Notices by sim@shitposter.club, page 31
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"Both factory and computer education rob a child of the need to think and replace loving, caring mentors with a machine or a system. The classical model emphasizes that learning feeds the soul and edifies the person rather than producing employees to work an assembly line. The goal of a classical education is to instill wisdom and virtue in people. We see learning as a continuing conversation that humankind has been engaged in for centuries, and we are concerned that industrialization and technologies reduce contact and context between children and their elders."
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"I refer to today’s education as “factory education” because, historically, the industrial age coincided with a national mandate to provide public education for the masses. In order to take on this enormous task, school systems replicated some of the efficiencies built into a large factory, as if they could ignore the fact that the “components” coming down the “assembly line” were children."
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"C. S. Lewis, the author of The Chronicles of Narnia, said, “The only people who achieve much are those who want knowledge so badly that they seek it while the conditions are still unfavourable. Favourable conditions never come.”"
Even true to this day.
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"Fine arts should never be thought of as egalitarian any more than any other field of study. Those who create and preserve “high culture” in the arts help those of us who admire beauty to understand that, by comparison, “pop culture” is the equivalent of a diet of potato chips and candy. Enjoying classical culture requires more effort, but once understanding is reached, we are forever hungry for more."
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"Classical education consists of teaching the skills of grammar, logic (also called dialectic), and rhetoric. These skills are called the trivium, which is Latin for “three roads,” or a place where three ways meet. In the Middle Ages, the trivium was the lower division of the seven liberal arts, before the quadrivium. Although modern education purports to teach the liberal arts, it has unknowingly neglected the benefits of the various classical arts that form a good education, especially its rigors."
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"Schooling is now equally professionalized. Instead of parents who guide their children through home, community, and work life, we now assign students to professional educators charged with teaching each child a specialty for an hour a day for fifteen weeks, and then the students move on to a new subject led by a different teacher. Students have no time to bond with their mentor or to discover and appreciate the wisdom of their instructor. Students are given no opportunity to watch their instructor struggle with learning, to copy the teacher’s perseverance and character, to see over the course of time that their mentors continue their studies as an ongoing pursuit. Children are designed to be nurtured, taught, and loved by two adults within a supportive community for an extended period of time. Instead, we put children in a situation where they are consistently molded to depend on their peers. Children are taught to value the other students more than their teachers, for at least their classmates follow them on the age-graded conveyor belt from class to class, year after year, whereas teachers come and go."
This is a great point about teachers coming and going in our lives so we become more dependent on other students. A lot of parents aren't involved in their childrens education which leaves another gap. I think this might be intentional so that children can be more easily influenced through the curriculum. It's the only thing that makes sense with how I became so leftist/liberal growing up... well, that and leftism is everywhere in popular culture.
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"Even our elementary schools offer fewer and fewer years of a single teacher leading a class of students through all of the subjects. We’ve hired professionals and experts to separate the subjects as though humans can segment their lives into artificial compartments. Then the adults wonder why the skills children learned in one “unit” of the day don’t translate into another. By our methods of presentation we have taught them to think that they are unrelated. The focus now is on course content and professionalization rather than on the nature of educating a whole, young person who can only become a mature adult by spending time with other mature adults. The factory has produced the product we asked for—a student who
exists in the system and gets by until he is released from compulsory education. No adult committed to understanding the questions burning in his heart, and besides, the Discovery Channel presentations were more interesting than the substitute teacher."
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"Parents have forgotten that a century ago, the average nine-year-old worked hard enough to earn his or her own way in life. I wish every child had a life so blessed with ease that he thought loading the dishes into a dishwasher was hard work, but that is not reality. Parents need to stop believing excuses from poor Johnny that learning is too hard, or that he can’t pay attention, or that practicing penmanship is boring, or that math is repetitive. Tough. Life is repetitive. We are crippling our children’s brains instead of providing the extensive mental exercise they need for normal development. Mental exercise with a core of quality material is comparable to physical exercise with a healthy diet. It would be interesting to study whether our academic decline has paralleled our increased obesity as a nation."
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"We need to reintroduce families to American heroes who have overcome real educational handicaps (not mere inconvenience) to achieve academic excellence. One of my heroes is Helen Keller. Though blind and deaf, Helen became an international figure before the age of radio or movies. Most of us are familiar with “Teacher,” Annie Sullivan, from the biographical movie The Miracle Worker. Annie was a true teacher in that she made Helen do hard things and overcome many disabilities. I am in awe of the imagination and determination this deaf and blind woman possessed in order to achieve what she did. She could “hear” a radio by touching the radio and feeling the vibrations! But I am even more deeply moved by her joy for life in spite of living in total darkness. In her 1951 biography of Helen Keller titled Journey into Light, Ishbel Ross says, “She found Franklin D. Roosevelt an ideal subject [for lip reading by vibration]. She caught Mark Twain’s best jokes by vibration. With her fingers on his lips Enrico Caruso ‘poured his golden voice’ into her hand. Feodor Chaliapin shouted the ‘Song of Volga Boatman’ with his arm encircling her tightly so that she could feel every vibration of his mighty voice. Jascha Heifetz played for her while her fingers rested lightly on his violin. She read Carl Sandburg’s verses from his lips and old plantation folk songs from the rim of his guitar.”"
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"Before the 1950s, one of the ways students were tested on their core knowledge was through recitations. They might recite a long poem like Longfellow’s Hiawatha for literature, orally parse a compound-complex sentence, list a history timeline, chant a multiplication table, or sketch a continent and its main features. Students were expected to do this with just their brain as a reference tool. Somewhere along the way, professional education associations decided that facts could be looked up, and so there was no point in memorizing them. Critical thinking skills and experiential learning replaced memorization as the main focus of grammar school instruction."
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"For example, learning the taxonomies of species, the periodic table, and foreign languages all require the memorization of long lists of words. But because the neglect of grammar memorization causes high school students to struggle to reproduce the information studied in a semester on a final exam, we have regressed, or devolved, to multiple-choice tests that provide lots of visual clues so that if they at least paid some attention to the subject, they can guess the correct answer. In fact, we now offer courses that teach high school students how to guess on their standardized college boards so they can score higher. Too bad they aren’t offered a course on memorization instead."
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"According to Peter F. Drucker in his book Post-Capitalist Society, schools fail to teach literacy because they are being asked to do impossible tasks, such as to socialize students. Family, places of worship, and communities are designed for socializing. According to Drucker, schools should not be expected to replace the family or house of worship or community center. Typical annual school board reports often emphasize core values such as diversity, empathy, equality, innovativeness, and integrity over core skills such as reading, writing, and arithmetic."
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"In 2004, China graduated 500,000 engineers, and India graduated 200,000 engineers, while the United States graduated only 70,000 engineers.
Until the 1950s education cost practically nothing; and the United States had a literacy rate of 90 percent or better. Today, the District of Columbia spends over $13,000 a year per student; and . . .
Less than 50 percent of American high school students graduate as proficient readers.
Less than 15 percent of American high school students graduate as proficient mathematicians.
In 2006, only 60 percent of high school seniors graduated."
The state of the American education system.
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"I struggled in college because I had never been asked to work hard in high school. Why had no one demanded that I read difficult material so I could improve my vocabulary? Why had no one demonstrated the art of recitation? Why had no teacher asked me to synthesize my learning experiences in the context of world history or pursue the great questions and mysteries of mankind? Reading graded, compartmentalized, abridged information for a semester, then answering basic reading comprehension questions on multiple choice exams allowed one to pass through high school. Getting through seemed to be the object."
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"I don’t want my children ever to think that fascism or totalitarianism are great new ideas. It used to be that when evil came around again, it would disguise itself with a new name. Will our children be so ignorant of the past that evil will no longer have to be clever to fool them?"
Don't worry, they will be too immersed in thinking about globalism/internationalism and diversity quotas as the good stuff. That they are the evil themselves.
As they say, the new fascists will call themselves anti-fascists.
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Imagine still using twitter at this point. Lmao.
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@thatguyoverthere @Moon @essie @vriska As soon as you involve money, it's most likely to become exploitative. I don't think there is any real solution to this problem. If you make it legal, that will normalise it even more. It's been hard enough to get support from the police for young girls/teens who have been exploited in this way. Imagine how much worse it gets if it is legal and how it will be seen that they are asking to be raped because they keep going back even though these men know where they live and threaten them or their family.
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@thatguyoverthere @Moon @essie @vriska I think I may have heard similar but it still doesn't make a lot of sense. Isn't it worse when you get a man supporting it too?
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@thatguyoverthere @Moon @essie @vriska Hashtag does not compute.
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@essie @vriska @Moon I don't understand how he can call himself a male feminist if he is going to a brothel for sex...
sim
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