the future is looking bright:
Students are already consumers - but will we get cannier?
It's easy to portray government reforms as a Dickensian nightmare. But there is something to be gained from seeing university education as a commodity, says Lucy Snow
* Comments (1)
Lucy Snow, student blogger
Lucy Snow: just another pianoforte leg?
Education Guardian teamed up with Ones to Watch, the website that showcases the best UK student journalism, to launch a writing competition. We asked:
"With fees tripling to £9,000 a year at most universities, is it inevitable that the student will become a consumer?"
Here's, Lucy Snow, the first of two runners-up.
"Students as consumers" is one of those horrid phrases that provokes much indignant bleating: education becoming a commodity, universities becoming sausage factories, lecturers becoming Gove's finger puppets.
But students have been consumers ever since fees were introduced, by definition. University offers us a product – made up of libraries, academic experts, careers advice – and, rightly or wrongly, we pay what the government deems is an appropriate price.
The real question is, will increasing these fees make students more aware of their status as consumers, and demand more bang for their buck? Or will the result be a creativity-sapping Dickensian nightmare: Mr M'Choakumchild at the helm churning out graduates like "so many pianoforte legs"?
University should be about creativity, and education for education's sake. My BA degree has been amazing and enriching, a golden period between the box-ticking of secondary school and the online numeracy and non-verbal reasoning tests apparently integral to getting any graduate job.
But many a morning I have had to convince myself to get out of bed and go to my lecture by working out exactly how much each hour of contact time is costing me.
Does my awareness of this negate the positive stuff? As with most student issues, opinion tends to be polarised: either you're a free-spirited creative sticking it to the man, or you're an institutionalised scab practically encouraging higher fees by utilising every cringeworthy opportunity to "network" that the careers centre gives you.
However, I believe that an appreciation of the purely educative, enriching processes of higher education can exist alongside an awareness that students should be offered a range of services in return for their fees.
As much as events entitled "How to sell yourself to employees" and "How to use social networking to get ahead" may turn your stomach, they are attempts to improve the consumer experience and give students a leg up in a saturated jobs market. There should be no shame in accepting this help, and no dent to your academic or creative integrity.
Against a backdrop of anti-capitalist protests, it's difficult to see the phrase "student as consumers" in anything other than a negative light.
But university is a unique product that markets itself to you at great expense. Students need to be conscious consumers so we can get the best out of our three years.
When it comes to the business of learning, it's not what your university can do for you, but rather what you can do for yourself – with the resources and support provided.
Wednesday, 18 January 2012
9000 reasons to re-educate ourselves
If the UK government wants to marketise tertiary education, I think we'll
have to come to our senses quick and show him:
"we don't need no marketised education"
The Guardian held a contest to ask young minds for a way around this
seemingly draconian class-separation machine called the university.
the winner:
Pay-as-you-go lectures would give us real choice
Turn us into consumers if you must, but at least give us the right to decide what we pay for, says winning student blogger
* Comments (151)
A lesson on hysteria by Jean Martin
These guys got their money's worth: a lecture on hysteria by Jean Martin Charcot (1825-93), complete with hypnotised patient. Photograph: Imagno/Getty Images
Education Guardian teamed up with Ones to Watch, the website that showcases the best UK student journalism, to launch a writing competition. We asked:
"With fees tripling to £9,000 a year at most universities, is it inevitable that the student will become a consumer?"
Here's our winner, Luke Braidwood.
"It's 9.45. I'm mildly hungover and relying on a strong black coffee to stay awake. The dulcet tones of a greying, portly biochemistry professor rumble around a gloomy lecture hall, which is clad in oak and filled with plastic chairs.
"We're learning about the organisation of the plant metabolic network, which is only about half as much fun as it sounds. After the summary, which seems strangely unfamiliar, we rummage around in our pockets, pull out £30, and place it on the front desk in a heap of crumpled notes and loose change. Sam asks me to lend him some cash; he's forgotten his wallet for the third time this month.
"The professor pulls out a hessian sack and sweeps the money (about £1,800) into it, then walks outside whistling.
"I have 10 lectures a week, some of them obtuse or incomprehensible, and place £300 weekly on front desks of lecture halls. There are 30 teaching weeks in a year, so I'm paying around £9,000 for all my lectures. I think about this as I look for a paracetamol in my bag, and wonder if I'm getting my money's worth."
Joe, the protagonist of this tale, lives in a slightly different world, where roughly £9,000 tuition fees are payable on a pay-as-you-go system. It's like Do Androids Dream of Electric Sheep with education instead of appliances. Joe can choose to stop attending the lectures on plant metabolism he finds so dreary, and save money on this module. Perhaps he will spend some of it on a plant metabolism textbook to help him in the exams.
Joe is a consumer: he pays only for what he wants. That way, the university receives detailed feedback on which topics and lecturers the student body values most. In our world, students must pay the full fee at the start of each year, and are expected turn up to the lectures, laboratory work and classes that the university provides.
With fees tripling, it is inevitable that students – other than those born to very wealthy families – will be thinking harder about whether to go to university and what to study. We've watched banks go down, and drag countries down, because of excessive borrowing, so mountainous debt isn't appealing to anyone.
Making young people think harder about the value of their degree may not be a bad thing. But the value of a degree is simply the perception of that degree by prospective employers. And their perception will have little to do with how well it was taught.
If Oxford stopped giving lectures tomorrow (and the media didn't notice), it would take many years for employers to realise the increased ineptitude of Oxford graduates, and start discriminating accordingly. In contrast, even the most dynamic, useful and thrilling degree may be undersubscribed if it's being offered by the new kid on the block – because employers don't demand it.
The biggest problem with the fee rise is that it turns students into consumers who lack real choice. They can only pick between degrees, not within them. It's a system that which robs students of the opportunity to pay only for what benefits them most, and universities of the chance to learn how best to teach their students.
have to come to our senses quick and show him:
"we don't need no marketised education"
The Guardian held a contest to ask young minds for a way around this
seemingly draconian class-separation machine called the university.
the winner:
Pay-as-you-go lectures would give us real choice
Turn us into consumers if you must, but at least give us the right to decide what we pay for, says winning student blogger
* Comments (151)
A lesson on hysteria by Jean Martin
These guys got their money's worth: a lecture on hysteria by Jean Martin Charcot (1825-93), complete with hypnotised patient. Photograph: Imagno/Getty Images
Education Guardian teamed up with Ones to Watch, the website that showcases the best UK student journalism, to launch a writing competition. We asked:
"With fees tripling to £9,000 a year at most universities, is it inevitable that the student will become a consumer?"
Here's our winner, Luke Braidwood.
"It's 9.45. I'm mildly hungover and relying on a strong black coffee to stay awake. The dulcet tones of a greying, portly biochemistry professor rumble around a gloomy lecture hall, which is clad in oak and filled with plastic chairs.
"We're learning about the organisation of the plant metabolic network, which is only about half as much fun as it sounds. After the summary, which seems strangely unfamiliar, we rummage around in our pockets, pull out £30, and place it on the front desk in a heap of crumpled notes and loose change. Sam asks me to lend him some cash; he's forgotten his wallet for the third time this month.
"The professor pulls out a hessian sack and sweeps the money (about £1,800) into it, then walks outside whistling.
"I have 10 lectures a week, some of them obtuse or incomprehensible, and place £300 weekly on front desks of lecture halls. There are 30 teaching weeks in a year, so I'm paying around £9,000 for all my lectures. I think about this as I look for a paracetamol in my bag, and wonder if I'm getting my money's worth."
Joe, the protagonist of this tale, lives in a slightly different world, where roughly £9,000 tuition fees are payable on a pay-as-you-go system. It's like Do Androids Dream of Electric Sheep with education instead of appliances. Joe can choose to stop attending the lectures on plant metabolism he finds so dreary, and save money on this module. Perhaps he will spend some of it on a plant metabolism textbook to help him in the exams.
Joe is a consumer: he pays only for what he wants. That way, the university receives detailed feedback on which topics and lecturers the student body values most. In our world, students must pay the full fee at the start of each year, and are expected turn up to the lectures, laboratory work and classes that the university provides.
With fees tripling, it is inevitable that students – other than those born to very wealthy families – will be thinking harder about whether to go to university and what to study. We've watched banks go down, and drag countries down, because of excessive borrowing, so mountainous debt isn't appealing to anyone.
Making young people think harder about the value of their degree may not be a bad thing. But the value of a degree is simply the perception of that degree by prospective employers. And their perception will have little to do with how well it was taught.
If Oxford stopped giving lectures tomorrow (and the media didn't notice), it would take many years for employers to realise the increased ineptitude of Oxford graduates, and start discriminating accordingly. In contrast, even the most dynamic, useful and thrilling degree may be undersubscribed if it's being offered by the new kid on the block – because employers don't demand it.
The biggest problem with the fee rise is that it turns students into consumers who lack real choice. They can only pick between degrees, not within them. It's a system that which robs students of the opportunity to pay only for what benefits them most, and universities of the chance to learn how best to teach their students.
real education, part 2
Comments later
from Zerohedge: JS Kim
The Hidden Dark Agenda of Public Education
Submitted by smartknowledgeu on 01/13/2012 03:45 -0500
“An alien collectivist (socialist) philosophy, much of which came from Europe, crashed onto the shores of our nation, bringing with it radical changes in economics, politics, and education, funded - surprisingly enough - by several wealthy American families and their tax-exempt foundations. The goal of these wealthy families and their foundations - a seamless non-competitive global system for commerce and trade - when stripped of flowery expressions of concern for minorities, the less fortunate, etc., represented the initial stage of what this author now refers to as the deliberate dumbing down of America. Seventy years later, the carefully laid plans to change America from a sovereign, constitutional republic with a free enterprise economic base to just one of many nations in an international socialist (collectivist) system (New World Order) are apparent. Only a dumbed down population, with no memory of America’s roots as a prideful nation, could be expected to willingly succumb to the global workforce training planned by the Carnegie Corporation and the John D. Rockefellers, I and II.”
- US Department of Education Senior Policy Advisor Charlotte Thomson Iserbyt
Yesterday I released an article, “Lack of Critical Thinking is Key to the Corrupt Status Quo Maintaining Their Power”, on my blog and at ZeroHedge and it generated a lot of comments including those that stated they don’t believe in conspiracies or the existence of a “big bad wolf” that deliberately is “out to get us”. However, for those of us familiar with the works of John Taylor Gatto, we know that there are literally mountains of evidence that indict former Presidents and corporate businessmen with deliberately steering the global education system towards the singular mission of producing obedient factory workers to serve the corporate industrialists during the Industrial Revolution. Furthermore, there are mountains of evidence, direct from the horse’s mouth, that their continued mission for the academic system today is to produce obedient servants to the State and to kill any individualism and critical thinking that may lead to an awakened state among the masses that would challenge the moral authority, or rather lack thereof, of those in power.
John Taylor Gatto, one of the most well-known and outspoken critics of the public education system, quit his 30-year teaching career in 1991, because confined within the system, Gatto believe he was hurting children more than helping them. He stated the following as his reason for leaving institutional academia:
“I feel ashamed that so many of us cannot imagine a better way to do things than locking children up all day in cells instead of letting them grow up knowing their families, mingling with the world, assuming real obligations, striving to be independent and self-reliant and free...I don’t mean to be inflammatory, but it’s as if government schooling made people dumber, not brighter; made families weaker, not stronger...the training field for these grotesque human qualities is the classroom. Schools train individuals to respond as a mass. Boys and girls are drilled in being bored, frightened, envious, emotionally needy, and generally incomplete. A successful mass production economy requires such a clientele. A small business, small farm economy like that of the Amish requires individual competence, thoughtfulness, compassion, and universal participation; our own requires a managed mass of leveled, spiritless, anxious, family-less, friendless, godless, and obedient people who believe the difference between Cheers and Seinfeld is a subject worth arguing about. An executive director of the National Education Association announced that his organization expected ‘to accomplish by education what dictators in Europe are seeking to do by compulsion and force.’ You can’t get much clearer than that. WWII drove the project underground, but hardly retarded its momentum. Following cessation of global hostilities, school became a major domestic battleground for the scientific rationalization of social affairs through compulsory indoctrination.”
I precisely stated in my article yesterday, “Refuse to accept something as fact just because an authority figure, whether a professor, the Vatican, or politician, told you to believe it, and automatically many amongst the sheep will accuse one of pandering to conspiracy theories, even when one can present many facts that support one’s opposition view much more strongly than the widely accepted view” in the hopes that people would read this line and digest historical facts before dismissing the main points of my article. Yet, from reading the comments posted below my article yesterday, it seems as though some may have dismissed my argument before even examining the facts.
Mr. O.A. Nelson, retired educator, recounted a December 1928 meeting in which he spoke to the American Association for the Advancement of Science. His recollection of the meeting below addresses some of the comments posted on my article from yesterday regarding the importance of sciences.
"We were 13 at the meeting. Two things caused Dr. Ziegler, who was Chairman of the Educational Committee of the Council on Foreign Relations, to ask me to attend...my talk on the teaching of functional physics in high school, and the fact that I was a member of Progressive Educators of America, which was nothing but a Communist front. I thought the word ‘progressive’ meant progress for better schools. Eleven of those attending the meeting were leaders in education. Drs. John Dewey and Edward Thorndike, from Columbia University, were there, and the others were of equal rank. I checked later and found that all were paid members of the Community Party of Russia. I was classified as a member of the Party, but I did not know it at the time. The sole work of the group was to destroy our schools! we spent one hour and forty-five minutes discussing the so-called ‘Modern Math.’ At one point I objected because there was too much memory work, and math is reasoning; not memory. Dr. Ziegler turned to me and said, ‘Nelson, wake up! That is what we want… a math that the pupils cannot apply to life situations when they get out of school!’ That math was not introduced until much later, as those present thought it was too radical a change. A milder course by Dr. Brechner was substituted but it was also worthless, as far as understanding math was concerned. The radical change was introduced in 1952. It was the one we are using now. So, if pupils come out of high school now, not knowing any math, don’t blame them. The results are supposed to be worthless."
While I agree that sciences are critical for learning and also critical for the development of reasoning skills, Dr. Ziegler’s comments reveal that men like him, men that helped shape our academic system, clearly did not want sciences to be taught in a manner that would improve critical thinking and reasoning skills, but instead, in a manner that was completely inapplicable to real life situations.
It is not a coincidence that after I graduated from university, I often would comment to my friends, “You know what, there is not one thing I learned in school that I apply in life today.” In fact, the inapplicability of schooling in life reaches far back from even my university days. When I was 14, I had already completed two years of advanced calculus, and believed in a typical teenager bout of self-delusion, that I was some sort of mathematical genius. But in reality, outside of the praise of my teachers, what was the point of my mathematical "progress" back then? Yes, it enabled me to score a perfect score on the math portion of the SATs and then gain entrance into an Ivy League university. However, in retrospect and in complete absurdity, I cannot think of one instance since my educational career ended that I have ever applied, in real life, anything that I learned during my years of mathematical schooling. It is as if the purpose of my institutional mathematical training was solely to enable me to gain a higher score on a standardized test, a ridiculous purpose if there ever was one. And today? Because all I did was memorize advanced mathematical formulas back then, I have long since forgotten them all, and nothing is applicable to my life today just as Dr. Ziegler of the CFR had desired.
In great irony, it was the very inapplicability of education that allowed me to excel through the system. The advantage I held over all my peers was that I had a photographic memory. I recall even as early as the 6th grade when I could read a passage about the Civil War a single time and remember exactly how many soldiers died from each side in each battle and on what specific date in history. Because the academic system stressed rote memory and regurgitation without any true learning, my photographic memory served me exceedingly well and my teachers labeled me as “gifted” and heaped extra attention upon me, even though I never really began to learn how to critically think until I read books on my own outside of the academic system and after I had already graduated from university.
But what if sciences were taught in a manner that developed critical thinking and reasoning skills? How much easier today would it be today to actually convince people of the fact that the global monetary and Central Banking system is a criminal, immoral system deliberately designed by corporate thieves to harm people instead of help people? How much easier would it be to convince people of State run false flag propaganda such as the bogus enemy engagement of the USS Maddox in the Gulf of Tonkin at the time it happened instead of 40 years later? How much easier would it be to convince people that the two-party system in America is just an illusion to con people into believing they have a choice when no real choice is ever offered to people in elections? Of course, the answer is that it would be infinitely easier.
The lack of developed critical thinking skills in the institutional academic system is also the reason why people continue to falsely believe the propaganda of banker shills that a gold standard helped cause the Great Depression and why it is so difficult to convince Westerners of the value of gold and silver but infinitely easier to convince Asians of the value of gold and silver. The stark dichotomy is due simply to the fact that people believe what the State tells them to believe. Logic, reasoning, and critical thinking are all meals on the menu of threats to the power of the status quo. And this is why the goal of academic education by the elites is to strip away reasoning skills from subjects such as math that inherently rely on reasoning. This is also the reason why institutional academia will never change and that those that wish for it to change find that they cannot work within the system but have to leave it. My friend, Alyssa Gonzales, decided that operating outside of the system and serving as a founding teacher of her own school, Los Feliz Charter School for the Arts, was the best solution to be able to encourage, instead of suppress, the development of critical thinking and reasoning skills of young children. If you live in Los Angeles, please visit her school and support Ms. Gonzales’s efforts, described at their website as the following:
"In contrast to curriculum found in a traditional public school setting which stresses teaching and learning in the areas that can be most easily assessed by standardized testing measures, arts-integrated curriculum develops the whole child: kinesthetic, musical, spatial, interpersonal, intrapersonal and natural intelligences. At LFCSA, we challenge children to construct their own meaning from complex ideas and concepts. Acknowledging that students learn and demonstrate what they know in a variety of ways, our instruction allows children to see, hear, and express according to their individual learning styles."
In support of spreading awareness of the true intent of corporate businessmen that have “donated” billions of dollars to shape the curricula of the most “prestigious” schools in the world today, here is a video titled “The Dark Secrets of Public Education”. Certainly, this video deserves a thousand times more views than the current 9,900 views it has thus far received. If you would like for our communities to be more thoughtful, more open-minded, and more co-operative in the future instead of obedient to the powers that be, please send this article and video to everyone you know so we can foster a more honest and open debate about the State’s goals of institutional academia. Thank you.
from Zerohedge: JS Kim
The Hidden Dark Agenda of Public Education
Submitted by smartknowledgeu on 01/13/2012 03:45 -0500
“An alien collectivist (socialist) philosophy, much of which came from Europe, crashed onto the shores of our nation, bringing with it radical changes in economics, politics, and education, funded - surprisingly enough - by several wealthy American families and their tax-exempt foundations. The goal of these wealthy families and their foundations - a seamless non-competitive global system for commerce and trade - when stripped of flowery expressions of concern for minorities, the less fortunate, etc., represented the initial stage of what this author now refers to as the deliberate dumbing down of America. Seventy years later, the carefully laid plans to change America from a sovereign, constitutional republic with a free enterprise economic base to just one of many nations in an international socialist (collectivist) system (New World Order) are apparent. Only a dumbed down population, with no memory of America’s roots as a prideful nation, could be expected to willingly succumb to the global workforce training planned by the Carnegie Corporation and the John D. Rockefellers, I and II.”
- US Department of Education Senior Policy Advisor Charlotte Thomson Iserbyt
Yesterday I released an article, “Lack of Critical Thinking is Key to the Corrupt Status Quo Maintaining Their Power”, on my blog and at ZeroHedge and it generated a lot of comments including those that stated they don’t believe in conspiracies or the existence of a “big bad wolf” that deliberately is “out to get us”. However, for those of us familiar with the works of John Taylor Gatto, we know that there are literally mountains of evidence that indict former Presidents and corporate businessmen with deliberately steering the global education system towards the singular mission of producing obedient factory workers to serve the corporate industrialists during the Industrial Revolution. Furthermore, there are mountains of evidence, direct from the horse’s mouth, that their continued mission for the academic system today is to produce obedient servants to the State and to kill any individualism and critical thinking that may lead to an awakened state among the masses that would challenge the moral authority, or rather lack thereof, of those in power.
John Taylor Gatto, one of the most well-known and outspoken critics of the public education system, quit his 30-year teaching career in 1991, because confined within the system, Gatto believe he was hurting children more than helping them. He stated the following as his reason for leaving institutional academia:
“I feel ashamed that so many of us cannot imagine a better way to do things than locking children up all day in cells instead of letting them grow up knowing their families, mingling with the world, assuming real obligations, striving to be independent and self-reliant and free...I don’t mean to be inflammatory, but it’s as if government schooling made people dumber, not brighter; made families weaker, not stronger...the training field for these grotesque human qualities is the classroom. Schools train individuals to respond as a mass. Boys and girls are drilled in being bored, frightened, envious, emotionally needy, and generally incomplete. A successful mass production economy requires such a clientele. A small business, small farm economy like that of the Amish requires individual competence, thoughtfulness, compassion, and universal participation; our own requires a managed mass of leveled, spiritless, anxious, family-less, friendless, godless, and obedient people who believe the difference between Cheers and Seinfeld is a subject worth arguing about. An executive director of the National Education Association announced that his organization expected ‘to accomplish by education what dictators in Europe are seeking to do by compulsion and force.’ You can’t get much clearer than that. WWII drove the project underground, but hardly retarded its momentum. Following cessation of global hostilities, school became a major domestic battleground for the scientific rationalization of social affairs through compulsory indoctrination.”
I precisely stated in my article yesterday, “Refuse to accept something as fact just because an authority figure, whether a professor, the Vatican, or politician, told you to believe it, and automatically many amongst the sheep will accuse one of pandering to conspiracy theories, even when one can present many facts that support one’s opposition view much more strongly than the widely accepted view” in the hopes that people would read this line and digest historical facts before dismissing the main points of my article. Yet, from reading the comments posted below my article yesterday, it seems as though some may have dismissed my argument before even examining the facts.
Mr. O.A. Nelson, retired educator, recounted a December 1928 meeting in which he spoke to the American Association for the Advancement of Science. His recollection of the meeting below addresses some of the comments posted on my article from yesterday regarding the importance of sciences.
"We were 13 at the meeting. Two things caused Dr. Ziegler, who was Chairman of the Educational Committee of the Council on Foreign Relations, to ask me to attend...my talk on the teaching of functional physics in high school, and the fact that I was a member of Progressive Educators of America, which was nothing but a Communist front. I thought the word ‘progressive’ meant progress for better schools. Eleven of those attending the meeting were leaders in education. Drs. John Dewey and Edward Thorndike, from Columbia University, were there, and the others were of equal rank. I checked later and found that all were paid members of the Community Party of Russia. I was classified as a member of the Party, but I did not know it at the time. The sole work of the group was to destroy our schools! we spent one hour and forty-five minutes discussing the so-called ‘Modern Math.’ At one point I objected because there was too much memory work, and math is reasoning; not memory. Dr. Ziegler turned to me and said, ‘Nelson, wake up! That is what we want… a math that the pupils cannot apply to life situations when they get out of school!’ That math was not introduced until much later, as those present thought it was too radical a change. A milder course by Dr. Brechner was substituted but it was also worthless, as far as understanding math was concerned. The radical change was introduced in 1952. It was the one we are using now. So, if pupils come out of high school now, not knowing any math, don’t blame them. The results are supposed to be worthless."
While I agree that sciences are critical for learning and also critical for the development of reasoning skills, Dr. Ziegler’s comments reveal that men like him, men that helped shape our academic system, clearly did not want sciences to be taught in a manner that would improve critical thinking and reasoning skills, but instead, in a manner that was completely inapplicable to real life situations.
It is not a coincidence that after I graduated from university, I often would comment to my friends, “You know what, there is not one thing I learned in school that I apply in life today.” In fact, the inapplicability of schooling in life reaches far back from even my university days. When I was 14, I had already completed two years of advanced calculus, and believed in a typical teenager bout of self-delusion, that I was some sort of mathematical genius. But in reality, outside of the praise of my teachers, what was the point of my mathematical "progress" back then? Yes, it enabled me to score a perfect score on the math portion of the SATs and then gain entrance into an Ivy League university. However, in retrospect and in complete absurdity, I cannot think of one instance since my educational career ended that I have ever applied, in real life, anything that I learned during my years of mathematical schooling. It is as if the purpose of my institutional mathematical training was solely to enable me to gain a higher score on a standardized test, a ridiculous purpose if there ever was one. And today? Because all I did was memorize advanced mathematical formulas back then, I have long since forgotten them all, and nothing is applicable to my life today just as Dr. Ziegler of the CFR had desired.
In great irony, it was the very inapplicability of education that allowed me to excel through the system. The advantage I held over all my peers was that I had a photographic memory. I recall even as early as the 6th grade when I could read a passage about the Civil War a single time and remember exactly how many soldiers died from each side in each battle and on what specific date in history. Because the academic system stressed rote memory and regurgitation without any true learning, my photographic memory served me exceedingly well and my teachers labeled me as “gifted” and heaped extra attention upon me, even though I never really began to learn how to critically think until I read books on my own outside of the academic system and after I had already graduated from university.
But what if sciences were taught in a manner that developed critical thinking and reasoning skills? How much easier today would it be today to actually convince people of the fact that the global monetary and Central Banking system is a criminal, immoral system deliberately designed by corporate thieves to harm people instead of help people? How much easier would it be to convince people of State run false flag propaganda such as the bogus enemy engagement of the USS Maddox in the Gulf of Tonkin at the time it happened instead of 40 years later? How much easier would it be to convince people that the two-party system in America is just an illusion to con people into believing they have a choice when no real choice is ever offered to people in elections? Of course, the answer is that it would be infinitely easier.
The lack of developed critical thinking skills in the institutional academic system is also the reason why people continue to falsely believe the propaganda of banker shills that a gold standard helped cause the Great Depression and why it is so difficult to convince Westerners of the value of gold and silver but infinitely easier to convince Asians of the value of gold and silver. The stark dichotomy is due simply to the fact that people believe what the State tells them to believe. Logic, reasoning, and critical thinking are all meals on the menu of threats to the power of the status quo. And this is why the goal of academic education by the elites is to strip away reasoning skills from subjects such as math that inherently rely on reasoning. This is also the reason why institutional academia will never change and that those that wish for it to change find that they cannot work within the system but have to leave it. My friend, Alyssa Gonzales, decided that operating outside of the system and serving as a founding teacher of her own school, Los Feliz Charter School for the Arts, was the best solution to be able to encourage, instead of suppress, the development of critical thinking and reasoning skills of young children. If you live in Los Angeles, please visit her school and support Ms. Gonzales’s efforts, described at their website as the following:
"In contrast to curriculum found in a traditional public school setting which stresses teaching and learning in the areas that can be most easily assessed by standardized testing measures, arts-integrated curriculum develops the whole child: kinesthetic, musical, spatial, interpersonal, intrapersonal and natural intelligences. At LFCSA, we challenge children to construct their own meaning from complex ideas and concepts. Acknowledging that students learn and demonstrate what they know in a variety of ways, our instruction allows children to see, hear, and express according to their individual learning styles."
In support of spreading awareness of the true intent of corporate businessmen that have “donated” billions of dollars to shape the curricula of the most “prestigious” schools in the world today, here is a video titled “The Dark Secrets of Public Education”. Certainly, this video deserves a thousand times more views than the current 9,900 views it has thus far received. If you would like for our communities to be more thoughtful, more open-minded, and more co-operative in the future instead of obedient to the powers that be, please send this article and video to everyone you know so we can foster a more honest and open debate about the State’s goals of institutional academia. Thank you.
educating for our real world
I picked up 2 very good stories on how education, even when it is done
properly, is not preparing children for life. Many kids are cunning
enough to see that schools and the oligarchs are just pulling our chains.
They're preparing us for a life of survitude.
Well, there are two answers to this. The first is from Reggie Middleton,
the market analyst. the one above is from JS Kim, another excellent
market analyst.
Now, I don't agree with everything they say, but I don't know if I'll have
time to question some of this stuff. But, their ideas are generally good, and
their proof is fairly clear and convincing, so, no rants here.
I also don't think they're saying that everybody should be a derivatives broker.
properly, is not preparing children for life. Many kids are cunning
enough to see that schools and the oligarchs are just pulling our chains.
They're preparing us for a life of survitude.
Well, there are two answers to this. The first is from Reggie Middleton,
the market analyst. the one above is from JS Kim, another excellent
market analyst.
Now, I don't agree with everything they say, but I don't know if I'll have
time to question some of this stuff. But, their ideas are generally good, and
their proof is fairly clear and convincing, so, no rants here.
I also don't think they're saying that everybody should be a derivatives broker.
- 4:00 Reggie starts
- 9:00 INCL. LAZY RICH. Defend their position.
Rot causes poor economy
- Students as foder for rich - (agrees with Kim) "caste system"
- Rules made by rich. Break the rules to succeed
- 25:00 Demetri on an example of stupidity and gov waste
- 26:00 stupidity and building towers of babel and ego
Wealth creation. Money=proxy for labour
Test-taking is useless (agrees with Kim)
Grammar not most important.
True, but Reggie's grammar is sometimes dangerously bad.
- 9:00 INCL. LAZY RICH. Defend their position.
Rot causes poor economy
- Students as foder for rich - (agrees with Kim) "caste system"
- Rules made by rich. Break the rules to succeed
- 25:00 Demetri on an example of stupidity and gov waste
- 26:00 stupidity and building towers of babel and ego
Wealth creation. Money=proxy for labour
Test-taking is useless (agrees with Kim)
Grammar not most important.
True, but Reggie's grammar is sometimes dangerously bad.
Friday, 10 June 2011
private exam mills are more efficient. right @sarc
The scandals just keep on coming. I don't even have to think.
Why doesn't the government do this stuff which is vital to kids' futures.
Why do they have to farm it out?
Is it because the mills lose papers?
Is it because the mills inflate marks?
Is it because the mills make questions that are unanswerable?
Is it because they take bribes?
Is it because mills leak the papers?
Take you pick
Checkitout: the latest boondogle
..Watchdog warning over exam paper blunders
By Jeff Pachoud | AFP
.. ..Exam boards are being told to carry out out extra checks to avoid further blunders after thousands of students faced exam questions containing mistakes, it emerged on Thursday.
England's exam regulator Ofqual issued the warning as it investigates six errors in this year's A-level and GCSE exam papers.
The latest slip-ups to come to light were in AS-level geography and computing papers set by AQA, one of England's largest exam boards.
In the geography paper a graph showing the velocity of a river was incorrectly labelled as 0.5 rather than 0.05.
AQA apologised and said "no students will be disadvantaged as a result".
Why doesn't the government do this stuff which is vital to kids' futures.
Why do they have to farm it out?
Is it because the mills lose papers?
Is it because the mills inflate marks?
Is it because the mills make questions that are unanswerable?
Is it because they take bribes?
Is it because mills leak the papers?
Take you pick
Checkitout: the latest boondogle
..Watchdog warning over exam paper blunders
By Jeff Pachoud | AFP
.. ..Exam boards are being told to carry out out extra checks to avoid further blunders after thousands of students faced exam questions containing mistakes, it emerged on Thursday.
England's exam regulator Ofqual issued the warning as it investigates six errors in this year's A-level and GCSE exam papers.
The latest slip-ups to come to light were in AS-level geography and computing papers set by AQA, one of England's largest exam boards.
In the geography paper a graph showing the velocity of a river was incorrectly labelled as 0.5 rather than 0.05.
AQA apologised and said "no students will be disadvantaged as a result".
Thursday, 9 June 2011
down with scholars
The Times Higher Education weekly publication writes about the HE sector and
has on its last page a comedic take on the troubles in the sector through
the fictional University of Poppleton.
One great story was the one that makes fun of the managerialism at all universities.
Universities turn out many MBA grads each year and they started getting hired to
handle the business future of univerisities. Instead, they are handing out jobs
to their out of work friends, at about £120 000 a year,
has on its last page a comedic take on the troubles in the sector through
the fictional University of Poppleton.
One great story was the one that makes fun of the managerialism at all universities.
Universities turn out many MBA grads each year and they started getting hired to
handle the business future of univerisities. Instead, they are handing out jobs
to their out of work friends, at about £120 000 a year,
when lecturer pay has been
frozen for at least 5 years,
and all the universities are laying off lecturers and cleaners.
frozen for at least 5 years,
and all the universities are laying off lecturers and cleaners.
So, this is part of the bigger story of the Haves and the Have nots.
Whoever has their hands on cold hard cash:
banks, government ministers, managers, Churches
is living the high life.
Everybody else has to get ready for the poorhouse.
Whoever has their hands on cold hard cash:
banks, government ministers, managers, Churches
is living the high life.
Everybody else has to get ready for the poorhouse.
checkitout:
Down with scholars!
22 October 2009
By Laurie Taylor
Our vice-chancellor is to head up a brand new organisation called UMAS (University Managers Against Scholarship).
Speaking to The Poppletonian earlier this week, he explained that membership of UMAS was open to all university vice-chancellors who did not go along with "the fashionable self-serving research peddled in organs like Times Higher Education that suggests that scholars make the best university leaders".
"Look at this university now," he said. "Does anyone seriously believe that we'd be in our present state if there'd been an airy-fairy head-in-the-clouds scholar at the helm, rather than myself and my dedicated and ever-growing team of hard-nosed functionally illiterate managers."
Did he anticipate a large membership? "Oh yes. You've only got to attend a couple of meetings of UUK to realise that there are simply dozens of vice-chancellors sitting around the table who don't have an idea in their heads about Proust or particle physics but would certainly know a strategic objective if it looked them in the face."
Down with scholars!
22 October 2009
By Laurie Taylor
Our vice-chancellor is to head up a brand new organisation called UMAS (University Managers Against Scholarship).
Speaking to The Poppletonian earlier this week, he explained that membership of UMAS was open to all university vice-chancellors who did not go along with "the fashionable self-serving research peddled in organs like Times Higher Education that suggests that scholars make the best university leaders".
"Look at this university now," he said. "Does anyone seriously believe that we'd be in our present state if there'd been an airy-fairy head-in-the-clouds scholar at the helm, rather than myself and my dedicated and ever-growing team of hard-nosed functionally illiterate managers."
Did he anticipate a large membership? "Oh yes. You've only got to attend a couple of meetings of UUK to realise that there are simply dozens of vice-chancellors sitting around the table who don't have an idea in their heads about Proust or particle physics but would certainly know a strategic objective if it looked them in the face."
Our vice-chancellor confirmed that UMAS would go forward under its newly designed logo - Scholarship Sucks. Management Moves.
Sunday, 13 March 2011
Schools and low-performing, handy, techy kids.
Let them eat Jafa cakes!
The British government has studiously put poor, handy kids on the scrap heap of life
by not giving them apprenticeships for decades.
Those kids have also been without Technical institutes, because Thatcher
wanted to fool us into thinking that there was growth in tertiary education.
Now the current Con-Dems are set on closing many of those same post-92 'universities' through their generous £9000 fees.
Brilliant. Full-circle circle-jerk politics, for idiots
checkitout
http://www.guardian.co.uk/education/2011/mar/13/schools-failing-teenagers-with-vocational-aspirations
Half of pupils are being consigned 'to the scrapheap' by schools
Secondary schools in England and Wales focus on brighter children and fail to help teenagers prepare for world of work, warns Demos
o Share123
Comments (99)
* Tracy McVeigh
* The Observer, Sunday 13 March 2011
Half of all teenagers in England and Wales are being failed by secondary schools that focus on brighter children destined to go on to higher education, according to a damning new report from the thinktank Demos.
The report, The Forgotten Half, claims that secondary schools routinely neglect pupils with vocational aspirations, offering minimal careers advice and little help in finding the type of jobs that would suit them. "Our schools are teaching just half of the population," said one of the report's authors, Jonathan Birdwell.
"The education system needs to be less focused on pushing young people through the hoops of assessment that lead on to higher education, and more on equipping them with the skills to enter and progress through the labour market," he added.
One of the key findings of the research is that many of the vocational qualifications that children are encouraged to aim for turn out to be worthless. "That was one thing that really shocked me," said Birdwell.
Work-related learning was found to be low quality and young people failed to benefit from compulsory work experience due to poor links with local businesses and a failure to relate work experience to lessons given in the classroom. Schools were also found to undervalue the importance of part-time work, after-school clubs and volunteering in building up young people's skills, experience and their CVs....
Let them eat Jafa cakes!
The British government has studiously put poor, handy kids on the scrap heap of life
by not giving them apprenticeships for decades.
Those kids have also been without Technical institutes, because Thatcher
wanted to fool us into thinking that there was growth in tertiary education.
Now the current Con-Dems are set on closing many of those same post-92 'universities' through their generous £9000 fees.
Brilliant. Full-circle circle-jerk politics, for idiots
checkitout
http://www.guardian.co.uk/education/2011/mar/13/schools-failing-teenagers-with-vocational-aspirations
Half of pupils are being consigned 'to the scrapheap' by schools
Secondary schools in England and Wales focus on brighter children and fail to help teenagers prepare for world of work, warns Demos
o Share123
Comments (99)
* Tracy McVeigh
* The Observer, Sunday 13 March 2011
Half of all teenagers in England and Wales are being failed by secondary schools that focus on brighter children destined to go on to higher education, according to a damning new report from the thinktank Demos.
The report, The Forgotten Half, claims that secondary schools routinely neglect pupils with vocational aspirations, offering minimal careers advice and little help in finding the type of jobs that would suit them. "Our schools are teaching just half of the population," said one of the report's authors, Jonathan Birdwell.
"The education system needs to be less focused on pushing young people through the hoops of assessment that lead on to higher education, and more on equipping them with the skills to enter and progress through the labour market," he added.
One of the key findings of the research is that many of the vocational qualifications that children are encouraged to aim for turn out to be worthless. "That was one thing that really shocked me," said Birdwell.
Work-related learning was found to be low quality and young people failed to benefit from compulsory work experience due to poor links with local businesses and a failure to relate work experience to lessons given in the classroom. Schools were also found to undervalue the importance of part-time work, after-school clubs and volunteering in building up young people's skills, experience and their CVs....
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