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re: Any takers for a discussion about “Marxian economics”?
Posted on 11/5/26 at 3:43 pm to G The Tiger Fan
Posted on 11/5/26 at 3:43 pm to G The Tiger Fan
You decided on a conclusion, ignored all actual evidence and posted a Tweet that affirms your preconceived notion.
You should be the mascot for the Poli Board.
You should be the mascot for the Poli Board.
Posted on 11/5/26 at 3:54 pm to 4cubbies
quote:
You decided on a conclusion, ignored all actual evidence
Irony so thick it’s palpable.
Posted on 11/5/26 at 3:59 pm to 4cubbies
quote:
You're producing assessment questions, but not the curriculum to help students build the capabilities to independently answer the assessment items correctly. IMO, project-based learning and developmentally appropriate Socratic Seminars are the best way to build those capabilities, and I have feeling you agree. Project-based learning is expensive and messy. It's risky and requires a lot of supervision (from adults with expertise who expect to be paid fairly for their time and expertise) to execute meaningfully. I think that's why we see so little of it in public schools.
I left this thread and Marxist based economics was being discussed. Come back and Socratic seminars and public education is the topic.
Playing chess with a pigeon was a perfect analogy made earlier in the thread.
Posted on 11/5/26 at 3:59 pm to AmishSamurai
quote:
They could read it. Could they understand or contextually relate it to their current life, situation, history, etc?
As in, they could read it superficially, yes. Just like you superficially read my point and thought I meant the actual act of reading, rather than understanding the subtext of the plays from within the world of the play. Please for the love of all that is holy, before you respond glibly, think about what I mean when I say 'within the world of the play.' I am saying, quite clearly, that they could not understand the subtext, the context, or even a meaningful framing of the play for themselves. I would that this isn't limited to even Shakespeare, but almost all of what is regarded as the literary canon. My argument is also an older one, perhaps most visibly expressed by Randall Jarrell in The Saturday Evening Post in 1958.
Posted on 11/5/26 at 4:03 pm to crazy4lsu
quote:
My argument is also an older one, perhaps most visibly expressed by Randall Jarrell in The Saturday Evening Post in 1958.
Your Appeal to Authority argumentative approach is cute ...
You're probably a pretty smart individual but your egalitarian "I'm more read than all you rubes on this forum" is nauseating ...
Bass could definitely read, understand, contextualize, etc. Shakespeare and a lot of the same haute couture crap that you're throwing out here ...
Great, you're well read. Now make a convincing argument vs. "hey rube, you haven't read so and so ... so you can't understand" ...
Pedestrian syllogistic approach ...
This post was edited on 11/5/26 at 4:05 pm
Posted on 11/5/26 at 4:10 pm to 4cubbies
quote:
So you're pointing out the limitations of output of standardized tests.
Well not merely that, but to show that standardized tests are an imperfect way of dealing with several distinct issues, from how to organize the labor of education (often referenced as student-teacher ratios) to what makes a standardized test and what doesn't, which again is also a purposeful choice. It's most obviously an immediate argument against excessive reliance on standardized tests for anything outside of the test itself. American society also isn't strictly organized along those testing lines. There are no set paths if you don't pass, university seats nor placement are directly determined by the tests and nor does a high score confer upon you some immediate placement in some program or something. There are several countries which have universal tests for college entrance, China, South Korea, India among them, but there is no part of those education systems I think the US should emulate, because the things the US does well, which is to impart things like creativity, flexible career paths, and a more varied approach to curricula. NC_Tigah's point about learning in environments where there is some limitation is actually a good example of how the US's decentralized system can still find a place for a talented individual in a demanding profession.
Posted on 11/5/26 at 4:21 pm to crazy4lsu
quote:
but there is no part of those education systems I think the US should emulate
Shiiiiit. We could use some of those mental abacus math skills.
I have never felt dumber when it comes to math than watching those speed competitions.
Posted on 11/5/26 at 4:22 pm to AmishSamurai
quote:
Your Appeal to Authority argumentative approach is cute ...
Bud, I was referencing one of the origins of the argument. You read it as an appeal to authority because, and I can't repeat this enough, have incredibly poor comprehension skills.
quote:
You're probably a pretty smart individual but your egalitarian "I'm more read than all you rubes on this forum" is nauseating ...
Do you understand what egalitarian means? Because the sentence structure here suggest you do not. I'm clearly taking the snobbish route to discussion, not the egalitarian route, because I do not think you are informed enough to even have the beginnings of an opinion. That isn't an egalitarian approach. I am clearly saying, you don't have the education to form any cogent opinion.
quote:
Bass could definitely read, understand, contextualize, etc. Shakespeare and a lot of the same haute couture crap that you're throwing out here ...
Who the hell is Bass?
quote:
Now make a convincing argument vs. "hey rube, you haven't read so and so ... so you can't understand" ...
I already have, using neuroanatomy and the structure of the cerebellum itself. And apparently you haven't really reflected on the comprehension bit. At your age, it probably won't come.
Posted on 11/5/26 at 4:41 pm to 4cubbies
quote:In 1° levels, you're possibly right.
Stratification isn't necessarily required for students to demonstrate academic excellence.
But by HS, I'd disagree ... strongly.
IMO, HS is the level where our public system is absolutely decimating our kids intellectually.
At that point, capacity deltas are clearly evident. If you insert a brilliant 14-16 kid into a group of future exotic dancers who are head-over-heels enthralled with hot-looking jocks ... aka future coal miners, the brilliant kid will NOT thrive.
Applied over the entire public school spectrum, that "failure to thrive" might cost us an Amazon, WalMart, Apple, Microsoft, etc.
So, take the bright boys and girls, segregate them. Engage them. Take the group of future exotic dancers head over heels enthralled with hot-looking future coal miners. Separate the would be future dancers from the "hot" "jocks." There will be some salvage opportunities amongst those two groups .... guaranteed.
Posted on 11/5/26 at 4:45 pm to 4cubbies
quote:FYI, your response ignored the post it was respondent to.
English teacher doing 6 weeks on Shakespeare to a group of kids who had less than 1 in 3 kids reading on grade level.
---
How else are kids supposed to learn anything? It's education 101. Students need to be exposed to material outside of their comfort level
Posted on 11/5/26 at 6:11 pm to NC_Tigah
quote:
FYI, your response ignored the post it was respondent to.
If a person is unable to decode a word, they can still benefit from exposure to different and complex vocabulary. They can still analyze plot lines, character analysis, literary themes, general reading comprehension.
We read aloud to babies and toddlers even thought we know they can’t decode the text independently.
This post was edited on 11/5/26 at 6:13 pm
Posted on 11/5/26 at 7:00 pm to CleverUserName
quote:this is actually pretty symbolic of our greater discussions.
I left this thread and Marxist based economics was being discussed. Come back and Socratic seminars and public education is the topic.
Playing chess with a pigeon was a perfect analogy made earlier in the thread.
Contributors who are able to exist independently, outside of the limitations of government mandates and the lowest common denominator were free to introduce new and different concepts they found meaningful while those who were uncomfortable navigating life outside of predetermined and imposed parameters threw tantrums.
Posted on 11/5/26 at 7:51 pm to NC_Tigah
This post makes me very uncomfortable.
I spent a lot of my day today with a guy around my age. Testing then going over algebra. I met him last week and immediately saw how bright he is. I also knew I had limited time left. I’ve been cramming in testing because tomorrow is my last day at my job and I want him to have the opportunity to earn his diploma before I leave and the education program shuts down.
The number of times this man lamented on his regret for not applying himself in high school actually got on my nerves. I kept saying “but you’re here now! The timing just wasn’t right back then” and variations of that over and over. He could solve complicated math problems in his head. At one point I jokingly asked him if he was Rain Main.
He is someone who was or would be written off by the system you referred to, funneled into being a coal miner. Obviously he took a wayward path to get where he is and I don’t remember what his charges were but I’ve really enjoyed hanging out with him and he’s a real person ya know?
I just don’t feel right about stratifying real people according to perceived limitations when, as crazy4lsu has done a great job of illustrating, our metrics for measuring intellectual capacity are limited themselves.
I spent a lot of my day today with a guy around my age. Testing then going over algebra. I met him last week and immediately saw how bright he is. I also knew I had limited time left. I’ve been cramming in testing because tomorrow is my last day at my job and I want him to have the opportunity to earn his diploma before I leave and the education program shuts down.
The number of times this man lamented on his regret for not applying himself in high school actually got on my nerves. I kept saying “but you’re here now! The timing just wasn’t right back then” and variations of that over and over. He could solve complicated math problems in his head. At one point I jokingly asked him if he was Rain Main.
He is someone who was or would be written off by the system you referred to, funneled into being a coal miner. Obviously he took a wayward path to get where he is and I don’t remember what his charges were but I’ve really enjoyed hanging out with him and he’s a real person ya know?
I just don’t feel right about stratifying real people according to perceived limitations when, as crazy4lsu has done a great job of illustrating, our metrics for measuring intellectual capacity are limited themselves.
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