Quotulatiousness

October 9, 2013

England performs poorly in literacy and numeracy survey

Filed under: Australia, Britain, Cancon, Education, USA — Tags: , — Nicholas @ 07:50

In the Guardian, Randeep Ramesh reports on a recent OECD ranking of literacy and numeracy which shows England in a poor light:

England is the only country in the developed world where the generation approaching retirement is more literate and numerate than the youngest adults, according to the first skills survey by the Organisation for Economic Co-operation and Development.

In a stark assessment of the success and failure of the 720-million-strong adult workforce across the wealthier economies, the economic thinktank warns that in England, adults aged 55 to 65 perform better than 16- to 24-year-olds at foundation levels of literacy and numeracy. The survey did not include people from Scotland or Wales.

The OECD study also finds that a quarter of adults in England have the maths skills of a 10-year-old. About 8.5 million adults, 24.1% of the population, have such basic levels of numeracy that they can manage only one-step tasks in arithmetic, sorting numbers or reading graphs. This is worse than the average in the developed world, where an average of 19% of people were found to have a similarly poor skill base.

When the results within age groups are compared across participating countries, older adults in England score higher in literacy and numeracy than the average among their peers, while younger adults show some of the lowest scores for their age group.

As with any sort of survey of this kind, it helps to know how they went about assessing skills in various countries and how similar countries rank:

Literacy for people aged 16-24

6 Australia
15 Canada
17 Ireland
19 England/N Ireland
20 United States

Literacy for all adults

5 Australia
10 Canada
14 England/N Ireland
16 United States
19 Ireland

Numeracy for people aged 16-24

14 Australia
16 Canada
18 Northern Ireland
20 Ireland
24 United States

Numeracy for all adults

13 Australia
14 Canada
16 England/N Ireland
19 Ireland
20 United States

If there’s reason for English authorities to be concerned with their middle-of-the-Anglosphere ranking, there’s even more reason for American educators to take note.

H/T to Tyler Cowen for the link.

September 11, 2013

L.Neil Smith responds to Allison Benedikt’s “manifesto”

Filed under: Education, Government, Liberty, Media — Tags: , , , — Nicholas @ 08:03

In the latest Libertarian Enterprise, L. Neil Smith calls for “Public schools delenda est” in response to Benedikt’s paean to the glories of government-run schools:

Which brings us to the subject of today’s diatribe, an article I was directed to (hat-tip to Tatiana Covington) on Slate.com, awkwardly entitled, “If You Send Your Kid to Private School, You Are a Bad Person — A Manifesto”. This unintelligent but very revealing piece, posted Thursday, August 29, 2013, was written by somebody called Allison Benedikt, who slings a keyboard like some breathless high school cheerleader, but is apparently a movie critic for the Chicago Tribune.

As Joe-Bob would say, check it out.

What this little death-dealer proposes — “demands” would be more accurate — is that all private schools be outlawed (whoops there go the First, Fourth, Fifth, Ninth, and Tenth Amendments) and everybody forced to send their children to, and participate in the public school system. (Later in the essay she denies wanting to outlaw private schools, but, as we all know, consistency is the hobgoblin of small minds.)

This is, given the unignorable temper and tendency of our times, exactly like seeing the private structure of the Internet demolished, and then being compelled at bayonet-point (Why is it that liberals never seem to remember that the law, no matter how noble it may sound or high-minded its intentions, consists of nothing but brute force: guns, clubs, noxious sprays, and tasers?) to go back to the United States Postal System or the good old mercantilist Bell Telephone monopoly.

“Progressives”? I call them regressives.

What’s more, she issues this bizarre edict — which she labels a “manifesto” — not for the sake of your children, nor even for their children down the road. In words straight from an Ayn Rand villain’s mouth (what critic says real people don’t talk like this?), she says this: “Your children and grandchildren might get mediocre educations in the meantime, but it will be worth it, for the eventual common good.”

Yes, she openly admits that your progeny will probably suffer, educationally (and no doubt otherwise — look at the extracurricular activities she admits to), as a result of being forced back into the public system as it exists and operates today. she waxes positively lyrical over the egalitarian ecstasy of attending school with individuals more likely to knife somebody for a pair of shoes than she is.

She keeps congratulating herself on how well she turned out, even as she almost brags at how badly educated she is — and demonstrates it with her writing. Would she brag if she knew she’s an enabler of democide?

What do libraries have to do with rent seeking?

Filed under: Books, Bureaucracy, Economics, Education — Tags: — Nicholas @ 07:46

As Logan Albright explains, quite a lot:

Libraries are wonderful places. There is nothing like a vast repository of knowledge, filled with undiscovered treasures for anyone who cares to look. They provide free access to information, both in book form and over the internet, to people would otherwise not be able to afford it. All in all, it’s a lovely service. But as much as I enjoy them, libraries also provide a useful example of the inefficiencies of the public sector and the numerous problems with government funded programs.

You may not realize it, but most librarian jobs these days require a specialized education – a master’s degree in the field of Library Science. The curriculum of such a degree varies from school to school, but the main focus is on using a variety of complex databases, as well as interacting with the public. Why is such a specialized form of education required to work in a library? It’s not like a degree in aeronautics or medicine where actual lives could depend on your competence. A quick search for the job duties of a reference librarian turns up the following: “A reference librarian provides assistance to users of a library who need help locating resources and information.” The average salary for a reference librarian? $39,659 – $55,008. Other library science related jobs can make as much as $100,000 a year.

Of course, it’s not as simple as all that. Locating information in a library database is not like searching Google. It requires specialized skills. You can’t simply type in what you want and expect to get it. The obvious question here is: why not?

The simple answer is that the public funding structure of libraries provides no incentive to improve things. In fact, it encourages just the opposite. Since the library’s budget does not depend on how many customers it pleases, there is no compelling reason to make things easier. Since a library’s revenues come from the public coffers and not from the pockets of voluntary patrons, there is no competitive pressure to keep costs low.

September 5, 2013

QotD: An important lesson for university students

Filed under: Education, Liberty, Politics, Quotations — Tags: , — Nicholas @ 00:01

You could find a dozen websites offering more trenchant progressive political analysis in five minutes.

Yet Professor Penn’s lesson has value to his students. They can learn the following important things:

1. In the course of your life, people with power will act badly with impunity.

2. People with power over you will use that power to indulge themselves in droning, whether or not their droning offers any value.

3. People can be tremendously talented and knowledgeable about Subject X and be useless louts about Subject Y. Often they’ll want to talk about Subject Y.

4. People think others want to hear their opinions about politics, and think their opinions about politics are insightful.

5. A significant part of developing as an adult is deciding how you will deal with points 1 – 4.

6. Huge amounts of government money pay for absolute shit.

7. People who nominally favor freedom of expression will drop it like a hot coal when their political biases are aroused. Case in point: many angry conservative people saying that Professor Penn should be fired for a banal political rant, even though he’s a professor at a state university enjoying First Amendment protections that are rather broad. Check the comments on the sites complaining about Professor Penn if you don’t believe me.

I submit those are all valuable lessons.

I think that it’s pathetic that these students are paying to hear Professor Penn indulge himself like that even for ten minutes. I think his calling out a student in class for seeming to disagree displays low character and an excellent reason to avoid his class. But I don’t see anything that merits firing from his position at a public institution, and I am not enthused about a system in which public universities will be policed for insipid partisanship by other partisans.

But how enthusiastic do you suppose Professor Penn’s students are about faculty free speech rights after sitting through that?

Ken White, “William S. Penn of Michigan State University Teaches Important Lessons To College Students”, Popehat, 2013-09-04

August 27, 2013

What hath Horace Mann wrought?

Filed under: Bureaucracy, Education, USA — Tags: , — Nicholas @ 13:57

Sippican Cottage on modern public schools:

I grew up in the same town as Horace Mann. I know all about public schools. The concept is as dead as a Pharaoh. The idea that universal literacy and a coherent public attitude toward citizenship would result in a better life for the country as a whole was a sweet one, and it worked for a while, until they “fixed” it. They’ve been fixing the hell out of it for over half a century now. They fixed it the way a veterinarian fixes dogs, to my eye.

Here’s Wikipedia‘s list of Horace Mann’s reasons for public schooling:

    (1) the public should no longer remain ignorant

    (2) that such education should be paid for, controlled, and sustained by an interested public

    (3) that this education will be best provided in schools that embrace children from a variety of backgrounds

    (4) that this education must be non-sectarian

    (5) that this education must be taught by the spirit, methods, and discipline of a free society

    (6) that education should be provided by well-trained, professional teachers. Mann worked for more and better equipped school houses, longer school years (until 16 years old), higher pay for teachers, and a wider curriculum.

Let’s take them in turn, and see how Old Howlin’ Horace’s ideas have turned out in what’s called the public schools, but aren’t anymore.

1) Is that cursive? I don’t read cursive.
2) The public seems completely uninterested in what happens in public school, or they wouldn’t send their kids there. Anyone really interested in public schools is horrified by what they find out. Talk to a teacher about what they’re required to do in there — after they’ve had a few drinks. I have. One I spoke to referred to themselves as a “tard farmer.” Do you want to sent your children to a “tard farm”? We don’t.
3) My children are from a variety of backgrounds, all by themselves. We didn’t turn either of them away. Tell my Irish grandmother and wife’s Calabrian grandfather that all white people are the same. Bring a weapon to defend yourself. A “back-up piece” is probably a good idea if you’re talking to my grandmother, by the way.
4) Public Schools aren’t non-sectarian. They teach their own religion, and persecute any vestige of any other, except for momentary alliances with subcultures that will help them persecute what they feel is the dominant culture outside the school.
5) Parents are not allowed to enter a public school, even to walk their children to the door. Children are routinely persecuted for any behavior that deviates one iota from the what a militant vegan on a recumbent bicycle prefers. That’s not the spirit, method, or discipline of a free society.
6) Teachers are well-trained and professional — just not in delivering an education to children. They are trained to be vestal virgins in a weird temple that forgot where they put the statue of the deity of mammon they worship. If public school worked, everyone who graduated from it would be capable of teaching in one.

The teachers in public school are as much at the mercy of this weird situation as the students. A teacher recently told us she has to keep a dossier on every child in the class, every day. That’s the Stasi, not Goodbye, Mr. Chips. They said that it’s not possible, really, so they have to make stuff up to finish it. All that time is subtracted from what little time they have for the kids in the first place. The teachers don’t know where all these weird directives come from any more than you do. They just don’t want to get fired for forgetting to rat out little Timmy if he chews his Pop-Tart in to a recognizable weapon-like shape. They go along to get along.

Update, 28 August: ESR posted a brief entry I have to quote in full.

Hunger Games for real

“Students can only have one serving of meat or other protein. However, rich kids can buy a second portion each day on their own dime.” This is from coverage of Michelle Obama’s national school-lunch regulations.

Protein-starving the peasantry so it will remain docile and biddable is a tyrant’s maneuver thousands of years old. I was unaware until today that this has become official policy in the American public school system.

How clever of them to sell it as a healthy-eating measure! That’ll get all the gentry liberals on board; of course, their kids will be buying that second serving.

Hey, Kids! It’s time for back-to-school bad journalism bingo!

Filed under: Education, Humour, Media — Tags: , , — Nicholas @ 10:57

The slow news days of August have reached the traditional back-to-school phase of page filling:

I love back-to-school time: the joy, the energy, the sense of limitless possibilities. It’s almost enough to make you forget about the tsunami of dreadful journalism that accompanies it.

There are basically three reasons for bad back-to-school journalism. First, higher education is complicated; it doesn’t lend itself to the simplistic narratives required for 800-word articles. Second, there’s a serious lack of decent data about higher education in Canada, what with the Millennium Scholarship Foundation gone, HRSDC no longer funding any decent Statscan surveys, and provinces and universities holding on tightly to their own data on the grounds that someone might use it to compare them against other provinces/institutions (and that would never do!). In this data vacuum, interested parties with their own agendas find it easy to peddle all sorts of demented, half-true factoids to journalists; hence, the frequent appearance of stories based on “data” which simply aren’t true.

The third problem is the lack of outcome measures. Everyone wants “good” education, but no one knows what that is. So journalists tend to fall back on input measures: small classes, students per professors, etc., which inevitably lead to a weird mythologizing of university life in the 1970s. Nothing wrong with the 1970s of course, but it somehow never quite clicks with op-ed writers that a major reason life was so great for students back then was that access was restricted to a fairly small elite, and that the comparative “failures” of today’s universities are largely the result of expanded access.

Here’s the Bingo card for you to play along at home:

Back to school bingo

August 4, 2013

The Day The Universe Changed – “The Way We Are”

Filed under: Education, History, Media, Science — Tags: , , — Nicholas @ 00:01

Episode 1 of James Burke’s ground-breaking series “The Day The Universe Changed” which explores the evolution of Western Scientific thought starting from the fall of Rome.

August 3, 2013

Wendy McElroy on the “invasive weed” threatening public schooling

Filed under: Bureaucracy, Education, Government, Liberty — Tags: , — Nicholas @ 00:01

Her most recent article in The Freeman talks about homeschooling in the United States:

To government, homeschooling resembles a weed that spreads and resists control. To homeschooling parents, it is the flowering of knowledge and values within children who have been abandoned or betrayed by public schools. A great tension exists between the two perspectives. Homeschooling’s continued growth has only heightened it.

The federal government has reacted by attempting to increase its control over homeschooling, for example, by pushing for increased regulation of homeschool curricula. But the federal government is hindered by certain factors. For one thing, education is generally the prerogative of individual states. Nevertheless, the federal government can often impose its will by threatening to withhold federal funds from states that do not comply with its measures.

But homeschooling parents cannot be threatened by a withdrawal of money they don’t receive. As it is, they are paying double. They pay taxes to support public schools from which they draw no benefit and they pay again in homeschooling money and in terms of lost opportunities such as the full-time employment of both parents. The “profit” they receive is a solid education for their children. What they want from the government is to be left alone.

The federal government is also hindered by not being able to play the “it’s for the children” card that justifies so many intrusive policies. Homeschooled children routinely display better development than public school students.

A 2012 article in Education News called the “consistently high placement of homeschooled kids on standardized assessment exams … one of the most celebrated benefits of homeschooling.” Education News compared the quality of homeschooling to that of public schooling. “Those who are independently educated typically score between the 65th and 89th percentile on such exams, while those attending traditional schools average on the 50th percentile. Furthermore, the achievement gaps, long plaguing school systems … aren’t present in the homeschooling environment. There’s no difference in achievement between sexes, income levels, or race/ethnicity.” Studies also indicate that homeschooled children are better socialized with both peers and adults.

July 17, 2013

World’s largest cartography class commences

Filed under: Education, Media, Science — Tags: , — Nicholas @ 07:55

Greg Miller interviews the instructor of the biggest single cartography class … a vast online class of nearly 30,000 people:

Wired: How did you get interested in geography?

Anthony Robinson: I started my undergraduate education as an electrical engineering major. Then I just randomly took a human geography class, and it completely woke me up. Right away I knew I wanted to be a geographer.

[…]

Wired: What was the motivation for the MOOC?

Robinson: Here at Penn State I direct our online geospatial education programs. I was able to make the argument that this is needed. There isn’t one yet, and I’m sure there’s a lot of untapped interest in this stuff. When I meet someone on a plane and tell them I’m a geographer, they’re like “What?” They don’t even realize that’s a thing. Something like a MOOC, that’s free and has a high profile, might get more people interested in what we do.

Wired: Why is it just happening now?

Robinson: One thing that really helps right now is we’re past the age of having mapping software that takes you weeks and weeks to have the basics. The software I’m using in the course, ArcGIS Online, works in a browser. It’s very usable. It’s not perfect but it’s quite good. Also, there are tons of datasets that are available now and searchable. Those are things we spent weeks and weeks on even when I was an undergrad, and that wasn’t that long ago. The technology threshold that it takes to make a map and do some spatial analysis has now ratcheted down to the point where it’s possible to do this with people all over the world working on different technology platforms. I don’t think I could teach this class even two years ago.

July 16, 2013

Invisible witches preying on sleeping Zambian teachers

Filed under: Africa, Education, Randomness — Tags: , , , — Nicholas @ 09:47

Yep, it’s back to the weird news season apparently:

The week has barely begun and already the gods have served us up a fresh piece of crazy. It seems that teachers at the Nashongo and Makaba primary schools in Siavonga, Zambia have threatened to abandon their posts after a rash of indecent incidents involving invisible witches. According to Chief Sinadambwe of the Tonga-speaking people, the saucy sorcerers have been projecting their spirits into the teachers’ bedrooms and molesting them. And they don’t even have the decency to call in the morning.

[. . .]

I could check my privilege and acknowledge that fear of incubi and succubi was also once common in Europe, or else write sensitively about a foreign culture still rooted in cultural tradition. But Zambia is a country on the move (with a growth rate of around 6.5 per cent, it’s outstripping the UK) and it’s not unreasonable to say that invisible sex attacks should not still be happening anywhere in the world in the 21st century — especially when they are reported by teachers, who one hopes would be educated to a point of thinking such things are a Medieval fairy tale.

Alas, it seems that randy psychic witches are still regarded as quite common in modern Zambia. Back in May, the Mbala District Commissioner also felt compelled to ask local “wizards” to stop molesting teachers and pupils at Chipoka Primary School — the second of such incidents in nine years. What’s worrying about these stories is that a) they represent a sort of sexual abuse in themselves, either because they foster mass delusion or else disguise genuine incidents of physical rape, and b) they encourage violence against so-called witches. Just this month, an elderly Zambian couple was accused of black magic, beaten and burned to death. How strange it is that we live in an age of science and light and yet some of the people that we share the planet with still exist in a state of superstitious darkness. If what they believe is preposterous, we should have no shame is stating it — especially if it also potentially dangerous.

July 13, 2013

The state’s constant interest in what’s in your kid’s lunchbag

Filed under: Britain, Education, Health — Tags: , , — Nicholas @ 09:13

James Delingpole on the most recent “Nanny knows best” appointee hoping to dictate what the kids are going to eat for lunch:

“Mr Dimbleby”, it seems to me, is coming perilously close to suggesting that the decision as to what children eat at school should be a matter for the State rather than parents. Can he really believe this? Is there nothing about saying this sort of thing that makes him uneasy?

I mean sure, I agree with him on the principle that a good, well-prepared hot meal at lunchtime is probably more filling and nourishing than a packet-bread sandwich and a packet of crisps. Problem is, not all school canteens offer quite the same range and quality you might find in — oh, I don’t know, let’s pluck a random example from the air, shall we? — Bekynton.

Having put children through the state system myself I know whereof I speak. A new caterer arrived at my daughter’s primary school to much fanfare and for a while the food was great and most parents gratefully abandoned packed lunches (which, let me tell you, are a real hassle for a parent to prepare because they have to be done fresh in the morning when you’re already in a rush having breakfast and getting ready for the school run) and welcomed the new regime. But then standards began slipping to the point where my daughter (who, like a lot of children whose staple diet is gastro-porn TV programmes from the Great British Bake Off to Masterchef, genuinely cares about food) couldn’t eat the stuff any more. Again: is “Mr Dimbleby” seriously suggesting that schools should force children to go on eating in the canteen regardless of how disgusting they find the food?

You hear similar arguments from well-heeled progressive types on the school system generally. “If only public schools were abolished and all those pushy middle-class strivers were forced to put their children through the state system, standards would rise across the board.” Well, possibly. What would more likely happen is that all those scrubbed, diligent, nicely spoken, polite young poshos would be dragged down to the level of the lowest common denominator. And in any case it’s not an experiment which has any right being attempted anywhere in a Western notionally free-market economy. Why not? Because it’s illiberal bordering on the totalitarian, is why.

This is hardly a new topic … last year I said:

I remember what kind of crap my middle and high school cafeterias offered … and if I’d forgotten to bring a sandwich with me that day, going hungry always seemed like the better choice. The food on offer always seemed to manage the difficult stunt of being visually unappealing (sometimes being actually disgusting to look at), nutritionally inadequate, and either utterly flavourless (the better choice) or actively nasty. No wonder the best sellers in the cafeteria were the milk cartons (especially the chocolate milk), pop cans, potato chips, chocolate bars, and Vachon cakes (all of which were pre-packaged and relatively invulnerable to further processing).

June 28, 2013

QotD: In praise of Bastiat’s “What is seen and what is not seen”

Filed under: Economics, Education, Government, Liberty, Quotations — Tags: , , , , — Nicholas @ 00:01

For me, [Bastiat’s “What Is Seen and What Is Not Seen“] is the pinnacle of economic profundity. You can call it obvious. But when I first started learning economics at the age of 17, none of Bastiat was obvious. I was an honors student at a well-regarded California high school. Yet as far as I can remember, I had never heard any argument against the minimum wage, Social Security, or the FDA in my entire life.

Every teacher and book I ever encountered treated naive populism like the Law of Gravitation. Evil businesses aren’t paying workers enough? Raise the minimum wage; problem solved. The elderly are poor? Increase Social Security payments; problem solved. Evil businesses are selling people bad drugs? Impose more government regulation; problem solved.

If you favor these programs, you can call these arguments straw men. But I assure you: These “straw men” were never presented by opponents of these policies. On the contrary, these “straw men” were invariably presented by people who favored these policies. How is that possible? Because during my first 17 years of life, I never encountered an opponent of any of these policies! You might assume I was grew up in a weird Berkeley-esque leftist enclave, but bland Northridge, California hardly qualifies.

What was going on? The best explanation is pretty simple: I only heard straw man arguments in favor of populist policies because virtually everyone finds these straw man arguments pleasantly convincing. Regardless of the merits of the minimum wage, Social Security, and the FDA, economic illiteracy is the reason for their popularity. If someone like Bastiat convinced people that the pleasantly convincing arguments are inane, proponents would have to fall back on arguments that are intellectually better yet rhetorically inferior.

Bryan Caplan, “Who Loves Bastiat and Who Loves Him Not”, EconLog, 2012-08-15

June 15, 2013

Ontario’s abusive relationship with sex ed

Filed under: Cancon, Education, Health, Media — Tags: , , , , , — Nicholas @ 10:31

In Maclean’s, Emma Teitel talks about the failure of Ontario’s sex-ed classes to keep up with the times:

In the fifth grade, my friends and I had a special afternoon tradition. When school let out at 3:30, we would walk to Katherine’s house (a pseudonym), raid her fridge, go upstairs to her bedroom, lock the door and watch Internet pornography. Where were Katherine’s parents? They were at work. But it wouldn’t have mattered. When they were around, we just turned off the sound, or read erotic literature on a website called Kristen Archives. This is how we gained the indispensable knowledge that some women like to be ravished by farmhands, and others, by farm animals. The year was 1999. We had not yet sat through our first sex-ed class, but when we did, almost two years later, it was spectacularly disappointing. We had seen it all, and now we were shading in a diagram of the vas deferens.

Since our special after-school tradition came to an end over a decade ago, Friendster, Myspace, Facebook, Flickr, Formspring, Instagram and Twitter have emerged. But against all logic, nothing has changed in the sex-ed business. Our century is literally on the cusp of puberty, and yet despite these enormous social and technological changes, we remain largely incapable of giving kids the resources they need to deal with their own puberty. I’m talking here, specifically, about the province of Ontario. As you read this, kids from Sarnia to Kingston — kids who, on average, have viewed Internet porn by age 11 — are probably shading in the exact same vas deferens diagram I did. There’s nothing wrong with the vas deferens — or so I’m told — but surely there is more to sexual education in the 21st century than anatomy and colouring. Ontario currently boasts the most out-of-date sex-ed curriculum in Canada. It was last revised in 1998, which means sex ed was out of date when I took it.

[. . .]

Kids shouldn’t watch porn, but they do. We can’t un-invent the Internet. And we can’t reverse puberty. Case in point: In 2001, one of the most determined voyeurs in our special after-school group skipped sex ed at the request of her religious father — for whom an hour of vas deferens shading was just too much to bear. He told her to go to the library instead, which was fine with her. Who, after all, could resist an afternoon with the Kristen Archives?

June 13, 2013

History without context

Filed under: Britain, Education, History — Tags: — Nicholas @ 09:44

There’s a battle going on in Britain over the way history is taught in state schools:

Since the arrival of the national curriculum, public debate on school history has focused almost exclusively on what topics should be taught, namely whether the emphasis should be on British or world history. This debate has been fuelled by a steady stream of surveys revealing the ignorance of today’s school-leavers. One commissioned last summer by Lord Ashcroft found that while 92 per cent of 11- to 18-year-olds could identify the animated dog from the car insurance advertisements as Churchill, only 62 per cent could identify a photograph of Britain’s wartime prime minister. Fewer than half knew that the Battle of Britain took place in the sky.

However, having become a history teacher at a state secondary school two years ago, I have realised that such debates miss the real problem. I was surprised to learn that since its inception the national curriculum has stipulated a sensible split of British and world history: every pupil between the ages of 11 and 14 is expected to study a chronological sweep of British history from 1066 to the present day. To understand the degradation of history teaching, one has to focus not on what history is taught, but how it is taught.

[. . .]

The main tenet of a child-centred view of history teaching is the idea that pupils should not be “passive” recipients of a teacher’s knowledge, but “active” individuals empowered to find things out for themselves. As a result, “chalk and talk” teaching from the front is heavily discouraged. After a senior member of staff observed one of my lessons, I was told that my role was to be the “guide on the side” rather than the “sage on the stage”.

Instead of learning through listening to teachers or reading books, pupils are expected to do so through projects. It did not take me long to work out why pupils are so ignorant of British history, despite spending over a year studying it (as laid down by the national curriculum). To study the Norman Conquest, pupils would re-enact the Battle of Hastings in the playground, conduct a classroom survey to create their own Domesday Book, and make motte-and-bailey castles out of cereal boxes. Medieval England would be studied through acting out the death of Thomas Becket, and creating a boardgame to cover life as a medieval peasant. For the Industrial Revolution, pupils pitched inventions to Dragons’ Den and lessons on the British Empire culminated in the design of a commemorative plate showing whether it was or was not a “force for good”.

Such tasks allow pupils to learn about history in an enjoyable and engaging way — or so the theory goes. In reality, all content and understanding of the past is sucked out, and the classroom begins to resemble the playground. An unfortunate side-effect is that pupils are frequently confused by the inevitable anachronisms involved in making history “relevant”. “Sir, how many Victorians would have had a TV?” I was asked. Imaginative tasks and projects can be excellent supplements to a history lesson, but when they become the mainstay of classroom activity, the consequences are disastrous.

Proponents of child-centred education are impervious to such criticism because progressive teachers have long denied the importance of knowledge in the first place. Instead, skills are seen as paramount. When I first visited my current school, the assistant head asked me how I intended to prepare for my new career. I responded that I was going to spend a few weeks boning up on my general historical knowledge. “I wouldn’t worry about that,” she said. “History is a skills-based curriculum. You should really be able to teach it without knowing anything at all.”

Update: Of course, the same issue with history appears in other countries too:

“Back to the hole in the boat: America is losing its historic literacy. Recently some 556 seniors surveyed at 55 of the nation’s top colleges — only 60 percent placed the American Civil War in the correct half of the 19th century. Only 34 percent identified George Washington as the American general at the Battle of Yorktown. Thirty-four percent thought it was Ulysses S. Grant. At 78 percent of the institutions polled, no history whatsoever was required in the undergraduate program. Historian David McCullough said, “We are raising a generation of young Americans who are historically illiterate.”

May 9, 2013

This is water

Filed under: Education, Randomness — Tags: — Nicholas @ 07:51

In 2005, author David Foster Wallace was asked to give the commencement address to the 2005 graduating class of Kenyon College. However, the resulting speech didn’t become widely known until 3 years later, after his tragic death. It is, without a doubt, some of the best life advice we’ve ever come across, and perhaps the most simple and elegant explanation of the real value of education.

We made this video, built around an abridged version of the original audio recording, with the hopes that the core message of the speech could reach a wider audience who might not have otherwise been interested. However, we encourage everyone to seek out the full speech (because, in this case, the book is definitely better than the movie).
-The Glossary

Read the full speech here: http://web.archive.org/web/20080213082423/http://www.marginalia.org/dfw_kenyon_commencement.html

H/T to ESR for the link.

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