there is plenty to be learned simply by interacting with friends in an unstructured environment.
Would the world be better off if Steve Wozniak and Jeri Ellsworth..to name only two of many, many examples..had their noses held constantly to the school grindstone rather than having time to develop their interests in electronics?
Lewis E Lawes, who was warden of Sing Sing prison from 1915 to 1941, wrote an interesting book titled Twenty Thousand Years in Sing Sing. The title refers to the aggregate lengths of the sentences of the men in the prison at a typical particular point in time.
Twenty-five hundred men saddled with an aggregate of twenty thousand years! Within such cycles worlds are born, die, and are reborn. That span has witnessed the evolution of the intelligence of mortal man. And we know that twenty thousand years have seen nations run their courses, perish, and give way to their successors. Twenty thousand years in my keeping. What will they evolve?
Following the same approach, the aggregate length of the terms to be spent in K-12 schools by their current students is more than 600,000,000 years. What proportion of this time is actually used productively?
And how many of the officials who supervise and run the public schools, and the ed-school professors who influence their policies, think about this 600,000,000 years in the same serious and reflective way that Lawes thought about the 20,000 years under his supervision? Some do, of course, but a disturbing percentage of them seem to be simply going through the bureaucratic motions.
And the politicians and officials of the Democratic Party are the last people in the world who are ever going to call them on it.
Posted in Crime and Punishment, Education, Politics, USA | 7 Comments »
Posted by Carl from Chicago on 15th July 2013 (All posts by Carl from Chicago)
I recently watched the excellent “Frontline” documentary “Two American Families” which followed two families from 1992 onward in Milwaukee as they struggled to stay middle class. The movie started with the main breadwinners in each family losing solid middle class union jobs and then starting an odyssey of lower wage jobs with no benefits, often during non-standard hours (the night shift).
While the families struggled, I actually was more interested in their children than the parents who were ostensibly the “stars” of the film. As the parents worked (both parents had to join the work force to make up for the lost wages) the children (three from one family, five from the second family) had to look after themselves since they were often left home alone after school.
While in New York City on the subway I came across these billboards which warned (potential?) single mothers very directly that if they had a child out of wedlock they faced a high chance of being a single mother and in poverty. The sign I saw had the quote:
If you finish high school, get a job, and get married before having children, you have a 98 percent chance of not being in poverty
From the results of the documentary, one of the children finished a four year college, and he appeared to be the most successful of the 8 kids they followed up on. Earlier in the documentary they showed him (his name was Keith) in college, struggling to get by and pay tuition bills on a credit card. Keith was not married and did not have children and in interviews stated pretty flatly that he didn’t want to get married and have a child until he was ready to support them. A second child went into the navy and was there for many years, before leaving and then re-enlisting as a private contractor in Afghanistan since he couldn’t find work in Milwaukee. A third kid (a woman) got an associates degree and (miraculously) did not get pregnant, and she was doing OK as a medical biller at a hospital in Milwaukee.
The other children didn’t seem to graduate high school or did and then didn’t go to college. Many of them had multiple children themselves (without getting married) from a variety of different partners. One of them was married (the girl who got an associates’ degree) but she was married to a guy who was out of work.
Each of these children, who were the real legacy of the troubles cited in the documentary, fell right into that concept that if you finish high school, get a job, and get married, you won’t live in poverty. One slight “tweak” to this rule might be to marry a spouse who works themselves or has some capacity to be a positive parent; some of the partners were obviously sulking or already disgruntled at an early age. Nowhere in the documentary did they directly point this out, although it was the central lesson from the film.
Cross posted at LITGM
Posted in Economics & Finance, Education, Morality and Philosphy, The Press | 9 Comments »
Posted by Michael Kennedy on 6th July 2013 (All posts by Michael Kennedy)
This essay has been around for a while but I saw it for the first time today. It is powerful but depressing. I wonder how applicable it is to the Chicago school system? I have a nephew who has a step daughter in a public school that is about half black. Her mother has to go to the school about once a week to complain about bullying. Catholic schools’ tuition is far higher than it was when I lived there.
Here it is.
A few excerpts: Until recently I taught at a predominantly black high school in a southeastern state.
The mainstream press gives a hint of what conditions are like in black schools, but only a hint. Expressions journalists use like “chaotic” or “poor learning environment” or “lack of discipline” do not capture what really happens. There is nothing like the day-to-day experience of teaching black children and that is what I will try to convey.
Most whites simply do not know what black people are like in large numbers, and the first encounter can be a shock.
One of the most immediately striking things about my students was that they were loud. They had little conception of ordinary decorum. It was not unusual for five blacks to be screaming at me at once. Instead of calming down and waiting for a lull in the din to make their point — something that occurs to even the dimmest white students — blacks just tried to yell over each other.
This must be an impossible place to try to teach. Are there any kids who want to learn?
Read the rest of this entry »
Posted in Academia, Civil Society, Education, Human Behavior, Politics, Society | 77 Comments »
Posted by David Foster on 28th June 2013 (All posts by David Foster)
Michael Skapinker, writing in yesterday’s Financial Times:
A few weeks ago I received an email from a US professor whose dean had reprimanded him for trying to teach his students how to write. The professor, who has been teaching business and law students at some of America’s top universities for 50 years, told an MBA class that clear writing would be essential in their careers.
Each week, the professor assigned the students to compose a one-page memo, which he would read and mark. The objective was to improve their skills at conveying information clearly and concisely.
The students complained vigorously to the dean, and the dean urged the professor to discontinue the memo-writing exercise. He (the dean) supported the view of the students that in business today, they did not need to know how to write…that with emails and tweets as the medium of exchange, the constant back-and-forth would provide an opportunity to correct misunderstandings caused by unclear writing. Ultimately, the dean insisted that the writing exercise be made voluntary, with the result that by the end of the term only one student (a non-native English speaker) was submitting the assignments.
For those who think bad writing is okay because it can be clarified and corrected by emails and tweets, try sending a really badly-written sales proposal to a potential customer. You are likely to find that the sales opportunity has been blown in a way that will not allow for all those endless back-and-forth emails and tweets. Or, if your actual and apparent authority within the corporation are sufficiently high, you may find that you have unintentionally made a legally binding and potentially very expensive offer on behalf of your company.
The consequences of bad writing within a company can also be quite malign. If your proposal for an improvement to the Gerbilator product line is sufficiently confusing, it’s likely nobody is going to bother investing the time needed for all that back-and-forth to understand what you are actually trying to say. More likely, they will choose to devote their attention to someone else’s crystal-clear and well-reasoned proposal to spend the engineering and marketing efforts on something else entirely.
Skapinker notes that it is very odd that in an era when parents are seeking all possible advantages for their children (“exposing them to Paul Klee at the age of four…and teaching them to sing ‘Heads, shoulders, knees, and toes’ in Mandarin”) these parents do not pay serious attention to developing and improving the writing skills of the kids.
Both clear writing and effective speaking (with or without PowerPoint) are tremendous advantages in business, and surely in other types of organizations as well. Anyone who graduates from a university without developing these skills has been cheated…or (more accurately in most cases) has cheated himself with the university’s collusion.
Posted in Academia, Business, Education, Just Unbelievable | 22 Comments »
Posted by Michael Kennedy on 19th June 2013 (All posts by Michael Kennedy)
The Chicago Teachers Union president is lashing out at the villains in the school mess.
“When are we going to address the elephant in the room?
Say What ???
“When will we address the fact that rich, white people, think they know what’s in the best interest of children of African Americans and Latinos—no matter what the parent’s income or education level,” she said, according to SubstanceNews.net.
Oh. That elephant !!!
How about this one ?
What is it with these union bosses ?
Posted in Big Government, Chicagoania, Education, Humor, Unions | 18 Comments »
Posted by David Foster on 19th June 2013 (All posts by David Foster)
Several years ago, I was having lunch on the restaurant deck at my local airport. At the table next to me was a couple with a young girl, maybe about 4 years old.
“What makes the airplane fly?” asked the mother.
“Buh..buh,” said the little girl.
“That’s right,” the beaming mother completed the phrase, “Bernoulli’s principle!”
Now, I give this couple credit for taking the kid to the airport and trying to encourage cause-and-effect thinking about why things happen. But I really don’t think that teaching a 4-year-old to parrot “Bernoulli’s Principle” is the right way to do it. Far better, IMO, to say something like “When the airplane goes fast, that makes a wind under the wings, and that holds the airplane up.” This explanation would not pass muster with an aerodynamicist, but is far more useful, in terms of actual understanding, than giving the girl a keyword as explanation. To tell someone that Bernoulli’s Principle makes airplanes fly, when they don’t know what Bernoulli’s Principle IS, is no more useful than telling them that lift is generated by friendly invisible fairies under the wings. (And the fairies are much more charming.)
I was reminded of this little incident by a story in the Nov/Dec 2011 issue of Scientific American MIND. The headline says that “the trend in early education is to move from a play-based curriculum to a more school-like environment of directed learning.” An excerpt from the story:
On a perfect Southern California morning not long ago, a gaggle of children gathered in the backyard of a million-dollar home in an upscale Los Angeles neighborhood to celebrate the birthday of twin four-year-old girls…Most of the kids at the party attend the same preschool. The father of one child enrolled there, where tuition is $14,300 a year for half a day, was asked what he likes about it.
“I like that my daughter can tell me what kind of whale it is we see in a movie,” said the man, sporting a seersucker jacket. “They seem to be teaching things that other schools don’t.”
“You ask them what they did in school today,” chimed in another day, “and they’re like, ‘Oh, today we learned about pointillism.’ There’s a whole series on Picasso, a four-month project on Klimt.”
I submit that, for a four-year-old, it would be much, much more valuable to spend time doing their own painting and drawing than on learning to categorize well-known works according to the accepted categorization scheme. Having them also view the works of great artists is also fine, but should be done with an emphasis on seeing, not on name and category recognition.
Forty years ago, in The Age of Discontinuity, Peter Drucker commented on the role of the arts in education:
Today music appreciation is a respected academic discipline (even though it tends to be a deadly bore for the kids who have to memorize a lot of names when they have never heard the music). Playing an instrument or composing are considered, however, amateurish or “trade school.” This is not very bright, even if school is considered vocational preparation for the scribe. When school becomes general education for everyone, it is lunacy.
The art program in the preschool described above sounds a lot like the kind of music appreciation courses that Drucker was criticizing.
I’m afraid that American society is increasingly dominated by a kind of faux intellectualism that values “smartness” very highly (Smart cars! Smart diplomacy! Smart power!) but defines such smartness largely in terms of being able to fit everything in the world into approved categories.
Moliere, in The Imaginary Invalid, mocked a group of physicians whose “explanation” of the effects of opium was that the drug induced sleep because it contained “dormative powers.” There is still plenty of this kind of “thinking” going on today.
Posted in Arts & Letters, Aviation, Education, Human Behavior, Philosophy | 12 Comments »
Posted by David Foster on 5th June 2013 (All posts by David Foster)
General Electric posted a cool video of jet engine fuel nozzles being fabricated–in one piece–with a 3-D printing process. Extensive data collection during the process is done for quality control purposes (they use the term “big data,” of which I am not overly fond.)
Welders have monitored weld pools for centuries with shaded glasses, listening to the “bacon sizzle” of the molten metal, and later using infrared sensors, cameras, and pyrometers. GE is collecting all this data, as well as information from sensors checking the mechanical stability of the 3-D printing machines and the laser beams, and feeding it into algorithms that reduce terabytes of raw data to megabytes of useful information.
It seems that certain skills, such as understanding what is happening to molten metal via direct sensory perception, are becoming less important in this manufacturing process…other skills, surely, are becoming more important. It would be both interesting and worthwhile for someone to perform a multi-decade analysis of the actual skill mix required to produce a particular product. For example, how does the set of skills that built the J-47 jet engine in the early 1950s compare with the set of skills for building the engines being produced today? Millions of words and trillions of pixels have been devoted..by academics, journalists, consultants, educators, and even the occasional practitioner…to talking about “jobs of the future,” but a high proportion of this writing and talking is of the hand-waving variety. It would be nice to see some serious historical (and quantitative) comparative research.
More on 3-D printing in today’s WSJ. Note that the Ford and Mattel examples are for 3-D printing of prototypes, not of actual customer products.
Posted in Business, Education, Tech | 4 Comments »
Posted by David Foster on 22nd May 2013 (All posts by David Foster)
Former FDCI head Sheila Bair says that low interest rates are hurting, not helping, the economy
Boring, narrow, think-alike apparatchiks.
Educational credentialism and the landed aristocracy.
The irreversible decline of Sears
Rita King is not impressed with Marissa Mayer’s ban on remote work at Yahoo
How volatility boosts career resilience
Seven characteristics of creative people
Stephen Hawking’s warped moral calculus
19 emotions for which English has no words
AT&T predicted the future in these 1993 ads…but how many of these possibilities-turned-actualities was it really able to convert into sources of revenue and profit?
The CEO of Siemens USA thinks young people should seriously consider careers in manufacturing. (When he talks about high-level executives at Siemens who started as apprentices on the shop floor, I have to wonder how many of these success stories are in Siemens USA versus Siemens in Germany)
Some vintage air travel photos
The 22 most beautifully secluded places in the world
Posted in Aviation, Business, Economics & Finance, Education, Human Behavior, Management | 17 Comments »
Posted by Jonathan on 10th May 2013 (All posts by Jonathan)
This is very good:
There are opportunities, but they require a deep understanding of risk and security. A livelihood with day-to-day low-level insecurity and volatility is actually far more stable and secure than the cartel-state one that claims to be guaranteed.
The burdens of Fed manipulation and the cartel-state rentier arrangements will come home to roost between 2015-2017. Those who are willing to seek livelihoods in the non-cartel economy will likely have more security and satisfaction than those who believed that joining a rentier arrangement was a secure career.
There is a price to joining a parasitic rentier arrangement, a loss of integrity, agency and independence. Complicity in an unsustainable neofeudal society has a cost.
Read the whole thing.
(Via Lex and ZeroHedge.)
Posted in America 3.0, Big Government, Economics & Finance, Education, Political Philosophy, Predictions, Public Finance, Society, USA | 9 Comments »
Posted by David Foster on 8th May 2013 (All posts by David Foster)
Back in 2004, one of the Ben & Jerry’s cofounders put up an animation using stacks of cookies to demonstrate that the US spends way too little on education relative to its spending on defense. The page showed $35 billion worth of cookies for K-12 education as opposed to $400 billion for defense.
Actually, the US in that year was spending almost $500 billion in government money for K-12 education. The $35 billion looks about right —for Federal government spending only. Most educational funding in the US occurs, of course, at the county, state, and municpal levels. The phrase “Federal budget” does occur somewhere in the presentation. But the manner in which the numbers are presented–in the form of a single bar graph–implied that the $35B for education was directly comparable to the $400B for defense. The casual or not-very-knowledgeable reader would be likely to look at this page and draw very incorrect conclusions about the relative levels of defense and educational spending in the United States.
I was reminded of this misleading presentation of data by another bad infographic, this one appearing in the United Airlines in-flight magazine. The piece, titled “Geek Tragedy,” shows the U.S. having a rank of 27th among developed nations in proportion of STEM (science, technology, engineering, and math) bachelor’s degrees, asserted that the US economy would benefit by $75 trillion (over the next 80 years) if we could match Canada’s math proficiency level…and went on to compare “Annual US Federal Investment in STEM Education Programs” ($3 billion) with “Amount Americans Spent on Beer in 2011″ ($96 billion.)
Read the rest of this entry »
Posted in Education, Tech | 5 Comments »