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maddieireland334

There's nothing wrong with grade inflation - The Washington Post - 0 views

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Education US college grades inflation opinion

shared by maddieireland334 on 06 Mar 16 - No Cached
  • By the early ’90s, so long as one had the good sense to major in the humanities — all bets were off in the STEM fields — it was nearly impossible to get a final grade below a B-minus at an elite college.
  • According to a 2012 study, the average college GPA, which in the 1930s was a C-plus, had risen to a B at public universities and a B-plus at private schools. At Duke, Pomona and Harvard, D’s and F’s combine for just 2 percent of all grades
  • Some blame students’ consumer mentality, a few see a correlation with small class sizes (departments with falling enrollments want to keep students happy), and many cite a general loss of rigor in a touchy-feely age. 
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  • According to one study, enrollment fell by one-fifth, and students were 30 percent less likely to major in one of these subjects. Yale and Harvard, while making noises about grade inflation, have never instituted tough rules to stem it.
  • Overall, graded students are less interested in the topic at hand and — and, for obvious, common-sense reasons — more inclined to pick the easiest possible task when given the chance.
  • Grades should motivate certain students: those afraid of the stigma of a bad grade or those ambitious, by temperament or conditioning, to succeed in measurable ways.
  • Although recent research on the effects of grades is limited, several studies in the 1970s, 1980s and 1990s measured how students related to a task or a class when it was graded compared to when it was ungraded.
  • Our goal should be ending the centrality of grades altogether. For years, I feared that a world of only A’s would mean the end of meaningful grades; today, I’m certain of it. But what’s so bad about that?
  • To top humanities PhD programs, letters of reference and writing samples matter more than overall GPA (although students are surely expected to have received good grades in their intended areas of study).
  • We need to move to a post-grading world. Maybe that means a world where there are no grades — or one where, if they remain, we rely more on better kinds of evaluation.
  • According to a 2012 study by the Chronicle of Higher Education, GPA was seventh out of eight factors employers considered in hiring, behind internships, extracurricular activities and previous employment.
  • Yes, the student who gets a 100 on a calculus exam probably grasps the material better than the student with a 60 — but only if she retains the knowledge, which grades can’t show.
  • Right now, students end up being evaluated twice: once with an inflated and meaningless letter grade, then again by teachers asked to write letters of recommendation.
  • They said employers want a GPA of 3.0 or even 3.5. But again, that standard would include almost every Harvard student — which suggests that GPAs serve not to validate students from elite schools but to keep out those from less-prestigious schools and large public universities, where grades are less inflated. Grades at community colleges “have actually dropped” over the years, according to Stuart Rojstaczer, a co-author of the 2012 grade-inflation study.
  • That means we have two systems: one for students at elite schools, who get jobs based on references, prestige and connections, and another for students everywhere else, who had better maintain a 3.0.
  • Students can compare evaluations from different classes, too, “read across all of them, see what they need improvement on.” And when they graduate, they — and employers or grad-school admission offices — get far more than a printed page of grades.
  • The trouble is that, while it’s relatively easy for smaller colleges to go grade-free, with their low student-to-teacher ratios, it’s tough for professors at larger schools, who must evaluate more students, more quickly, with fewer resources.
  • teaching five classes for poverty wages can’t write substantial term-end comments, so grades are a necessity if they want to give any feedback at all.
  • perhaps the small, progressive colleges can inspire other schools to follow, as they have in, say, abolishing the SAT as an admissions requirement
  • It would mean hiring more teachers and paying them better (which schools should do anyway). And if transcripts become more textured, graduate-school admission offices and employers will have to devote more resources to reading them, and to getting to know applicants through interviews and letters of reference
  • When I think about getting rid of grades, I think of happier students, with whom I have more open, democratic relationships.
  • Even in my Yale classrooms filled with overachievers, most of whom want to learn for the sake of learning, some respond well to the clarity of a grade.
Javier E

Essay-Grading Software, as Teacher's Aide - Digital Domain - NYTimes.com - 0 views

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writing teaching essay evaluation computer automation software program

shared by Javier E on 10 Jun 12 - Cached
  • AS a professor and a parent, I have long dreamed of finding a software program that helps every student learn to write well. It would serve as a kind of tireless instructor, flagging grammatical, punctuation or word-use problems, but also showing the way to greater concision and clarity.
  • The standardized tests administered by the states at the end of the school year typically have an essay-writing component, requiring the hiring of humans to grade them one by one.
  • the Hewlett Foundation sponsored a study of automated essay-scoring engines now offered by commercial vendors. The researchers found that these produced scores effectively identical to those of human graders.
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  • humans are not necessarily ideal graders: they provide an average of only three minutes of attention per essa
  • We are talking here about providing a very rough kind of measurement, the assignment of a single summary score on, say, a seventh grader’s essay
  • “A few years back, almost all states evaluated writing at multiple grade levels, requiring students to actually write,” says Mark D. Shermis, dean of the college of education at the University of Akron in Ohio. “But a few, citing cost considerations, have either switched back to multiple-choice format to evaluate or have dropped writing evaluation altogether.”
  • As statistical models for automated essay scoring are refined, Professor Shermis says, the current $2 or $3 cost of grading each one with humans could be virtually eliminated, at least theoretically.
  • the cost of commercial essay-grading software is now $10 to $20 a student per year. But as the technology improves and the costs drop, he expects that it will be incorporated into the word processing software that all students use
  • As essay-scoring software becomes more sophisticated, it could be put to classroom use for any type of writing assignment throughout the school year, not just in an end-of-year assessment. Instead of the teacher filling the essay with the markings that flag problems, the software could do so. The software could also effortlessly supply full explanations and practice exercises that address the problems — and grade those, too.
  • “Providing students with instant feedback about grammar, punctuation, word choice and sentence structure will lead to more writing assignments,” Mr. Vander Ark says, “and allow teachers to focus on higher-order skills.”
  • When sophisticated essay-evaluation software is built into word processing software, Mr. Vander Ark predicts “an order-of-magnitude increase in the amount of writing across the curriculum.”
  • the essay-scoring software that he and his teammates developed uses relatively small data sets and ordinary PCs — so the additional infrastructure cost for schools could be nil.
  • the William and Flora Hewlett Foundation sponsored a competition to see how well algorithms submitted by professional data scientists and amateur statistics wizards could predict the scores assigned by human graders. The winners were announced last month — and the predictive algorithms were eerily accurate.
  • wanted to create a neutral and fair platform to assess the various claims of the vendors. It turns out the claims are not hype.”
Javier E

100 New York Schools Try 'Common Core' Approach - NYTimes.com - 0 views

www.nytimes.com/...-try-common-core-approach.html

education standards US pedagogy

shared by Javier E on 25 Apr 11 - Cached
  • The standards, to go into effect in 2014, will replace a hodgepodge of state guidelines that have become the Achilles’ heel of the No Child Left Behind law. Many states, including New York, lowered standards in a push to meet the law’s requirement that all students reach grade level, as measured by each state, in English and math.
  • The new standards give specific goals that, by the end of the 12th grade, should prepare students for college work. Book reports will ask students to analyze, not summarize. Presentations will be graded partly on how persuasively students express their ideas. History papers will require reading from multiple sources; the goal is to get students to see how beliefs and biases can influence the way different people describe the same events.
  • There are guidelines for what students are expected to do in each grade, but it is still up to districts, schools and teachers to fill in the finer points of the curriculum, like what books to read. There is no national body responsible for seeing that the standards are carried out, because of fears of giving too much control of education to the federal government. So far, only a few other large cities, including Boston, Cleveland and Philadelphia, have begun to apply the standards in the classroom. And depending on how No Child Left Behind is refashioned, it may still be left to each state to measure its own success.
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  • While English classes will still include healthy amounts of fiction, the standards say that students should be reading more nonfiction texts as they get older, to prepare them for the kinds of material they will read in college and careers. In the fourth grade, students should be reading about the same amount from “literary” and “informational” texts, according to the standards; in the eighth grade, 45 percent should be literary and 55 percent informational, and by 12th grade, the split should be 30/70.
Javier E

Paris Was My Middle-School Classroom - Tara Isabella Burton - The Atlantic - 0 views

www.theatlantic.com/...281489

homeschool

shared by Javier E on 16 Feb 14 - No Cached
  • during the two years I spent on-and-off as a homeschooled middle-schooler (spanning what would have been the seventh and eighth grades), the opportunity to work at my own pace and largely develop my own curriculum provided me with a level of academic intensity and emotional as well as intellectual independence unavailable (and, indeed, unaffordable) through more traditional means.
  • I was encouraged to spend as much time as possible outside on my bicycle, visiting the historical sites that interested me most, teaching myself to communicate out of sheer necessity. I was given free rein to explore the household bookshelves—to craft a humanities course according to my own interests. Textbooks and popular history books were readily available; my mother encouraged me to “read them like novels”—in other words, to visualize the vast panorama of human history not as a series of facts to be memorized, but as the stories: vivid and gripping, of real people, people I could care about and remember.
  • It's all too easy, as a child raised in the hothousing-heavy environment of New York City, to associate self-worth with grades, external standards, whether or not a teacher approved of my stance, whether or not my sixth-grade geography test would get me into Harvard six years later.
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  • s a homeschooled teenager, without grades or teachers, I learned to love knowledge for its own sake, and, just as importantly to trust in my ability to attain it.
  • “Even students who are successful, getting straight A's, the highest accolades, by being students in school have fear and anxiety about maintaining these types of grades. You don't really get a sense of who you are, what your interests are, what your passions are [but are] being filled by other people's idea of what it means to be a human being.” As a typically neurotic straight-A student at a New York private school, I'd internalized the idea of education as a means to an end.
  • When I returned to traditional education as a high-school freshman at a New England boarding school known for its rigor and expectations of independence, I found myself surprisingly well-prepared for its demands. I knew how to manage my time effectively, how to approach the hours of homework as an opportunity to learn rather than a chore to be cleared away. I knew, too, how to defend my academic arguments, to not back down simply because another student disagreed with me about the causes of the American Civil War. In the absence of external signifiers of success, I had learned how to measure my own.
Grace Gannon

Does England Have the Solution to the Grade-Inflation Problem? - 0 views

www.theatlantic.com/...381571

Princeton employment education grade inflation

shared by Grace Gannon on 23 Oct 14 - No Cached
  • Grace Gannon on 23 Oct 14
     
    Princeton University used to limit the number of students who could receive A's, but recently changed their policy, concerned with the fact that students with lower GPAs would be disadvantaged when it came to applying for jobs. The UK is taking a different approach to grade inflation, acknowledging that students may often get similar grades, despite the different efforts they may take to get there.
Javier E

Is Holocaust Education Making Anti-Semitism Worse? - The Atlantic - 0 views

www.theatlantic.com/...673488

holocaust education anti-Semitism culture history crisis

shared by Javier E on 25 Apr 23 - No Cached
  • Explore
  • The recent rise in American anti-Semitism is well documented. I could fill pages with FBI hate-crime statistics, or with a list of violent attacks from the past six years or even the past six months, or with the growing gallery of American public figures saying vile things about Jews. Or I could share stories you probably haven’t heard, such as one about a threatened attack on a Jewish school in Ohio in March 2022—where the would-be perpetrator was the school’s own security guard. But none of that would capture the vague sense of dread one encounters these days in the Jewish community, a dread unprecedented in my lifetime.
  • What I didn’t expect was the torrent of private stories I received from American Jew
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  • well-meaning people everywhere from statehouses to your local middle school have responded to this surging anti-Semitism by doubling down on Holocaust education. Before 2016, only seven states required Holocaust education in schools. In the past seven years, 18 more have passed Holocaust-education mandates
  • These casual stories sickened me in their volume and their similarity, a catalog of small degradations. At a time when many people in other minority groups have become bold in publicizing the tiniest of slights, these American Jews instead expressed deep shame in sharing these stories with me, feeling that they had no right to complain. After all, as many of them told me, it wasn’t the Holocaust.
  • These people talked about bosses and colleagues who repeatedly ridiculed them with anti-Semitic “jokes,” friends who turned on them when they mentioned a son’s bar mitzvah or a trip to Israel, romantic partners who openly mocked their traditions, classmates who defaced their dorm rooms and pilloried them online, teachers and neighbors who parroted conspiratorial lies. I was surprised to learn how many people were getting pennies thrown at them in 21st-century Americ
  • the blood libel, which would later be repurposed as a key part of the QAnon conspiracy theory. This craze wasn’t caused by one-party control over printing presses, but by the lie’s popularity
  • I have come to the disturbing conclusion that Holocaust education is incapable of addressing contemporary anti-Semitism. In fact, in the total absence of any education about Jews alive today, teaching about the Holocaust might even be making anti-Semitism worse.
  • The Illinois Holocaust Museum & Education Center is a victim of its own success. When I arrived on a weekday morning to join a field trip from a local Catholic middle school, the museum was having a light day, with only 160 students visiting
  • the docent established that the ’30s featured media beyond town criers, and that one-party control over such media helped spread propaganda. “If radio’s controlled by a certain party, you have to question that,” she said. “Back then, they didn’t.”
  • I wondered about that premise. Historians have pointed out that it doesn’t make sense to assume that people in previous eras were simply stupider than we are, and I doubted that 2020s Americans could outsmart 1930s Germans in detecting media bias. Propaganda has been used to incite violent anti-Semitism since ancient times, and only rarely because of one-party control.
  • The Nazi project was about murdering Jews, but also about erasing Jewish civilization. The museum’s valiant effort to teach students that Jews were “just like everyone else,” after Jews have spent 3,000 years deliberately not being like everyone else, felt like another erasur
  • I was starting to see how isolating the Holocaust from the rest of Jewish history made it hard for even the best educators to upload this irrational reality into seventh-grade brains.
  • the docent began by saying, “Let’s establish facts. Is Judaism a religion or a nationality?
  • My stomach sank. The question betrayed a fundamental misunderstanding of Jewish identity—Jews predate the concepts of both religion and nationality. Jews are members of a type of social group that was common in the ancient Near East but is uncommon in the West today: a joinable tribal group with a shared history, homeland, and culture, of which a nonuniversalizing religion is but one feature
  • Millions of Jews identify as secular, which would be illogical if Judaism were merely a religion. But every non-Jewish society has tried to force Jews into whatever identity boxes it knows best—which is itself a quiet act of domination.
  • “Religion, right,” the docent affirmed. (Later, in the gallery about Kristallnacht, she pointed out how Jews had been persecuted for having the “wrong religion,” which would have surprised the many Jewish converts to Christianity who wound up murdered. I know the docent knew this; she later told me she had abbreviated things to hustle our group to the museum’s boxcar.)
  • The docent motioned toward the prewar gallery’s photos showing Jewish school groups and family outings, and asked how the students would describe their subjects’ lives, based on the pictures.“Normal,” a girl said.“Normal, perfect,” the docent said. “They paid taxes, they fought in the wars—all of a sudden, things changed.”
  • the museum had made a conscious decision not to focus on the long history of anti-Semitism that preceded the Holocaust, and made it possible. To be fair, adequately covering this topic would have required an additional museum
  • The bedrock assumption that has endured for nearly half a century is that learning about the Holocaust inoculates people against anti-Semitism. But it doesn’t
  • Then there was the word normal. More than 80 percent of Jewish Holocaust victims spoke Yiddish, a 1,000-year-old European Jewish language spoken around the world, with its own schools, books, newspapers, theaters, political organizations, advertising, and film industry. On a continent where language was tightly tied to territory, this was hardly “normal.” Traditional Jewish practices—which include extremely detailed rules governing food and clothing and 100 gratitude blessings recited each day—were not “normal” either.
  • the idea of sudden change—referring to not merely the Nazi takeover, but the shift from a welcoming society to an unwelcoming one—was also reinforced by survivors in videos around the museum
  • Teaching children that one shouldn’t hate Jews, because Jews are “normal,” only underlines the problem: If someone doesn’t meet your version of “normal,” then it’s fine to hate them.
  • When I asked about worst practices in Holocaust education, Szany had many to share, which turned out to be widely agreed-upon among American Holocaust educators.
  • First on the list: “simulations.” Apparently some teachers need to be told not to make students role-play Nazis versus Jews in class, or not to put masking tape on the floor in the exact dimensions of a boxcar in order to cram 200 students into i
  • Szany also condemned Holocaust fiction such as the international best seller The Boy in the Striped Pajamas, an exceedingly popular work of ahistorical Christian-savior schlock
  • She didn’t feel that Anne Frank’s diary was a good choice either, because it’s “not a story of the Holocaust”—it offers little information about most Jews’ experiences of persecution, and ends before the author’s capture and murder.
  • Other officially failed techniques include showing students gruesome images, and prompting self-flattery by asking “What would you have done?
  • Yet another bad idea is counting objects. This was the conceit of a widely viewed 2004 documentary called Paper Clips, in which non-Jewish Tennessee schoolchildren, struggling to grasp the magnitude of 6 million murdered Jews, represented those Jews by collecting millions of paper clips
  • it is demeaning to represent Jewish people as office supplies.
  • Best practices, Szany explained, are the opposite: focusing on individual stories, hearing from survivors and victims in their own words. The Illinois museum tries to “rescue the individuals from the violence,
  • In the language I often encountered in Holocaust-education resources, people who lived through the Holocaust were neatly categorized as “perpetrators,” “victims,” “bystanders,” or “upstanders.” Jewish resisters, though, were rarely classified as “upstanders.
  • I felt as I often had with actual Holocaust survivors I’d known when I was younger: frustrated as they answered questions I hadn’t asked, and vaguely insulted as they treated me like an annoyance to be managed. (I bridged this divide once I learned Yiddish in my 20s, and came to share with them a vast vocabulary of not only words, but people, places, stories, ideas—a way of thinking and being that contained not a few horrific years but centuries of hard-won vitality and resilience
  • Szany at last explained to me what the dead Elster couldn’t: The woman who sheltered his sister took only girls because it was too easy for people to confirm that the boys were Jews.
  • I realized that I wouldn’t have wanted to hear this answer from Elster. I did not want to make this thoughtful man sit onstage and discuss his own circumcision with an audience of non-Jewish teenagers. The idea felt just as dehumanizing as pulling down a boy’s pants to reveal a reality of embodied Judaism that, both here and in that barn, had been drained of any meaning beyond persecution
  • Here I am in a boxcar, I thought, and tried to make it feel real. I spun my head to take in the immersive scene, which swung around me as though I were on a rocking ship. I felt dizzy and disoriented, purely physical feelings that distracted me. Did this not count as a simulation
  • I had visited Auschwitz in actual reality, years ago. With my headset on, I tried to summon the emotional intensity I remembered feeling then. But I couldn’t, because all of the things that had made it powerful were missing. When I was there, I was touching things, smelling things, sifting soil between my fingers that the guide said contained human bone ash, feeling comforted as I recited the mourner’s prayer, the kaddish, with others, the ancient words an undertow of paradox and praise: May the great Name be blessed, forever and ever and ever
  • Students at the Skokie museum can visit an area called the Take a Stand Center, which opens with a bright display of modern and contemporary “upstanders,” including activists such as the Nobel laureate Malala Yousafzai and the athlete Carli Lloyd. Szany had told me that educators “wanted more resources” to connect “the history of the Holocaust to lessons of today.” (I heard this again and again elsewhere too.) As far as I could discern, almost nobody in this gallery was Jewish.
  • As Szany ran a private demo of the technology for me, I asked how visitors react to it. “They’re more comfortable with the holograms than the real survivors,” Szany said. “Because they know they won’t be judged.”
  • t the post-Holocaust activists featured in this gallery were nearly all people who had stood up for their own group. Only Jews, the unspoken assumption went, were not supposed to stand up for themselves.
  • Visitors were asked to “take the pledge” by posting notes on a wall (“I pledge to protect the Earth!” “I pledge to be KIND!”)
  • It was all so earnest that for the first time since entering the museum, I felt something like hope. Then I noticed it: “Steps for Organizing a Demonstration.” The Nazis in Skokie, like their predecessors, had known how to organize a demonstration. They hadn’t been afraid to be unpopular. They’d taken a stand.
  • I left the museum haunted by the uncomfortable truth that the structures of a democratic society could not really prevent, and could even empower, dangerous, irrational rage. Something of that rage haunted me too.
  • the more I thought about it, the less obvious it seemed. What were students being taught to “take a stand” for? How could anyone, especially young people with little sense of proportion, connect the murder of 6 million Jews to today without landing in a swamp of Holocaust trivialization, like the COVID-protocol protesters who’d pinned Jewish stars to their shirt and carried posters of Anne Frank?
  • weren’t they and others like them doing exactly what Holocaust educators claimed they wanted people to do?
  • The 2019 law was inspired by a changing reality in Washington and around the country. In recent years, Kennedy said, she’s received more and more messages about anti-Semitic vandalism and harassment in schools. For example, she told me, “someone calls and says, ‘There’s a swastika drawn in the bathroom.’ ”
  • Maybe not, Kennedy admitted. “What frightens me is that small acts of anti-Semitism are becoming very normalized,” she said. “We’re getting used to it. That keeps me up at night.”“Sadly, I don’t think we can fix this,” Regelbrugge said. “But we’re gonna die trying.”
  • Almost every city where I spoke with Holocaust-museum educators, whether by phone or in person, had also been the site of a violent anti-Semitic attack in the years since these museums had opened
  • I was struck by how minimally these attacks were discussed in the educational materials shared by the museums.
  • In fact, with the exception of Kennedy and Regelbrugge, no one I spoke with mentioned these anti-Semitic attacks at all.
  • The failure to address contemporary anti-Semitism in most of American Holocaust education is, in a sense, by design
  • the story of the (mostly non-Jewish) teachers in Massachusetts and New Jersey who created the country’s first Holocaust curricula, in the ’70s. The point was to teach morality in a secular society. “Everyone in education, regardless of ethnicity, could agree that Nazism was evil and that the Jews were innocent victims,” Fallace wrote, explaining the topic’s appeal. “Thus, teachers used the Holocaust to activate the moral reasoning of their students”—to teach them to be good people.
  • The idea that Holocaust education can somehow serve as a stand-in for public moral education has not left us. And because of its obviously laudable goals, objecting to it feels like clubbing a baby seal. Who wouldn’t want to teach kids to be empathetic?
  • by this logic, shouldn’t Holocaust education, because of its moral content alone, automatically inoculate people against anti-Semitism?
  • Apparently not. “Essentially the moral lessons that the Holocaust is often used to teach reflect much the same values that were being taught in schools before the Holocaust,”
  • (Germans in the ’30s, after all, were familiar with the Torah’s commandment, repeated in the Christian Bible, to love their neighbors.) This fact undermines nearly everything Holocaust education is trying to accomplish, and reveals the roots of its failure.
  • One problem with using the Holocaust as a morality play is exactly its appeal: It flatters everyone. We can all congratulate ourselves for not committing mass murder.
  • This approach excuses current anti-Semitism by defining anti-Semitism as genocide in the past
  • When anti-Semitism is reduced to the Holocaust, anything short of murdering 6 million Jews—like, say, ramming somebody with a shopping cart, or taunting kids at school, or shooting up a Jewish nonprofit, or hounding Jews out of entire countries—seems minor by comparison.
  • If we teach that the Holocaust happened because people weren’t nice enough—that they failed to appreciate that humans are all the same, for instance, or to build a just society—we create the self-congratulatory space where anti-Semitism grow
  • One can believe that humans are all the same while being virulently anti-Semitic, because according to anti-Semites, Jews, with their millennia-old insistence on being different from their neighbors, are the obstacle to humans all being the same
  • One can believe in creating a just society while being virulently anti-Semitic, because according to anti-Semites, Jews, with their imagined power and privilege, are the obstacle to a just society
  • To inoculate people against the myth that humans have to erase their differences in order to get along, and the related myth that Jews, because they have refused to erase their differences, are supervillains, one would have to acknowledge that these myths exist
  • To really shatter them, one would have to actually explain the content of Jewish identity, instead of lazily claiming that Jews are just like everyone else.
  • one of several major Holocaust-curriculum providers, told me about the “terrible Jew jokes” she’d heard from her own students in Virginia. “They don’t necessarily know where they come from or even really why they’re saying them,” Goss said. “Many kids understand not to say the N-word, but they would say, ‘Don’t be such a Jew.’ ”
  • There’s a decline in history education at the same time that there’s a rise in social media,”
  • “We’ve done studies with our partners at Holocaust centers that show that students are coming in with questions about whether the Holocaust was an actual event. That wasn’t true 20 years ago.”
  • Goss believes that one of the reasons for the lack of stigma around anti-Semitic conspiracy theories and jokes is baked into the universal-morality approach to Holocaust education. “The Holocaust is not a good way to teach about ‘bullying,’ 
  • Echoes & Reflections’ lesson plans do address newer versions of anti-Semitism, including the contemporary demonization of Israel’s existence—as opposed to criticism of Israeli policies—and its manifestation in aggression against Jews. Other Holocaust-curriculum providers also have material on contemporary anti-Semitism.
  • providers rarely explain or explore who Jews are today—and their raison d’être remains Holocaust education.
  • Many teachers had told me that their classrooms “come alive” when they teach about the Holocaust
  • Holocaust-education materials are just plain better than those on most other historical topics. All of the major Holocaust-education providers offer lessons that teachers can easily adapt for different grade levels and subject areas. Instead of lecturing and memorization, they use participation-based methods such as group work, hands-on activities, and “learner driven” projects.
  • A 2019 Pew Research Center survey found a correlation between “warm” feelings about Jews and knowledge about the Holocaust—but the respondents who said they knew a Jewish person also tended to be more knowledgeable about the Holocaust, providing a more obvious source for their feelings
  • In 2020, Echoes & Reflections published a commissioned study of 1,500 college students, comparing students who had been exposed to Holocaust education in high school with those who hadn’t. The published summary shows that those who had studied the Holocaust were more likely to tolerate diverse viewpoints, and more likely to privately support victims of bullying scenarios, which is undoubtedly good news. It did not, however, show a significant difference in respondents’ willingness to defend victims publicly, and students who’d received Holocaust education were less likely to be civically engaged—in other words, to be an “upstander.”
  • These studies puzzled me. As Goss told me, the Holocaust was not about bullying—so why was the Echoes study measuring that? More important, why were none of these studies examining awareness of anti-Semitism, whether past or present?
  • One major study addressing this topic was conducted in England, where a national Holocaust-education mandate has been in place for more than 20 years. In 2016, researchers at University College London’s Centre for Holocaust Education published a survey of more than 8,000 English secondary-school students, including 244 whom they interviewed at length.
  • The study’s most disturbing finding was that even among those who studied the Holocaust, there was “a very common struggle among many students to credibly explain why Jews were targeted” in the Holocaust—that is, to cite anti-Semitism
  • “many students appeared to regard [Jews’] existence as problematic and a key cause of Nazi victimisation.” In other words, students blamed the Holocaust on the Jews
  • This result resembles that of a large 2020 survey of American Millennials and Gen Zers, in which 11 percent of respondents believed that Jews caused the Holocaust. The state with the highest percentage of respondents believing this—an eye-popping 19 percent—was New York, which has mandated Holocaust education since the 1990s.
  • Worse, in the English study, “a significant number of students appeared to tacitly accept some of the egregious claims once circulated by Nazi propaganda,” instead of recognizing them as anti-Semitic myths.
  • One typical student told researchers, “Is it because like they were kind of rich, so maybe they thought that that was kind of in some way evil, like the money didn’t belong to them[;] it belonged to the Germans and the Jewish people had kind of taken that away from them?
  • Another was even more blunt: “The Germans, when they saw the Jews were better off than them, kind of, I don’t know, it kind of pissed them off a bit.” Hitler’s speeches were more eloquent in making similar points.
  • One of the teachers I met was Benjamin Vollmer, a veteran conference participant who has spent years building his school’s Holocaust-education program. He teaches eighth-grade English in Venus, Texas, a rural community with 5,700 residents; his school is majority Hispanic, and most students qualify for free or reduced-price lunch. When I asked him why he focuses on the Holocaust, his initial answer was simple: “It meets the TEKS.”
  • The TEKS are the Texas Essential Knowledge and Skills, an elaborate list of state educational requirements that drive standardized testing
  • it became apparent that Holocaust education was something much bigger for his students: a rare access point to a wider world. Venus is about 30 miles from Dallas, but Vollmer’s annual Holocaust-museum field trip is the first time that many of his students ever leave their town.
  • “It’s become part of the school culture,” Vollmer said. “In eighth grade, they walk in, and the first thing they ask is, ‘When are we going to learn about the Holocaust?’
  • Vollmer is not Jewish—and, as is common for Holocaust educators, he has never had a Jewish student. (Jews are 2.4 percent of the U.S. adult population, according to a 2020 Pew survey.) Why not focus on something more relevant to his students, I asked him, like the history of immigration or the civil-rights movement?
  • I hadn’t yet appreciated that the absence of Jews was precisely the appeal.“Some topics have been so politicized that it’s too hard to teach them,” Vollmer told me. “Making it more historical takes away some of the barriers to talking about it.”
  • Wouldn’t the civil-rights movement, I asked, be just as historical for his students?He paused, thinking it through. “You have to build a level of rapport in your class before you have the trust to explore your own history,” he finally said.
  • “The Holocaust happened long ago, and we’re not responsible for it,” she said. “Anything happening in our world today, the wool comes down over our eyes.” Her colleague attending the conference with her, a high-school teacher who also wouldn’t share her name, had tried to take her mostly Hispanic students to a virtual-reality experience called Carne y Arena, which follows migrants attempting to illegally cross the U.S.-Mexico border. Her administrators refused, claiming that it would traumatize students. But they still learn about the Holocaust.
  • Student discomfort has been a legal issue in Texas. The state’s House Bill 3979, passed in 2021, is one of many “anti-critical-race-theory” laws that conservative state legislators have introduced since 2020. The bill forbade teachers from causing students “discomfort, guilt, anguish, or any other form of psychological distress on account of the individual’s race or sex,” and also demanded that teachers introduce “diverse and contending perspectives” when teaching “controversial” topics, “without giving deference to any one perspective.
  • These vaguely worded laws stand awkwardly beside a 2019 state law mandating Holocaust education for Texas students at all grade levels during an annual Holocaust Remembrance Week
  • the administrator who’d made the viral remarks in Southlake is a strong proponent of Holocaust education, but was acknowledging a reality in that school district. Every year, the administrator had told Higgins, some parents in her district object to their children reading the Nobel laureate Elie Wiesel’s memoir Night—because it isn’t their “belief” that the Holocaust happened.
  • In one model lesson at the conference, participants examined a speech by the Nazi official Heinrich Himmler about the need to murder Jews, alongside a speech by the Hebrew poet and ghetto fighter Abba Kovner encouraging a ghetto uprising. I only later realized that this lesson plan quite elegantly satisfied the House bill’s requirement of providing “contending perspectives.”
  • The next day, I asked the instructor if that was an unspoken goal of her lesson plan. With visible hesitation, she said that teaching in Texas can be like “walking the tightrope.” This way, she added, “you’re basing your perspectives on primary texts and not debating with Holocaust deniers.” Less than an hour later, a senior museum employee pulled me aside to tell me that I wasn’t allowed to interview the staff.
  • Many of the visiting educators at the conference declined to talk with me, even anonymously; nearly all who did spoke guardedly. The teachers I met, most of whom were white Christian women, did not seem to be of any uniform political bent. But virtually all of them were frustrated by what administrators and parents were demanding of them.
  • Two local middle-school teachers told me that many parents insist on seeing reading lists. Parents “wanting to keep their kid in a bubble,” one of them said, has been “the huge stumbling block.”
  • “It is healthy to begin this study by talking about anti-Semitism, humanizing the victims, sticking to primary sources, and remaining as neutral as possible.”
  • Wasn’t “remaining as neutral as possible” exactly the opposite of being an upstander?
  • In trying to remain neutral, some teachers seemed to want to seek out the Holocaust’s bright side—and ask dead Jews about i
  • We watched a brief introduction about Glauben’s childhood and early adolescence in the Warsaw Ghetto and in numerous camps. When the dead man appeared, one teacher asked, “Was there any joy or happiness in this ordeal? Moments of joy in the camps?”
  • These experiences, hardly unusual for Jewish victims, were not the work of a faceless killing machine. Instead they reveal a gleeful and imaginative sadism. For perpetrators, this was fun. Asking this dead man about “joy” seemed like a fundamental misunderstanding of the Holocaust. There was plenty of joy, just on the Nazi side.
  • In the educational resources I explored, I did not encounter any discussions of sadism—the joy derived from humiliating people, the dopamine hit from landing a laugh at someone else’s expense, the self-righteous high from blaming one’s problems on others—even though this, rather than the fragility of democracy or the passivity of bystanders, is a major origin point of all anti-Semitism
  • To anyone who has spent 10 seconds online, that sadism is familiar, and its source is familiar too: the fear of being small, and the desire to feel big by making others feel small instead.
  • Nazis were, among other things, edgelords, in it for the laughs. So, for that matter, were the rest of history’s anti-Semites, then and now. For Americans today, isn’t this the most relevant insight of all?
  • “People say we’ve learned from the Holocaust. No, we didn’t learn a damn thing,”
  • “People glom on to this idea of the upstander,” she said. “Kids walk away with the sense that there were a lot of upstanders, and they think, Yes, I can do it too.”
  • The problem with presenting the less inspiring reality, she suggested, is how parents or administrators might react. “If you teach historical anti-Semitism, you have to teach contemporary anti-Semitism. A lot of teachers are fearful, because if you try to connect it to today, parents are going to call, or administrators are going to call, and say you’re pushing an agenda.”
  • But weren’t teachers supposed to “push an agenda” to stop hatred? Wasn’t that the entire hope of those survivors who built museums and lobbied for mandates and turned themselves into holograms?
  • I asked Klett why no one seemed to be teaching anything about Jewish culture. If the whole point of Holocaust education is to “humanize” those who were “dehumanized,” why do most teachers introduce students to Jews only when Jews are headed for a mass grave? “There’s a real fear of teaching about Judaism,” she confided. “Especially if the teacher is Jewish.”
  • Teachers who taught about industrialized mass murder were scared of teaching about … Judaism? Why?
  • “Because the teachers are afraid that the parents are going to say that they’re pushing their religion on the kids.”
  • “Survivors have told me, ‘Thank you for teaching this. They’ll listen to you because you’re not Jewish,’ ” she said. “Which is weird.”
  • perhaps we could be honest and just say “There is no point in teaching any of this”—because anti-Semitism is so ingrained in our world that even when discussing the murders of 6 million Jews, it would be “pushing an agenda” to tell people not to hate them, or to tell anyone what it actually means to be Jewish
  • The Dallas Museum was the only one I visited that opened with an explanation of who Jews are. Its exhibition began with brief videos about Abraham and Moses—limiting Jewish identity to a “religion” familiar to non-Jews, but it was better than nothing. The museum also debunked the false charge that the Jews—rather than the Romans—killed Jesus, and explained the Jews’ refusal to convert to other faiths. It even had a panel or two about contemporary Dallas Jewish life. Even so, a docent there told me that one question students ask is “Are any Jews still alive today?”
  • American Holocaust education, in this museum and nearly everywhere else, never ends with Jews alive today. Instead it ends by segueing to other genocides, or to other minorities’ suffering
  • But when one reaches the end of the exhibition on American slavery at the National Museum of African American History and Culture, in Washington, D.C., one does not then enter an exhibition highlighting the enslavement of other groups throughout world history, or a room full of interactive touchscreens about human trafficking today, asking that visitors become “upstanders” in fighting i
  • That approach would be an insult to Black history, ignoring Black people’s current experiences while turning their past oppression into nothing but a symbol for something else, something that actually matters.
  • It is dehumanizing to be treated as a symbol. It is even more dehumanizing to be treated as a warning.
  • How should we teach children about anti-Semitism?
  • Decoster began her conference workshop by introducing “vocabulary must-knows.” At the top of her list: anti-Semitism.
  • “If you don’t explain the ism,” she cautioned the teachers in the room, “you will need to explain to the kids ‘Why the Jews?’ Students are going to see Nazis as aliens who bring with them anti-Semitism when they come to power in ’33, and they take it back away at the end of the Holocaust in 1945.”
  • She asked the teachers, “What’s the first example of the persecution of the Jews in history?”
  • “Think ancient Egypt,” Decoster said. “Does this sound familiar to any of you?”“They’re enslaved by the Egyptian pharaoh,” a teacher said
  • I wasn’t sure that the biblical Exodus narrative exactly qualified as “history,” but it quickly became clear that wasn’t Decoster’s point. “Why does the pharaoh pick on the Jews?” she asked. “Because they had one God.”
  • I was stunned. Rarely in my journey through American Holocaust education did I hear anyone mention a Jewish belief.
  • “The Jews worship one God, and that’s their moral structure. Egyptian society has multiple gods whose authority goes to the pharaoh. When things go wrong, you can see how Jews as outsiders were perceived by the pharaoh as the threat.”
  • This unexpected understanding of Jewish belief revealed a profound insight about Judaism: Its rejection of idolatry is identical to its rejection of tyranny. I could see how that might make people uncomfortable.
  • Decoster moved on to a snazzy infographic of a wheel divided in thirds, each explaining a component of anti-Semitism
  • “Racial Antisemitism = False belief that Jews are a race and a threat to other races,”
  • Anti-Judaism = Hatred of Jews as a religious group,”
  • then “Anti-Jewish Conspiracy Theory = False belief that Jews want to control and overtake the world.” The third part, the conspiracy theory, was what distinguished anti-Semitism from other bigotries. It allowed closed-minded people to congratulate themselves for being open-minded—for “doing their own research,” for “punching up,” for “speaking truth to power,” while actually just spreading lies.
  • Wolfson clarified for his audience what this centuries-long demonization of Jews actually means, citing the scholar David Patterson, who has written: “In the end, the antisemite’s claim is not that all Jews are evil, but rather that all evil is Jewish.”
  • Wolfson told the teachers that it was important that “anti-Semitism should not be your students’ first introduction to Jews and Judaism.” He said this almost as an aside, just before presenting the pig-excrement image. “If you’re teaching about anti-Semitism before you teach about the content of Jewish identity, you’re doing it wrong.
  • this—introducing students to Judaism by way of anti-Semitism—was exactly what they were doing. The same could be said, I realized, for nearly all of American Holocaust education.
  • The Holocaust educators I met across America were all obsessed with building empathy, a quality that relies on finding commonalities between ourselves and others.
  • a more effective way to address anti-Semitism might lie in cultivating a completely different quality, one that happens to be the key to education itself: curiosity. Why use Jews as a means to teach people that we’re all the same, when the demand that Jews be just like their neighbors is exactly what embedded the mental virus of anti-Semitism in the Western mind in the first place? Why not instead encourage inquiry about the diversity, to borrow a de rigueur word, of the human experience?
  • I want a hologram of the late Rabbi Jonathan Sacks telling people about what he called “the dignity of difference.”
  • I want to mandate this for every student in this fractured and siloed America, even if it makes them much, much more uncomfortable than seeing piles of dead Jews doe
  • There is no empathy without curiosity, no respect without knowledge, no other way to learn what Jews first taught the world: love your neighbor
Javier E

The Truth About Harvard - Magazine - The Atlantic - 0 views

www.theatlantic.com/...3726

harvard education culture academia

shared by Javier E on 04 Apr 11 - No Cached
  • the professor is not just a disinterested pedagogue. As a dispenser of grades he is a gatekeeper to worldly success. And in that capacity professors face upward pressure from students ("I can't afford a B if I want to get into law school"); horizontal pressure from their colleagues, to which even Mansfield gave way; downward pressure from the administration ("If you want to fail someone, you have to be prepared for a very long, painful battle with the higher echelons," one professor told the Crimson); and perhaps pressure from within, from the part of them that sympathizes with students' careerism.
  • Not every class was so easy. Those that were tended to be in history and English, classics and foreign languages, art and philosophy—in other words, in those departments that provide what used to be considered the meat of a liberal arts education. Humanities students generally did the least work, got the highest grades, and cruised academically
  • the libertarian philosopher Robert Nozick once hypothesized that most professors oppose capitalism because they consider themselves far smarter than boobish businessmen, and therefore resent the economic system that rewards practical intelligence over their own gifts. I'm inclined to think that such resentment—at least in money-drunk America—increasingly coexists with a deep inferiority complex regarding modern capitalism, and a need, however unconscious, to justify academic life in the face of the fantastic accumulation of wealth that takes place outside the ivory tower.
  • ...13 more annotations...
  • some areas of academic life aren't vulnerable to this crisis of confidence in the importance of one's work. Scientists can rest secure in the knowledge that their labors will help shove along the modern project of advancing health—and wealth.
  • Then there is economics, the new queen of the sciences—a discipline perfectly tailored to the modern market-driven university, and not coincidentally the most popular concentration
  • The humanities have no such reservoirs of confidence. And attempts by humanities professors to ape the rigor of their scientific colleagues have led to a decades-long wade in the marshes of postmodern academic theory, where canons are scorned, books exist only as texts to be deconstructed, and willfully obscure writing is championed over accessible prose. All this has merely reinforced capitalism's insistence that the sciences are the only important academic pursuits, because only they provide tangible, quantifiable (and potentially profitable) results. Far from making the humanities scientific, postmodernism has made them irrelevant.
  • The retreat into irrelevance is visible all across the humanities curriculum. Philosophy departments have largely purged themselves of metaphysicians and moralists; history departments emphasize exhaustive primary research and micro-history. In the field of English there is little pretense that literature is valuable in itself and should be part of every educated person's life, rather than serving as grist for endless academic debates
  • Sure, historians believe in their primary sources, English scholars in their textual debates, philosophers in their logic games. But many of them seem to believe that they have nothing to offer students who don't plan to be historians, or literary theorists, or philosophers. They make no effort to apply their work to what should be the most pressing task of undergraduate education: to provide a general education, a liberal arts education, to future doctors and bankers and lawyers and diplomats.
  • In this environment who can blame professors if, when it comes time to grade their students, they sometimes take the path of least resistance—the path of the gentleman's B-plus?
  • the Core's mission statement asserts, with a touch of smugness, that "the Core differs from other programs of general education. It does not define intellectual breadth as the mastery of a set of Great Books, or the digestion of a specific quantum of information … rather, the Core seeks to introduce students to the major approaches to knowledge in areas that the faculty considers indispensable to undergraduate education."
  • These words, which appear in the course catalogue each year, are the closest that Harvard comes to articulating an undergraduate educational philosophy. They suggest that the difference in importance between, say, "Democracy, Development, and Equality in Mexico" and "Reason and Faith in the West" (both offerings in Historical Study) does not matter. As the introduction to the history courses puts it, both courses offer a "historical" approach to knowledge that is presumably more valuable than mere "facts" about the past. Comprehending history "as a form of inquiry and understanding" trumps learning about actual events. The catalogue contains similarly pat introductions to the other disciplines. In each case the emphasis is squarely on methodology, not material.
  • The few Core classes that are well taught are swamped each year, no matter how obscure the subject matter. The closest thing to a Harvard education—that is, to an intellectual corpus that most Harvard graduates have in common—is probably obtained in such oversubscribed courses as "The Warren Court and the Pursuit of Justice," "First Nights: Five Performance Premieres," and "Fairy Tales, Children's Literature, and the Construction of Childhood."
  • As in a great library ravaged by a hurricane, the essential elements of a liberal arts education lie scattered everywhere at Harvard, waiting to be picked up. But little guidance is given on how to proceed with that task.
  • Harvard never attempted to answer that question—perhaps the most important question facing any incoming freshman. I chose my classes as much by accident as by design. There were times when some of them mattered to me, and even moments when I was intoxicated. But achieving those moments required pulling myself away from Harvard's other demands, whether social, extracurricular, or pre-professional, which took far more discipline than I was usually able to exert.
  • It was hard work to get into Harvard, and then it was hard work competing for offices and honors and extracurriculars with thousands of brilliant and driven young people; hard work keeping our heads in the swirling social world; hard work fighting for law-school slots and investment-banking jobs as college wound to a close … yes, all of that was heavy sledding. But the academics—the academics were another story.
  • What makes our age different is the moment that happened over and over again at Harvard, when we said This is going to be hard and then realized No, this is easy. Maybe it came when we boiled down a three-page syllabus to a hundred pages of exam-time reading, or saw that a paper could be turned in late without the frazzled teaching fellow's docking us, or handed in C-quality work and got a gleaming B-plus. Whenever the moment came, we learned that it wasn't our sloth alone, or our constant pushing for higher grades, that made Harvard easy. No, Harvard was easy because almost no one was pushing back.
Javier E

Free Black Thought: A Manifesto - Persuasion - 0 views

www.persuasion.community/...free-black-thought-a-manifesto

persuasion racism Critical Theory race Culture Politics epistemology perspective bias

shared by Javier E on 14 May 21 - No Cached
  • In a now-deleted tweet from May 22, 2020, Nikole Hannah-Jones, a Pulitzer Prize-winning reporter for The New York Times, opined, “There is a difference between being politically black and being racially black.”
  • Growing out of the Critical Race Theory (CRT) movement, a culture of censorship has taken root in many of our institutions.
  • The implication of Hannah-Jones’s tweet and candidate Biden’s quip seems to be that you can have African ancestry, dark skin, textured hair, and perhaps even some “culturally black” traits regarding tastes in food, music, and ways of moving through the world. But unless you hold the “correct” political beliefs and values, you are not authentically black.
  • ...48 more annotations...
  • CRT makes two basic observations: First, that bias and prejudice exist not just in the hearts and minds of individuals, but also in society’s social structures and systems.
  • second, that bias embedded in systems is frequently invisible to the dominant class but perfectly perceptible to its victims
  • This need is especially urgent given the ideological homogeneity of the “antiracist” outlook and efforts of elite institutions, including media, corporations, and an overwhelmingly progressive academia. For the arbiters of what it means to be black that dominate these institutions, there is a fairly narrowly prescribed “authentic” black narrative, black perspective, and black position on every issue that matters.
  • Both of these observations are true at least some of the time
  • The problem is that the second—sometimes referred to as “standpoint epistemology”—contends that only minorities have standing to articulate a view on race and racism.
  • In her book What Does It Mean to Be White?, Robin DiAngelo puts it this way: “Sometimes I am asked, ‘But what if the person of color is wrong and what they think is racism isn’t racism at all?’ To this I say that people of color are much more qualified than we are to make this determination. My not being able to see racism is unrelated to its reality.” Anyone who proffers an alternative perspective can be accused of “privilege.”
  • This insight goes a long way to explaining the current fetishization of experience, especially if it is (redundantly) “lived.” Black people from all walks of life find themselves deferred to by non-blacks
  • black people certainly don’t all “feel” or “experience” the same things. Nor do they all "experience" the same event in an identical way. Finally, even when their experiences are similar, they don’t all think about or interpret their experiences in the same way.
  • Given America’s history of racism, we do have a special obligation to listen closely when marginalized people talk about their experience: The victims of racism will indeed have insights that others cannot possibly glean on their own.
  • we must begin to attend in a serious way to heterodox black voices
  • The practical effects of the new antiracism are everywhere to be seen, but in few places more clearly than in our children’s schools
  • But I cannot agree that, in making space for marginalized voices, everyone else should defer to whatever ideological claims members of a minority group attach to their definition of racism.
  • it tends to go like this: Defer to my lived experience; my lived experience reveals that critical race theory is true; you, too, must abide by critical race theory.
  • First, insisting that large swaths of people keep quiet is not a sustainable moral undertaking
  • Calling on those deemed privileged to mute themselves permanently on issues of race and racism only engenders resentment.
  • When we hear the demand to “listen to black voices,” what is usually meant is “listen to the right black voices.”
  • Many non-black people have heard a certain construction of “the black voice” so often that they are perplexed by black people who don’t fit the familiar model.
  • Similarly, many activists are not in fact “pro-black”: they are pro a rather specific conception of “blackness” that is not necessarily endorsed by all black people.
  • There’s a difference between listening to someone’s experience and tying oneself to their entire worldview. Challenging someone’s viewpoint should not be taken as invalidating their feelings.
  • This is where our new website, Free Black Thought (FBT), seeks to intervene in the national conversation. FBT honors black individuals for their distinctive, diverse, and heterodox perspectives, and offers up for all to hear a polyphony, perhaps even a cacophony, of different and differing black voices.
  • Second, oppressed people, like all people, are sometimes wrong.
  • Lived experience, while important, is just one data point in understanding social reality. Being oppressed doesn’t give anyone a monopoly on wisdom, even about oppression. Indeed, our experience can bias our insight
  • Shelly Eversley’s The Real Negro suggests that in the latter half of the 20th century, the criteria of what constitutes “authentic” black experience moved from perceptible outward signs, like the fact of being restricted to segregated public spaces and speaking in a “black” dialect, to psychological, interior signs. In this new understanding, Eversley writes, “the ‘truth’ about race is felt, not performed, not seen.”
  • one might reasonably question what could be wrong with teaching children “antiracist” precepts. But the details here are full of devils.
  • Third, marginalized communities are diverse.
  • To take an example that could affect millions of students, the state of California has adopted a statewide Ethnic Studies Model Curriculum (ESMC) that reflects “antiracist” ideas. The ESMC’s content inadvertently confirms that contemporary antiracism is often not so much an extension of the civil rights movement but in certain respects a tacit abandonment of its ideals.
  • “The spectrum of thought amongst African Americans is and has always been much broader and multifarious than commonly perceived,” he writes. “Neglect of that fact has led to a homogenization that has tended to submerge African American individuality.”
  • It has thus been condemned as a “perversion of history” by Dr. Clarence Jones, MLK’s legal counsel, advisor, speechwriter, and Scholar in Residence at the Martin Luther King, Jr. Institute at Stanford University:
  • Today, Black people are no less diverse in their political views than they’ve been through the ages.
  • Who alone speaks for a marginalized people? I, for one, will listen to anyone willing to talk with me.
  • Fourth, oppressed people around the world hold claims that directly contradict those of other oppressed people.
  • If you agree that one oppressed group has standing to define reality, it’s hard to argue that all oppressed people around the world don’t have similar standing to define their narratives of oppression, some of which conflict with each other.
  • Finally, some schools are adopting antiracist ideas of the sort espoused by Ibram X. Kendi, according to whom, if metrics such as tests and grades reveal disparities in achievement, the project of measuring achievement must itself be racist.
  • Fifth, once you allow someone else to define reality for you, you never know where it will take you. You’ve now outsourced your analysis to a third party, who may down the line make absurd statements or engage in untenable behavior that you now feel compelled to defend
  • Or consider the third-grade students at R.I. Meyerholz Elementary School in Cupertino, California
  • Essentialist thinking about race has also gained ground in some schools. For example, in one elite school, students “are pressured to conform their opinions to those broadly associated with their race and gender and to minimize or dismiss individual experiences that don’t match those assumptions.” These students report feeling that “they must never challenge any of the premises of [the school’s] ‘antiracist’ teachings.”
  • In contrast, the non-white students were taught that they were “folx (sic) who do not benefit from their social identities,” and “have little to no privilege and power.”
  • We will never effectively address our problems, however, if one set of voices claims unique insight and seeks to shut out the rest from the discussion.
  • Or take New York City’s public school system, one of the largest educators of non-white children in America. In an effort to root out “implicit bias,” former Schools Chancellor Richard Carranza had his administrators trained in the dangers of “white supremacy culture.”
  • A slide from a training presentation listed “perfectionism,” “individualism,” “objectivity” and “worship of the written word” as white supremacist cultural traits to be “dismantled,”
  • The children with “white” in their identity map were taught that they were part of the “dominant culture” which has been “created and maintained…to hold power and stay in power.” They were also taught that they had “privilege” and that “those with privilege have power over others.
  • Parents are justifiably worried about such innovations. What black parent wants her child to hear that grading or math are “racist” as a substitute for objective assessment and real learning? What black parent wants her child told she shouldn’t worry about working hard, thinking objectively, or taking a deep interest in reading and writing because these things are not authentically black?
  • Clearly, our children’s prospects for success depend on the public being able to have an honest and free-ranging discussion about this new antiracism and its utilization in schools. Even if some black people have adopted its tenets, many more, perhaps most, hold complex perspectives that draw from a constellation of rather different ideologies.
  • So let’s listen to what some heterodox black people have to say about the new antiracism in our schools.
  • Coleman Hughes, a fellow at the Manhattan Institute, points to a self-defeating feature of Kendi-inspired grading and testing reforms: If we reject high academic standards for black children, they are unlikely to rise to “those same rejected standards” and racial disparity is unlikely to decrease
  • Chloé Valdary, the founder of Theory of Enchantment, worries that antiracism may “reinforce a shallow dogma of racial essentialism by describing black and white people in generalizing ways” and discourage “fellowship among peers of different races.”
  • We hope it’s obvious that the point we’re trying to make is not that everyone should accept uncritically everything these heterodox black thinkers say. Our point in composing this essay is that we all desperately need to hear what these thinkers say so we can have a genuine conversation
  • We promote no particular politics or agenda beyond a desire to offer a wide range of alternatives to the predictable fare emanating from elite mainstream outlets. At FBT, Marxists rub shoulders with laissez-faire libertarians. We have no desire to adjudicate who is “authentically black” or whom to prefer.
Javier E

Who Decides What's Racist? - Persuasion - 0 views

www.persuasion.community/...who-decides-whats-racist

Culture Politics

shared by Javier E on 14 May 21 - No Cached
  • Growing out of the Critical Race Theory (CRT) movement, a culture of censorship has taken root in many of our institutions.
  • CRT makes two basic observations: First, that bias and prejudice exist not just in the hearts and minds of individuals, but also in society’s social structures and systems.
  • second, that bias embedded in systems is frequently invisible to the dominant class but perfectly perceptible to its victims
  • ...48 more annotations...
  • Both of these observations are true at least some of the time
  • The problem is that the second—sometimes referred to as “standpoint epistemology”—contends that only minorities have standing to articulate a view on race and racism.
  • In her book What Does It Mean to Be White?, Robin DiAngelo puts it this way: “Sometimes I am asked, ‘But what if the person of color is wrong and what they think is racism isn’t racism at all?’ To this I say that people of color are much more qualified than we are to make this determination. My not being able to see racism is unrelated to its reality.” Anyone who proffers an alternative perspective can be accused of “privilege.”
  • Given America’s history of racism, we do have a special obligation to listen closely when marginalized people talk about their experience: The victims of racism will indeed have insights that others cannot possibly glean on their own.
  • Calling on those deemed privileged to mute themselves permanently on issues of race and racism only engenders resentment.
  • it tends to go like this: Defer to my lived experience; my lived experience reveals that critical race theory is true; you, too, must abide by critical race theory.
  • First, insisting that large swaths of people keep quiet is not a sustainable moral undertaking
  • There’s a difference between listening to someone’s experience and tying oneself to their entire worldview. Challenging someone’s viewpoint should not be taken as invalidating their feelings.
  • We will never effectively address our problems, however, if one set of voices claims unique insight and seeks to shut out the rest from the discussion.
  • Second, oppressed people, like all people, are sometimes wrong.
  • Lived experience, while important, is just one data point in understanding social reality. Being oppressed doesn’t give anyone a monopoly on wisdom, even about oppression. Indeed, our experience can bias our insight
  • Third, marginalized communities are diverse.
  • “The spectrum of thought amongst African Americans is and has always been much broader and multifarious than commonly perceived,” he writes. “Neglect of that fact has led to a homogenization that has tended to submerge African American individuality.”
  • Today, Black people are no less diverse in their political views than they’ve been through the ages.
  • Who alone speaks for a marginalized people? I, for one, will listen to anyone willing to talk with me.
  • Fourth, oppressed people around the world hold claims that directly contradict those of other oppressed people.
  • If you agree that one oppressed group has standing to define reality, it’s hard to argue that all oppressed people around the world don’t have similar standing to define their narratives of oppression, some of which conflict with each other.
  • Fifth, once you allow someone else to define reality for you, you never know where it will take you. You’ve now outsourced your analysis to a third party, who may down the line make absurd statements or engage in untenable behavior that you now feel compelled to defend
  • But I cannot agree that, in making space for marginalized voices, everyone else should defer to whatever ideological claims members of a minority group attach to their definition of racism.
  • The implication of Hannah-Jones’s tweet and candidate Biden’s quip seems to be that you can have African ancestry, dark skin, textured hair, and perhaps even some “culturally black” traits regarding tastes in food, music, and ways of moving through the world. But unless you hold the “correct” political beliefs and values, you are not authentically black.
  • In a now-deleted tweet from May 22, 2020, Nikole Hannah-Jones, a Pulitzer Prize-winning reporter for The New York Times, opined, “There is a difference between being politically black and being racially black.”
  • Shelly Eversley’s The Real Negro suggests that in the latter half of the 20th century, the criteria of what constitutes “authentic” black experience moved from perceptible outward signs, like the fact of being restricted to segregated public spaces and speaking in a “black” dialect, to psychological, interior signs. In this new understanding, Eversley writes, “the ‘truth’ about race is felt, not performed, not seen.”
  • This insight goes a long way to explaining the current fetishization of experience, especially if it is (redundantly) “lived.” Black people from all walks of life find themselves deferred to by non-blacks
  • black people certainly don’t all “feel” or “experience” the same things. Nor do they all "experience" the same event in an identical way. Finally, even when their experiences are similar, they don’t all think about or interpret their experiences in the same way.
  • we must begin to attend in a serious way to heterodox black voices
  • This need is especially urgent given the ideological homogeneity of the “antiracist” outlook and efforts of elite institutions, including media, corporations, and an overwhelmingly progressive academia. For the arbiters of what it means to be black that dominate these institutions, there is a fairly narrowly prescribed “authentic” black narrative, black perspective, and black position on every issue that matters.
  • When we hear the demand to “listen to black voices,” what is usually meant is “listen to the right black voices.”
  • Many non-black people have heard a certain construction of “the black voice” so often that they are perplexed by black people who don’t fit the familiar model.
  • Similarly, many activists are not in fact “pro-black”: they are pro a rather specific conception of “blackness” that is not necessarily endorsed by all black people.
  • This is where our new website, Free Black Thought (FBT), seeks to intervene in the national conversation. FBT honors black individuals for their distinctive, diverse, and heterodox perspectives, and offers up for all to hear a polyphony, perhaps even a cacophony, of different and differing black voices.
  • The practical effects of the new antiracism are everywhere to be seen, but in few places more clearly than in our children’s schools
  • one might reasonably question what could be wrong with teaching children “antiracist” precepts. But the details here are full of devils.
  • To take an example that could affect millions of students, the state of California has adopted a statewide Ethnic Studies Model Curriculum (ESMC) that reflects “antiracist” ideas. The ESMC’s content inadvertently confirms that contemporary antiracism is often not so much an extension of the civil rights movement but in certain respects a tacit abandonment of its ideals.
  • It has thus been condemned as a “perversion of history” by Dr. Clarence Jones, MLK’s legal counsel, advisor, speechwriter, and Scholar in Residence at the Martin Luther King, Jr. Institute at Stanford University:
  • Essentialist thinking about race has also gained ground in some schools. For example, in one elite school, students “are pressured to conform their opinions to those broadly associated with their race and gender and to minimize or dismiss individual experiences that don’t match those assumptions.” These students report feeling that “they must never challenge any of the premises of [the school’s] ‘antiracist’ teachings.”
  • In contrast, the non-white students were taught that they were “folx (sic) who do not benefit from their social identities,” and “have little to no privilege and power.”
  • The children with “white” in their identity map were taught that they were part of the “dominant culture” which has been “created and maintained…to hold power and stay in power.” They were also taught that they had “privilege” and that “those with privilege have power over others.
  • Or consider the third-grade students at R.I. Meyerholz Elementary School in Cupertino, California
  • Or take New York City’s public school system, one of the largest educators of non-white children in America. In an effort to root out “implicit bias,” former Schools Chancellor Richard Carranza had his administrators trained in the dangers of “white supremacy culture.”
  • A slide from a training presentation listed “perfectionism,” “individualism,” “objectivity” and “worship of the written word” as white supremacist cultural traits to be “dismantled,”
  • Finally, some schools are adopting antiracist ideas of the sort espoused by Ibram X. Kendi, according to whom, if metrics such as tests and grades reveal disparities in achievement, the project of measuring achievement must itself be racist.
  • Parents are justifiably worried about such innovations. What black parent wants her child to hear that grading or math are “racist” as a substitute for objective assessment and real learning? What black parent wants her child told she shouldn’t worry about working hard, thinking objectively, or taking a deep interest in reading and writing because these things are not authentically black?
  • Clearly, our children’s prospects for success depend on the public being able to have an honest and free-ranging discussion about this new antiracism and its utilization in schools. Even if some black people have adopted its tenets, many more, perhaps most, hold complex perspectives that draw from a constellation of rather different ideologies.
  • So let’s listen to what some heterodox black people have to say about the new antiracism in our schools.
  • Coleman Hughes, a fellow at the Manhattan Institute, points to a self-defeating feature of Kendi-inspired grading and testing reforms: If we reject high academic standards for black children, they are unlikely to rise to “those same rejected standards” and racial disparity is unlikely to decrease
  • Chloé Valdary, the founder of Theory of Enchantment, worries that antiracism may “reinforce a shallow dogma of racial essentialism by describing black and white people in generalizing ways” and discourage “fellowship among peers of different races.”
  • We hope it’s obvious that the point we’re trying to make is not that everyone should accept uncritically everything these heterodox black thinkers say. Our point in composing this essay is that we all desperately need to hear what these thinkers say so we can have a genuine conversation
  • We promote no particular politics or agenda beyond a desire to offer a wide range of alternatives to the predictable fare emanating from elite mainstream outlets. At FBT, Marxists rub shoulders with laissez-faire libertarians. We have no desire to adjudicate who is “authentically black” or whom to prefer.
criscimagnael

Taliban Renege on Promise to Open Afghan Girls' Schools - The New York Times - 0 views

www.nytimes.com/...tan-girls-schools-taliban.html

shared by criscimagnael on 25 Mar 22 - No Cached
  • The schools were supposed to reopen this week, and the reversal could threaten aid because international officials had made girls’ education a condition for greater assistance.
  • Under the Taliban’s first rule, from 1996 to 2001, the group barred women and girls from school and most employment.
  • The news was crushing to the over one million high school-aged girls who had been raised in an era of opportunity for women before the Taliban seized power in August last year — and who had woken up thrilled to be returning to classes on Wednesday.
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  • One 12th-grade student in Kabul said the decision had stamped out her last bit of hope that she could achieve her dream of becoming a lawyer.
  • “Education was the only way to give us some hope in these times of despair, and it was the only right we hoped for, and it has been taken away,” the student, Zahra Rohani, 15, said.
  • On Monday, the Ministry of Education had announced that all schools, including girls’ high schools, would reopen on Wednesday at the start of the spring semester. The following day, a Ministry of Education spokesman released a video congratulating all students on the return to class.
  • Mehrin Ekhtiari, a 15-year-old student in 10th grade, said she and her classmates were shocked when a teacher announced the news to the classroom on Wednesday morning.
  • “My hope was revived after eight months of waiting,” she said, adding later that the announcement had “dashed all my dreams.”
  • In recent months, the Taliban had also come under mounting pressure to permit girls to attend high school from international donors, aid from which has helped keep Afghanistan from plunging further into a humanitarian catastrophe set off by the collapse of the former government and Western sanctions that crippled the country’s banking system.
  • . He attributed the decision to a lack of a religious uniform for girls and the lack of female teachers for girls, among other issues.
  • Many principals and teachers said they only received the new instructions from the ministry after students had already arrived for classes Wednesday.
  • The move came a little more than a week before a pledging conference where the United Nations had hoped donor countries would commit millions of dollars in badly needed aid, as Afghanistan grapples with an economic collapse that has left over half of the population without sufficient food to eat. It is unclear whether donors will be willing to contribute following the Taliban’s abrupt reversal on the key commitment of girl’s education.
  • The Taliban on Wednesday abruptly reversed their decision to allow girls’ high schools to reopen this week, saying that they would remain closed until officials draw up a plan for them to reopen in accordance with Islamic law.
  • When schools reopened in September for grades seven through 12, Taliban officials told only male students to report for their studies, saying that girls would be allowed to return after security improved and enough female teachers could be found to keep classes fully segregated by sex.
  • Later, Taliban officials insisted that Afghan girls and women would be able to go back to school in March, and many Western officials seized on that promise as a deadline that would have repercussions for the Taliban’s efforts to eventually secure international recognition and the lifting of at least some sanctions.
  • “I’m deeply troubled by multiple reports that the Taliban are not allowing girls above grade 6 to return to school,” tweeted Ian McCary, the chief of mission for U.S. Embassy Kabul, currently operating out of Doha, Qatar. “This is very disappointing & contradicts many Taliban assurances & statements.”
  • At one girls’ private high school in Kabul, more female students had arrived for classes Wednesday morning compared to previous years, the school’s principal said in an interview.
  • “They came to my office, crying,” said the principal,
  • The decision “doesn’t make sense at all, and it has no logic,” the principal added, noting that the new government has had over seven months to design a new uniform and address the teacher shortage.
  • Since seizing power, the Taliban have been reckoning with the need for consistent policies while struggling to tread a delicate line that satisfies their more moderate members, their hard-line base and the international community.
  • The sudden reversal on the girls’ secondary schools seemed to validate existing concerns among Western donors that, despite assurances, they are dealing with much the same Taliban as the 1990s.
  • “The Taliban have been solidifying their position and becoming hard-line on a lot of issues,” Mr. Bahiss said.
  • In recent months, the new government has issued restrictions on local media and cracked down on peaceful protests. Taliban officials have also issued new restrictions on women, including a ban on traveling farther than 45 miles in a taxi unless they are accompanied by a male chaperone.
  • “You can’t exercise your other rights if you can’t leave your house to attend your job or attend education classes,” Ms. Barr said. “It’s a really alarming sign of what may be to come, it’s likely to herald further crackdowns on women.”
Javier E

Harvard and M.I.T. Offer Free Online Courses - NYTimes.com - 2 views

www.nytimes.com/...offer-free-online-courses.html

online learning harvard

shared by Javier E on 03 May 12 - Cached
  • Harvard and M.I.T. have a rival — they are not the only elite universities planning to offer free massively open online courses, or MOOCs, as they are known. This month, Stanford, Princeton, the University of Pennsylvania and the University of Michigan announced their partnership with a new commercial company, Coursera, with $16 million in venture capital.
  • The technology for online education, with video lesson segments, embedded quizzes, immediate feedback and student-paced learning, is evolving so quickly that those in the new ventures say the offerings are still experimental.
  • M.I.T. and Harvard officials said they would use the new online platform not just to build a global community of online learners, but also to research teaching methods and technologies.
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  • if I were president of a mid-tier university, I would be looking over my shoulder very nervously right now, because if a leading university offers a free circuits course, it becomes a real question whether other universities need to develop a circuits course.”
  • The edX project will include not only engineering courses, in which computer grading is relatively simple, but also humanities courses, in which essays might be graded through crowd-sourcing, or assessed with natural-language software. Coursera will also offer free humanities courses in which grading will be done by peers.
  • “What faculty don’t want to do is just take something off the shelf that’s somebody else’s and teach it, any more than they would take a textbook, start on Page 1, and end with the last chapter,” he said. “What’s still missing is an online platform that gives faculty the capacity to customize the content of their own highly interactive courses.”
  • anonymous on 11 May 12
     
    I think that Harvard, MIT, Stanford, Princeton, UP, and Michigan have a great idea in establishing these free online courses. When such high level courses are provided online and for free, there really is no excuse not to pursue greater knowledge. The only ingredient not provided is self-motivation. After both sites, Coursera seems to be developing much more rapidly then edX. Coursera is constantly updating their site with new courses. Also, after sifting through a few of the courses offered, I noticed that many teachers are willing to stream some online students in through video conferencing. These online students can virtually interact with their counterparts in the classroom at the given elite university. In other words, the intimate relationship found through interacting with other students and professors in a classroom setting is not completely lost.
Javier E

Mooresville School District, a Laptop Success Story - NYTimes.com - 0 views

www.nytimes.com/...ct-a-laptop-success-story.html

school success laptop

shared by Javier E on 15 Feb 12 - Cached
  • The district’s graduation rate was 91 percent in 2011, up from 80 percent in 2008. On state tests in reading, math and science, an average of 88 percent of students across grades and subjects met proficiency standards, compared with 73 percent three years ago. Attendance is up, dropouts are down. Mooresville ranks 100th out of 115 districts in North Carolina in terms of dollars spent per student — $7,415.89 a year — but it is now third in test scores and second in graduation rates.
  • “Other districts are doing things, but what we see in Mooresville is the whole package: using the budget, innovating, using data, involvement with the community and leadership,”
  • Mooresville’s laptops perform the same tasks as those in hundreds of other districts: they correct worksheets, assemble progress data for teachers, allow for compelling multimedia lessons, and let students work at their own pace or in groups, rather than all listening to one teacher. The difference, teachers and administrators here said, is that they value computers not for the newest content they can deliver, but for how they tap into the oldest of student emotions — curiosity, boredom, embarrassment, angst — and help educators deliver what only people can. Technology, here, is cold used to warm.
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  • Mooresville frequently tests students in various subjects to inform teachers where each needs help. Every quarter, department heads and principals present summary data to Mr. Edwards, who uses it to assess where teachers need improvement.
  • Many classrooms have moved from lecture to lattice, where students collaborate in small groups with the teacher swooping in for consultation. Rather than tell her 11th-grade English students the definition of transcendentalism one recent day, Katheryn Higgins had them crowd-source their own — quite Thoreauly, it turned out — using Google Docs. Back in September, Ms. Higgins had the more outgoing students make presentations on the Declaration of Independence, while shy ones discussed it in an online chat room, which she monitored.
  • In math, students used individualized software modules, with teachers stopping by occasionally to answer questions. (“It’s like having a personal tutor,” said Ethan Jones, the fifth grader zooming toward sixth-grade material.) Teachers apportion their time based on the need of students, without the weaker ones having to struggle at the blackboard in front of the class; this dynamic has helped children with learning disabilities to participate and succeed in mainstream classes.
  • Many students adapted to the overhaul more easily than their teachers, some of whom resented having beloved tools — scripted lectures, printed textbooks and a predictable flow through the curriculum — vanish. The layoffs in 2009 and 2010, of about 10 percent of the district’s teachers, helped weed out the most reluctan
  • “I’m not sure our kids can be trusted the way these are,” one teacher from the Midwest said, speaking on the condition of anonymity to avoid trouble back home. Thomas Bertrand, superintendent of schools in Rochester, Ill., said he was struck by the “culture of collaboration among staff and kids” in Mooresville
Javier E

Who Should Teach Our Children? - NYTimes.com - 0 views

opinionator.blogs.nytimes.com/...who-should-teach-our-children

education teacher selection university model

shared by Javier E on 09 Jun 12 - Cached
  • college teachers do a good job because of qualities that they already have when they complete their undergraduate education: a high level of intelligence, enthusiasm for ideas and an ability to communicate. In this regard, they are like those who go into other knowledge-based professions
  • Moreover, as in other knowledge-based professions, college faculties can be trusted to do their jobs well with minimal external supervision, assessment and in-service training
  • These reflections lead me to a simple proposal. Adopt the same model for grade school and high school teaching that works for colleges. Currently, few of the best students from the best colleges are grade school or high school teachers. (The most encouraging data merely suggest that high school teachers may be a bit above average, while grade school teachers are considerably below average)
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  • Top doctoral programs have far more applicants than they can accept, and many excellent students don’t apply, either because they do not have a high enough level of specialized skills or because they do not want to risk the terrible job market for college teachers. Such students would form a natural pool for non-college teaching
  • There are also many excellent students with no interest in the advanced research that is the focus of doctoral programs who would prefer non-college teaching to less intellectually engaging and less socially useful work
  • So why not make use of all this talent to develop an elite class of professionals — like those who teach in our colleges — and give them primary responsibility for K-12 education?
  • Moreover, it’s important that teachers be — as they now often are not — credible authority figures, a status readily supported by the justified self-confidence and prestige of an elite professional.
  • , the greatest intellectual challenge of teaching at any level is to find ways of presenting the content effectively. Our current system seems often to assume that K-12 teachers will need the guidance of “experts” to tell them how to do this. There’s considerable doubt as to the existence of the alleged expertise.
  • Attracting an elite professional class of K-12 teachers requires more than just higher salaries. We also have to eliminate the oversize classes, lack of discipline and inane bureaucracy that can take the joy out of teaching and will drive away the best college graduates. Can we afford all this? The first response is that we need to overcome our self-destructive aversion to raising taxes to pay for what we desperately need
Javier E

Seeking Academic Edge, Teenagers Abuse Stimulants - NYTimes.com - 0 views

www.nytimes.com/...eenagers-abuse-stimulants.html

adolescent abuse stimulants academic competition drugs

shared by Javier E on 17 Jun 12 - Cached
  • Adderall, an amphetamine prescribed for attention deficit hyperactivity disorder that the boy said he and his friends routinely shared to study late into the night, focus during tests and ultimately get the grades worthy of their prestigious high school in an affluent suburb of New York City. The drug did more than just jolt them awake for the 8 a.m. SAT; it gave them a tunnel focus tailor-made for the marathon of tests long known to make or break college applications.
  • “Everyone in school either has a prescription or has a friend who does,” the boy said.
  • Pills that have been a staple in some college and graduate school circles are going from rare to routine in many academically competitive high schools, where teenagers say they get them from friends, buy them from student dealers or fake symptoms to their parents and doctors to get prescriptions.
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  • “It’s throughout all the private schools here,” said DeAnsin Parker, a New York psychologist who treats many adolescents from affluent neighborhoods like the Upper East Side. “It’s not as if there is one school where this is the culture. This is the culture.”
  • The D.E.A. lists prescription stimulants like Adderall and Vyvanse (amphetamines) and Ritalin and Focalin (methylphenidates) as Class 2 controlled substances — the same as cocaine and morphine — because they rank among the most addictive substances that have a medical use.
  • The number of prescriptions for A.D.H.D. medications dispensed for young people ages 10 to 19 has risen 26 percent since 2007, to almost 21 million yearly, according to IMS Health, a health care information company — a number that experts estimate corresponds to more than two million individuals.
  • While these medicines tend to calm people with A.D.H.D., those without the disorder find that just one pill can jolt them with the energy and focus to push through all-night homework binges and stay awake during exams afterward. “It’s like it does your work for you,”
  • But abuse of prescription stimulants can lead to depression and mood swings (from sleep deprivation), heart irregularities and acute exhaustion or psychosis during withdrawal, doctors say. Little is known about the long-term effects of abuse of stimulants among the young
  • the pills eventually become an entry to the abuse of painkillers and sleep aids.
  • “Once you break the seal on using pills, or any of that stuff, it’s not scary anymore — especially when you’re getting A’s,” said the boy who snorted Adderall in the parking lot. He spoke from the couch of his drug counselor, detailing how he later became addicted to the painkiller Percocet and eventually heroin.
  • “Children have prefrontal cortexes that are not fully developed, and we’re changing the chemistry of the brain. That’s what these drugs do
  • merely giving a friend an Adderall or Vyvanse pill is the same as selling it and can be prosecuted as a felony.
  • Doctors and teenagers from more than 15 schools across the nation with high academic standards estimated that the portion of students who do so ranges from 15 percent to 40 percent.
  • “These are academic steroids. But usually, parents don’t get the steroids for you.”
  • “They’re the quote-unquote good kids, basically.”
  • After 30 minutes, the buzz began, she said: laser focus, instant recall and the fortitude to crush any test in her path.
  • “It wasn’t that hard of a decision. Do I want only four hours of sleep and be a mess, and then underperform on the test and then in field hockey? Or make the teachers happy and the coach happy and get good grades, get into a good college and make my parents happy?”
  • Madeleine estimated that one-third of her classmates at her small school, most of whom she knew well, used stimulants without a prescription to boost their scholastic performance. Many students across the United States made similar estimates for their schools, all of them emphasizing that the drugs were used not to get high, but mostly by conscientious students to work harder and meet ever-rising academic expectations.
  • Every school identified in this article was contacted regarding statements by its students and stimulant abuse in general. Those that responded generally said that they were concerned about some teenagers turning to these drugs, but that their numbers were far smaller than the students said.
  • This is one of the more vexing problems with stimulants in high schools, experts said — the drugs enter the schools via students who get them legally, if not legitimately.
  • Newer long-lasting versions like Adderall XR and Vyvanse allow parents to give children a single dose in the morning, often unaware that the pills can go down a pants pocket as easily as the throat. Some students said they took their pills only during the week and gave their weekend pills to friends.
  • She said many parents could push as hard for prescriptions as their children did, telling her: “My child is not doing well in school. I understand there are meds he can take to make him smarter.”
  • “They’re the A students, sometimes the B students, who are trying to get good grades,”
  • Asked if the improper use of stimulants was cheating, students were split. Some considered that the extra studying hours and the heightened focus during exams amounted to an unfair advantage. Many countered that the drugs “don’t give you the answers” and defended their use as a personal choice for test preparation, akin to tutoring.
  • One consensus was clear: users were becoming more common, they said, and some students who would rather not take the drugs would be compelled to join them because of the competition over class rank and colleges’ interest.
  • “Junior and senior year is a whole new ballgame,” the boy said. “I promised myself I wouldn’t take it, but that can easily, easily change. I can be convinced.”
Javier E

The Weekend Interview With David McCullough: Don't Know Much About History - WSJ.com - 0 views

online.wsj.com/...4432304576369421525987128.html

history education US knowledge research interview

shared by Javier E on 18 Jun 11 - No Cached
  • 'We're raising young people who are, by and large, historically illiterate,"
  • "I know how much these young people—even at the most esteemed institutions of higher learning—don't know." Slowly, he shakes his head in dismay. "It's shocking."
  • "History is a source of strength," he says. "It sets higher standards for all of us."
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  • "History is often taught in categories—women's history, African American history, environmental history—so that many of the students have no sense of chronology. They have no idea what followed what."
  • "Teachers are the most important people in our society. They need far more pay, obviously, but they need more encouragement. They need more respect. They need more appreciation from all of us. And we shouldn't do anything to hinder them or to make their job harder."
  • "It's our fault," he says, pointing to his chest. "I mean the parents and grandparents of the oncoming generation. We have to talk about history, talk about the books we love, the biographies and histories." He continues, "We should all take our children to historic places. Go to Gettysburg. Go to the Capitol."
  • And teach history, he says—while tapping three fingers on the table between us—with "the lab technique." In other words, "give the student a problem to work on."
  • Mr. McCullough advises us to concentrate on grade school. "Grade school children, as we all know, can learn a foreign language in a flash," he says. "They can learn anything in a flash. The brain at that stage in life is like a sponge. And one of the ways they get it is through art: drawing, making things out of clay, constructing models, and dramatic productions. If you play the part of Abigail Adams or Johnny Appleseed in a fourth-grade play, you're never going to forget it as long as you live."
Javier E

Many States Adopt National Standards for Their Schools - NYTimes.com - 0 views

www.nytimes.com/...21standards.html

states standards national education US

shared by Javier E on 28 Apr 11 - Cached
  • The quick adoption of common standards for what students should learn in English and math each year from kindergarten through high school is attributable in part to the Obama administration’s Race to the Top competition.
  • They lay out detailed expectations of skills that students should have at each grade level. Second graders, for example, should be able to read two-syllable words with long vowels, while fifth graders should be able to add and subtract fractions with different denominators.
  • This time, the standards were developed by the states themselves, not the federal government. Last year, the National Governors Association and the Council of Chief State School Officers convened English and math experts to put together benchmarks for each grade.
  • ...3 more annotations...
  • national standards are seen as a way to ensure that children in all states will have access to a similar education — and that financially strapped state governments do not have to spend limited resources on developing their own standards and tests.
  • the new common core standards are stronger than the English standards in 37 states and the math standards in 39 states.
  • “Vocabulary-building in the common core is slower,” he said, citing one example. “And on the math side, they don’t prepare eighth-grade students for algebra one, which is the gateway to higher math.”
Javier E

What If the Left Was Right on Race? - The Atlantic - 0 views

www.theatlantic.com/...595777

right authoritarian gop racism psychology politics trump

shared by Javier E on 09 Aug 19 - No Cached
  • I doubt the last claim: that “instrumental racists” believe voters will perhaps only respond to racism. And I doubt that voters, in fact, only respond to racism. Something distinct and deeper is at work. This deeper force explains nearly all of Trump’s most odious and irresponsible comments, not just the racist ones. It helps explain why so many conservatives and Republicans were caught off guard by Trump’s rise and the resonance of his bigotry.
  • Karen Stenner, author of the 2005 book The Authoritarian Dynamic. The book built on research literature that distinguishes between “authoritarians,” who prize what Stenner calls “oneness and sameness” so much so that they are prone to support coercion to effect it, and “libertarians,” who not only defend but affirmatively prize diversity and difference. (Those labels are not to be conflated with the popular definitions of the terms.)
  • Using “racist” as a shorthand to describe Stenner’s intolerant subjects is inadequate.
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  • She thought that both the most extreme authoritarians and the most extreme libertarians have powerful, largely innate and highly durable psychological predispositions that affect how they react to all that is unfamiliar and different
  • If contacted by white interviewers, the “authoritarians” were almost indistinguishable from the “libertarians” in their willingness to schedule a conversation. They proved dramatically more reluctant to participate when contacted by black interviewers.
  • The authoritarians were more hostile, suspicious, and anxious with black interviewers, whereas “especially given a black interviewer, libertarians were vastly more likely than authoritarians to display great warmth toward their visitors.”
  • With white interviewers, authoritarians were less likely than libertarians to introduce talk about “social exclusion, isolation, and disconnection,” but with a black interviewer they were far more likely, even as libertarians were indifferent to the interviewer’s race. “The language of authoritarians was especially inclusive when it was just ‘us’ talking among ourselves,” Stenner explained, “but they were clearly thinking exclusion when confronting one of ‘them.’”
  • Regardless of the interviewers, authoritarians tended to say fewer overall words and fewer different words than libertarians. And the evident differences were greatly magnified in the presence of black interviewers. The sophistication of discussions “tended to diverge by just over one grade level when both interviewers were white,” with authoritarians “talking at almost a fifth-grade level” and libertarians talking “around the sixth-grade level,”
  • when forced to engage in conversations with a black primary interviewer, the two characters were as distinct as third and ninth graders in the complexity of their discussions.” Why? The critical distinction between libertarians and authoritarians, Stemmer argues, is that “the former are excited and engaged and the latter frightened and unhinged by difference.”
  • “fears regarding immorality and crime, claims about the critical need to reestablish some normative order, and elaboration of plans for accomplishing this” occupied the bulk of “their psychic space,” consuming a vastly disproportionate share of their time and energy.
  • the left needs to know that it will better grasp reality and increase its odds of defeating Trumpism if it understands that anti-authoritarianism rather than antiracism is the most apt, effective framework for opposing what ails the right.
  • their intolerance of difference was much broader than racism, encompassing racial and ethnic out-groups, political dissidents, and people they consider moral deviants. Authoritarians display distinct traits across very different domains of tolerance.
  • “much of what we think of as racism, likewise political and moral intolerance, is more helpfully understood as ‘difference-ism,’” defined as “a fundamental and overwhelming desire to establish and defend some collective order of oneness and sameness.”
  • Stenner began her research with a questionnaire that probed the attitudes of her subjects toward child-rearing
  • many on the left and the right misunderstand racism in politics because neither quite understands the role of authoritarians.
  • the left makes several significant errors with regard to racism on the right
  • most important, leftists too often conceive of Trumpist politics as rooted primarily in racism, or even an ideological belief in white supremacy, rather than an authoritarian “different-ism” that manifests as racism at times but as distinct (if psychologically similar) intolerances at other times
  • “All the available evidence indicates that exposure to difference, talking about difference, and applauding difference… are the surest way to aggravate those who are innately intolerant, and to guarantee the expression of their predispositions in manifestly intolerant attitudes and behaviors,”
  • “parading, talking about, and applauding our sameness” seems wise when possible.
  • “the authoritarian dynamic” provides a better account than mere racism of political conflict “across the seemingly diverse domains of race and immigration, civil liberties, crime and punishment, and of when and why those battles will be the most heated
  • Trump sometimes seems like the paradigmatic example of the authoritarian personality type. But he may simply be a charismatic leader who understands – whether by some advisor’s dark calculation, or his own instincts – the vulnerability and malleability of his audience
  • showy celebration of an absolute insistence upon individual autonomy and unconstrained diversity pushes those by nature least equipped to live comfortably in a liberal democracy not to the limits of their tolerance, but to their intolerant extremes.”
  • I’d also advise the left to bear in mind that the right is a diverse coalition composed of authoritarians as well as many libertarians and people in between
  • when directed at non-authoritarian non-racists, false accusations could conceivably make them less inclined to probe, ponder, or perceive actual racism in others
  • The left should refine its best critiques on race and abandon its worst as lacking fairness and rigor.
  • And the non-authoritarian right needs to wake up to the authoritarians in their midst, taking responsibility for trying to deprive them of power rather than scapegoating or fixating on the least persuasive of the left’s critiques.
Javier E

Why 'Ditch the algorithm' is the future of political protest | A-levels | The Guardian - 0 views

www.theguardian.com/...ion-students-a-levels-politics

algorithm politics history culture

shared by Javier E on 19 Aug 20 - No Cached
  • Our life chances – if we get a visa, whether our welfare claims are flagged as fraudulent, or whether we’re designated at risk of reoffending – are becoming tightly bound up with algorithmic outputs. Could the A-level scandal be a turning point for how we think of algorithms – and if so, what durable change might it spark?
  • Resistance to algorithms has often focused on issues such as data protection and privacy. The young people protesting against Ofqual’s algorithm were challenging something different. They weren’t focused on how their data might be used in the future, but how data had been actively used to change their futures
  • In the future, challenging algorithmic injustices will mean attending to how people’s choices in education, health, criminal justice, immigration and other fields are all diminished by a calculation that pays no attention to our individual personhood.
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  • The Ofqual algorithm was the technical embodiment of a deeply political idea: that a person is only as good as their circumstances dictate. The metric took no account of how hard a person had worked, while its appeal system sought to deny individual redress, and only the “ranking” of students remained from the centres’ inputs
  • The A-level scandal made algorithms an object of direct resistance and exposed what many already know to be the case: that this type of decision-making involves far more than a series of computational steps
  • In their designs and assumptions, algorithms shape the world in which they’re used. To decide whether to include or exclude a data input, or to weight one feature over another are not merely technical questions – they’re also political propositions about what a society can and should be like.
  • In this case, Ofqual’s model decided it’s not possible that good teaching, hard work and inspiration can make a difference to a young person’s life and their grades.
  • The politics of the algorithm were visible for all to see. Many decisions – from what constitutes a “small” subject entry to whether a cohort’s prior attainment should nudge down the distribution curve – had profound and arbitrary effects on real lives
  • Grappling openly and transparently with difficult questions, such as how to achieve fairness, is precisely what characterises ethical decision-making in a society. Instead, Ofqual responded with non-disclosure agreements, offering no public insight into what it was doing as it tested competing models.
  • Algorithms offer governments the allure of definitive solutions and the promise of reducing intractable decisions to simplified outputs.
  • This logic runs counter to democratic politics, which express the contingency of the world and the deliberative nature of collective decision-making.
clairemann

Affirmative Action Supporters Could Finally Revive It In California | HuffPost - 0 views

www.huffpost.com/...ion_n_5f9b3c74c5b6a26e07b6e8e9

race economics california election

shared by clairemann on 30 Oct 20 - No Cached
  • In 1996, California became the first of 10 states to pass a ban on affirmative action at its public institutions, outlawing them from considering race or gender when offering people employment, education or contracting opportunities.
  • Proposition 16 ― a measure that made its way on to the California ballot amid a pandemic that largely affects Black and Latinx people and a reckoning against racist police violence ― could reverse that 1996 law, known as Prop 209. 
  • The motivation behind Prop 16 is that as soon as California banned its public institutions from using affirmative action
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  • People could no longer say, ‘I don’t see color. We’re post-racial.’ People went, ‘No, systemic racism is here.’ Eva Paterson, Yes on Prop 16 co-chair
  • For years, the group didn’t see the numbers it needed to overturn it. But the pandemic’s outsized effect on people of color and the police killing of George Floyd, Paterson believes, helped tip the scales for the first time. 
  • “People could no longer say, ‘I don’t see color. We’re post-racial,’” she said. “People went, ‘No, systemic racism is here.’”
  • Polls earlier this month showed it trailing badly, fighting an uphill battle with conservative white and Asian Americans who believed it would hurt them in university admissions, even though its proponents say no quotas will be established. 
  • He recently praised President Donald Trump as the nation’s first truly “color-blind” president. The campaign’s biggest donation came from an Austin, Texas, group, called Students for Fair Admissions, which gave $50,000.
  • “One thing Prop. 16 has done, even before people vote yes or no on it, is reveal California’s true face. It’s not one we should be proud of,”
  • Paterson isn’t too fazed by those polls. She said the campaign always knew it wouldn’t get a majority of support on the measure without helping people see through the confusing ballot language.
  • Sens. Kamala Harris (D-Calif.) and Bernie Sanders (I-Vt.), the Golden State Warriors and other cultural icons in the Black community, from Tracee Ellis Ross to Dwayne Wade. It’s also racked up endorsements from nearly every major newspaper in the state and The New York Times. 
  • A new poll by David Binder Research found that it’s currently tied at 45% yes and 45% no, with 10% undecided. The campaign also pointed to a new Capitol Weekly poll showing it ahead 53-47.
  • “I was a part of 30 Black students admitted in my class in 1972 at Berkeley Law,” Paterson recalled. “The year after affirmative action was eliminated, there was not one Black student admitted to Berkeley Law. Not one.”
  • One of the biggest misconceptions with affirmative action, Paterson said, is that it gives employment or educational opportunities to people who are under-qualified. In reality, she argued, there are discriminatory factors at play that make some candidates simply appear more qualified than others.
  • White students at well-funded high schools, for example, have more access to Advanced Placement courses than Black students at schools with less funding.
  • While the ban on affirmative action is often discussed in the context of school admissions, it has left its mark elsewhere, too. 
  • Students from both schools could get an A grade in every class, but the students with access to AP courses will have an inflated grade point average because of the way those grades are weighted.
  • Before 1996, the California government used to award nearly a quarter of its public contracts to minority- and women-owned businesses. When Prop 209 disbanded that program, those businesses lost out on around $825 million a year, according to a study from the Equal Justice Society.
  • “If you’re not forced to look beyond your comfort zone,” she said, “then people of color and women don’t get in the door.”
Javier E

China to Be No. 1 Economy Before 2030, Study Says - NYTimes.com - 1 views

www.nytimes.com/...my-before-2030-study-says.html

shared by Javier E on 10 Dec 12 - No Cached
  • To assess the validity of this study, the research and analysis team graded their past work on global trends, an effort undertaken every four years since 1996. Past studies, they found, had underestimated the speed with which changes arrived on the global scene.
  • The risk of conflict within a state — like a civil war or an insurgency — is expected to decline in Latin America, but will remain high in sub-Saharan Africa, in parts of the Middle East and South Asia, as well as in some Asia-Pacific island hot spots, the study warns.
  • “the health of the global economy increasingly will be linked to how well the developing world does — more so than the traditional West.” In addition to China, the developing nations that “will become especially important to the global economy” include India, Brazil, Colombia, Indonesia, Nigeria, South Africa and Turkey.
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  • A new intelligence assessment of global trends projects that China will outstrip the United States as the leading economic power before 2030, but that America will remain an indispensable world leader
  • “The growth of the global middle class constitutes a tectonic shift,” the study says, adding that billions of people will gain new individual power as they climb out of poverty. “For the first time, a majority of the world’s population will not be impoverished, and the middle classes will be the most important social and economic sector in the vast majority of countries around the world.”
  • half of the world’s population will probably be living in areas that suffer from severe shortages of fresh water, meaning that management of natural resources will be a crucial component of global national security efforts.
  • terrorists could mount a computer-network attack in which the casualties would be measured not by the hundreds or thousands killed but by the millions severely affected by damaged infrastructure, like electrical grids being taken down.
  • At least 15 countries are “at high risk of state failure” by 2030, the report predicts, among them Afghanistan and Pakistan, but also Burundi, Rwanda, Somalia, Uganda and Yemen.
  • The best-case situation for global security until 2030, according to the study, would be a growing political partnership between the United States and China.
  • The worst-case situation envisions a stalling of economic globalization that would preclude advancement of financial well-being around the world. That would be a likely outcome after an outbreak of a health pandemic that, even if short-lived, would result in closed borders and economic isolationism.
  • Mr. Burrows noted that the audiences in China were far more accepting of the American intelligence assessments — both those predicting China’s economic ascendancy and those warning of political dangers if there was no reform of governance in Beijing — than were audiences in Russia.
  • To assess the validity of this study, the research and analysis team graded its past work on global trends, an effort undertaken every four years since 1996. Past studies, it found, underestimated the speed with which changes arrived on the global scene.
  • previous assessments should have paid greater attention to ideology.
  • The risk of conflict within a state — like a civil war or an insurgency — is expected to decline in Latin America, but will remain high in sub-Saharan Africa, in parts of the Middle East and South Asia, and in some Asia-Pacific island hot spots
  • Most worrisome — and already a part of the global security dynamic — is an assessment that future wars in Asia and the Middle East could include nuclear weapons.
  • Other important demographic trends will be aging populations in Europe, Japan, South Korea and Taiwan, which could slow their economies further
  • “the health of the global economy increasingly will be linked to how well the developing world does — more so than the traditional West.”
  • In addition to China, the developing nations that “will become especially important to the global economy” include Brazil, Colombia, India, Indonesia, Nigeria, South Africa and Turkey.
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