VOTE YOUR INCUMBENT OUT!!!
BELOW YOU SEE AN ARTICLE THAT LOOKS AT THE EDUCATIONAL GOALS OF A DEMOCRATIC NATION. WHAT WE ARE EXPERIENCING NOW ARE THE GOALS OF CORPORATE AMERICA IN REMOVING THE GOVERNMENT FROM EDUCATION AND PLACING CORPORATE MONEY AND INTERESTS AT THE FOREFRONT. YOU'LL SEE THE TERM FOR THIS BELOW.....DISINTERMEDIATION....USED IN THE CASE OF EDUCATION AS 'GETTING GOVERNMENT OUT OF THE WAY OF CORPORATE NEEDS'. YOU ALSO READ CONTINUALLY ABOUT PEOPLE AS HUMAN CAPITAL AS WITH THE BROOKINGS INSTITUTE'S 'NEW ECONOMY'.
ALL THIS IS IMPORTANT TO YOU AND I BECAUSE IT PLAYS WITH THE DISINFORMATION WE ARE GETTING FROM POLITICIANS. WHEN POLICY IS NO LONGER ABOUT WHAT IS BEST FOR PEOPLE, YOU SEE A TRANSITION IN VOCABULARY. IT IS IMPORTANT TO NOTE THAT DEMOCRATIC POLITICIANS ARE EMBRACING THESE POLICIES BECAUSE IT IS THE DEMOCRATS WHO ARE SUPPOSED TO BE WORKING FOR THE GOOD OF THE PEOPLE IN THIS TWO PARTY SYSTEM. YOU CAN LOOK AT ACTIONS IN YOUR OWN COMMUNITY TO SEE THESE POLICIES PLAYING OUT.
CHARTER SCHOOLS AND INNOVATION CENTERS ARE ABOUT CORPORATIONS INVESTING DIRECTLY INTO EDUCATION AS THEY WANT IT RATHER THAN PAYING TAXES. PUBLIC SCHOOLS RUN BY GOVERNMENT ARE REQUIRED (SUPPOSEDLY) TO VIEW ALL SCHOOLS AND PEOPLE EQUALLY AND PROVIDE WHAT IS BEST FOR THE PEOPLE WITH CORPORATIONS PAYING TAXES AS A GOOD CORPORATE CITIZEN TO SUPPORT THAT GOAL. THIS IS THE DYNAMIC THIRD WAY DEMOCRATS ARE TRYING TO CHANGE TOWARDS THE CORPORATE INTEREST.
Disintermediation. Withdrawal of funds from a financial_institution in order to invest them directly.
Op-Ed Contributor Learning as Freedom
By MICHAEL S. ROTH Published: September 5, 2012 New York Times
IN March, a task force organized by the Council on Foreign Relations (a corporate lobby) tried to reframe the problems of the nation’s public schools as a threat to national security. “Large, undereducated swaths of the population damage the ability of the United States to physically defend itself, protect its secure information, conduct diplomacy, and grow its economy,” it warned, while also referring to students as “human capital.”
While the report focused on K-12 education and called for better college preparedness, its instrumentalist rhetoric has remarkable affinities with that of critics who see higher education as outmoded. Conservative scholars like Charles Murray, Richard Vedder and Peter W. Wood ask why people destined for low-paying jobs should bother to pursue their education beyond high school, much less study philosophy, literature and history. The venture capitalist Peter Thiel has offered money to would-be entrepreneurs to quit college and focus on Web-based start-ups instead. Business school professors like Clayton M. Christensen tell us that “disruptive innovation” is causing liberal-arts learning to be “disintermediated” so as to deliver just what the “end user” needs.
From this narrow, instrumentalist perspective, students are consumers buying a customized playlist of knowledge.
This critique may be new, but the call for a more narrowly tailored education — especially for Americans with limited economic prospects — is not. A century ago, organizations as varied as chambers of commerce and labor federations backed plans for a dual system of teaching, wherein some students would be trained for specific occupations, while others would get a broad education allowing them to continue their studies in college. The movement led to the Smith-Hughes Act of 1917, which financed vocational education, initially for jobs in agriculture and then in other industries.
The philosopher John Dewey, America’s most influential thinker on education, opposed this effort. Though he was open to integrating manual training in school curriculums, Dewey opposed the dual-track system because he recognized that it would reinforce the inequalities of his time. Wouldn’t such a system have the same result today?
To be sure, Dewey recognized the necessity of gainful employment. “The world in which most of us live is a world in which everyone has a calling and occupation, something to do,” he wrote. “Some are managers and others are subordinates. But the great thing for one as for the other is that each shall have had the education which enables him to see within his daily work all there is in it of large and human significance.”
Education should aim to enhance our capacities, Dewey argued, so that we are not reduced to mere tools. “The kind of vocational education in which I am interested is not one which will ‘adapt’ workers to the existing industrial regime; I am not sufficiently in love with the regime for that.” Are we?
Who wants to attend school to learn to be “human capital”? Who aspires for their children to become economic or military resources? Dewey had a different vision. Given the pace of change, it is impossible (he noted in 1897) to know what the world will be like in a couple of decades, so schools first and foremost should teach us habits of learning.
For Dewey, these habits included awareness of our interdependence; nobody is an expert on everything. He emphasized “plasticity,” an openness to being shaped by experience: “The inclination to learn from life itself and to make the conditions of life such that all will learn in the process of living is the finest product of schooling.”
The inclination to learn from life can be taught in a liberal arts curriculum, but also in schools that focus on real-world skills, from engineering to nursing. The key is to develop habits of mind that allow students to keep learning, even as they acquire skills to get things done. This combination will serve students as individuals, family members and citizens — not just as employees and managers.
Higher education faces stark challenges: the ravaging of public universities’ budgets by strained state and local governments; ever rising tuition and student debt; inadequate student achievement; the corrosive impact of soaring inequality; and the neglect by some elite institutions of their core mission of teaching undergraduates.
But these problems, however urgent, should not cause us to neglect Dewey’s insight that learning in the process of living is the deepest form of freedom. In a nation that aspires to democracy, that’s what education is primarily for: the cultivation of freedom within society. We should not think of schools as garrisons protecting us from enemies, nor as industries generating human capital. Rather, higher education’s highest purpose is to give all citizens the opportunity to find “large and human significance” in their lives and work.
Michael S. Roth, the president of Wesleyan University, is the author, most recently, of “Memory, Trauma and History: Essays on Living With the Past.”
BELOW YOU SEE THE RANKING OF BALTIMORE CHARTER SCHOOLS FOR 2011. MOST OF THESE CHARTERS HAVE BEEN IN EXISTENCE FOR A HANDFUL OF YEARS AND AS YOU CAN SEE, MANY ARE PERFORMING POORLY. IF A PRIVATE CHARTER DOESN'T PERFORM WHY IS IT NOT RETURNED TO A PUBLIC SCHOOL? WE SEE THE STATS SHOWING MOST CHARTERS DO NOT OUTPERFORM THE PUBLIC SCHOOLS AND OFTEN UNDER-PERFORM. WE WANT THESE SCHOOLS RETURNED TO PUBLIC SCHOOL STATUS. I HAVE PETITIONED THE SCHOOL BOARD AND SUPERINTENDENT AS TO THE NEED TO DO SO. WHY DO YOU SEE NO RANKING WITH THE KIPP SCHOOLS? THEY ARE A PRIVATE CHARTER CHAIN THAT NEVER LETS THE PUBLIC KNOW WHEN IT IS FAILING BECAUSE IT IS BAD FOR INVESTMENT. CHARTERS CAN BE GOOD, BUT AS AN EXCEPTION, NOT THE RULE.
WE KNOW WHAT URBAN CLASSROOMS NEED......SMALL CLASSES WITH EXTRA STAFF IN EACH CLASSROOM TO GIVE INDIVIDUALIZED ATTENTION TO DEVELOPING LEARNING SKILLS AND FOCUS......AFTER SCHOOL PROGRAMS THAT BUILD ON THIS. WHAT WE SEE IS THE OPPOSITE BECAUSE SCHOOL FUNDING ISN'T THERE. WE KNOW THE MONEY IS THERE IN THE RICHEST STATE, THE DISTRIBUTION OF MONEY IS DISTORTED..................THAT IS THE PROBLEM.
CHARTER SCHOOLS / # OF STUDENTS / TEST RATING (1=LOW) (10=HIGH)
BY EDUCATION .COM
Kipp Harmony Baltimore, MD 21215 Charter / K 125 NO RATING
Collington Square Elementary School Baltimore, MD 21213 Charter / PK, K-8 599 1
Dr. Rayner Browne Elementary School Baltimore, MD 21205 Charter / PK, K-8 280 1
Southwest Baltimore Charter School Baltimore, MD 21223 Charter / K-4 258 1
Baltimore Freedom Academy Baltimore, MD 21231 Charter / 6-12 564 1
City Neighbors Hamilton Baltimore, MD 21214 Charter / K-3 87 1
Bluford Drew Jemison Stem Academy West Baltimore, MD 21223 Charter / 6 82 1
Baltimore Liberation Diploma Plus High School Baltimore, MD 21216 Charter / 8-12 170 1
Baltimore Community High School Baltimore, MD 21224 Charter / 7-10 159 1
Connexions Community Leadership Academy Baltimore, MD 21216 Charter / 6-12 337 2
Bluford Drew Jemison Mst Academy Baltimore, MD 21213 Charter / 6-8 365 2
Imagine Discovery Charter School Baltimore, MD 21207 Charter / K-4 552 2
Baltimore Antioch Diploma Plus High School Baltimore, MD 21218 Charter / 8-10 172 2
City Springs Elementary School Baltimore, MD 21236 Charter / PK, K-8 572 3
General Wolfe Elementary School Baltimore, MD 21231 Charter / PK, K-5 204 3
Inner Harbor East Academy Baltimore, MD 21202 Charter / PK, K-6 312 3
MD Academy of Technology and Health Sciences Baltimore, MD 21209 Charter / 6-12 370 3
Baltimore Montessori Public Charter School Baltimore, MD 21202 Charter / PK, K-4 201 3
Naca Freedom and Democracy Academy II Baltimore, MD 21214 Charter / 6-9 124 3
Rosemont Elementary School Baltimore, MD 21216 Charter / PK, K-8 430 4
The Green School Baltimore, MD 21213 Charter / K-5 139 4
Baltimore International Academy Baltimore, MD 21236 Charter / K-7 323 4
Afya Public Charter School Baltimore, MD 21213 Charter / 6 206 4
Hampstead Hill Academy Baltimore, MD 21224 Charter / PK, K-8 586 5
The Crossroads School Baltimore, MD 21231 Charter / 6-8 152 5
City Neighbors Charter School Baltimore, MD 21206 Charter / K-8 198 5
Patterson Park Public Charter School Baltimore, MD 21224 Charter / K-7 564 5
Northwood Community Academy Baltimore, MD 21218 Charter / K-5 260 5
Independence School Local I Baltimore, MD 21211 Charter / 9-12 103 5
Midtown Academy Baltimore, MD 21217 Charter / K-8 182 7
Kipp Ujima Village Academy Baltimore, MD 21209 Charter / 5-8 374 NO RATING
Coppin Academy Baltimore, MD 21216 Charter / 9-12 333 7
Baltimore Leadership School for Young Women Baltimore, MD 21209 Charter / 6 121 7
Empowerment Academy Baltimore, MD 21216 Charter / PK, K-8 237 8
THIS IS AN EXCELLENT ARTICLE THAT LOOKS AT THE PUSH OF THESE THIRD WAY DEMOCRATS TOWARDS A CHINESE-STYLE EDUCATION. KRISTOF IS A COLUMNIST WITH THE NEW YORK TIMES AND A GRADUATE OF HARVARD HAVING STUDIED ASIAN CULTURE AND OPENLY ADMIRING CHINESE EDUCATION. YOU CAN SAY THAT HE IS AN AMBASSADOR FOR AN AMERICAN CHINESE APPROACH TO EDUCATION REFORM AND BILL GATES AND ARNE DUNCAN EMBRACE THE IDEALS. WHAT THIS ARTICLE DOES IS POINT TO NOT ONLY THE SUCCESS OF THIS CHINESE MODEL FOR THE CHINESE, BUT POINTS TO WHY THIS MODEL WON'T WORK FOR AMERICAN SOCIETY.
THESE 1% ARE MORE INTERESTED IN CREATING THE CHINESE SOCIETY HERE IN AMERICA THAN THEY ARE IN BUILDING ON AMERICAN VALUES. THEY WILL MAKE IT FIT IF THEY ARE LEFT TO THEIR DEVICES!
VOTE YOUR INCUMBENT OUT OF OFFICE!!!
PLEASE TAKE TIME TO READ WHAT YOU MIGHT FIND BORING. IT REALLY DOES GIVE INSIGHT AS TO WHY ALL THESE SUDDEN CHANGES ARE OCCURRING. WE KNOW WE HAD A GREAT TEMPLATE FOR AMERICA'S SUCCESS......THEY ARE BANKING YOU WILL BE SOLD ON THE NEED TO CREATE A NEW MODEL. THE MODEL COMES NOT FROM DEMOCRATIC DISCOURSE, BUT FROM AN AUTOCRATIC SYSTEM OF FORMULAS. YOU CAN SEE THE SACKING OF GREECE BY VISIGOTH BANKERS AS SYMBOLIC OF THIS ATTEMPTED TRANSITION.
WE CAN AND WILL TURN THIS AROUND!!!
VOTE YOUR INCUMBENT OUT OF OFFICE!!!
August 29, 2012, 2:50 pm17
Kristof on Chinese Education By ALEX LEW New York Times
Teachers grade exam papers of the gaokao, or the college entrance examination, in Chengdu in southwest China’s Sichuan province. (AP Photo)Nicholas Kristof last wrote about Chinese schools shortly after the release of some stunning news: on a comprehensive exam testing students in 65 countries, China had come in first – thirty spots ahead of the U.S. in math. Kristof praised the Chinese model and ended with a warning: “These latest test results should be our 21st-century Sputnik.”
This wasn’t the first time Kristof had celebrated Chinese schools, but I remember it clearly, because at the time I was enrolled in one. I had come to China to bolster my Mandarin, but I was also excited to experience a Chinese education for myself. My imagination had been stoked by Kristof’s descriptions, and I was eager to see how real Chinese schools stacked up. I would live ten months with a Chinese host family and attend classes at a high-ranked local school. I wondered: Would the real thing impress me as much as the reports?
As I took my first glance around my host brother’s room, I was convinced it would. On the ride to his apartment, Edward had mentioned that studying consumed his summers, but it didn’t register until I saw just how much homework he’d done. Piled on his desk were dozens of worksheets, all of which Edward had dutifully completed. When he told me he’d spent hours each day on the problems, I asked if all his classmates were so diligent. Yes, in fact he said he was something of a slacker.
The school impressed me even more. Although I couldn’t fully understand the lectures, I watched as teachers filled blackboards with complicated diagrams and equations. The kids seemed so engaged, the teachers so knowledgeable. It was true what Kristof had written, I thought – if anything, he hadn’t done the Chinese system justice.
Then one day Edward approached me with a question. His homework was to analyze a family tree for information about a genetic disease, but he wasn’t sure where to start. My parents taught biology, could I help? As I explained the logic behind the problem, he nodded along, but when I finished, he asked: “So, in this type of problem, the first step is to consider second-generation women?”
“No,” I said. Had he been paying attention? “You can’t make that generalization. This time, that seemed promising — another problem might be different.”
He frowned. This wasn’t concrete enough, he told me.
He pulled out his biology workbook and flipped to the chapter on genetic disease. I expected to see pages of explanation. Instead, there was a brief conceptual overview – and a list.
The authors had broken the subject down into different “problem types” students might encounter on an exam, and provided step-by-step procedures for solving each one. The book had done the hard work, converting problem-solving into mindless instruction-following: identify the problem type, apply the algorithm. It was the Rachael Ray of biology exams: these beginner’s recipes left no room for improvisation.
The advantage was, you could learn to solve problems even if you weren’t that smart. But it was so much work! Instead of studying a concept and applying it widely, you had to memorize hundreds of algorithms. I couldn’t believe the curriculum was so inefficient – was this textbook just an anomaly?
The next day, I requested our other textbooks. The biology manual was not unique.
The purpose of Chinese high school is to prepare for the gaokao, an all-important test offered only once per year. Your score determines where – or if – you go to college — nothing else is considered. Test scores also determine teacher salaries. Calling it a high-stakes test would be an understatement; it is the high-stakes test, the only thing that matters, to students, parents, and educators.
At first, I was okay with this. Like school reform advocates in the U.S., I believed that it was fine to “teach to” a well-written test – and because the gaokao was so important, it was very well-written. Any teacher who “taught to” the gaokao, I imagined, could only teach concepts, not rote memorization. The questions were too difficult and unpredictable for that to answer them, you needed to understand ideas. There was no way around it.
Except, there was. Analyzing thousands of questions from past exams, teachers in all disciplines have inventoried every type of question that might be asked, and provided precise formulas for each one.
This was the only way, I realized, that teachers could ensure success for their students. In America, students are taught only broader concepts, applicable to many problems. This allows for a lighter workload, but applying the concepts to new situations is difficult. Really understanding complicated mathematical functions requires a certain intuition that not every student will necessarily develop. China’s recipe books provide an appealing solution: parents know their children can always improve if they study longer, students know college is within reach if they memorize the algorithms, and teachers know their jobs are safe if every student passes the exam. The classes were only incidentally about the subjects they purported to teach. They were really about taking tests.
In a 2007 column Kristof offered explanations for China’s success in the hope that America might “take a page from the Chinese book.”
“First,” he wrote, “Chinese students are hungry for education and advancement and work harder.” But wasn’t this because of the gaokao? On weekends, Edward and I watched American movies on his laptop and afterward we’d often have longer conversations. We discussed his gaokao-related anxieties, and how art was the only class he liked. “I’d like to take private drawing lessons, but I have to study for the exam,” he’d tell me wearily. Otherwise, he’d go to a lower-ranked college, and inevitably get a lower-paying job. An only child, he had to support his family and a lower-paying job was not an option. Was this a hunger for education and advancement? It seemed more like resignation to me.
“The second reason,” Kristof wrote, “is that China has an enormous cultural respect for education, part of its Confucian legacy, so governments and families alike pour resources into education.” Part of its Confucian legacy – but which part? For fourteen hundred years, Chinese education has hinged on an exam. The imperial civil service exam, instated in 605 A.D., persisted in some form until the twentieth century. On it, candidates for government jobs had to recite passages from the Confucian classics, and answer questions about the emperor’s commentaries. Candidates spent years memorizing the texts, hoping they’d be rewarded with a lifelong sinecure and financial security. This Confucian “passion for learning” was always rooted in a desire for the lucrative jobs that high scores guaranteed.
“A third reason,” Kristof suggested, “is that Chinese believe that those who get the best grades are the hardest workers. In contrast, Americans say in polls that the best students are the ones who are innately the smartest. The upshot is that Chinese kids never have an excuse for mediocrity.” I noticed this too, but I think it was more than a difference of opinion: it was a difference of fact. At my American school, students with excellent grades often earned them easily, spending little time on their homework. Engaged and interested, they mastered new material quickly. Rote memorization, however, is a grand equalizer: no matter how smart you are, memorizing takes time. When the focus shifts from concepts to procedures, bright students no longer get a pass: just because you understand doesn’t mean you can skimp on homework. Students with good grades in China really did study the longest; that just wasn’t true back home.
There is no doubt that the American education system has problems, problems that China appears to have solved. Students respect their teachers, attend their classes, and work hard. Teachers put in long hours and are masters of their material. Parents push their students to succeed. And test scores are high.
But we cannot take those successes and implement them here. A cafeteria approach to Chinese culture – “I’ll take the work ethic, but not the stress-producing, creativity-killing exam, please” – doesn’t work; the baby is inseparable from the bathwater. Kristof often measures his praise with criticism of the Chinese model, acknowledging that it causes stress or stifles creativity. But these criticisms are more than disclaimers, they are inextricably linked to the model’s successes. The same gaokao that puts heavy stress on students also makes them willing to do homework over the summer and the emphasis on mindless rote memorization is precisely why students score highly.
The question we need to ask is not “How have the Chinese produced such hardworking students?” but rather “Is it possible to instill such a work ethic without a high-stakes exam to scare students into submission?” Instead of “How have the Chinese achieved such measurable success?” we must ask, “Is it possible to succeed without revolving around tests?”
China’s solutions won’t work – what we need are answers of our own.
Alex Lew is a sophomore at Yale University from Durham, N.C. In 2010, he took a gap year between high school and college to participate in a study abroad program run by the State Department called the National Security Language Initiative for Youth.
THESE ARE THE SPEAKERS AT THE DEMOCRATIC CONVENTION. MOST ARE FROM HARVARD OR YALE AND/OR WORKED IN THE BANKING INDUSTRY. THESE ARE NOT DEMOCRATS.....THEY ARE WALL STREET. HARVARD IS WALL STREET. WE MUST LET THE PENDULUM SWING ON CANDIDATES FROM ELITE UNIVERSITIES WHILE WE ARE CHANGING THE LEADERSHIP OF THE PARTY.
Cory Anthony Booker (born April 27, 1969) is an American politician who is currently serving as the Mayor of Newark, New Jersey, first elected in 2006. He is the third African-American mayor of Newark, and was formerly a Newark City Councilman, and a practicing attorney. He is a member of the Democratic Party, and a graduate of Stanford University, the University of Oxford (where he was a Rhodes Scholar), and Yale Law School.
San Antonio Mayor Julián Castro to give Tuesday night’s keynote address.The Democratic Party's rising star is already one of the nation’s youngest mayors, a Stanford- and Harvard-educated 37-year-old Latino
Deval Patrick From Wikipedia, the free encyclopedia
Born to and raised by a single mother on the South Side of Chicago, Patrick won a scholarship to Milton Academy in Massachusetts in the eighth grade. He went on to attend Harvard College and Harvard Law School, where he was President of the Harvard Legal Aid Bureau.
Elizabeth Warren (née Herring; born June 22, 1949) is an American bankruptcy law expert, Harvard Law School professor, (third way is trying to shine light on Warren but the jury is still out; bankruptcy law is what allowed corporations to shed all pensions and escape bad corporate behavior.....she reminds me of pre-election Obama)
Tim Kaine graduated from the University of Missouri with a B.A. in economics in 1979. Kaine was a Coro Foundation fellow in Kansas City in 1978. He attended Harvard Law School, taking a year-long break during law school to work with the Jesuit order as a Catholic missionary in Honduras. Kaine is fluent in Spanish as a result of his year in Honduras. He graduated from Harvard Law School in 1983 with a Juris Doctor
Born in Honolulu, Hawaii, Obama is a graduate of Columbia University and Harvard Law School, where he was president of the Harvard Law Review.
After serving as an advisor to Bill Clinton, in 1998 Emanuel resigned from his position in the Clinton administration and joined the investment banking firm Wasserstein Perella, where he worked until 2002. Although he did not have an MBA degree or prior banking experience, he became a managing director at the firm’s Chicago office in 1999, and according to Congressional disclosures, made $16.2 million in his two-and-a-half-years as a banker
The old schoolers at the convention......Biden of Delaware and Harry Reid of Nevada may not be Harvard but their states are the hotbed of corporate shell companies and wealth/tax safe havens, and no corporate taxes. That seems to fit the Third Way philosophy!
I was glad not to see Russ Feingold in the speaker contingency......he will be the next Democratic Presidential candidate....NOT IDEAL BUT BETTER
Feingold's decision now though, doesn't mean his political future is over. His statement says he's writing a book--and these days that can seem like a prerequisite for a presidential run. "If one were suspicious about these things one would say he's burnishing his foreign policy credentials after having established a long reputation in domestic politics," said Franklin. "So suspicious minds might think the book has something to do with a future presidential bid."