The Murdoch Press You Don't Think About

Call it irony, but while Rupert Murdoch was testifying before a committee of the House of Parliament in England--denying his responsibility in the hacking matter and condemning the lack of ethics demonstrated by his media organization--this happened to the New York public education system:

http://www.democracynow.org/2011/7/19/nyc_schools_approve_27_million_deal

Call it conspiratorial but denying involvement in one type of monopoly while

attempting another strikes me as an example of the type of media

manipulation of which Murdoch & Co. stand accused.

If Education is so Important, Why is it Allowed to be so Affected by Budget Matters?

This is what happens when money matters and schedules interfere with actual learning:

http://www.nytimes.com/2011/07/06/education/06time.html?_r=1&hp

If the point is for children to learn, why is education measured in financial terms? Teachers obviously have to be paid and they should be paid well--but should their jobs include providing breakfast for children or unpaid time for summer programs? Does adding or subtracting institutional instructional time improve or lessen intellectual success? Does anyone care? And, is success only measured by doing well on a test, or are there other ways of measuring aptitude?

A Brief Comment on Truth

My older daughter has finished her latest virtual high school course; it was in grade 11 Chemistry. We had to arrange a proctor; my neighbour, who happens to be a software engineer and works from home, did the job. He had to submit a form saying he was the proctor and the school telephoned to confirm his observation of my daughter writing the test. We had no problem with this...but, and this is what bothers me about the way schools currently work, so what if my daughter had written the test without his observation? If it's a question of honesty, who would she be cheating most if she did not know the material?

As part of our daughters' method of education, we don't grade by any means; if any of them have trouble with material, my husband or I help them or they find assistance on line. If they are supposed to "know" material for a particular course, and we are Classical educators in a way, they have to know the material. A passing grade does not mean anything; we figure knowledge is cumulative; so, if you do not know 'a,' chances are 'a+b' is going to be harder to understand.

We had an issue with my youngest copying the answers for her math out of the back section, the answer section, of the book. At first, I was so impressed with her ability to just know the answers, I completely overlooked the fact my daughter, a bright, intelligent child, was not a math prodigy. After a while, obviously, I clued in; my husband and I decided to treat her as a prodigy and see what would happen--we told her we were signing her up for a gifted math test because we were not able to teach someone of her calibre. She freaked...and told us the truth and that was the end of it. One has to practise math to know it...easiest way to learn it is to practise it...easiest way to catch a cheater is to act as if they know the material and can respond to any question.

And, this fact brings me back to the point of the material for a grade 11 Chemistry Course; once a student is familiar with the material at one level, they should be prepared for the next level. A problem exists if they aren't and no amount of testing is going to disclose such a problem if a student cheats. Call it honour, if you want, but, really, if a student wants to be a Chemical Engineer and cheats on Chemistry exams, their wishes are self-defeating. One would think that if the interest is supposed to be in Chemistry, a student would want to know the material. If a student is only trying to meet a Grade Point Average; such behaviour only reveals the irrelevancy of the G.P.A.; some students get the information and, for whatever reason, can't write exams; some students get the grades but have no concept of the topic.

This brings us back to the virtual school. The teachers, thus far, have been excellent; they are interested in their topics and wildly enthusiastic about sharing it. But, it is a school and certain restrictions apply ie testing; it is sad, really, that administrators have to verify honest behaviour for exams. It is sad, really, they have to monitor students who apparently choose to take Academic Science Courses. I don't know if my children want to go to University; but, they have been raised to keep their options open and if they want to go, fine; if one of them wants to be a plumber, equally fine; if one of them wants to be a beach bum surfing all year for the rest of their lives, I probably won't be happy but still fine. And, if one of them wants to cheat on a Chemistry Exam, I would wonder why they are taking it.

The Problem with Ireland

An editorial from today's Irish Times by Professor Emeritus and former Dean of Engineering, John Kelly:

http://www.irishtimes.com/newspaper/opinion/2011/0702/1224299933120.html

The essay is interesting for its advocacy of Engineering and Science as contributors to the industry of Ireland and important to its return to profitability. Ireland is in a financial mess; there are a number of reasons for this, but the most damning is the fact the Irish Government nationalized bank debt. Prof. Kelly suggests funding Engineering and Science will contribute to the development of an Irish Industrial Complex. And, possibly a return to independent status. Of course, the current truth is that Ireland is a nation of tax evaders (head offices of international firms locate there because of its low corporate tax rate) and not really a country of critical thinkers. As advocated in numerous posts, critical thinkers are essential to the development of a robust economy and intelligentsia. Science is important for its thought as much as for its contributions to the economy; but, Art is important, too. Prof. Kelly offers stats that indicate Arts and Humanities Subjects get 7% of University funding in Ireland, presently. That could explain why Ireland nationalized its debt; its not like anyone stopped it from happening or even gave it a second thought. Compare Ireland to Greece. There are protesters angry with what the Government in Greece is doing; they are loud in their dissent, arguably irrelevant, but still present. The Irish seemed to just let their debt be nationalized; some were angry, but really most of the country seemed to just accept what was happening, not considering how it might affect the population and no consideration of other options of which I am aware. They were not an example of an astute populace; critical thinking is not an educational priority in Ireland; hence, there is more a "Me-First" attitude to the population where people who have jobs and security believe their privileged position somehow indistinct from the rest of the population.

Prof. Kelly suggests a way out for Ireland is through Science and Engineering. Maybe it is. But, while this sounds unrelated, Ireland is a growing population, currently 4 million people, as many as before the Great Famine in the 19th Century; only 4% of women breastfeed their children; in most other countries, even formula companies recognize the benefits of nursing. People who don't see the obvious are not really prepared for future shocks on any level. It doesn't bode well for the future. Ireland is no different than a number of African Countries (who by the way are trying to change their approach to child health). How are the two ideas related? At some point, a population of critical thinkers, educated in the Humanities and the Sciences, would assess the benefits of a certain tact on all the population rather than just a portion. Ireland is focused on the economy. Prof. Kelly is an advocate of one way of looking at the world, the economic one; however, the world is a place of many perspectives and too narrow a focus will, ultimately, lead, again, to the situation Ireland is currently experiencing. A broader based educational experience would enable various opinions on the economy and alternative methods of approaching a problem. Further, more people would assess ways to develop the greater good rather than just a single segment of society.

Terry Eagleton on Private Universities in London

This is an interesting essay by literary critic, Terry Eagleton:

http://www.guardian.co.uk/commentisfree/2011/jun/06/ac-graylings-new-private-univerity-is-odious

England's tuition costs are rising and making university education harder for the average Joe or Jane to achieve. As Mr. Eagleton indicates adding a private university to the mess in no way solves the problem; if anything, it probably makes matters worse. One wonders the best way to solve the problem...tuition increases, decreases, free education...but there is a tension between what is needed and what is recognized as valuable. How does society best recognize what is valuable and is the market the only way? As a stay-at-home mother, who gets no money, does work only my husband and children value, I cannot help but think society has to re-evaluate a lot of what is considered unimportant work.

A post-script: Stanley Fish on Governance of University in Idaho--is corporate management necessarily a bad thing for a very large institution?

http://opinionator.blogs.nytimes.com/2011/06/06/faculty-governance-in-idaho/

And, another post-script: A view from Russia on American student debt

http://rt.com/news/us-student-education-unemployment/

What does anything mean, really, if education means debt and unemployment? How does education work in a poor society--you're talking about smart, hopeless people...maybe priorities have to change?

Funny--in an Ironic sort of Way

Read what Professors from OISE are telling student teachers in an Irish Education program:

http://www.independent.ie/education/features/in-my-opinion-its-time-to-reimagine-the-ways-we-teach-our-children-2656478.html

So much for practise what you preach...

Poetry and Harold Bloom

My children have to read and memorize poetry; Susan Wise Bauer and her mother, Jessie Wise strongly recommend the activity in their book, "The Well Trained Mind." But, Harold Bloom and his "The Anxiety of Influence" strongly influenced me when I was going through school; in a way, I have always wanted to study like him--the work rather than the biography and I have always encouraged my children to read poetry, to try to understand it and to always appreciate it. Here is a link to video distributed by the New York Times; it is an interview between Mr. Bloom and Mr. Sam Tanenhaus, the editor of their weekly edition of their "Book Reviews" section.

http://video.nytimes.com/video/2011/05/20/review/100000000828027/harold-blooms-influence.html?nl=books&emc=booksupdateemb4

To support their work, I would suggest purchasing an edition of The New York Times or, in Canada, buying the Sunday edition of The Toronto Star.