Archive

Archive for August, 2011

Education & British Riots in the Welfare Society

August 11, 2011 Leave a comment

I am passionate about Parenting. I know for certain this is the thing, if done right and seriously, would elevate society and solve many of the serious problems we face today in our schools, work force, and political structure. I have been frustrated at my inability to express this idea in a way that would communicate the problem, its origin, and the results we face on a daily basis in our classrooms, social structure, and political ideology.

Fortunately, I read an article this morning by Max Hastings, who writes for Mail Online, a British newspaper. He expresses the underlying social problems so well that I thought I would provide excerpts in this post. All emphasis in the article is mine.

MR. MAX HASTINGS:

“A few weeks after the U.S. city of Detroit was ravaged by 1967 race riots, in which 43 people died, I was shown around the wrecked areas by a black reporter named Joe Strickland.

He said: ‘Don’t you believe all that stuff people here are giving media folk about how sorry they are about what happened. When they talk to each other, they say: “It was a great fire, man!” ’

I am sure that is what many of the young rioters, black and white, who have burned and looted in England through the past few shocking nights think today.

If you live a normal life of absolute futility, which we can assume most of this week’s rioters do, excitement of any kind is welcome. The people who wrecked swathes of property, burned vehicles and terrorised communities have no moral compass to make them susceptible to guilt or shame.

Most have no jobs to go to or exams they might pass. They know no family role models, for most live in homes in which the father is unemployed, or from which he has decamped.
They are illiterate and innumerate, beyond maybe some dexterity with computer games and BlackBerries.

The depressing truth is that at the bottom of our society is a layer of young people with no skills, education, values or aspirations. They do not have what most of us would call ‘lives’: they simply exist. They have their being only in video games and street-fights, casual drug use and crime, sometimes petty, sometimes serious.

Today, those at the bottom of society behave no better than their forebears, but the welfare state has relieved them from hunger and real want. When social surveys speak of ‘deprivation’ and ‘poverty’, this is entirely relative. Meanwhile, sanctions for wrongdoing have largely vanished.

When Work and Pensions Secretary Iain Duncan Smith recently urged employers to take on more British workers and fewer migrants, he was greeted with a hoarse laugh. Every firm in the land knows that an East European — for instance — will, first, bother to turn up; second, work harder; and third, be better-educated than his or her British counterpart. Who do we blame for this state of affairs?

Of course it is true that few have jobs, learn anything useful at school, live in decent homes, eat meals at regular hours or feel loyalty to anything beyond their local gang. This is not, however, because they are victims of mistreatment or neglect. It is because it is fantastically hard to help such people, young or old, without imposing a measure of compulsion, which modern society finds unacceptable. These kids are what they are because nobody makes them be anything different or better.

A key factor in delinquency is lack of effective sanctions to deter it. From an early stage, feral children discover that they can bully fellow pupils at school, shout abuse at people in the streets, urinate outside pubs, hurl litter from car windows, play car radios at deafening volumes, and, indeed, commit casual assaults with only a negligible prospect of facing rebuke, far less retribution.

So who is to blame? The breakdown of families, the pernicious promotion of single motherhood as a desirable state, the decline of domestic life so that even shared meals are a rarity, have all contributed importantly to the condition of the young underclass. The social engineering industry unites to claim that the conventional template of family life is no longer valid.

And what of the schools? I do not think they can be blamed for the creation of a grotesquely self-indulgent, non-judgmental culture.

This has ultimately been sanctioned by Parliament, which refuses to accept, for instance, that children are more likely to prosper with two parents than with one, and that the dependency culture is a tragedy for those who receive something for nothing.

The judiciary colludes with social services and infinitely ingenious lawyers to assert the primacy of the rights of the criminal and aggressor over those of law-abiding citizens, especially if a young offender is involved.

How do you inculcate values in a child whose only role model is footballer Wayne Rooney — a man who is bereft of the most meagre human graces? How do you persuade children to renounce bad language when they hear little else from stars on the BBC?

A teacher, Francis Gilbert, wrote five years ago in his book Yob Nation: ‘The public feels it no longer has the right to interfere.’ Discussing the difficulties of imposing sanctions for misbehaviour or idleness at school, he described the case of a girl pupil he scolded for missing all her homework deadlines.

The youngster’s mother, a social worker, telephoned him and said: ‘Threatening to throw my daughter off the A-level course because she hasn’t done some work is tantamount to psychological abuse, and there is legislation which prevents these sorts of threats. ‘I believe you are trying to harm my child’s mental well-being, and may well take steps . . . if you are not careful.’

That story rings horribly true. It reflects a society in which teachers have been deprived of their traditional right to arbitrate pupils’ behaviour. Denied power, most find it hard to sustain respect, never mind control.

I never enjoyed school, but, like most children until very recent times, did the work because I knew I would be punished if I did not. It would never have occurred to my parents not to uphold my teachers’ authority. This might have been unfair to some pupils, but it was the way schools functioned for centuries, until the advent of crazy ‘pupil rights’.

I recently received a letter from a teacher who worked in a county’s pupil referral unit, describing appalling difficulties in enforcing discipline. Her only weapon, she said, was the right to mark a disciplinary cross against a child’s name for misbehaviour. Having repeatedly and vainly asked a 15-year-old to stop using obscene language, she said: ‘Fred, if you use language like that again, I’ll give you a cross.’

He replied: ‘Give me an effing cross, then!’ Eventually, she said: ‘Fred, you have three crosses now. You must miss your next break.’

He answered: ‘I’m not missing my break, I’m going for an effing fag!’ When she appealed to her manager, he said: ‘Well, the boy’s got a lot going on at home at the moment. Don’t be too hard on him.’

This is a story repeated daily in schools up and down the land. If a child lacks sufficient respect to address authority figures politely, and faces no penalty for failing to do so, then other forms of abuse — of property and person — come naturally.

So there we have it: a large, amoral, brutalised sub-culture of young British people who lack education because they have no will to learn, and skills which might make them employable. They are too idle to accept work waitressing or doing domestic labour, which is why almost all such jobs are filled by immigrants. They have no code of values to dissuade them from behaving anti-socially or, indeed, criminally, and small chance of being punished if they do so. They have no sense of responsibility for themselves, far less towards others, and look to no future beyond the next meal, sexual encounter or TV football game.

 They are an absolute deadweight upon society, because they contribute nothing yet cost the taxpayer billions. Liberal opinion holds they are victims, because society has failed to provide them with opportunities to develop their potential.

Most of us would say this is nonsense. Rather, they are victims of a perverted social ethos, which elevates personal freedom to an absolute, and denies the underclass the discipline — tough love — which alone might enable some of its members to escape from the swamp of dependency in which they live.

Only education — together with politicians, judges, policemen and teachers with the courage to force feral humans to obey rules the rest of us have accepted all our lives — can provide a way forward and a way out for these people. They are products of a culture which gives them so much unconditionally that they are let off learning how to become human beings.

My dogs are better behaved and subscribe to a higher code of values than the young rioters of Tottenham, Hackney, Clapham and Birmingham. Unless or until those who run Britain introduce incentives for decency and impose penalties for bestiality which are today entirely lacking, there will never be a shortage of young rioters and looters such as those of the past four nights, for whom their monstrous excesses were ‘a great fire, man’.

“The truth cannot be told and be misunderstood.”

Advertisements

TED – Ideas Worth Spreading, Deb Roy

August 7, 2011 Leave a comment

“Imagine if you could record your life, everything you said, everything you did, available in a perfect memory store at your finger tips so you could go back and find memorable moments and relive them or sift through traces of time and discover patterns in your own life that previously had gone undiscovered.” 

This is what Deb Roy did at the birth of his son, whose every moment was recorded from birth to present day. He is the Founder and CEO of Bluefin Labs, an MIT spinoff. This is Deb Roy’s TED talk March, 2011.

TED is a nonprofit devoted to Ideas Worth Spreading. It started out in 1984 as a conference bringing together people from three worlds: Technology, Entertainment, Design. Since then its scope has become ever broader. Along with two annual conferences — the TED Conference in Long Beach and Palm Springs each spring, and the TEDGlobal conference in Edinburgh UK each summer — TED includes the award-winning TEDTalks video site, the Open Translation Project and TED Conversations, the inspiring TED Fellows and TEDx programs, and the annual TED Prize.

This has to be shared with my audience. It is truly one of the most remarkable video moments I have had. It takes about 20 minutes to watch but it is riveting.

Enjoy this amazing father and his amazing family. Hang in there the end is POWERFUL!

Deb Roy studies how children learn language, and designs machines that learn to communicate in human-like ways. On sabbatical from MIT Media Lab, he’s working with the AI company Bluefin Labs.

Education; Teacher Cheaters in Pennsylvania!

August 7, 2011 1 comment

I have a friend who is a teacher. She told me after reading my prior post on the Atlanta Teacher Cheaters, “Teachers shouldn’t be judged so harshly. Too much is expected of them. They have too much on their plate.” Stunning!

Why are we making excuses for teachers who are unable to educate their students without cheating them and stealing their futures? Who do the teacher unions speak for in this appalling 11 year intellectual theft?

The New York Times reported on July 31 that Pennsylvania joined the many states whose teachers are involved in a massive teacher cheating scandal involving 89 schools, 28 of which are located in Philadelphia, whose inner city children are mostly black. If, like Atlanta, this has been going on since 2000, think of the drastic, mind numbing consequences for these students who have been allowed to cheat and actually were assisted by the teachers in their cheating!

This is 2011. This cheating began in 2000 and eleven years later these students, who were robbed of their future by these teachers, have been out of school for 6 years. Where are they now? What are they doing? Where do they live? What glorious dreams do they have? Who stands for them?

Let’s look at Teacher Cheaters from the perspective of the student. Let’s call him Nate. He is a minority student in the Atlanta or Philadelphia school system and in the eighth grade. When he entered the eighth grade he was not performing at his grade level. It is the end of the year and he is being tested by his teachers to see if they brought him to grade level or above. He is too young to understand the terrible consequences for his future if he is passed on without certain scholastic proficiencies. At this time in his life he does not think of his future. He does what his teacher directs him to do and if the teacher teaches him how to cheat that is what he learns how to do well. He cannot read nor do mathematical skills at his grade level, but he does become proficient in cheating as taught to him by his Teacher Cheaters.

Nate is passed from one grade level to another with the assistance of the Teacher Cheaters and he graduates with a diploma, which he can barely read. Or worse, he may have dropped out of school. Nate needs a job because he is now 18 years old. His parents have given him the boot and told him to support himself. He can’t read well; he can barely do the most basic math skills; and his spoken language is unintelligible or filled with the most deplorable grammatical speech patterns, which condemn him to a life of poverty, crime or flipping hamburgers at McDonald’s for minimum wage. It was told to me once, “The spoken language is what determines your class, prosperity and success in life.” This subtle influence that plays upon the ear is as true as the sun rising in the morning.

Nate is doomed. He never had a chance. His Teacher Cheaters got their bonuses, promotions, and Federal Funding for 11 years as Nate struggled to make sense of his time in their prison.

Never before have teachers had so many reasons to cheat. Student scores are now used to determine whether teachers and principals are good or bad, whether teachers should get a bonus or be fired, whether a school is a success or failure. If the Teacher Cheaters were doing what they were hired to do there would be no reasons to cheat. Is this broad based scandal foreshadowing the wholesale incompetency of teachers, administrators, and unions? Are they covering up this horrible crime against the youth of our nation? If they are doing what they are paid to do there would be no reasons to cheat.

Instead of accepting responsibility for their crime against Nate, teachers are finger pointing towards a host of others, which I find irresponsible, time consuming, and unproductive! When they cheat a student they cheat the entire country. I am so happy I home schooled our sons. They are now very successful young men who can read, speak articulately, and add, subtract, divide and multiply.

“If a seed of a lettuce will not grow, we do not blame the lettuce. Instead, the fault lies with us for not having nourished the seed properly.”

 Buddhist proverb

%d bloggers like this: