Education

Worthwhile Reading & Viewing

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How to spot high-agency people.    Interesting list.

The genealogy of nuclear fear. (Nuclear here referring to nuclear power, not nuclear war.)

A survey cited at LinkedIn:   Gen Z (aged 16-25) wants to work in media and entertainment when they grow up.   “This generation values things like work-life balance, flexibility and creativity over more traditional values like job security” also, half of this demographic is interested in pursuing entrepreneurship in some way.   Here’s a link to the actual survey.

How much ‘work-life balance’ does a successful actor or director really have, though?   And entrepreneurship, other than the most casual, tends to be quite intense in its time demands.

CBS News reports that roughly one in three young shoppers in the U.S. has admitted to giving themselves five-finger discounts at self-checkout counters, according to a recent survey.   A response at X:

America does not have the moral cultural norms for there not to be a massive amount of theft. We’re too self-centered, individualistic, and we celebrate envy as a desert claim in the name of “equity.”

There is certainly a big cultural problem here, but I question the idea that Individualism and Community are opposites…traditionally, there has been quite a lot of both in America, as I believe Tocqueville observed.   My thought is that both individualism and community are in danger of being replaced, and in many case have been replaced, by anomie.

Claire Lehmann suggests some books for helping children learn about history and philosophy.   Other suggestions in the replies.

NYT finally reports what many others have been writing and speaking about for some time:   the school closures for Covid are correlated with a sharp decrease in student learning.   How do we square this data, though, with what we know about the preexisting generally poor low and declining quality of US public education?

The AI world is all astir with the news that San Altman has been removed as CEO of OpenAI…and now, the board is negotiating with him for his possible return! There are many explanations floating around as to what is really going on. The organization/governance chart for this enterprise, which someone posted at X, is rather…unique.

 

Speaking of AI, somebody at X thought that Biden should have issued an executive order to require the rehiring of Sam Altman and his associate who also left. (Tweet   now deleted.)   There was no mention of what possible legal authority Biden might have for issuing such an order, but increasingly people seem not to worry much about such things. The other thing that struck me was that such an order would be analogous to an order by President Eisenhower to require the Traitorous Eight to return to Shockley Semiconductor in 1957.   Or, even earlier, to require Bardeen and Brattain to remain at Bell Labs and keep working with Shockley on grounds that the transistor was such a critically important technology for national security and economic well-being.

A lot of people have trouble grasping the idea that if something important is being done by a particular institution, that doesn’t mean it could not be done equally well…or much better…by other institutions, including ones that may not yet exist. We see this phenomenon, for instance, in discussions of education and the future of the Social Security system.

Zoom versus In-Person

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A study showing that neural signaling in on-line conversations is significantly lower than when the conversation is in-person may have some implications both for remote work and for education.

Worthwhile Reading and Viewing

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Allocation of IQ to thinking about relationships–different in men and women.   So argues this article, which is linked and discussed in a thread by Rob Henderson at Twitter.

The Great Untethering–school choice and remote work.

East of the Mississippi–19th century American landscape photography.

How Allied mass production drove the victory over the Axis powers. A YouTube documentary, which I haven’t seen yet but which looks promising.

What kinds of people are attracted to mass movements?   “(Eric) Hoffer emphasizes that creative people–those who experience creative flow–aren’t usually attracted to mass movements.”   (Twitter)   Makes sense, but is this really true?   Seems to me that there were quite a few creative scientists and artists who were strongly attracted to Communism, and I can think of at least one supposedly-creative philosopher who was strongly attracted to Naziism.

The Real Roaring Twenties Was… the 1720s.   So argues Anton Howes in this article.   His Twitter feed is here.

A 3D Reconstruction of the Aztec Capital of Tenochtitlan.

What Happened in 2012?

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From cdrsalamander at Twitter, based on an analysis of Monitoring the Future survey data by Jean Twenge.

Thoughts?

The End of Science Education in the West?

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New Zealand may adopt a new science curriculum that doesn’t have much actual science in it:

Central concepts in physics are absent. There is no mention of gravity, electromagnetism, thermodynamics, mass or motion. Chemistry is likewise missing in action. There is nothing about atomic structure, the periodic table of the elements, compounds or molecular bonding,” he  said  of the draft.

Rather than physics, chemistry, and biology, the document proposes teaching science through four contexts that appear to draw from fundamental principles of the  United Nation’s  Agenda 21: climate change, biodiversity, infectious diseases,  and the  water, food, and energy nexus.

Sounds a lot like the science curriculum that was proposed in the UK circa 2005:

Instead of learning science, pupils will “learn about the way science and scientists work within society”. They will “develop their ability to relate their understanding of science to their own and others’ decisions about lifestyles”, the QCA said. They will be taught to consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the “social, economic and environmental effects of such decisions”.

They will learn to “question scientific information or ideas” and be taught that “uncertainties in scientific knowledge and ideas change over time”, and “there are some questions that science cannot answer, and some that science cannot address”. Science content of the curriculum will be kept “lite”. Under “energy and electricity”, pupils will be taught that “energy transfers can be measured and their efficiency calculated, which is important in considering the economic costs and environmental effects of energy use”.  (The above is from John Clare’s article in the  Telegraph.)

According to Melanie Phillips: “The reason given for the change to the science curriculum is to make science ‘relevant to the 21st century’. This is in accordance with the government’s doctrine of ‘personalised learning’, which means that everything that is taught must be ‘relevant’ to the individual child.”

2005 was a long time agoI don’t know whether or not this curriculum is still in place in the UK; I use it as an example because it makes a certain kind of thinking very clear.   The class is not really about Science, it is about ‘Society’, and everything that is taught must be ‘relevant’ to the child.

And, closer to home, California has a new math curriculum.   While math teaching certainly could use improvement, I don’t have a good feeling about this program…see for example this and this,  also these comments.

Also, the curriculum includes “data science” as an alternative to Algebra II…see this critique:   “Here’s the issue: the data science course is not a good path to a career in data science…It’s math lite for kids who don’t expect to use much math in life. And that’s fine!…as long as the kids KNOW that’s what they’re signing up for. But it’s not being sold that way — it’s being sold as a way to get more kids into data science. …and that’s misleading.”

An actual San Francisco data analytics guy offers this detailed analysis and critique of the curriculum.

Here’s a post with a rather arresting title from a few days ago at Ricochet:   She’s a brilliant teacher, perhaps she should stop.   At a BBQ, the writer encountered a teacher from his high school days.

Besides my mother, she is the best teacher I’ve ever had. She taught me Physics and Inorganic Chemistry. And the way she taught — understanding rather than memorization — allowed me to ace science and math classes in college and medical school. She helped me so, so much.

She is now 61 years old and is considering retirement. She moved from my public school to a private school, but it’s still wearing her down. She complains that modern students lack curiosity and motivation, while administration and parents pressure her to just give everyone A’s. She teaches how to understand science and math — but they just want her to stamp her approval on their resume. She’s growing increasingly frustrated, to the point where she doesn’t want to go to work anymore.

This is a different problem from the problems of deliberately-weakened curricula, but the root is the same: the belief that acquisition of knowledge is not what matters, rather, what matters is moving through the system and getting that piece of paper.   (And, in the case of many updated curricula, ideological indoctrination is also a key objective)

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