wouldn't...that also be virtue signaling?
5,626 karma · joined October 6, 2015
(Not saying we suceed but we try almost because we don’t have a choice)
which is exactly the goal...something that seems reasonable while enabling abuse.
Those already exist, of course, including[0]:
* Failure to comply with police officer; classification
* Refusing to Aid a Peace Officer
* Obstructing Criminal Investigations of Prosecutions
* Refusing to provide truthful name when lawfully detained
* Impersonating a public servant
* Obstructing a highway or other public thoroughfare
No matter how reasonable the law may read on its face, the clear goal is empowering more police abuse and less oversight. The history of police conduct in arizona makes this readily apparent.[e.g., 1]
[0] https://www.jacksonwhitelaw.com/criminal-defense-law/obstruc...
[1] https://www.forbes.com/sites/erikkain/2011/08/31/actor-steve...
Compared to the US high end competition they are vastly superior. It's a shame really. There are two reasons I suspect: 1) not available in big box stores where most people make appliance purchases, 2) simply name recognition
My point wasn't that they shouldn't or should, its that they do. As you note it has been socialized into them. The problem is systematic, not something any one educator can fix. Bad teachers, and bad educational experiences create long term damage beyond not learning content.
Good tests actually assess learning - what you mentioned is not a good test. Just like a test that causes stress ends up measuring stress isn't measuring learning.
A grading system that is more work for students focused on the grade over learning is something I would see as a feature not a bug.
1) About a year ago I was teaching a class that included working with a user group from a country in Africa. 2/3rd of the way through the semester, after submitting an extensive (and well done) research paper on the country's culture, norms, people, and public health needs a student asked me flat out "Is Chad a real country or did you invent it for this project". School is so internalized as a game that they don't even know that they are approaching school as a game.
2) I recently gave a test and received a number of regrade requests. One student had written two paragraphs to answer a question needing one sentence. His regrade request (after seeing the key) was to include the first five words of the first sentence, and ellipses, and the last four words of his last sentence and ask for credit "because the answer was in there". Another asked for a partial credit because 'I understood it even if my answer wasn't right'
There is a flip side...a lot of students are reaching college now without the experience of the decision or blame being on them. College is viewed as so important that it cannot be left to these children who will screw it up. Grades are inflated, kids are told to do more activities but with less depth...everyone is trying to game every metric. It is a functionally nihilistic world view that becomes embedded in students minds in a way that totally lacks agency.
They feel that if they fail its because the teacher failed them...because in their priors the teacher fixed it, because failing and the consequences were not an option - especially for the 'gifted' students. It isn't a personality, it's a lived experience. Its confusing to the students just as much as to me because they don't understand what has happened or how their parents/teachers/leaders/society have failed them.
I hear you, communication is hard, but trust me your statement and the authors are an AND not an OR :) the difference is scale. the students are about 1v30 when it comes to opportunities for badly written assignments. In a typical semester, I am 1v120+ hostile attacks on my communication skills
The number of students I have that actively presume I am trying to trick them is truly astonishing. It's a learned behavior, sure, but it is the behavior.
I've put parts of answers in the question text, underlined them, and then had students tell me they thought it was a trick. I'm at the point when I write tests I leave pretty blatant hints because I have found they are a useful way to punish students who have opted out of thinking and try and brute force answers. I've had students actively invent parts of assignments in their head. In the last one, I asked for three examples in a short answer problem...and gave one of them as a 'for example'. less than 10% of people used that. More than 10% told me they thought it was a trick.
I'm not mad, I'm worried. I get why IT is moving towards zero trust, but it is fundamentally at odds with actual learning. The saving grace is that I can actually use the term 'headcannon' with this generation and they know what I mean.
If sowell had a cookbook I bet I could guess your diet.
This is what is meant by the “arrogance”. Peoples opinions are not accepted as inherently credible. The bad faith and the intellectual dishonesty and the projection are not an accident, they are a narrative tool that metastasizes
Is not a response to “why do you hold this opinion”
It strikes me as pretty much straight up satire to use as your primary source the writings of a guy with degrees from Harvard and works for the Hoover institution at standford. To then go from the arrogance of the left to the arrogance of authoritarianism…I honestly think this is parody.
The basics here, that are worth reiterating, is that there is, as usual, no serious people on the left claiming they have all the answers…the only people claiming that are constructing useful strawpeople to then try and tear down.
Response bias is well studied: https://en.wikipedia.org/wiki/Response_bias
Especially when one has been fed a narrative specifically to cover underlying beliefs in something that has more social acceptability.
"The democrats are smug" okay...lets ask the follow-up question. Why? how? please explain? Taking people at their literal word for why they do something is basically the worst possible version of any social sciences research.
This is the aerospace/power/transportation rolls royce: https://www.rolls-royce.com/
This is the car brand: https://www.rolls-roycemotorcars.com/en_US/home.html
1) work the relay they think they are supposed to work but have no idea
2) cost exactly zero dollars
3) function perfectly all the time
4) take their feedback and ignore the feedback of everyone else
American governance is so trapped by human paradoxes that it’s bound to function poorly. That’s particular to hear and particular to the societal narratives that we ((especially the right) ascribe to
It’s easy to point the finger at unions- mostly because it is a narrative that has been pushed hard for years.
The issues are way larger than the person in front of the classroom. Bad teachers don’t help but thinking I can just take test data at the end of the year and figure out which teachers are bad is wildly useless
And I was about to argue with 40 years old by saying i think it was written in the 1980s! And I caught myself
Jean Anyon's work is really the baseline[0] and describes just how fundamentally different the schooling process experienced by the privileged and less privileged is. She looked entirely at public schools.
>In the two working-class schools, work is following the steps of a procedure. The procedure is usually mechanical, involving rote behavior and very little decision making or choice. The teachers rarely explain why the work is being assigned, how it might connect to other assignments, or what the idea is that lies behind the procedure or gives it coherence and perhaps meaning or significance. ...Work is often evaluated not according to whether it is right or wrong but according to whether the children followed the right steps.
>In the executive elite school, work is developing one's analytical intellectual powers. Children are continually asked to reason through a problem, to produce intellectual products that are both logically sound and of top academic quality. A primary goal of thought is to conceptualize rules by which elements may fit together in systems and then to apply these rules in solving a problem.
[0]https://www1.udel.edu/educ/whitson/897s05/files/hiddencurric...
To someone socialized into the normal school system, montessori is incomprehensible and measure as such. The outcomes that are targeted from the montessori philosophy are antithetical to the outcomes standard education seeks to measure. What is happening can easily be labeled 'lazy' or 'disorganized' and the people who are expected to provide outside oversight can't easily identify the learning that is occurring. Outside evaluation requires legibility.
The opposite is also true. Standard school looks confusing and stupid to someone trained in the montessori philosophy - but not quite incomprehensible. That isn't because montessori is special but because it is different and the description of anything different is typically anchored in what is known. If you only knew montessori normal school would look incomprehensible - but because it is inherently a reaction it is taught as such.
I was a montessori kid until 5th grade then ended up in a 'standard' school. I struggled because it was not what I knew. I was accultured to be self sufficient and self-manage and suddenly I was getting yelled at for it. I remember just getting up to go to the bathroom (which was the norm at my prior school so I didn't interrupt others) and getting yelled at for...disrupting others. I think if you looked at the content learning outcomes - the outcomes were effectively equal, some better some worse. But if you look at how each taught me to think there is no comparison - I still rely on the montessori education to this day.
All of this is the same reason why getting higher ed faculty to switch from lecturing to active learning is so hard - if all you know is lecturing its really hard to understand what is happening in an active learning classroom.
Said another way: >You can’t understand Google unless you know that both Larry and Sergey were Montessori kids. ... In Montessori school you go paint because you have something to express or you just want to do it that afternoon, not because the teacher said so. This is really baked into how Larry and Sergey approach problems. They’re always asking ‘Why should it be like that?’ — Marissa Mayer, former VP of Google