Category: education and schooling

Categories
education and schooling folly ideological culture moral hazard

Through a Lens, Darkly

Matthew A. Sears, SJW, Social Justice Warrior, University, dialectic, truth, argument, protest

The “best debates” are ones in which one side shouts down the other side and threatens violence.

Well, that is what a Washington Post essay implies. In “Why ‘social justice warriors’ are the real defenders of free speech on campus,” Matthew A. Sears, an associate professor of classics and ancient history at the University of New Brunswick, offers a bizarre take on current campus controversies.

After two years of bizarre antics from leftist student bodies in colleges and universities all over the country, academics as diverse as Steven Pinker, Jordan Peterson, and Camille Paglia have denounced the intentionally disruptive and even violent tactics of student mobs. We need to go back to the Socratic method and “the disinterested pursuit of truth,” as Jonathan Haidt, the author of The Righteous Mind, put it.

Sears counters this by defending the “social justice approach” as better than a “disinterested pursuit of truth.” Instead of “constituting an attack on knowledge, the social justice lens reflects new ideas generated by academic disciplines and experts within them, and generally encourages expanding our knowledge and opening up subjects to new perspectives, much like Socrates advocated.”

Conflating Socratic “dialectic” with the screaming matches and overt force used by the social justice students who have shut down lectures, seminars and fora featuring non-leftist figures such as Ben Shapiro, Heather Mac Donald and Charles Murray, is more effrontery than enlightening.*

And about that “social justice lens”? Lenses refract, mirrors reflect — and Sears’ argument, you will notice, defends bad behavior out of his classroom by focusing on how he teaches in class.

We don’t need mirrors or lenses to see the deflection here.

This is Common Sense. I’m Paul Jacob.

 

* It was heartening to read most commenters on the page engaging in a merciless “dialectic” against the author.

PDF for printing

 

Categories
Accountability crime and punishment education and schooling folly general freedom moral hazard nannyism national politics & policies too much government

Leave Them Kids Alone

education, school, panic, hysteria, play, gun, toy, private, competition

This just in: oblivious little boys still play cops and robbers.

Just as in days of old.

Wait. Hold on. Breathe. Just breathe. This sociological fact doesn’t mean that we’re a nation of incipient international terrorists but for the galumphing grace of grumpy zero-tolerant schoolmasters.

Common sense says you don’t suspend toddlers from school for wiggling their fingers as if wielding a gun, or for sculpting a “gun” out of a slice of Wonder Bread or Freihofer’s. Yet evidence continues to mount that all too many teachers and administrators are immune to considerations of reasonableness when it comes to kids who misbehave. (Or “misbehave.”)

Such enemies of childhood innocence must be hindered. So let’s give two and a half cheers to Ohio lawmaker Peggy Lehner, who proposes to legislate an end in her state to suspending children in the third grade or younger who aren’t threatening anybody. (I’m not sure why kids in grades later than third can’t catch the same break.)

A new, probably imperfect government regulation is not the only way to counter blunderbuss government-school policies. The most fundamental alternative is the free market.

Ideally, no public-school monopoly plagued by mandatory insane rules would exist. Ideally, all K-12 (and university) educational offerings would be provided by an unregulated market economy, making it much easier for families to drop insane schools and patronize sane ones. The pressures of market competition would encourage school officials to become students of common sense.

We are not there yet.

This is Common Sense. I’m Paul Jacob.

PDF for printing

 

Categories
education and schooling folly general freedom ideological culture moral hazard nannyism responsibility

The Common School Agenda

Evergreen, students, protest, Heying, Weinstein

The rise of campus radicalism, write Heather Heying and Bret Weinstein in the “Washington Examiner, appears to “validate every fantasy the Right ever had about the Left.”*

Heying and Weinstein, who have resigned their positions at Washington State’s public liberal arts college, Evergreen, detail what went wrong at the college they “loved.”

A sociologist was hired as college president, and he systematically bred an activist movement reminiscent of the Cultural Revolution. That’s how our two extremely popular professors found themselves defending free speech and non-compliance against angry crowds of students spurred on by college administrators and “equity” officers.

Heying and Weinstein plausibly assert that these protests arise directly from the “‘equity and inclusion’ movement, cloaked in words that sound benevolent and honorable” but serve as little more than “a bludgeon.” And definitely “not like protests many readers will remember from their own college days.”

But are they really that surprising?

Government-run and -funded education hit these United States in a big way with the 19th century’s Common School movement. And not primarily to ensure “proper education.” The rationale was political . . . to more-than-nudge immigrant children to assimilate to our republican way of life.

The political element from our schools never left — and became more Left with each and every “revolution” in educational methods, and each increase in government involvement.

So, does training students to become violent mob activists bent on suppressing ideas they don’t approve of seem out of place?

It certainly is expensive. In more than one way.

This is Common Sense. I’m Paul Jacob.

 

* And note that this piece did not appear in the left-of-center Washington Post — echoing the hesitance the mainstream and leftstream press have shown towards Bret Weinstein’s story in the first place.

PDF for printing

 

Categories
Accountability education and schooling folly local leaders responsibility

Learning to Cheat

Ballou High School, corruption, cheating, scandal, WAMU, DCPS, Washington D.C. , D.C. Public Schools

Months ago, Ballou High was widely lauded for posting impressive gains in graduation rates — from a abysmal 51 percent two years ago to a much less terrible 64 percent this year — and for the even more remarkable feat of getting every single graduate accepted by a community college or university.

“Pay-dirt!” I sarcastically proclaimed at Townhall.com.

But the real dirt was dug up by WAMU, a National Public Radio affiliate in the nation’s capital. What did Ballou students learn? How to cheat.

Well, that appears to have been the lesson plan, anyway.

In numerous interviews — many given on conditions of anonymity for fear of retribution — teachers charged they were pressured by the administration to give grades that students did not earn, so those students could nonetheless graduate.

“Last year, DCPS put school administrators entirely in control of teacher evaluations. . . .” And those evaluations, which grade teachers and administrators on student performance, can mean as much as $30,000 in bonus pay.

The incentive to cheat is both obvious and sizable.

The mayor and the chancellor of the D.C. Public Schools quickly announced an investigation, but regular observers suspect the usual “white-wash.”

“This is [the] biggest way to keep a community down,” protested one black teacher. “To graduate students who aren’t qualified, send them off to college unprepared, so they return to the community to continue the cycle.”

That tragic cycle is captured in public education’s corrupt cycle: promised reforms followed by false claims of progress . . . followed by the discovery of cheating.

This is Common Sense. I’m Paul Jacob.

PDF for printing

 

Categories
Accountability education and schooling folly general freedom moral hazard nannyism national politics & policies responsibility too much government

Eternally Postponing Responsibility

responsibility, Denmark, education, welfare, socialism, Bernie Sanders, freedom

There is a common sense element to economics. We ignore it at our peril. So let’s take a cue from the Democratic Party’s current and de facto leader, Bernie Sanders.

Turn to Denmark for a model.

The Nordic state has what Bernie wants: higher education “free for all.” But there are . . . costs involved.

It turns out that “some Danes, especially older citizens already in the labor force,” explains Business Insider, “say the extra freedom can eliminate a crucial sense of urgency for 20-somethings to become adults. The country now deals with ‘eternity students’ — people who stick around at college for six years or more [not to mention advanced degree work] without any plans of graduating, solely because they don’t have any financial incentive to leave.”

Hardly a shock. Young Danes would not be the first to see in college life what satirist Tom Lehrer identified as the prolongation of “adolescence beyond all previous limits.”

Give young people an incentive to suck up resources year after year, and some will certainly take you up on that.

It’s hard to counter, too. The Danish “eternity student” problem remains even after taking policy steps to discourage it.

Business Insider ends its report by quoting an expert who insists that “motivation to succeed in your studies is in no way linked to whether you’re paying for your tuition or not.”

Yup, that’s what proponents of “free” education keep telling us. But there is more at play here.

Responsibility is on the line. Adulthood is about responsibility. Free tuition is about postponing responsibility.

Do we really want to go further in that direction?

This is Common Sense. I’m Paul Jacob.

PDF for printing

 

Categories
Accountability education and schooling free trade & free markets general freedom local leaders national politics & policies responsibility too much government

SEZ Ed

education, free trade zone, Shenzhen, Chicago, Detroit, regulations, reform

The great barrier to educational advance in our time is the federal government. The second great barrier? Your state government. The third great barrier? Your local government.

Proposals to break up government-subsidized and -enforced school monopolies have ranged from tax credit proposals and voucher programs to charter schools and (the biggest success so far) home schooling.

But it may be time to advance something a little . . . more daring. Break the stranglehold of government on dysfunctional schooling.

How?

Apply the “free trade zone” (FTZ) idea to education.

We remember the FTZ proposal because of its rise in popularity amongst academics and policy wonks in the 1980s and 1990s. But the notion is an old one. And in China, where they are called “special economic zones” (SEZs) — and it is this term that is catching on — they have been amazingly successful, the former fishing village of Shenzhen being the most obvious example.

What about America? Take a devastated region, like inner-city Chicago or Detroit,* and simply nullify the regulations and rules. (This probably would require federal enabling legislation on top of state leadership.) With the ensuing freedom and opportunity, entrepreneurs, established businesses and schools, teachers, community groups and activists could cook up new solutions to the oldest schooling problem there is:

actual education.

I’ve heard whispers of this Educational SEZ idea for some time now.

It is time for rational and quite public discussion.

And then the shouting.

This is Common Sense. I’m Paul Jacob.

 

* Of course, any area could work. The reason to focus on demonstrably failed educational regions is that such areas have lost hope, and thus the politically resistant are likely to give in and allow it.

Printable PDF

 

Categories
Accountability education and schooling folly responsibility

Only Make Believe

schools, education, students, standards, suspension, punishment, discipline

Problems can be solved. But for those lacking the merest clue how to solve a given problem . . . alternatives exist.

Books can be cooked to pretend the problem no longer exists. And perhaps to fool others.

A series of articles in the Washington Post highlights the effort to reduce the rate by which city schools suspend students for misbehavior. The good news? “D.C. Public Schools has reported a dramatic decline in suspensions at a time when school systems around the country have been under pressure to take a less punitive approach to discipline.”

Results? A whopping 40-percent decline.

The bad news?

A Post investigation found that “at least seven of the city’s 18 high schools have kicked students out of school for misbehaving without calling it a suspension and in some cases even marked them present.” In those schools, “most suspensions were not reported.”*

The Post further uncovered documentation showing that “DCPS officials knew students were being sent home without documentation at least as early as 2010.”

It brings to mind the recent scandal in Prince George’s County (Maryland) Public Schools, where a dramatic announcement that the county increased its student graduation rate faster than any other county . . . was followed by an investigation into grade tampering by school administration officials, which numerous teachers have alleged.

It is also reminscent of the systematic cheating on standardized tests in Atlanta — and across the nation.

Hiding the truth, cheating on tests, lying about results . . . not the actions of a system teaching kids a love of truth.

This is Common Sense. I’m Paul Jacob.

 

* Seven schools’ emails show that students spent a total of 406 days in suspension in January 2016. Officially recorded? Only 15 percent.

Printable PDF

 

Illustration based on a photo by Tod Baker

Categories
education and schooling free trade & free markets general freedom ideological culture media and media people national politics & policies privacy property rights responsibility too much government U.S. Constitution

According to Economics

Tom Woods, Contra Krugman, podcast, healthcare, welfare,

“Everywhere you look, economics is despised,” writes Tom Woods in his Tuesday email letter.

You know what isn’t despised? A daily email letter.*

But I digress; back to economics.

“The gimme-free-stuff people hate it because they don’t like being told that there might be undesirable side effects from seizing other people’s things.”

Well, true enough. But turn it around: many people demand free stuff at least in part because they do not understand the bigger picture . . . which Mr. Woods ably provides in his daily podcast and on his weekly Contra Krugman podcast with economist Bob Murphy.

“Politicians hate it, because it imposes logical constraints on what political activity can accomplish.”

True, but, like many in the general public (from whence they come), politicians’ prior lack of economic knowledge also leads, in part, to their hubris.

“Even some folks in the business world hate it, because (1) they’d rather agitate for special privileges than hear the case for free markets, and (2) they’d rather have low interest rates than be warned about the causes of the business cycle.”

Yes, too true. But, again, business people are generally just people, most of whom haven’t even been exposed to something beyond boring and misleading textbook econ, if that. Mr. Woods knows that, since that’s what his mission is, exposing more folks to ideas beyond what he calls “the index card of allowable opinion.”

Well, I’m all about allowing the unallowable — if it’s right!

This is Common Sense. I’m Paul Jacob.

 

* Historian Woods is now doing what I’ve been doing since 1999, providing a daily common-sense thought that is short and easy-to-read and dropped into your email box every weekday. Mine goes up online at ThisIsCommonSense.com; I don’t see his on his website . . . but I do see a lot of books and podcasts!

Printable PDF

 

Categories
Accountability education and schooling folly local leaders moral hazard

Ugly Scrutiny

Prince George’s County Public Schools, grading, education, incentives,

Prince George’s County Public Schools have increased their graduation rates faster than all other schools in Maryland. Measuring from 2013 to 2016, the graduation rate jumped from 74.1 percent to 81.4 percent.

Great! 

Well . . . a fly has stuck itself into the soothing salve of their success — what county principals called an “unfair, ugly scrutiny.” Said scrutiny came from the Old Line State’s Board of Education, which voted to pursue an investigation* into what the Washington Post described as “grade tampering” to “drive up graduation rates.”

Keith Maxwell, the county schools’ CEO, says he welcomes the investigation. 

Dozens of whistleblowers have reportedly come forward. Several spoke with the Post, anonymously, for fear of retaliation: 

  • “We knew that it wasn’t real,” said a teacher at a high graduation rate school. “It’s just common knowledge that they push kids through who shouldn’t be pushed through.”
  • “I’m not averse to helping a student pass,” one educator explained. “But when people are pressuring you to do it, when it happens behind your back, that’s when it’s problematic.”
  • “For a child not to come to class — maybe been in class three days in a whole quarter — and you’re going to change their grade?” questioned another teacher. “It’s not right. If they don’t come to school, and they don’t do the work, they deserve to fail.”

She added, “It doesn’t help them.”

Which is the point: the students are being cheated. If graduation doesn’t mean anything, then . . . their diplomas don’t mean anything.

This is Common Sense. I’m Paul Jacob.

 

*The investigation had been requested by Governor Larry Hogan.

Printable PDF

 

Categories
Accountability education and schooling folly general freedom ideological culture moral hazard nannyism responsibility

Quanta of Nonsense

academics, universities, college, paper, The Skeptic, western civilization, racism, sexism, prank, joke

Last month, two academics wrote a hoax paper. Their preferred journal didn’t accept it, but did suggest an alternative publication. They sent the paper to the recommended outlet, and it was published.

The paper? “The conceptual penis as a social construct.” The Skeptic provided an overview; Professor Gad Saad chortled over its sheer genius. Though a brilliant parody, as a send-up of postmodern academic insanity it fell a tad flat: it was merely published online, and probably not peer-reviewed.

But before you could say “Western civilization is in the toilet and circling the drain,” an equally idiotic paper came to light, published in The Minnesota Review, and apparently offered in earnest by an academic working in “women’s and gender studies.” Entitled “Assembled Bodies: Reconfiguring Quantum Identities,” the abstract (worth reading in full*) does not mention truth, predictive power, or evidence to advance knowledge of physics. Instead, it pushes the “combining” of “intersectionality and quantum physics” to “provide for differing perspectives on organizing practices long used by marginalized people,” etcetera. Basically, the problem of physics is not that it is hard, but that it is “oppressive.”

Meanwhile, historian Tom Woods** discovered a University of Hawaii math teacher who admits to not finding math interesting. She blogged her confession about wanting white cis-male mathematicians to quit their jobs “or at least take a demotion” and — if in a “position of power” — resign.

None of this is about the advancement of learning. What we see here is

  1. a new racism — from non-whites directed against white people — and
  2. a new sexism — from women and others who are not heterosexual males directed against, you guessed it, heterosexual males

. . . all packaged in cryptic, pretentious, prolix nonsense.

This is Common Sense. I’m Paul Jacob.

 

* I found it quoted on the Powerline blog: “In this semimanifesto, I approach how understandings of quantum physics and cyborgian bodies can (or always already do) ally with feminist anti-oppression practices long in use. The idea of the body (whether biological, social, or of work) is not stagnant, and new materialist feminisms help to recognize how multiple phenomena work together to behave in what can become legible at any given moment as a body. By utilizing the materiality of conceptions about connectivity often thought to be merely theoretical, by taking a critical look at the noncentralized and multiple movements of quantum physics, and by dehierarchizing the necessity of linear bodies through time, it becomes possible to reconfigure structures of value, longevity, and subjectivity in ways explicitly aligned with anti-oppression practices and identity politics. Combining intersectionality and quantum physics can provide for differing perspectives on organizing practices long used by marginalized people, for enabling apparatuses that allow for new possibilities of safer spaces, and for practices of accountability.”

** In his daily email for Tuesday this week.

Printable PDF