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Apparently, Hitler and diabetes *can* be in the puzzle *if* they are being made fun of or their potency is being undermined. More schools and neighborhoods will have "local boy made good" type people who will donate to them and support them. But more fundamentally it's also the troubling belief that after we jettison unfair theories of superiority based on skin color, sex, and whatever else, we're finally left with what really determines your value as a human being - how smart you are. I disagree with him about everything, so naturally I am a big fan of his work - which meant I was happy to read his latest book, The Cult Of Smart. Instead, he thinks it just produces another hierarchy - maybe one based on intelligence rather than whatever else, but a hierarchy nonetheless. But, he says, there could be other environmental factors aside from poverty that cause racial IQ gaps. To reward you for your virtue, I grant you the coveted high-paying job of Surgeon. " EXCESSIVE T. A. RIFFS is the most inventive, and STRANGE O. Treats very unfairly in slang nyt crossword clue bangs and eyeliner answers. R. DEAL is the funniest, by far. Can still get through.
But DeBoer spends only a little time citing the studies that prove this is true. Bet you didn't think of that! " The district that wanted to save money, so it banned teachers from turning the heat above 50 degrees in the depths of winter. Treats very unfairly in slang nyt crossword clue answers list. Also, everyone who's ever been in school knows that there are good teachers and bad ones. If someone found proof-positive that prisons didn't prevent any crimes at all, but still suggested that we should keep sending people there, because it means we'd have "fewer middle-aged people on the streets" and "fewer adults forced to go home to empty apartments and houses", then MAYBE YOU WOULD START TO UNDERSTAND HOW I FEEL ABOUT SENDING PEOPLE TO SCHOOL FOR THE SAME REASON. When I try to keep a cooler head about all of this, I understand that Freddie DeBoer doesn't want this. TIENDA is a first, for me anyway.
But that's kind of cowardly too - I've read papers and articles making what I assume is the same case. If we ever figure out how to teach kids things, I'm also okay using these efficiency gains to teach children more stuff, rather than to shorten the school day, but I must insist we figure out how to teach kids things first. It shouldn't be the default first option. And there's a lot to like about this book. Also, sometimes when I write posts about race, he sends me angry emails ranting about how much he hates that some people believe in genetic group-level IQ differences - totally private emails nobody else will ever see. The one that I found is small-n, short timescale, and a little ambiguous, but I think basically supports the contention that there's something there beyond selection bias. The others—they're fine. I don't believe that an individual's material conditions should be determined by what he or she "deserves, " no matter the criteria and regardless of the accuracy of the system contrived to measure it. If you're making fun / being hopeful, OK, but if you're serious (or, in the case of diabetes, somewhat more realistic about its impact on public health and the costs thereof), no no no. For lack of any better politically-palatable way to solve poverty, this has kind of become a totem: get better schools, and all those unemployed Appalachian coal miners can move to Silicon Valley and start tech companies. Schools can change your intellectual potential a limited amount.
This requires an asterisk - we can only say for sure that the contribution of environment is less than that of genes in our current society; some other society with more (or less, or different) environmental variation might be a different story. Doesn't matter if the name is "Center For Flourishing" or whatever and the aides are social workers in street clothes instead of nurses in scrubs - if it doesn't pass the Burrito Test, it's an institution. I think DeBoer would argue he's not against improving schools. This would work - many studies show that smarter teachers make students learn more (though this specifically means high-IQ teachers; making teachers get more credentials has no effect). I am less convinced than deBoer is that it doesn't teach children useful things they will need in order to succeed later in life, so I can't in good conscience justify banning all schools (this is also how I feel about prison abolition - I'm too cowardly to be 100% comfortable with eliminating baked-in institutions, no matter how horrible, until I know the alternative). I'll take that over something ugly and arcane, or a rarely used abbrev., any day. If I have children, I hope to be able to homeschool them. DeBoer is skeptical of "equality of opportunity". Instead he - well, I'm not really sure what he's doing. They decided to go a 100% charter school route, and it seemed to be very successful. If billions of dollars plus a serious commitment to ground-up reform are what we need, let's just spend billions of dollars and have a serious commitment to ground-up reform! Some reviewers of this book are still suspicious, wondering if he might be hiding his real position. Certainly it is hard to deny that public school does anything other than crush learning - I have too many bad memories of teachers yelling at me for reading in school, or for peeking ahead in the textbook, to doubt that.
There's the kid who locks herself in the bathroom every morning so her parents can't drag her to child prison, and her parents stand outside the bathroom door to yell at her for hours until she finally gives in and goes, and everyone is trying to medicate her or figure out how to remove the bathroom locks, and THEY ARE SOLVING THE WRONG PROBLEM. But if I can't homeschool them, I am incredibly grateful that the option exists to send them to a charter school that might not have all of these problems. Relative difficulty: Easy. But I guess The Cult Of Successful At Formal Education sounds less snappy, so whatever. How many parents would be able to give their children a safe, accepting home environment if they got even a fraction of that money? Earlier this week, I objected when a journalist dishonestly spliced my words to imply I supported Charles Murray's The Bell Curve.
Meritocracy isn't an -ocracy like democracy or autocracy, where people in wigs sit down to frame a constitution and decide how things should work. If you target me based on this, please remember that it's entirely a me problem and other people tangentially linked to me are not at fault. DeBoer not only wants to keep the whole prison-cum-meat-grinder alive and running, even after having proven it has no utility, he also wants to shut the only possible escape my future children will ever get unless I'm rich enough to quit work and care for them full time. Most of this has been a colossal fraud, and the losers have been regular public school teachers, who get accused of laziness and inadequacy for failing to match the impressive-but-fake improvements of charter schools or "reformed" districts. Honestly, it *sounds* pejorative.
Some of the book's peripheral theses - that a lot of education science is based on fraud, that US schools are not declining in quality, etc - are also true, fascinating, and worth spreading. You may be interested to know that neither HITLER (or FUEHRER) nor DIABETES has ever (in database memory) appeared in an NYT grid. He (correctly) decides that most of his readers will object not on the scientific ground that they haven't seen enough studies, but on the moral ground that this seems to challenge the basic equality of humankind. They take the worst-off students - "76% of students are less advantaged and 94% are minorities" - and achieve results better than the ritziest schools in the best neighborhoods - it ranked "in the top 1% of New York state schools in math, and in the top 3% for reading" - while spending "as much as $3000 to $4000 less per child per year than their public school counterparts. " Only if you conflate intelligence with worth, which DeBoer argues our society does constantly. DeBoer thinks the deification of school-achievement-compatible intelligence as highest good serves their class interest; "equality of opportunity" means we should ignore all other human distinctions in favor of the one that our ruling class happens to excel at. You might object that they can run at home, but of course teachers assign three hours of homework a day despite ample evidence that homework does not help learning. In Cuba, Mexico, etc., a booth, stall, or shop where merchandise is sold.
But if we're simply replacing them with a new set of winners lording it over the rest of us, we're running in a socialist I see no reason to desire mobility qua mobility at all. BILATERAL A. C. CORD). There are plenty of billionaires willing to pour fortunes into reforming various cities - DeBoer will go on to criticize them as deluded do-gooders a few chapters later. The 1% are the Buffetts and Bezoses of the world; the 20% are the "managerial" class of well-off urban professionals, bureaucrats, creative types, and other mandarins. I just couldn't read "Ready" as anything but a verb, so even when I had EDIT-, I couldn't see how EDITED could be right.
Even 100 years ago it was not uncommon for a child to spend his days engaged in backbreaking physical labor. ) The book sort of equivocates a little between "education cannot be improved" and "you can't improve education an infinite amount". How many kids stuck in dystopian after-school institutions might be able to spend that time with their families, or playing with friends? Katrina changed everything in the city, where 100, 000 of the city's poorest residents were permanently displaced. If people are stuck in boring McJobs, it's because they're not well-educated enough to be surgeons and rocket scientists. He writes (not in this book, from a different article): I reject meritocracy because I reject the idea of human deserts. Since "JEW" has certainly been used as a pejorative epithet, it's an understandably loaded word. I would want society to experiment with how short school could be and still have students learn what they needed to know, as opposed to our current strategy of experimenting with how long school can be and still have students stay sane.