Books – Page 98 – artdiamondblog.com

To Teach the Truth, the Best Teachers Must Become “Canny Outlaws”

Source of book image: http://www.swarthmore.edu/Images/news/practical_wisdom.jpg

(p. 170) Walking into Mr. Drew’s economics class, researchers might have interrupted a board meeting of the student-run start-up company that was at the heart of his course. Drawing on his own experience in industry, Mr. Drew taught students economic principles in a way that made sense to them because they were researching
potential products they would actually sell (a mug with the school logo; a T-shirt designed by a student graphics team). They were conducting market surveys, accumulating capital, making decisions about the scale of investment, the risk, the profits.
. . .
In Houston. the magnet schools were forced to reorganize to prepare for the coming White-Perot reforms. McNeil changed her study. The new question was: How would these teachers cope with a curriculum that was test-driven?
. . .
Mr. Drew’s economics class did not conform to the proficiency sequence and he had to drop the course, except as an elective.
. . .
The paperwork required by such new requirements–to assure the bureaucracy that teachers were teaching by the rules–discouraged individualized time spent with students and robbed time previously devoted to planning and assessing lessons. The requirements created the same kind of time bind Wong observed when such requirements were imposed on military trainers. (p. 171) And, as in the case of the new military training model, the new requirements discouraged flexibility, adaptability, and creativity.
McNeil found that many of the experienced teachers fought back. They became canny outlaws, or creative saboteurs, dodging the “law,” finding ways to cover the “proficiencies” with great efficiency and squirreling away time to sneak real education back in at the margins of the standardized system, sometimes even conspiring with their students or teaching them how to “game” the system. Mr. Drew taught his students that economic cycles vary in length and intensity, but in the test prep period, he told them to forget this because the official answer was that each cycle lasts eighteen months. There was a danger that students who learned to look beyond the obvious, to ask “what if,” to look for the exceptions to the rules, would do badly on the tests.
. . .
The ability of wise teachers to operate as canny outlaws is most seriously constrained when a highly scripted curriculum comes riding into town on the heels of high-stakes standardized tests. By prescribing, step by step, what to say and do each day to prepare students for these tests, such lockstep curricula pose a serious challenge to professional discretion. Yet even under these adverse conditions, in many schools there are canny
outlaws who find ways to avoid being channeled.

Source:
Schwartz, Barry, and Kenneth Sharpe. Practical Wisdom: The Right Way to Do the Right Thing. New York: Riverhead Books, 2010.
(Note: ellipses added.)

The McNeil book mentioned above is:
Linda, McNeil. Contradictions of School Reform: Educational Costs of Standardized Testing, Critical Social Thought. New York: Routledge, 2000.

The Wong report mentioned above is:
Wong, Leonard. “Stifled Innovation? Developing Tomorrow’s Leaders Today.” Strategic Studies Institute Monograph, April 1, 2002.

contradictions-school-reform-educational-costs-standardized-testing-linda-m-mcneil-paperback-cover-art.jpg

Source of book image: http://i43.tower.com/images/mm101682007/contradictions-school-reform-educational-costs-standardized-testing-linda-m-mcneil-paperback-cover-art.jpg

Orwell’s Indictment of Life Under Communism

(p. 52) He meditated resentfully on the physical texture of life. Had it always been like this? Had food always tasted like this? He looked round the canteen. A low-ceilinged, crowded room, its walls grimy from the contact of innumerable bodies; battered metal tables and chairs, placed so close together that you sat with elbows touching; bent spoons, dented trays, coarse white mugs; all surfaces greasy, grime in every crack; and a sourish, composite smell of bad gin and bad coffee and metallic stew and dirty clothes. Always in your stomach and in your skin there was a sort of protest, a feeling that you had been cheated of something that you had a right to. It was true that he had no memories of anything greatly different. In any time that he could accurately remember, there had never been quite enough to eat, one had never had socks or underclothes that were not full of holes, furniture had always been battered and rickety, rooms underheated, tube trains crowded, houses falling to pieces, bread dark-coloured, tea a rarity, coffee filthy-tasting, cigarettes insufficient–nothing cheap and plentiful except synthetic gin. And though, of course, it grew worse as one’s body aged, was it not a sign that this was NOT the natural order of things, if one’s heart sickened at the discomfort and dirt and scarcity, the interminable winters, the stickiness of one’s socks, the lifts that never worked, the cold water, the gritty soap, the cigarettes that came to pieces, the food with its strange evil tastes? Why should one feel it to be intolerable unless one had some kind of ancestral memory that things had once been different?

Source:
Orwell, George. Nineteen Eighty-Four. New York: The New American Library, 1961 [1949].

By Canadian law, 1984 is no longer under copyright. The text has been posted on the following Canadian web site: http://wikilivres.info/wiki/Nineteen_Eighty-Four

“A Lonely Ghost Uttering a Truth that Nobody Would Ever Hear”

(p. 26) He was a lonely ghost uttering a truth that nobody would ever hear. But so long as he uttered it, in some obscure way the continuity was not broken. It was not by making yourself heard but by staying sane that you carried on the human heritage.

Source:
.
Orwell, George. Nineteen Eighty-Four. New York: The New American Library, 1961 [1949].

By Canadian law, 1984 is no longer under copyright. The text has been posted on the following Canadian web site: http://wikilivres.info/wiki/Nineteen_Eighty-Four

Crushed Under Eurostar in a Desparate Dash to a Better Life

(p. 280) In recent years, police have practically barricaded the marshalling yard in Calais, France,where the elegant Eurostar train must slow down before it enters the Channel Tunnel to England. Today the Calais marshalling yard for the Channel Tunnel looks like what the military might erect around a flying-saucer wreckage–barbed wire, electric fences, armed guards, and police dogs everywhere. Yet each night as darkness falls desperate men from the developing world, Africans and Pakistanis and Afghans and others, hide throughout the marshalling yard, sprint toward the Eurostar as it slows for the tunnel, and try to cling to its side as it accelerates again. They hope to survive until the train bears (p. 281) them into the United Kingdom, for French law treats illegal immigrants harshly, while England is more liberal. Numerous indigent developing-world men have been killed when they have slipped off the sides or the couplers of Eurostar, then fallen beneath its wheels; the stylish passengers aboard the train may feel a slight bump. Yet the men keep trying, though most must know there is hardly anything on this aerodynamically sleek train to grab hold of. Many are arrested as they dash toward the train and the favored life it represents. If released, they return to dash again. If deported, they try to sneak back into the country and dash again.

Source:
Easterbrook, Gregg. The Progress Paradox: How Life Gets Better While People Feel Worse. Paperback ed. New York: Random House, 2004.

Garbage Landfill Is Home to 80,000 in Payatas

(p. 281) Perhaps you’ve heard of Smoky Mountain, the town-sized garbage landfill in Payatas, outside Manila in the Philippines, that is home to an estimated eighty thousand desperately poor Filipinos who eke out a miserable existence scavenging what others throw away. Eighty thousand people is more than the population of Utica, New York. Entire families have been born at the Smoky Mountain landfill and lived their lives there, amidst squalor, stench, and constant smoke of smoldering trash. In July 2000, about two hundred residents of the Payatas landfill died when a large hill of trash collapsed, burying them under a garbage avalanche.

Source:
Easterbrook, Gregg. The Progress Paradox: How Life Gets Better While People Feel Worse. Paperback ed. New York: Random House, 2004.

Risking Likely Death for a Tiny Chance to “Dwell in Freedom and Earn $5.15 an Hour”

(p. 281) For all the legitimate problems people experience in the Western nations, we cannot imagine a world which generates such hopelessness that people will hurl themselves toward moving trains, or climb into the wheel wells of jetliners bound for the sky in order to have a tiny chance of getting to a place where they can dwell in freedom and earn $5.15 an hour.

Source:
Easterbrook, Gregg. The Progress Paradox: How Life Gets Better While People Feel Worse. Paperback ed. New York: Random House, 2004.

“A Dart-Throwing Chimpanzee” Predicts as Well as “Experts”

The image is of the Canadian edition, which has a different subtitle than the American edition cited below. Source of book image: http://3.bp.blogspot.com/_qGSiMLu6NXM/TTWIQkcllmI/AAAAAAAADEI/qD2yo1rxnL0/s1600/Future%2BBabble.jpg

(p. C6) How bad are expert predictions? Almost predictably bad. In 2005, Philip Tetlock, a professor of psychology at the University of Pennsylvania, published the results of a magisterial 20-year analysis of 27,450 judgments about the future from 284 experts. He discovered that the experts, in aggregate, did little better, and sometimes considerably worse, than “a dart-throwing chimpanzee.”

While Mr. Tetlock guaranteed anonymity to get his experts to reveal how useless they were, Mr. Gardner names names. In the late 1960s, he notes, the political scientist Andrew Hacker predicted that race relations in America would soon get so bad that they would lead to the “dynamiting of bridges and water mains” and the “assassinating of public officials and private luminaries.” In the early 1970s, Richard Falk, at Princeton, imagined that by the 1990s we would be living in a world dominated by “the politics of catastrophe.” In the mid-1970s, Daniel Bell and other analysts assumed that high levels of inflation were, as Mr. Gardner puts it, “here to stay.” (In fact, inflation cooled off in the early 1980s and has stayed low for decades.) In the early 1990s, Lester Thurow, the MIT economist, was one of the experts who predicted that Japan would dominate the 21st century, though he noted that Europe had a chance, too.
The high priest of erroneous prediction is, of course, Paul Ehrlich, who, though a respected entomologist, turned into an end-of-the-worlder with “The Population Bomb” (1968) and “The End of Affluence” (1974). In the latter book he wrote: “If I were a gambler, I would take even money that England will not exist in the year 2000.” Now 77, Mr. Ehrlich is “a gregarious and delightful man, a natural performer,” Mr. Gardner reports, thereby tapping into the sources of his success in the face of repeated failure: Never admit mistakes, never sound doubtful. As Mr. Gardner shows in his survey of expert prediction-making, the more you sound like you know what you are talking about, the more people will believe you.

For the full review, see:
TREVOR BUTTERWORTH. “Prophets of Error.” Wall Street Journal (Sat., APRIL 30, 2011): C6.
(Note: the online version of the article is dated APRIL 30, 2011.)

The book being reviewed, is:
Gardner, Dan. Future Babble: Why Expert Predictions Are Next to Worthless, and You Can Do Better. New York: Dutton Adult, 2011.

The important Tetlock book mentioned, is:
Tetlock, Philip E. Expert Political Judgment: How Good Is It? How Can We Know? Princeton, NJ: Princeton University Press, 2005.

“The Frozen Body of Someone Desperate to Enter the United States”

(p. 279) In August 2001, as an American Airlines 777 jetliner arriving from overseas descended toward John F. Kennedy International Airport in New York and lowered its landing gear, the frozen body of a man fell into a marsh beneath the field’s approach lanes. The body, believed to be that of a young Nigerian, was buried in a plain wooden casket in City Cemetery, the resting place of New York indigents popularly known as Potter’s Field. No one will ever know for certain, but it appears the young man, who carried no identification, had hidden in the wheel well of the jet, hoping to steal into the United States. If, as police speculated, he was from an African village, he might not have known that the air outside a jetliner at cruise altitude may be minus-80 degrees Fahrenheit, and that wheel wells are unheated; they are also not pressurized, rendering breathing almost impossible at a jetliner’s cruise altitude. Or the victim might have known these things and climbed into the wheel well anyway because he was desperate. The unknown man’s death (p. 280) marked the third time since 1997 that the frozen body of someone desperate to enter the United States had fallen from the wheel wells as a jetliner from overseas lowered its landing gear on descent toward JFK. In the man’s pockets were a few minor personal effects and a street-vendor’s map of Manhattan.

Contemplating this tragedy I thought, first, of the horror the man must have experienced as the plane’s mindless hydraulic mechanisms drew the landing struts and wheels up to crush him. Somehow he avoided being crushed–only to realize as the air craft ascended that it was getting very cold and the air was getting very thin, and he was going to die gasping and shaking. Then I contemplated what the man’s final thoughts might have been. Fear, of course; regret. Perhaps, at the last, dread that his own death might consign the rest of his family in his village to a life of suffering: for the desperation of many trying to reach the West from the developing world is motivated by their desire to work extremely hard and to live on the edge here, sending part of their incomes back home to those even worse off.

Source:
Easterbrook, Gregg. The Progress Paradox: How Life Gets Better While People Feel Worse. Paperback ed. New York: Random House, 2004.

Nearly Half of College Students Learn Nothing in First Two Years

Source of book image: http://ffbsccn.files.wordpress.com/2011/01/academically-adrift.jpg

(p. D9) Andrew Carnegie didn’t think much of college. More than a century ago, he looked around at the men commanding the industries of the day and found that few had wasted their time lollygagging on a campus quad. “The almost total absence of the graduate from high positions in the business world,” he wrote in “The Empire of Business,” “seems to justify the conclusion that college education, as it exists, is fatal to success in that domain.”

. . .
. . . , as the reward for the collegiate credential has been going up, what goes into getting that degree has been going down. So find sociologists Richard Arum and Josipa Roksa in their book “Academically Adrift” (University of Chicago Press). Institutions of higher learning are “focused more on social than academic experiences,” they write. “Students spend very little time studying, and professors rarely demand much from them in terms of reading and writing.” More than a third of students do less than five hours of studying a week–and these shirkers end up, on average, earning B’s.
Ms. Roksa, who teaches at University of Virginia, and Mr. Arum, a professor at New York University, mined data from thousands of sophomores who retook a learning assessment test they had first been given when they arrived at college. Nearly half the students showed no sign of intellectual progress after two years of undergraduate endeavor.
. . .
What would Mr. Carnegie have thought of it? “While the college student has been learning a little about the barbarous and petty squabbles of a far-distant past,” he wrote, “or trying to master languages which are dead…the future captain of industry is hotly engaged in the school of experience, obtaining the very knowledge required for his future triumphs.” Mr. Carnegie may have thought the knowledge gained at college was “adapted for life upon another planet,” but he did expect that the students were gathering some sort of knowledge. Shouldn’t parents footing the massive tab for tuition be able to expect the same?

For the full commentary, see:
ERIC FELTEN. “POSTMODERN TIMES; Now College is the Break.” The Wall Street Journal (Fri., FEBRUARY 11, 2011): D9.
(Note: ellipses added.)

The book under discussion is:
Arum, Richard, and Josipa Roksa. Academically Adrift: Limited Learning on College Campuses. Chicago: University of Chicago Press, 2011.

Hillary Clinton Blasted “Materialism” in Others and Bought a $1.7 Million House for Herself

(p. 145) . . . , it is standard to denounce materialism in others while lusting for it ourselves. At the end of the 1990s, Hillary Rodham Clinton decried “a consumer-driven culture that promotes values that undermine democracy” and blasted “materialism that undermines our spiritual centers.” Shortly thereafter, she bought a $1.7 million home and signed an $8 million book contract. As the novelist Daniel Akst has noted, Rodham Clinton thus joined the long line of commentators “bent on saving the rest of us from the horrors of consumption” while taking care to make themselves rich and comfy.

Source:
Easterbrook, Gregg. The Progress Paradox: How Life Gets Better While People Feel Worse. Paperback ed. New York: Random House, 2004.
(Note: ellipsis added.)