May 31, 2008
Struck in Traffic works to lay claim to the title of King of the Economics Carnival with his bi-weekly American Economics Blog Carnival. Two editions since I last posted on it (though I confess, I visited a couple of other occasions thinking I would post).
For those correspondents who argue with me that the U.S. faces a crisis of turning to socialism, I invite you to find either posts advocating socialist policies (5-years plans, anyone?), or from obviously Marxist or socialist economists. Tell us what you find in comments, please, I dare you.
And I wonder: Do students learn the meaning of the word “sepulchre” anymore? Would they get the reference to a “white sepulchre?”
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Posted by Ed Darrell
May 27, 2008
Will Texas ever stack up to California? Do the math, at TexasEd.
Will Texas ever stack up to India? China?
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Posted by Ed Darrell
May 26, 2008
Texans who ought to know want Education Commissar Don McLeroy out, too — P. Z. Myers (“Fire Don McLeroy”) is not the only one.
In a letter reported in only one newspaper I’ve found, The Houston Chronicle, State Board of Education member Mary Helen Baranga of Corpus Christi asked Gov. Rick Perry to fire McLeroy.
Don McLeroy “has created havoc” as chairman of the State Board of Education and should be replaced, the senior member of the board said in a letter to Gov. Rick Perry.
“It is such a shame that after all these years of trying to improve public education in Texas, we are taking steps backwards because of Don McElroy,” Mary Helen Berlanga of Corpus Christi said in her letter to Perry, misspelling McLeroy’s name.
Berlanga, who has been on the 15-member board since 1984, said McLeroy’s leadership has been a disaster and asked Perry to replace him with “a moderate conservative who can work with all members of the State Board of Education and the citizens of this state.”
Gov. Perry said the SBOE should deal with the issues.
Has Perry forgotten what office he holds? Nuts.
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Posted by Ed Darrell
May 25, 2008
Phoenix landed on Mars today at 4:38 p.m. Pacific Time. Confirmation of the landing took 15 minutes to get to Earth, radio signals traveling at the speed of light.
We have a robot scout on Mars again!
This is another of those teachable moments, an event to note in class that your students might tell their children and grandchildren about.
Touchdown occurred exactly at the time programmed and predicted. Such accuracy might be interpreted as a good sign that NASA has anticipated problems, and a successful mission of discovery is in store.
The University of Arizona leads the discovery consortium on this mission (one of my alma maters). Educational activities and plans for teachers are listed at Arizona’s Phoenix Mission website.
NASA is the world’s biggest player in astrobiology, the science of figuring out how life could have begun, and where it might be. Astrobiology is one of the topics Texas’s State Board of Education threatened to remove from biology texts in 2003. That this mission has gotten this far is a sweet little bit of beneficial revenge on the anti-scientists who tried to gut the books then. Maybe it will pose a warning to them on the next go-round.
Teachers, strike a blow for science, knowledge and leadership in knowledge gathering: Teach your kids some astrobiology.
Resources:
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Posted by Ed Darrell
May 25, 2008
The Houston Chronicle’s coverage of the Texas State Board of Education meetings this week is not well indexed on the web. Following a couple of odd links I found Gary Sharrar’s article (he’s the Chronicle’s education reporter), though the Associated Press Story shows up for the paper’s main article on most indices I found.
Sharrar adds a few details of Kommissar McLeroy’s war on English education, but the significant thing about the story is in the comments, I think. One poster appears to have details that are unavailable even from TEA. Partisans in the fight have details that Texas law requires to be made public in advance of the meetings, while the state officials who need to advise on the regulations and carry them out, do not.
TEA has an expensive website with full capabilities of publishing these documents within moments of their passage. As of Sunday morning, TEA’s website still shows the documents from last March. Surely Texas is not getting its value from TEA on this stuff.
Sharrar wrote:
Two different outside groups offered opposite reactions. The Texas Public Policy Foundation, a free-market think tank, favored the board’s action.
“It is obvious that too many Texas public school students aren’t learning the basics with our current curriculum,” said Foundation education policy analyst Brooke Terry. “We are glad the new curriculum will emphasize grammar and writing skills.”
Texas public schools fail to adequately prepare many students for college or the workplace, she said, citing a 2006 survey by the Conference Board found that 81 percent of employers viewed recent high school graduates as “deficient in written communications” needed for letters, memos, formal reports and technical reports.
But the Texas Freedom Network, which promotes public education, religious freedom and individual liberties, called the board divisive and dysfunctional.
“College ready” generally means reading well, and reading broadly in literature. From a pedagogical standpoint, emphasizing “grammar and writing skills” over the reading that is proven to improve grammar and writing skills will be a losing battle. I hope the details of the plan will show something different when TEA ever makes them available to the taxpaying/education consuming public and English teachers. NCLB asks that such changes be backed by solid research — it will be fascinating to see whether there is any research to support the Texas plan (not that it matters; this section of NCLB has been ignored by the right wing from the moment NCLB was signed).
Prior to this week’s series of meetings, Commissar McLeroy expressed what sounds like disdain for reading in the English curriculum to the El Paso Times:
But chairman McLeroy said he would fight against some of the measures the educators want, especially the comprehension and fluency portion.
Their suggestions, he said, would have students waste time on repetitive comprehension strategies instead of actually practicing reading by taking in a rich variety of literature.
“I think that time is going to be lost because they’ll be reading some story, and they’ll just overanalyze,” he said.
By the way, calling the Texas Public Policy Foundation a “free market think tank” is misleading. The group is quite hostile to public education, and features on its board several people who have led fights to gut funding for public schools and impose bleed-the-schools voucher programs. The Foundation appears to endorse preaching in public schools and gutting science standards, among other problems.
If it’s good work, why is it done in secret? Remember that I spent years in right wing spin work in Washington. Here’s what I see: Either McLeroy’s administration at the state board is incredibly incompetent and can’t even get the good news right, and out on time, or there is another, darker and probably illegal agenda at work.
Below the fold, the full text of the comment from “WG1” at the Chronicle’s website.
Other resources:
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9 Comments | Books, Curricula, Education, Freedom of Information, Literature, No Child Left Behind Act, Politics, Public education, State school boards, TAKS, Teaching, TEKS, Texas, Texas Freedom Network | Tagged: Education, English standards, Open Meetings Act, Politics, state board of education, Texas, War on Education | Permalink
Posted by Ed Darrell
May 24, 2008
Nobody can recall the ceremony, but Don McLeroy made it clear yesterday that he thinks he’s been designated Kommissar of Education, ramming through a proposal altering English standards for the next decade — without debate, without even a chance to read the proposal.
It’s probably not so bad a pig in a poke as it might be — of course, no one had the chance to review it, so no one knows, really — but the processes used, worthy of Napoleon or Kruschev on a bad day, should give cause for concern.
Gotta think about this one for a while.
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Posted by Ed Darrell
May 24, 2008
Today is graduation day for some of my seniors, at the school where I teach. It’s a wonderful affair, and it will be good to see them off on the next step, ceremonial though it is.
The chaos caused by graduation in this district cannot be minimized, for an odd scheduling reason. Today the seniors graduate. Tuesday, we’re back in class with everyone else, with a couple of days of instruction and finals yet to go. It’s nice to have the seniors gone — the halls are much easier to navigate, the juniors are already stepping up, the sophomores and freshmen suddenly realize the work they do leads to something — but the schedule seems out of whack.
I’m trying to adapt.
This year our family has multiple graduations — well, two. Younger son James graduates in a bit over a week, assuming he gets in a mass of work in classes that appeared after the state tests (for which he was exempt because he passed them all the previous year), and after more AP tests than I thought humanly possible.
James’ school held a ceremony and reception for the top 11% of the graduates, 75 kids who may be in the top 10% (a magic number in Texas because it guarantees admission to Texas colleges). Texas colleges won a majority of the plans of the graduates, but there was an impressive number of students off to out-of-state schools of high repute. (James is off to Lawrence, in Wisconsin.)
I wake up in a cold sweat. Clearly we must have done something right, as parents of graduating kids, as teachers of graduating kids. What was it?
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Posted by Ed Darrell
May 22, 2008
Some of my earliest and best biology professors were Mormons — Latter-day Saints, or LDS — and from them and a few others I learned that LDS beliefs not only do not cut against evolution, preaching against evolution is “false doctrine” in the faith, since there has never been a revelation against evolution to the LDS prophets.
On the board of the National Center for Science Education (NCSE) has long sat Duane Jeffery, a devout Mormon and long-time supporter of evolution as a professor of biology at Brigham Young University.
But as we know from the Methodist and Presbyterian and Catholic and other examples, official church doctrine doesn’t prevent members of the churches from jettisoning their reason when they discuss evolution and demonstrate a failure to understand even the basics of the simple theory. Mormons aren’t immune there, either. Alas.
Here’s an LDS blog where the authors are trying to argue that “philosophically,” creationism should be taught alongside evolution, since it’s a “better” myth than science. Or something like that. All that high-falutin’ use of six-syllable words, e.g., epistemology, makes me think that the words don’t mean what the authors think they mean, especially when the authors then go on to make foolish claims based on something they think they’ve “proven” logically. My tolerance of six-syllable words has been reduced by dealing with actual laws, I think.
Or perhaps, as I suspect, they’re just trying to claim that pigs fly.
“Knowledge is the glory of God” is what I remember* one engraving over one entrance to the campus of Brigham Young University, except when the epistemology is found to be offensive, or something.
You might do well to check out these posts, and other resources:
* “The glory of God is intelligence, or, in other words, light and truth” (D&C 93:36)
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Posted by Ed Darrell
May 19, 2008
A New York Times editorial last week came very close to getting it right on teachers, teacher hiring, teacher retention, and teacher pay.
To maintain its standing as an economic power, the United States must encourage programs that help students achieve the highest levels in math and science, especially in poor communities where the teacher corps is typically weak.
The National Academies, the country’s leading science advisory group, has called for an ambitious program to retrain current teachers in these disciplines and attract 10,000 new ones each year for the foreseeable future. These are worthy goals. But a new study from a federal research center based at the Urban Institute in Washington suggests that the country might raise student performance through programs like Teach for America, a nonprofit group that places high-achieving college graduates in schools that are hard to staff.
Recruiting high-achievers, across the board and not just with the help of a flagship do-gooder program, will require that starting salaries be competitive with those jobs where people of high caliber flock. Education competes with accounting, law, medicine and other high-paying professions for the best people.
If Milton Friedman and Adam Smith were right, that most people act rather rationally in their own interests, economically, which jobs will get the best people?
Teaching is the only profession I can think of where the administrators and other leaders threaten to fire the current teachers, work to keep working conditions low and unsatisfactory, and say that more money will come only after championship performance.
There isn’t a person alive who hasn’t cursed George Steinbrenner and said that he or she could run the Yankees better. Whenever he opens his checkbook, the nation howls. And yet, year in an year out, the Yankees win.
Is there any fool alive who thinks Steinbrenner could do what he does by cutting pay, not cleaning the locker room, and drafting the cheapest players he could find? Were we to assume Steinbrenner the world’s most famous lousy boss, there are a million education administrators who would need to step it up to get to Steinbrenner’s level.
As Utah Phillips famously said, graduates are about to be told they are the nation’s greatest natural resource — but have you seen how this nation treats its natural resources?
Oh, I miss Molly Ivins.
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6 Comments | Business, Business Ethics, Economics, Education, Education quality, Education spending, Free market economics, History, Leadership, Molly Ivins' Ghost, Politics, Public education, Teacher Pay, Teaching | Tagged: Education, Education reform, Molly Ivins, Politics, Teacher Pay | Permalink
Posted by Ed Darrell
May 16, 2008
Well developed thoughts from an atheist on morality, especially the morality of creationism, in a review of Ken Ham’s book, The Lie: Evolution, from a blogger, In Case You’re Interested. Ham is the guy who raised nearly $30 million for the Creation Museum, a monument to denial of reality.
Coincidence? Ham’s book repeats all of the shoddy arguments that show up in Ben Stein’s mockumentary film.
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Posted by Ed Darrell
May 15, 2008
Adnan Oktar? The Turkish creationist recently sentenced to three years in prison for using his creationist organization for personal gain?
The Reuters story in English didn’t note that part of the personal gain was a lot of sex with young girls and boys. That’s what the Spanish version says in elPeriodico.com.
The official spokesman for the many faces of Harun Yahya (Oktar’s pen name) says that the charges are unrelated to the creationism shtick. The Spanish version says Oktar was running a cult that involved recruiting young men by enticing them with young women.
How will the Discovery Institute spin this one?
With Turkey’s odd laws on press freedom and libel and slander, how can we really figure out what’s going on?
Raw Google translation of the Spanish version below the fold
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Posted by Ed Darrell
May 15, 2008
For the past half century at least one of the greatest exports from the U.S. has been education. The benefits to the U.S. flow from having trained many of the best scientists, business executives, international leaders and others worldwide. Friends in high places help a lot.
Beginning with the Reagan administration as I count it, there has been a concerted war on education. Without openly stating the case, officials in government have systematically hammered away at America’s leadership in science research, technology applications and defense readiness. In 1993 Newt Gingrich led the effort to stab America’s nuclear research in the back, successfully, killing the Superconducting Supercollider, in a move that simultaneously took revenge on the education establishment, science and scientists, and Texas politicians like LBJ and former Speaker of the House Jim Wright, of Fort Worth.
The War on Education continues. Notice that in fighting against scientists and educators, officials also must sabotage America’s readiness to defend against natural disasters, and chemical and terrorist attacks.
Where is David Pierpont Gardner to write the report when you need him?
Tip of the old scrub brush to the Liberal Doomsayer.
Other resources:
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Posted by Ed Darrell
May 11, 2008
Ed Brayton found it.
Do you think the sign maker was jesting? Or do you think the sign maker genuinely didn’t know? (See: 1936 Olympics in Berlin)
While we wait to see whether someone will confess to PhotoShopping this picture, we teachers might consider using this photo as a hook for a lesson on the differences between the rising totalitarian state of Nazi Germany in 1936, and the rising, increasingly economically free state of the People’s Democratic Republic of China today.
One more lesson plan for this year — it’s reusable next fall, with the added bonus then that by then you’ll have the headlines of the actual Olympics to add to the discussion.
Update: The photo is said to have been was taken by Rowan Benum at a California site (see Mr. Benum’s comment). Since it’s all the rage on conservative sites, where the history ignorance is condemned but the conservative bloggers can’t quite bring themselves to endorse the Communist Chinese, I strongly suspect wondered about a PhotoShop origin. The torch was run through San Francisco; there are few palms in San Francisco (Californians: Can you identify the location?).
Update 5-13-2008: The photographer kindly dropped by comments to note the authenticity of the photo. I agree, the Tibetan prayer flags suggest authenticity; would a hoaxer think of such details?
Discussion questions for the classroom:
Students should look at the photo, and read coverage of the torch relay, such as CNN’s story about the San Francisco relay where Mr. Benum took the photo. Students should have access to information about the International Olympic Committee and its organization, especially the tradition of Olympic Truce. The Charter of the Olympics is probably too long for practical classroom use, but Paragraph 2 can be copied for the students, or perhaps the full page of the “Fundamental Principles of Olympism”:
“Olympism is a philosophy of life, exalting and combining in a balanced whole the qualities of body, will and mind. Blending sport with culture and education, Olympism seeks to create a way of life based on the joy found in effort, the educational value of good example and respect for universal fundamental ethical principles.”
Olympic Charter, Fundamental principles, paragraph 2
There is a wealth of information for classroom use at the website of the IOC. If you’re particularly adventurous, or deep into this topic, check out the podcasts of Olympic history from amateur historian Eli Hunt.
Students should also have some information about Tibet, and the Dalai Lama and Tibet’s government in exile, about the history of Tibet and China’s actions since World War II. Students should have some history of the 1936 Olympics, and they should be familiar with the stories of Jesse Owens’ accomplishments there and his return to a segregated U.S. You may want to provide an article about the U.S. protest of the 1980 Olympics in Moscow, and the Soviet protest of the 1984 Olympics in Los Angeles, and other Cold War moments of Olympic tension.
- Since the International Olympics Committee (IOC) is an avowedly non-political international agency, is it fair or rational to protest the siting of an Olympics on political grounds?
- What do the protesters ask the IOC to do? What do the protesters ask others to do?
- Under international law, what are the rights and duties of the Peoples Republic of China (PRC)?
- Did the IOC ask anything of the government of the Peoples Republic of China of a political nature? Would such requests be fair, or rational?
- Other international organizations function in other nations where governments do not have good records on human rights, such as the Red Cross/Red Crescent, Scouting, UNICEF, and others (can you add to this list?). What considerations must such organizations give to local politics where human rights are at issue?
- Compare and contrast the issues surrounding the Beijing Olympics with issues surrounding the Myanmar relief efforts after Cyclone Nargis (2008).
- Look at other protests involving the Olympics, especially in 1980 and 1984. Did those protests achieve what the protesters had hoped? Does the success or failure of past protests augur well for current protests?
- The creator of the protest sign in the photograph appears to have not known about the 1936 Olympics, which were hosted in Berlin, then under the control of the Nazi government of Germany. The Olympics were sited in Berlin prior to the rise of the Nazi government. Does the protester’s ignorance of history affect the message of the sign? Does it reflect well on the cause the protester advocates?
- What other famous or notorious examples of ignorance of history can you find?
- Do you ever get embarrassed for the people captured in Jay Leno’s “Jaywalking” segments?
- Georges Santayana (1863-1952) famously said, “Those who cannot remember the past are condemned to repeat it.” Do you find that statement to be true? Does this affect the course of history? (Students may want to explore the history of invasions of Russia by Napoleon and Hitler, or the history of invasions of Afghanistan by Britain, the Soviet Union, and the U.S.)
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5 Comments | China, Dissent, Education, Free press, Free speech, Freedom - Political, History, Lesson plans, Politics, Santayana's ghost, World history | Tagged: History, Lesson plans, Olympics, Politics, protest, Santayana's ghost | Permalink
Posted by Ed Darrell
May 10, 2008
I got some very nice cards, especially those that were hand made, from the heart. I got a candy bar when I really needed it.
This woman got a kidney from a former student. How could you top that?
In Elwood, Indiana, former student Angie Collins saved Darren Paquin’s life. What did he teach her, besides English?
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Posted by Ed Darrell
May 10, 2008
Richard Weikart is an arm of the Discovery Institute’s disinformation brigade. A couple of years ago he published a book attempting to link Darwin to the Holocaust in a blame-sharing arrangement. This book and some of its arguments appear to be the foundation of the text used to write the script for the mockumentary movie “Expelled!” featuring Nixon speechwriter Ben Stein.
Which is to say, the basis for the movie is dubious. Weikart’s scholarship creating links between Darwin, science and Hitler is quite creative. It is also based on arguments created from Darwin’s writings that mislead the innocent about evolution, science and history, or which get Darwin and evolution exactly wrong.
Michael Ruse published an op-ed in a Florida paper in February — a piece which is no longer available there (anybody got a copy? Nebraska Citizens for Science preserved a copy) — and Weikart responded, restating his creative claims. Alas for the truth, Weikart’s canards are still available at the Discovery Institute website, putting an interesting twist on Twain’s old line: The truth will go to bed at night while a falsehood will travel twice around the world as the truth kicks off its slippers.
Looking for Ruse’s piece, I found Weikart’s response here and here. I composed a quick response pointing out the problems, which I would like to posit here for the record — partly because I doubt Darwiniana gets much traffic, partly because the censor-happy folks at Discovery Institute don’t allow free discussion at their site, and partly so I can control it to make sure it’s not butchered as Weikart butchers Darwin’s text.
At Darwiniana I said:
Weikart’s strip quoting of Darwin is most disappointing. [Weikart wrote:]
Darwin claimed in chapter two of The Descent of Man that there were great differences in moral disposition and intellect between the “highest races” and the “lowest savages.” Later in Descent he declared, “At some future period, not very distant as measured by centuries, the civilised races of man will almost certainly exterminate and replace throughout the world the savage races.” Racial inegalitarianism was built into Darwin’s analysis from the start.
Darwin argued the differences in intellect and manners between the “highest” of men and the “lowest” of men did NOT change the fact that we are are all related — legally, Darwin’s argument would evidence a claim absolutely the opposite of what Weikart claims. Here are Darwin’s words from Chapter II of Descent of Man, as Darwin wrote them, without Weikart’s creative editing:
Nor is the difference slight in moral disposition between a barbarian, such as the man described by the old navigator Byron, who dashed his child on the rocks for dropping a basket of sea-urchins, and a Howard or Clarkson; and in intellect, between a savage who uses hardly any abstract terms, and a Newton or Shakespeare. Differences of this kind between the highest men of the highest races and the lowest savages, are connected by the finest gradations. Therefore it is possible that they might pass and be developed into each other. [emphasis added]
That’s not inegalitarianism at all — Darwin’s saying they are the same species, related closer than the poets allow. If we stick to the evidence, and [do] not wander off into poetic philosophy, we must acknowledge that Darwin’s own egalitarian spirit shows here in the science, too. It would be an odd kettle of fish indeed that a crabby guy like Hitler, who shared the antiscience bias of Weikart’s organization, would suddenly accept the science of a hated Englishman that ran contrary to his other philosophies. Who makes the error here, Hitler or Weikart? If they both think Darwin endorsed racism, they both do — but there is not an iota of evidence that Hitler based his patent racism on science, let alone the science of an Englishman.
As to the second quote, Weikart leaves the context out, and the context is everything. Darwin is not arguing that “savages” (the 19th century word for “aboriginals”) were less human, nor that they are a different species. He was arguing that in some future time there would appear creationists like Dr. Weikart’s colleagues at the Discovery Institute who will deny evolution because, once Europeans and others with guns conduct an unholy genocide (which Darwin writes against in the next chapter), and once humans wipe out chimpanzees, orangs and gorillas, the other great apes, the creationists can [then] dishonestly look around, blink their eyes and say, “Where are the links? There cannot be evolution between (Animal X) and humans!”
Darwin wrote:
At some future period, not very distant as measured by centuries, the civilised races of man will almost certainly exterminate, and replace, the savage races throughout the world. At the same time the anthropomorphous apes, as Professor Schaaffhausen has remarked (18. ‘Anthropological Review,’ April 1867, p. 236.), will no doubt be exterminated. The break between man and his nearest allies will then be wider, for it will intervene between man in a more civilised state, as we may hope, even than the Caucasian, [emphasis added] and some ape as low as a baboon, instead of as now between the negro or Australian and the gorilla.
In the end, Darwin wrote against genocide, against racism, and in favor of the higher thinking abilities of all dark-skinned people. He wrote in favor of Christian morality. Darwin himself remained a faithful, tithing Christian to the end of his life.
Such a man, and such amazing science, deserve accurate history, not the fantastic, cowardly and scurrilous inventions Dr. Weikart has given them. We should rise to be “man in a more civilized state” as Darwin had hoped.
Update, July 24, 2008, nota bene: To anyone venturing here from the Blogcatalog discussion on intelligent design: Get over to the site of Donald Johanson’s Institute for Human Origins, and especially look at the presentation “On Becoming Human.” Also check out the Evolution Gateway site at Berkeley, especially this page which explains what evolution is, and this page which offers some introduction for what the evidence for evolution really is. One quick answer to a question someone asked there: Between H. erectus and modern humans, H. sapiens, in the time sequence we have fossils of H. heidelbergensis and H. neanderthalensis. It’s pretty clear that Neandertal is not ancestral to modern humans, but instead lived alongside modern humans for 50,000 years or so from the Middle East through Southern Europe. To the question of actual transitional fossils, you’d need to hit the paleontology journals — there are a lot. You may also benefit from taking a look at the articles at this special Nature site.
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10 Comments | Accuracy, Bad Quotes, Charles Darwin, Creationism, Darwin, Education, Ethics, Evolution, Famous quotes, Genocide, History, Holocaust, Holocaust denial, Junk science, Lessons of history, Natural history, Quotes, Racism, Rampant stupidity, Science, Voodoo history, Voodoo science, World War II | Tagged: Ben Stein, Darwin, Education, Expelled!, Politics, Religion, Richard Weikart, Science | Permalink
Posted by Ed Darrell
Millard Fillmore's Bathtub 