School support for culture; nudes in museums

August 31, 2006

One lament I have heard my entire life is that schools “no longer support our culture.”  It’s an interesting complaint, upon analysis.

Most often, in my experience, the complaint comes from rather conservative quarters, often right-wing, and the lament is specific to some part of history that the complainer wants taught differently, or specific to some toleration of music, art, or fashion that the complainer wishes would end.  Around Dallas we have two controversies at the moment.  In one, the Dallas City Council is considering a law banning sagging pants.  In another, a parent has complained that the parent’s child saw a nude at the Dallas Museum of Art.

The two issues may appear unconnected, but they are not, really.  They both revolve around the issue of what culture is, and what culture is valuable enough to pursue, study, and teach in elementary and secondary schools.

The Dallas Morning News sized up the art museum flap, correctly in my view, with an editorial this morning, saying that one should expect to see art when one attends an art museum, and that’s okay. 

It should not surprise anyone that the DMA displays paintings and sculptures that depict the naked human figure. This has been done in Western art since antiquity. This is our cultural heritage. What we have here in this parental complaint is a failure to discriminate between art and pornography.

The distinction is, of course, famously difficult to pin down, but part of a young person’s cultural education is learning to distinguish precisely that difference. For example, the only thing that Michelangelo’s David has in common with a sleazy shot from a porn magazine is that they both depict a naked man. One exalts; the other degrades. Context matters. Artistic intent and execution matter. Using one’s brain and not jerking one’s knee matter.

It is to be expected that some people will not appreciate the distinction. It is also to be expected that educators will firmly and unambiguously defend field trips to art museums, of all places.

It’s not clear where Frisco school officials stand. They should speak up. Over 20,000 Frisco ISD students and their teachers shouldn’t have their artistic and cultural education chilled or constrained by parents who don’t understand the difference between Rodin and raunch – and by a principal too mousy to resist them.

It’s still legal to display the flag of Colorado in a Texas classroom. 


Burying Brown and the Board of Education, too

August 30, 2006

WordPress now alerts bloggers to other blog posts with similar content.  Sometimes it pulls one out of the past, and sometimes the posts pulled up make one shudder.

Reports last April said Nebraska’s unicameral legislature passed a law that will effectively resegregate Omaha’s school system.  Appletree has the story here.  How did it turn out?  I haven’t found much other news on it.

The news and the figures reported are troubling, regardless the final outcome (and I suspect the motion did not proceed exactly as the version reported).  Some of us have long suspected that the anti-education drive, manifested in proposals for charter schools, and especially for vouchers, is simply a masked version of segregation, a way to deprive people of color and people in poverty of a chance for a good education. 

One almost wishes Ronald Reagan were still alive to remind these people that, while a rising tide raises all boats, punching holes in the bottom of the boats sinks them, and in a drought, the entire lake goes dry.  The best ideals of the United States have been expressed in the drive for almost-free, universally-available primary and secondary education, for nearly 200 years.  The U.S. education system remains the model the rest of the world strives to copy.  Getting Americans to commit to keeping that system, and keeping it up to date in a world gone flat (see Tom Friedman) is an important political task for the next quarter-century.

Every kid deserves a chance to achieve as much as she or he can.  We need to focus more on making that happen, for all kids.


Mermelstein: Holocaust remembrance hero

August 28, 2006

In early August 1985, Melvin Mermelstein struck a powerful blow against bogus history and historical hoaxes. Mel won a decision in a California court, in a contract case.

A group of Holocaust deniers had offered a $50,000 reward for anyone who could prove that the Holocaust actually happened. Mermelstein had watched his family marched to the gas chambers, and could testify. He offered his evidence. The Holocaust deniers, of course, had no intention of paying up. They dismissed any evidence offered as inadequate, and continued to claim no one could prove that the Holocaust actually occurred.

Mermelstein, however, was a businessman. He knew that the offer of the reward was a sweepstakes, a form of contract. He knew it was enforceable in court. And he sued to collect. The issue in court would be, was Mermelstein’s evidence sufficient?

Mermelstein’s lawyer had a brilliant idea. He petitioned the court to take “judicial note” of the fact of the Holocaust. Judicial note means that a fact is so well established that it doesn’t need to be evidenced when it is introduced in court — such as, 2+2=4, the freezing point of water is 32 degrees Fahrenheit, 0 degrees Celsius, etc.

The court ruled that the evidence presented overwhelmingly established that the Holocaust had occurred — the court made judicial note of the Holocaust. That ruling meant that, by operation of law, Mermelstein won the case. The only thing for the judge to do beyond that was award the money, and expenses and damages.

You can read the case and other materials at the Nizkor Holocaust remembrance site.

Appalachian State University takes the Holocaust seriously — there is a program of study on the issue, recently reported by the Mountain Times (the school is in Boone, North Carolina — not sure where the newspaper is).

Teaching the Holocaust to Future Generations

Mountain Times, August 17, 2006

As co-directors of Appalachian State University’s Center for Judaic, Holocaust and Peace Studies, Rennie Brantz and Zohara Boyd are always eager to expand and improve the center’s methods of education. Seldom, though, does this involve airfare.

Brantz and Boyd recently visited Israel to participate in the Fifth International Conference for Education: Teaching the Holocaust to Future Generations. The four-day conference was held in late June at Yad Vashem, an institute and museum in Jerusalem that specializes in the Nazi Holocaust.

“Yad Vashem is an incredible institute,” Brantz said. “It was founded in the ’50s to remember and commemorate those who perished in the Holocaust, and has been the premier international research institute dealing with the Holocaust.”

As Santayana advises, we remember the past in order to prevent its recurring. Clearly, this is a past we need to work harder at remembering.


Carnival of Education #81

August 28, 2006

I failed to note earlier that the Carnival of Education 81 is up over at The Education Wonks.

Blog carnivals offer good opportunities to find blogs that provide great value, or to find blog entries which are individual gems.  When I send notices of these carnivals to other teachers, I always get thank-you notes.  It’s a cheap way to get a minor ego boost (is there any way to get those put down on the evaluation forms?).

One of the things I’m passing along to my Texas history-teaching colleagues from Carnival 81 is this post, a letter from a grandmother to a young boy, about what her schooling was like, in Texas in the 1890s.  From huffenglish.com.

Miss Gilbert's Music and Elocution Classes, 1891-92, Whitt, TX.

Students at the Parker Institute, Whitt, Texas, 1891-1892 — courtesy of huffenglish


D. James Kennedy’s killer legacy

August 27, 2006

This might be a better topic for another blog I have in early creation stages — except that the difficulties with the anti-science program broadcast this weekend by D. James Kennedy’s Coral Ridge Ministries are exactly the same difficulties the same group has with history, and the concerns about revising history textbooks and history classes — to make them inaccurate and militantly polemic — also come from the same groups. The history errors alone in Kennedy’s program justify discussing it here. Read the rest of this entry »


If we valued education . . .

August 27, 2006

 . . . we would value teachers, and take care of them. 

Do we?

This blogger, Trisha Reloaded, a veteran teacher (outside the U.S.), gives her Ten Reasons Why I Hate Teaching.  She’s teaching in Singapore — but if she didn’t say, could you tell whether she’s teaching in your town?

TexasEd notes that teacher turnover is scandalously high, and wonders what are the costs of such turnover on students and on student achievement.  We focus on student drop-out rates — perhaps we should focus on teacher drop-out rates. 


Another report: Charter school performance lags

August 23, 2006

Gee, I wasn’t counting — is this the third report in a couple of months that notes no great improvements in performance at charter schools?

The National Center for Education Statistics released a report Tuesday showing fourth graders in public schools testing higher than fourth graders in charter schools.  According to the Los Angeles Daily News, for example:

Fourth-graders in traditional public schools did significantly better in reading and math than comparable children attending charter schools, according to a report released on Tuesday by the federal Education Department.

Other news reports:  Associated Press in the Boston Globe; Deseret News in Salt Lake City, Utah; Jay Matthews in the Washington Post.


More maps!

August 23, 2006

This is too good to leave in comments.  A reader named Chris commented on my earlier post about NOAA maps with a list of sources.

Humans generally take in information much faster visually, and retain it longer.  Maps provide a key tool for teaching history.  The more the better, I think.

Chris wrote:

The NOAA data center is one of many really neat places to get data, images, and materials. Here are a few more (and let me know if you want more on any one topic, as I collect links like these – and happen to work in the field!):

Earth Observatory Science site. Free! One of the best sites out there.
http://earthobservatory.nasa.gov/

Visible Earth:
http://visibleearth.nasa.gov/

Find Space Objects! Easy views from your location. Cool.
http://www.heavens-above.com/

Space weather/environment. Great insight into the sun and upper atmosphere.
http://spaceweather.com/
http://www.sec.noaa.gov/

Elevation, land use, maps, and lots of other GIS data:
http://seamless.usgs.gov/

Learning technologies. Some fantastic educational materials:
http://www.grc.nasa.gov/WWW/K-12/index.html

Direct Readout Data. Great images.
http://directreadout.gsfc.nasa.gov/

Distributed Active Archive Center.
http://daac.gsfc.nasa.gov/www/

More great free images.
http://rapidfire.sci.gsfc.nasa.gov/

Cheers!
Chris


A Baptist with more sense for history than lab science

August 21, 2006

Brett Younger is pastor at Fort Worth’s Broadway Baptist Church.  In the Baptist Standard he tells a story of a near-disaster in his high school chemistry class, on the way to urging Christians to use common sense on the issues of evolution in public school science classes.  One more voice of reason, for sanity.


More belt than Bible

August 21, 2006

Corporal punishment of students is still legal in Texas. A few school districts use it, extensively — and to good effect, they argue. The Dallas Morning News featured the practice in a front-page story on Sunday, August 20. Read the rest of this entry »


E-learning courtesy

August 21, 2006

Setting up the on-line portion of a college course is rather new.  I found this ancient-by-internet-terms Michael Leddy at Orange Crate Art suggests students need to show manners and sense in e-mailing professors, in a well-crafted post, How to e-mail a professor

The comments provide good advice for professors, too.


Great maps from NOAA

August 21, 2006

This is just one of several stunning images available from the National Oceanographic and Atmospheric Administration’s (NOAA) National Geophysical Data Center (NGDC).

Downloadable, available on CD-ROM — this is good stuff for PowerPoint presentations and other classroom use.


More carny barking!

August 20, 2006

A nice mention today from the Carnival of Bad History, hosted by David Beito at Liberty and Power (part of the History News Network site) — pointing to my posts correcting the history behind folding the U.S. flag.

Go visit and browse around.  As usual the Carnival of Bad History has some wonderful posts, and the blogs they come from are generally first rate.

And, if you’re visiting Millard Fillmore’s Bathtub on recommendation of the Carnival — thank you, take a look around, and leave some comments!


Rote memorization, or killing a child’s potential?

August 18, 2006

Althouse tees off on the content and tone of an article in the New York Times that describes a school in the United States where young boys spend nine hours a day in rote memorization of the Qur’an.

During my law school time our informal study group had one guy who could study the tarnation out of any topic we had.  Tom got his high school education in a Catholic system, and he had four years of Latin.  It wasn’t exactly rote memorization, but it was a lot of work dealing with a system of writing that is difficult to master, at best, and language-logic defying at worst.  In the group, we determined (over a few fermented grain beverages) that this experience had well prepared Tom to deal with the oddities of legal thought.  Of course, it may have been just that Tom had learned to study with all those stern taskmasters who taught the Latin courses.

Readers here know I think school should grab a student’s interest whenever possible to improve the educational value of any topic offered.  Rote memorization has a place — I required history kids to memorize the Gettysburg Address and the Preamble to the Constitution last year — but it is a place in a larger menu of educational offerings. 

Howard Gardner claims there are different domains of genius available to everybody.  Of the eight (maybe nine) domains he has identified, how many of them are neglected by pure, rote memorization of an untranslated text? 

Ann Althouse is right.  One question we need to consider is, how many others were outraged by that article in the Times, and for the right reasons?

Update:  P. Z. Myers also found the article’s description of the school troubling.  He gets a lot more traffic than I do — a lot more comments are available there, at Pharyngula, “This is not a school.”


A plagiarism how-to

August 16, 2006

Back in May, Alex Halavais at A Thaumaturgical Compendium offered advice on how to plagiarize to avoid detection.  Of course, it also lets the cat out of the bag on how to detect such plagiarism, which was his tongue-in-cheek intention all along.  Halavais has some other stuff worth reading, and a very impressive resume.  Any teacher grading essays should read the plagiarism post.

(Tip of the backscrub brush to but she’s a girl . . .)