Alpe d'Huez said:
Which has been my assertion since before this thread's inception. Going back many years. Hell, the Nixon administration was less affected by bribery than what we have today. By far.
Where you and I completely differ is that I don't think our public education system is a disaster. Where it mostly has problems is in the poorest areas. There are problems, yes. But in many ways I think the solution to that is not to cut it, or make the teachers fight for their jobs or impoverish them because of some ill-conceived and often believed notion that the majority teachers are lazy and just want a bunch of hand outs, just because a few of such can be found. I believe the solution is better funding. Better paid teachers, better facilities, etc.
You know the numbers so I won't repeat them on how if we had never declared war on "terror", and spent a few trillion doing so, we'd have a lot more money for other things. Some of it for deficit reduction, some of it for infrastructure, and some for education. I'm even willing to pay more taxes on top of that, if I know it's going to educators and school facilities, and have voted as such (even though I do not have children). Would you?
Throwing money into the system, however, won't do much good if the teachers themselves aren't better prepared and if the students aren't pushed to really study, to understand that what they think is there limit is far from it, that intellectual processing is work and that it doesn't happen through osmosis.
Don't mistake what I mean, of course the state needs to finance the public schools adequately and pay the teachers well, but there also needs to be a cultural shift that gives more
value to public education and critical learning in general. This is talked about a lot, however, the talk needs to be followed by real and not merely simulated actions.
In other words standardized tests won't do it (neither will tax cuts, especially for the corporate world) and competing to get the scores up in terms of which schools get more funding and which don't is just a superficial way of assessing merit, when there is often an abysmal level of critical thinking in the humanistic spirit being done, which is also something that has been progressively phased out because deemed superfluous and thus isn't even being taught. I know, because I see how most of my students have been prepared before they enter the classroom.
School, especially the primary and secondary institutions, is not merely a place to develop young minds in the direction of the sciences and economic sectors, but a place to develop the critical thinking skills in the humanities that make us all better citizens and that constructs a foundation upon which democracy is sustained and functions.
At least this is what, from my point of view, any public school system should provide students before they become lazy and incompetent (in the mental sense) grown-ups. What I find particularly appalling is that this type of intellectualism gets often branded as elitist and thus the message society is sent from the market, and often by the ruling class too, is one that conditions the masses to aspire to no more than the lowest common denominator. Materially no, but culturally absolutley yes. And it shows. That this is congenial to consumerism and hence
their interests is without a doubt, but it also is dumbing down the democracy (something which Tocqueville already warned about as being lethal to it) and demonstrates how these establishments think so little of the citizenry, who are basically treated as clientele to be exploited or discarded according to the interests.
Finally, when they get to the university level, students above all need to stop being pampered. It as if everything revolves around them, every service imaginable has been invented to address all of their so called needs (with universities selling themselves to prospective tuition payers by how many 3 star restaurants they have on campus and how many high tech gyms, or therapy centers since all apparently suffer from one type of fragility or another), so that the students don't think they have to do much of anything to pass and even have a misguided sense of entitlement that they all deserve an A. Worse they frequently have a false concept about what is good work and what's merely mediocre, which has also been reinforced by their past teachers.
They have been stuffed on so much superfluous and superficial crap, that they don't have that hunger that drives the starving (or at least the not over-fed) to make themselves become disciplined in their academic lives. Well there are millions of young people in China and India who really are starving and will stop at nothing to learn everything they can to improve their lot in life.
There are, of course, some very quality institutions and very serious students, don't mistake me on this one either. Yet they are in an ever restricted (and often privileged) minority, whereas there is a sea of magma flowing where ever it finds an outlet within an intellectual culture that has become increasingly banalized by a whole slew of ideological and commercial reasons, such that the general flavor of what's in the pot has become rather insipid.
How this cultural change is to come about, I don't know, only that it must, if further decline isn't to become inevitable. But so long is their is a class of uber-capitalists like Scott getting the upper hand on how the country is to be conceived and directed (or rather managed like a business), there is little hope for the public schools in America, which is of course tragic.