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‘Absurdities’ Category

  1. Pathology in Education: Chapter 1

    December 18, 2015 by Tunya

    It’s Pathological — The Denial Of Fallibility By Educators

    There are yet to be published, articles and books on this topic — Educator Pathology: The Denial Of Fallibility By Educators.

    There used to be an excellent program to try to bring schools into standard proven practice — The Effective Schools Movement. Read about Ron Edmonds and Effective Schools in Wikipedia. This article lists 6 criteria, but I was involved at this time and a more expanded checklist emerged with a key #8 (Avoidance of Pitfalls) that Edmonds himself declared was essential. See: http://www.parentsteachingparents.net/2015/12/what-happened-to-effective-schools-checklist/

    The checklist was effectively killed over time, and that’s a long story. Its revival is overdue.

    Now, to amplify on educator defensiveness. In 1953 Professor Hilda Neatby’s book — “So Little for the Mind” — engendered a country-wide (Canada) debate. Public and press received the book with enthusiasm, but educational leaders led a chorus of attacks. Neatby expressed disappointment, “. . . [they failed] to examine and to answer my arguments . . .” and instead attacked her “scholarship”, her “style”, and her “personality”.   http://scaa.usask.ca/gallery/uofs_events/articles/1953.php

    Roll forward 50 years when Jeanne Chall advocated for phonics in teaching reading. This is what Marilyn Jager Adams wrote:

    “ . . . reviewing the research on phonics, Chall told me that if I wrote the truth, I would lose old friends and make new enemies. She warned me that I would never again be fully accepted by my academic colleagues . . . Sadly, however, as the evidence in favor of systematic, explicit phonics instruction for beginners increased, so too did the vehemence and nastiness of the backlash. The goal became one of discrediting not just the research, but the integrity and character of those who had conducted it. Chall was treated most shabbily . . . “

    There is UNFINISHED BUSINESS folks! Children are harmed, society is harmed. AND, and the education establishment, especially teachers who ignore good research, are duped by false, ideological worldviews. Constructivism is currently at play. What needs to happen is not imposed reform so much as an IMPLOSION. The system needs to be seen, and to see, how its self-serving priorities are harming the education cause.

    For characteristics of teachers in denial see http://www.parentsteachingparents.net/2015/10/discontented-teachers-easy-targets-for-fads/

    Yup, it’s the dogged avoidance of accountability that’s at the bottom of most of our education problems. Other professions have standard operating procedures; some have checklists, notably aviation and medical fields. But, educators somehow feel they can do no wrong; they are infallible; there are no casualties from their practice. Please read the delightful, captivating book by Atul Gawande, The Checklist Manifesto: How to Get Things Right. 894 Reviews. Really easy read.

    BIG TIP: I got the urge to read this book from lurking in young teacher’s blogs. They are excited about this idea and this book. But, they largely remain progressives and constructivists; their checklists will be edu-babble to those who want basic skills and knowledge in schools. Better get in on the ground floor of this movement, when and if it comes to your community. Or better yet, start the ball rolling on checklists for effective schools.

    Category Absurdities, Book Reviews, Education Reform, Uncategorized | Tags: | No Comments

  2. Universal Basic Skills for All

    December 13, 2015 by Tunya

    How Many Schools Are “Out-of-control” ?

    This is a very disturbing picture — just from the bits and pieces in this story forwarded to ECC (Education Consumers Clearinghouse). A group of people who come under an umbrella of a “consumers’ clearinghouse on education” SHOULD welcome such reports, YES, be disturbed, analyze, and try and be helpful.

    We need to ask: How could schools become so dysfunctional in the midst of a Western rich country, so favored and privileged?

    “Every year kids reach the 12th grade with elementary-level reading skills”, so says the news story. That one sentence alone provides a BIG CLUE to some of the problem. Regardless of the poverty, the racial mix, immigrants unable to understand or speak the language, etc. NO-ONE should still be unable to read in High School !

    The international organization, OECD (Organization for Economic Cooperation and Development) is determined to help all lagging nations in the world to reach UNIVERSAL BASIC SKILLS in the next 15 years. That is: “ . . . every student reaches at least the baseline level 1 of performance on the PISA scale — where students demonstrate elementary skills to read and understand simple texts and master basic mathematical and scientific concepts and procedures.” Access to schooling is not enough; the schools are expected to concentrate on “at least” these Universal Basic Skills to be acquired.

    Universal Basic Skills — 116 pg — http://hanushek.stanford.edu/sites/default/files/publications/Universal_Basic_Skills_WEF.pdf

    This Citizen’s Group, BETTER ED, is right to promote the idea of releasing state funds directly to parents so they can find suitable schools for their children in their lifetimes. It seems the system, with all its knowledge of what effective schools do, has seriously defaulted.

    [See story — http://www.citypages.com/news/distrust-and-disorder-a-racial-equity-policy-summons-chaos-in-the-st-paul-schools-7394479      Poster Time to Intervene Dec 12 '15 email]

     

    Category Absurdities, Malpractice, Uncategorized | Tags: | No Comments

  3. Can the courts stop education malpractice?

    December 7, 2015 by Tunya

    Can We Stop Further Dumbing Down Through The Courts?

    Do we really have to go to court — expensive — to get the law to stop education systems from using bad methods (malpractice)?

    I know of only one case where education methods and content were taken to court and the customer won ! (Please let us know if there are other cases where the courts allowed such cases to even be considered.)

    This is the case and it’s fully described in these two blog posts of mine:

    √ Maybe going to court is the only way. In England when Gore’s movie, An Inconvenient Truth, was challenged by some parents no-one listened until a court case ruled otherwise. There is a UK law, Sec 406 of the School Act, which forbids the promotion of partisan political views in teaching.
    The Judge (2007) did not forbid the showing of the film, but provided legal guidelines for continued showings:
    – It is understood the film is a political work and promotes only one side of the argument
    – If teachers do not make this clear they are in breach of the Section and guilty of political indoctrination
    – Nine inaccuracies have to be specifically drawn to the attention of students when the film is shown.
    http://www.parentsteachingparents.net/2014/02/maybe-going-to-court-is-the-only-way/

    √ Anti-indoctrination guidelines for schools. When Gore’s film was shown in 2008 in class without any balance a father took the issue to court. He won, was awarded 2/3 costs against the Government and changed history in that any future showings of the film in UK government schools must follow court ordered guidelines. The nine inaccuracies are described in this post:
    http://www.parentsteachingparents.net/2013/12/anti-indoctrination-laws-for-schools/

    As far as extra money and higher priority for adult education in Ontario, as part of their Achieving Excellence (21st Century Learning) thrust, there is probably some foundation for illegalities to be proven.

    For example there is the question of balance. In an Ontario report (Beyond the Book: Learning From Our History), I read that three approaches are being used — “Some programs used the whole language approach, some the Laubach system, and others the “consçientization” approach of the Brazilian educator, Paulo Freire.” (p17) If teaching literacy is to be part of a successful adult education program I’m wondering why the successful phonics approach to teaching English is not being used. Or is there an adult ed embargo on phonics as there is (unfortunately) to a great extent in K-12? Phonics is a practical program that does not insist on worldview methodologies regarding social justice, oppression, emancipation, etc. as the other approaches do. There is a decided element of “radicalization” in those three methods.

    If “constructivism” is part of “philosophy” and practice being used in adult education then this is another angle that can be examined for wrongdoings, malpractice and worldview imposition. I am currently reading with great interest how the Science Wars and the current Math Wars have been affected by the intrusion of constructivism into the teaching of these subjects. About the Reading Wars, this is what the author has to say: “’Whole-language’ literacy teaching was enormously expensive and very ineffective, and consequently inflicted lifelong damage on many students . . . “ This was in New Zealand. This is a 95 pg report by Michael R Matthews on his experience in editing the academic journal “Science & Education — fascinating reading — Reflection on 25 Years of Journal Editorship, 2015 — http://link.springer.com/article/10.1007/s11191-015-9764-8/fulltext.html

    Category Absurdities, Education Reform, Malpractice, Uncategorized | Tags: | No Comments

  4. Dumbing-down adult education too?

    December 5, 2015 by Tunya

    TIME TO DUMB-DOWN THE ADULTS TOO

    Story: ONTARIO – $9M more for Adult Education

    I have notes for this story, but it will take me days to weave it together . . .

    1 Big adult education lobby needing jobs, consultancies, more venues for pet theories

    2 Much Adult Ed has a decided Whole-Language approach, holistic, social justice oriented

    3 Refugees, young and old, should learn the Whole-Language way (not phonics) to fit into rest of society.

    4 Grade 6 Reading Level is ideal. Propaganda theory claims this as best to keep a democracy in line.

    5 With new Liberal government in Federal politics, more $ will be available for adult education and refugee settlement. Maybe even Canadian Council on Learning will be restored, axed by Harper. This is just priming the pump; besides, it’s a model for others.

    6 The international 21st Century Learning and workforce development plans are being well organized. ON needs to stay with the flow. Story: Nov 2013 – Wynne says ON needs to move beyond 3Rs, to “creativity, collaboration, community and critical thinking”.

    7 What’s the use to keep bringing forth these absurdities? Outraged citizens certainly don’t count. Why, NOTHING works to counter bad government. Even the voice of reason and vast amounts of data and proof of waste and corruption do little to sway governments. Look at these three latest reports from Attorneys General:

    ONTARIO: http://news.nationalpost.com/full-comment/robyn-urback-auditor-general-report-confirms-whats-wrong-with-ontarios-liberals-everything
    Dec ’15 “ . . . The breadth of mismanagement detailed in those 770 pages . . . is sloughed off as business as usual . . . Each mess-up is competing for airtime, so none of them gets their due. Perhaps that’s why this government seems to think itself “invincible.”

    NOVA SCOTIA: http://thechronicleherald.ca/opinion/1324678-bennett-do-over-overdue-for-muddled-education-system
    Nov ’15 – Paul Bennett’s take on the NS AG’s report: “Student performance data in the AG’s report confirm that it continues to be mediocre at best. One out of three students overall is failing to meet the ‘provincial standard’ in Grades 3, 4 and 6 literacy and mathematics … It may be time to turn the system upside down with major structural reforms that ensure a more effective and democratically accountable school system.”

    BC: http://news.nationalpost.com/news/canada/aboriginal-students-face-racism-of-low-expectations-in-b-c-schools
    Nov ’15 AG’s report “ . . . found a “racism of low expectations” in B.C. public schools . . . Aboriginal students’ high school graduation rate is just 62 per cent, compared to 87 per cent for non-aboriginal students in the province.”

    This lack of accountability is appalling. Caring citizens just shake their heads in sorrow.

    Category Absurdities, Obstacles, Uncategorized | Tags: | No Comments

  5. Multiplication Table — Perfect model of truth

    December 3, 2015 by Tunya

    The Perfect Model of Truth Is The Multiplication Table

    “The perfect model of truth is the multiplication table”, so says Bertrand Russell, as one socialist arguing with another, John Dewey. While both agreed on many common points (in the 40s) about the desirability of a socialist economy, Russell took on their divergence on the matter of truth.

    “[I, Russell] dissent from his most distinctive philosophical doctrine, namely the substitution of ‘inquiry’ for ‘truth’ as the fundamental concept of logic and theory of knowledge. Russell goes on to disagree with Dewey’s relativism, subjectivism, the collective power of human communities, and particularly his lack of humility (pride) in face of objective evidence.

    To depend on context or circumstances and use “inquiry” to determine some kind of conditional truth, Russell saw as “a certain kind of madness—the intoxication of power . . . I am persuaded that this intoxication is the greatest danger of our time, and that any philosophy which, however unintentionally, contributes to it is increasing the danger of vast social disaster.” (A History of Western Philosophy, 1945, 819-828)

    It was around this juncture in time that “discovery math” and all the others (New Math, Fuzzy Math, Everyday Math, Chicago Math, etc) became justified as appropriate — that “truth” “discovered” was better than transmitted knowledge or rote memory — regardless of incorrect results.

    In later decades “critical thinking” also became a declared cover for this “inquiry” approach, but we should remember that critical thinking really arose with the “oppression” theory of mankind (You’re either oppressed or an oppressor.) of Paulo Freire, whose book, Pedagogy of the Oppressed (1970) is a fundamental text in teacher training.

    A more current socialist on socialist critique is E D Hirsch of the Core Knowledge project who deplores the path taken in public education. It is the current progressivism and constructivism he takes issue with. In his dedication to Antonio Gramsci (communist) in his book — The Schools We Need and Why We Don’t Have Them, 1996 — he says Gramsci “explained in the 1930s why the new educational ideas would lead to greater social injustice” and regrets that the public education system refused the Gramsci ideal of using the tools of strong academic skills. “They should learn the value of hard work, gain the knowledge that leads to understanding and master the traditional culture in order to command its rhetoric . . . In this debate history has proved Gramsci the better theoretician and prophet than Freire.” (pg7)

    Hirsch decried the “inegalitarian consequences of ‘naturalistic,’ ‘project-oriented’ ‘hands-on, ‘critical thinking,’ and so-called ‘democratic’ education . . . There is an inverse relation between educational progressivism and social progressivism.” (pg 7)

    What do we have now, in 2015? Why, Common Core in the USA, 21st Century Learning in Canada and many similar offshoots of “transformations” in UK, Australia and NZ. A continuation of what Russell (socialist) and Hirsch (quasi-socialist) denounce as NOT the way to greater justice, fairness and equality!

    Let’s be clear about definitions. Isn’t socialism about central control? What is public education if not the ultimate example — compulsory, centrally controlled monopoly, government curriculum, produced by state workers (unionized public servants) ?

    Either the left should get public education right, instead of dumbing-down citizens and miseducating impoverished and marginalized youth or get off their objection to models that work for all — charters, vouchers, education savings accounts.

    [comment in response to 

    "Common Core: Where a Wrong Answer Can be Right and the Right Answer Can Be Wrong"

    Lennie Jarratt | Dec 02, 2015

    http://townhall.com/columnists/lenniejarratt/2015/12/02/common-core-where-a-wrong-answer-can-be-right-and-the-right-answer-can-be-wrong-n2088103/page/full

    & ECC]

    Category Absurdities, Book Reviews, Uncategorized | Tags: | No Comments

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