tag:blogger.com,1999:blog-9430835.post3374599087611952561..comments2024-03-27T18:24:19.683-07:00Comments on Steve Sailer: iSteve: The Alchemy Age of EducationUnknownnoreply@blogger.comBlogger44125tag:blogger.com,1999:blog-9430835.post-86917366575290231682008-05-07T12:47:00.000-07:002008-05-07T12:47:00.000-07:00njn: I submitted another comment, which for some r...<B>njn:</B> <I>I submitted another comment, which for some reason has not been published.</I><BR/><BR/>Yeah, this "blogger.com" software is eating up all sorts of comments.<BR/><BR/>Either that, or else Steve Sailer is rejecting them.<BR/><BR/>But with as many bugs as there are on the front end, and with the User Interface as sucky as it is, I can easily imagine that there are all sorts of problems on the backend which are causing comments to be lost.<BR/><BR/>As far as I'm concerned, Steve Sailer can't ditch this software package fast enough.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-61838101530136805132008-05-07T12:43:00.000-07:002008-05-07T12:43:00.000-07:00ogunsiron: The subtraction, division, decimal divi...<B>ogunsiron:</B> <I>The subtraction, division, decimal division, fraction reduction stuff that you mentioned was all stuff that students , in the central african country i went to early school in , were supposed to master by the 6th or 7th grade.</I><BR/><BR/>Do you suppose that it is possible that your opinion could be tainted by the experience of having been part of a self-selecting statistic?<BR/><BR/>Which is to say: Have you considered that the very fact that you were in school in the first place might have meant that you & your classmates had an average IQ up around 100?<BR/><BR/>[I honestly don't know the answer to a question like that - how could I possibly know the answer? - but the <A HREF="http://en.wikipedia.org/wiki/IQ_and_the_Wealth_of_Nations" REL="nofollow">the Lynn and Vanhanen numbers</A> for "Central Africa", in the aggregate, are not very optimistic.]<BR/><BR/><B>ogunsiron:</B> <I>I think you're vastly overestimating the difficulty of the tasks you listed... At worst, the dummy students took a lot of time to do those operations, but they could do them.</I><BR/><BR/>Again, I am NOT an expert in the education of low-IQ students, so I don't know what can be expected, realistically, of a child with an IQ of 85.<BR/><BR/>Personally, I'd be pretty shocked if most such children could be forced to learn things like division into four or five digits.<BR/><BR/>For instance, I can see that IQ 85 children might be able learn<BR/><BR/>64 / 8 = ???<BR/><BR/>or maybe even<BR/><BR/>132 / 11 = ???<BR/><BR/>But somewhere around<BR/><BR/>1024 / 32 = ???<BR/><BR/>I imagine that they'd start zoning out, and their eyes would get that glassy look, and they'd get very fidgety.<BR/><BR/>But, again, I am NOT an expert in the education of low-IQ students.<BR/><BR/><B>ogunsiron:</B> <I>Word problems are what is most likely to challenge dumb students.</I><BR/><BR/>Yes, word problems are always what separates the men from the boys.<BR/><BR/>But if you are correct, and if the low-IQ students can master fairly complicated arithmetic algorithms [up to and including finding common denominators for fractions, finding reduced forms for fractions, the conversion of fractions to decimals, and the conversion of decimals to fractions], but if they can't apply those ideas to "word problems", then the obvious question becomes: What good was it to teach them the algorithms in the first place?<BR/><BR/>If you teach a parrot to say, "Polly wants a cracker", but if the parrot doesn't have any idea that the sounds which go into "Polly wants a cracker" are aural symbols of words [which, in turn, are symbols of ideas], then what good does it do the parrot to have learned how to say, "Polly wants a cracker"?<BR/><BR/>Similarly, if you can teach a child of IQ 85 about the Pythagorean theorem, but if, when the child grows up to become a brickmason, he can't remember [or can't summon the insight to realize] that he could use the Pythagorean theorem to square two walls which he is laying, then what good was it to have "taught" him the Pythagorean theorem in the first place?<BR/><BR/>[A little off topic, but my brother had a friend who was part of a crew which was laying the foundation for a major multi-million dollar sports stadium in this area, and they had to start over two or three times when pouring the concrete for the two ovals at the ends of the stadiums - each time, they couldn't get the two sets of ovals to line up correctly - and finally, on like the third try, they just said, "to Hell with it" and kept working around the problem.]Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-14759400105684761042008-05-06T21:25:00.000-07:002008-05-06T21:25:00.000-07:00Sideways,I too understand averages, but that was n...Sideways,<BR/><BR/>I too understand averages, but that was not the point I made. When there is a broad-brush claim that 50% of the population is not 'educable', I was asking what it meant, because similar claims could be made for practically anything on the basis of an almighty Bell Curve. I gave some obvious examples to show why this was a cute but (in this case, at least) incorrect -- or imprecise -- conclusion.<BR/><BR/>I submitted another comment, which for some reason has not been published. The gist of it was that at least as far as arithmetical fluency is concerned, one was astounded by its lack amongst Americans of every hue as long as three decades ago. Spelling is a similar bugbear, even amongst middle-aged Americans (also of all colors). Like all things, numbers and words become friends of ours through close contact, and the electronic calculator and the spell-checker (and the TV, in all likelihood) bear far greater responsibility for their alienation, which the article rather facilely places on immigration and race.<BR/><BR/><BR/><BR/><I>Niranjan Ramakrishnan:<BR/>You've missed the point. Things like reading levels are based on the average. Someone who reads at a 4th grade level reads like the average 4th grader. We then have programs like NCLB which say that all 4th graders have to read at least as well as the average 4th grader.</I>njnhttps://www.blogger.com/profile/14839166327338021151noreply@blogger.comtag:blogger.com,1999:blog-9430835.post-8915169121171767672008-05-06T18:30:00.000-07:002008-05-06T18:30:00.000-07:00Niranjan Ramakrishnan: You've missed the point. T...Niranjan Ramakrishnan: <BR/>You've missed the point. Things like reading levels are based on the average. Someone who reads at a 4th grade level reads like the average 4th grader. We then have programs like NCLB which say that all 4th graders have to read at least as well as the average 4th grader.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-61416233824127242852008-05-06T16:59:00.000-07:002008-05-06T16:59:00.000-07:00Another factor. I have heard this anecdotally said...Another factor. I have heard this anecdotally said about Blacks in Canada. They are at least as black - racially - as American blacks. However, they are black faces in seas of white. Compared to American blacks, Canadian blacks are known as fine, functional, sharp. <BR/><BR/>What is the difference? No black community to drag them down. Do not underestimate the power of peer pressure to impose a collectively acceptable norm of behavior. Including academic failure. <BR/><BR/>Probably the same was true of the German mulattoes. They might not have been any less black, but they were undoubtedly surrounded by white Germans. <BR/><BR/>Look at Thomas Sowell or Clarence Thomas. They both look pretty darn African to me. Thomas went to a Catholic school, and Sowell went into the military. Maybe part of the problem is separating young blacks with potential from the black collective mentality.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-87014974338319026182008-05-06T07:30:00.000-07:002008-05-06T07:30:00.000-07:00As Steve himself has pointed out, blacks in the US...As Steve himself has pointed out, blacks in the US military usually have IQs equal to whites in the US military. When they have children by intelligent German women, who pass on their IQ genes, and these children go through a nearly all-white school system, they would naturally have scores similar to white German children. This is obvious.Unknownhttps://www.blogger.com/profile/08005283849725075353noreply@blogger.comtag:blogger.com,1999:blog-9430835.post-70995313769654777312008-05-06T05:57:00.000-07:002008-05-06T05:57:00.000-07:00A few more things to say on the Chomsky/Foucault d...A few more things to say on the Chomsky/Foucault debate, because it goes to the heart of the matter in a way I didn't anticipate.<BR/><BR/>We in the West have created a society where "power by touch" (physical coercion) is banned, prohibited, abhorred. Especially the liberal classes: whiterpeople. For a whiterperson to beat their child with a belt would be considered monstrous. When whiterpeople see people being tortured, shot, or even punched in the face, they are shocked and cannot imagine such inhuman treatment. Physical violence is absolutely verboten. <BR/><BR/>But what is de rigeur among whiterpeople - that is, the Western bourgeousie - is a kind of subtle mental indoctrination or the violence of words. If little Johnnie hits little Billy in the face, he will be subjected to endless talk, words about how his action was wrong and unthinkable. "Right thinking" adults will nearly dismiss whatever activity preceded Johnnie's act. <BR/><BR/>Look at schools. Teachers no longer may even slap bad students on the wrist with a ruler (this was once universal practice in all American schools). Hitting another kid is grounds for expulsion. <BR/><BR/>This tyranny of words and banning of touch extends to adult life. "Smart" kids should go, learn to work with numbers, and if they are "good enough," work for a big New York financial institution or some such. Touching one's work is verboten, that is for the non-whites and rednecks. <BR/><BR/>This is completely contrary to the sentiments of men like Washington, Adams, and Jefferson. The domination of finance was considered absolutely anathema to Jefferson and many in his time. He thought an honest republic could exist by avoiding city life, and living in more or less self-sufficient farms in the country.<BR/><BR/>Bringing back the original point: use of verbal coercion in the educational and psychiatric/psychological discourse of adulthood. What is defined as "sane" and what is "insane." To be someone who works 120 hour weeks in the financial industry, this is sane and good. Perhaps in need of a little "work/life balance," but essentially productive and good. To save money and retire to a self sufficient farm in a rural area, as John Adams did? That is "crazy - isn't that what those crazy racists in the MidWest do?"<BR/><BR/>Also look at how psychiatric discourse is used to pathologize any potentially subversive ideas among non-elites. "Conspiracy" thinking is a perfect example. Question the official statement on a major historical/political event used to justify elite policies? Conspiracy theory, probably stupid or crazy (or both). Outside of yuppie circles, "conspiracy" thinking is not too uncommon. Jefferson warned against the corruption that comes with powerful banking elites, too. Was he a conspiracy theory nutter? <BR/><BR/>So the liberal elite uses a type of subtle verbal manipulation to exert power, and it is directed at very specific objects. Some of those objects are the founding ideals of this nation.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-21705008434836309502008-05-06T05:33:00.000-07:002008-05-06T05:33:00.000-07:00The gay Frenchman Michel Foucault made a very good...The gay Frenchman Michel Foucault made a very good rebuttal of Chomsky. <BR/><BR/>It goes something like this: Chomsky wants to remove hierarchy and power from society. He wants to remove force from society. Chomseky wants peaceful decentralized civil society anarchism. <BR/><BR/>Foucault says something like this: there is no such thing as a society without power. In fact, the modern West has to some extent replaced militarism with civil society. And in fact, that civil society is teeming with NEW covert or peaceful but no less manipulative forms of power. <BR/><BR/>Foucault says: the West has new institutionalized forms of soft power: institutions of education, the psychiatric establishment. We loathe to physically "touch" a person to discipline and restrain them. Instead, we "touch" them only with words. Psychobabble, educababble. And the effect is even deeper, people lose their freedom of conscience. We control not by restraining the body, but by entering and manipulating the mind with webs of passively coercive words. <BR/><BR/>It is on YouTube (surprisingly, Foucault speaks with force and clarity, not what you might expect from a dead gay Frenchman):<BR/><BR/>http://youtube.com/watch?v=hbUYsQR3Mes<BR/><BR/>Worth checking out, because Foucault is pointing out something deep about the modern West here. Something that goes to the heart of what many people feel as "liberal oppression" or loss of personal autonomy despite our ostensible political freedoms.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-19284867551545538242008-05-06T02:26:00.000-07:002008-05-06T02:26:00.000-07:00Ive been looking for that black-German study. Seem...Ive been looking for that black-German study. Seems everybody knows all about it. Its a one off that hasnt been replicated.<BR/><BR/>Couple of points. First; the children were the offspring of blacks in the US military, so already the fathers had been selected for higher than average black IQ. Second; how black is black? Were these black GIs, as black as Seal? Obama? Rev Wright? Mariah Carey?!!<BR/><BR/>I suspect this study wasnt using children who were the product of straight 50/50 African/European pairings. So right there its not really saying quite what some would like it to.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-61540934377293913282008-05-06T02:05:00.000-07:002008-05-06T02:05:00.000-07:00Anon - "if these brown people are all so dumb and ...Anon - "if these brown people are all so dumb and there is no hope of improving them, how come the mulatto children of black GIs and German women raised in Germany have test scores that are not significantly different than those of native Germans?"<BR/><BR/>Source for that?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-48142879476384130482008-05-05T23:28:00.000-07:002008-05-05T23:28:00.000-07:00Hey guys, if these brown people are all so dumb an...Hey guys, if these brown people are all so dumb and there is no hope of improving them, how come the mulatto children of black GIs and German women raised in Germany have test scores that are not significantly different than those of native Germans?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-48362743420372071072008-05-05T22:54:00.000-07:002008-05-05T22:54:00.000-07:00Lucius :I think you're vastly overestimating the d...Lucius :<BR/>I think you're vastly overestimating the difficulty of the tasks you listed. Students who don't have access to calculators and who master their times tables can do arithmetic just fine, especially on paper (mental arithmetic is another matter). <BR/><BR/>The subtraction, division, decimal division, fraction reduction stuff that you mentioned was all stuff that students , in the central african country i went to early school in , were supposed to master by the 6th or 7th grade. In order to graduate from primary school we pretty much had to show that we could do this stuff . I went to school with a mix of students. I had major dummies in my classes yet pretty much ANYONE in 6th grade would have been able to do that stuff . The only remotely challenging bit is maybe finding a common denominator . At worst, the dummy students took a lot of time to do those operations, but they could do them. <BR/><BR/>That stuff is only hard for students whose number sense was never developed at all, thanks to dumb teachers pushing calculator usage on 1st graders. <BR/>Word problems are what is most likely to challenge dumb students. Rote arithmetic can and is taught even to low IQ people.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-3685301084895960452008-05-05T20:45:00.000-07:002008-05-05T20:45:00.000-07:00I'm currently completing a Masters in Education an...I'm currently completing a Masters in Education and had it not been for people like Steve Sailer this degree would be akin to staring out a window for 13 months.<BR/><BR/>As many of you already imagine, education theory can be boiled down to "find whatever means necessary to produce equal results." Consequently, men like John Dewey have their words twisted and inflated until what was once a sensible proposal for education reform becomes egalitarian dogma used to support ridiculous methods. <BR/><BR/>The latest trend has been to replace all quantitative evaluation with things like portfolios and (I kid you not) photographs. This means taking candid shots of students engaged in learning as "proof" to parents that they're not just sitting on their asses all day wasting time. <BR/><BR/><I>Holistic</I> or <I>cooperative</I> learning is a pretty way of saying "make evaluation as subjective as possible so that the black student who understands Maya Angelou is as smart as the white student who can read <I>War and Peace</I> without a dictionary."<BR/><BR/>Education theorists are also against the concept of "teaching to the test" yet that is precisely what they are doing when they drill students with items found on Raven's Progessive Matrices in the hopes that IQ scores will rise. Students become so filled with pattern recognition that they fail to learn anything of substance later on.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-14644812389022405472008-05-05T20:17:00.000-07:002008-05-05T20:17:00.000-07:00Niranjan Ramakrishnan You haven't defined 'educabi...<B>Niranjan Ramakrishnan</B> <I>You haven't defined 'educability'...</I><BR/><BR/><B>Anonymous:</B> <I>The average is now almost certainly below IQ 100 and more than 150 million are likely to fall below that marker.</I><BR/><BR/>I had three medium-sized [or lengthy-ish] posts that I submitted this morning, about the question of what can be reasonably expected from children with an IQ of 85 [the average for American blacks and American mestizo/aboriginal hispanics], but either the submissions were eaten up by the system, or else Steve Sailer chose not to post them.<BR/><BR/>Bottom line: With half of all children in the USA now belonging to these groups [of average IQ 85], and with children of IQ 85 [up to about IQ 90] being more or less completely uneducable, we are now starting with an implacable, immutable base of at least 25+% illiteracy and innumeracy in the USA.<BR/><BR/>Prepare for the worst.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-12788599067592418262008-05-05T19:12:00.000-07:002008-05-05T19:12:00.000-07:00headache: interesting to hear from a German. I've ...headache: interesting to hear from a German. I've always admired the Germans' building a strong economy while keeping their politicians out of the pockets of big business. Maybe all you guys needed was to get rid of the Junkers... and I think most of the iSteve crowd would appreciate the NDP ;)<BR/><BR/>I always had a sense that Germans had an above-average respect for physical craftsmanship, though. What you've done is de-proletarianize proletarian professions, it sounds like.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-18307554396776291752008-05-05T18:34:00.000-07:002008-05-05T18:34:00.000-07:00Joseph - your comment about 150 million being belo...Joseph - your comment about 150 million being below average (IQ 100), that would be the case if America was white. But with so many vibrant newcomers and their offspring your estimate sounds optimistic.<BR/><BR/>The average is now almost certainly below IQ 100 and more than 150 million are likely to fall below that marker.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-45507946260013635812008-05-05T18:10:00.000-07:002008-05-05T18:10:00.000-07:00Interesting article, but based on a wobbly premise...Interesting article, but based on a wobbly premise. As I see it, the crux of your argument lies in the following two sentences/paragraphs:<BR/><BR/><I>The essential problem facing any education system: half the kids are below the median in educability.<BR/><BR/>That's a tautology, so it has to be true. But, to our educrats, it's a damnable heresy.</I><BR/><BR/>You haven't defined 'educability', but what if we replaced a goal of 'educability' with 'talkability'? Don't more than 50% of children learn to talk? What about 'Toilet-trainability'? A guaranteed 50% failure rate? Ugh.<BR/><BR/>Perhaps your second paragraph above should be couched in less strident terms.<BR/><BR/>You might argue that you were being merely rhetorical, and that the median is more properly applied to specific measures, such as,<BR/>say, learning the multiplication tables. Since you say 'education system' and not 'black education system' or 'white education system', let me tell you this particular goal is not at all an unreasonable one. Growing up in India, the entire class of second or third graders had to memorize tables (up to the 12-times table -- and one generation before us, to the 16th). I can confidently say that among my classmates the number that knew their tables was in well above 50%, perhaps closer to 80.<BR/><BR/>To take a different (though equally empirical) example, what if we set a goal to reduce infant mortality in a population from 70% to 30%? I am not quoting specific numbers, but all I have to prove is that this percentage (a) can change and consequently (b) it is not stuck at 50%. Both of which have happened in several societies, even poor ones, and from different parts of the world.<BR/><BR/>Now if it is your point that children who don't meet the standards have to be kept back, that is a more valid argument, but not one this article emphasizes.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-18741363298156473372008-05-05T16:09:00.000-07:002008-05-05T16:09:00.000-07:00Stirner: More appalling is that the contemporary e...<B>Stirner:</B> <I>More appalling is that the contemporary educrats *have* managed to identify a curriculum... some basic information on Project Follow Through and the Direct Instruction curriculum is here:<BR/>http://www.mathematicallycorrect.com/honestft.htm</I><BR/><BR/>From <A HREF="http://www.mathematicallycorrect.com/honestft.htm" REL="nofollow">your link</A>: <I>Direct Instruction (DI), devised by Siegfried Engelmann in the early 1960's as he taught his own children, is defined by the researcher James Baumann: "The teacher, <B>in a face to face</B>, reasonably formal manner, tells, shows, models, demonstrates and teaches the skill to be learned. The key word is teacher, for it is the teacher who is in command."</I><BR/><BR/>That sounds like a pretty succinct description of what the folks out in flyover country call "Home Schooling".<BR/><BR/>BTW, how do you get "face to face" time if there are more than about two or three students in the classroom?Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-31014632791050199912008-05-05T15:08:00.000-07:002008-05-05T15:08:00.000-07:00BornAgainDemocrat,I doubt that lack of video docum...BornAgainDemocrat,<BR/><BR/>I doubt that lack of video documentation is any real hindrance. Many schoolbusses contain cameras. In one highly publicized case, it showed black students beating and stomping a white girl. They simply claimed she made racist comments. (Ah, I hear you exclaiming--we'll put in <I>microphones</I> too! They'll just claim their victims whispered.)<BR/><BR/>And even in the best case, all you're doing is documenting why some people should be barred from attending school, which would never be allowed to happen to the extent it needs to.<BR/><BR/>Doug.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-23780215725770525932008-05-05T14:49:00.000-07:002008-05-05T14:49:00.000-07:00Chomsky makes the mistake that almost all very int...Chomsky makes the mistake that almost all very intelligent people make.<BR/><BR/>The clue to what the mistake is, lies in the following lines by Chomsky (see if you can glean it):<BR/><BR/>"there was a tremendous premium on personal creativity, not in the sense of slapping paints on paper, but <I>doing the kind of work and thinking that you were interested in</I>. Interests were encouraged and children were encouraged to pursue their interests. They worked jointly with others or by themselves"<BR/><BR/>Another clue: years ago, when working as an office manager for a rather brilliant Oncology Division Chief at x Clinic, I received from him only one set of instructions on how to do my job. Here are those instructions, in full and quoted verbatim:<BR/><BR/>"Just be creative. Just be free, and creative. You know - be creative, put together innovative procedures as you like, come up with ideas on how we can change things around here for the better." Then he scooted off, to leave me to my own devices forever.<BR/><BR/>The mistake? Assuming everyone is bursting with ideas - that is, with a mental kaleidoscope of innovative notions dying to be expressed, "interests" (that is, intellectual interests), and creativity. Uh, they aren't.<BR/><BR/>That assumption may not be a mistake when applied to very intelligent people, but 50% of the population is guaranteed to be dumber than average. And the average ain't great.<BR/><BR/>In school, what regular kid wants to "do the kind of work he is interested in," in the intellectual sense of "work"? The WORK he is interested in? What he is interested in is flirting with girls, making spitballs, listening to rap and joining a gang - can you really call that "the work he is interested in," in the honorific sense? I don't think so.<BR/><BR/>"Geeks" thrive under freedom. Dullards suffer.<BR/><BR/>Only the brights are bursting with ideas, innovations, and continuously evolving notions. Only they have intellectual interests. When they are told to "just be creative!" they do not feel at sea. Instead, they already know what do do.<BR/><BR/>Well, others do not. They must be told what to do. (I'm a bit brighter than a dullard, so I managed to get on at my job, with a good deal of pain.)<BR/><BR/>It isn't a matter of exceptional oppression or abuse. That's just the way these kids are.<BR/><BR/>In Chomsky's case, his comrades were evidently full of intellectual juice or gas. They didn't have to be told what to do.<BR/><BR/>Most people not only require ordering about, but they LIKE it - it reassures them, it makes them feel secure and warm and snuggly.<BR/><BR/>The left side of the Bell Curve needs rules, discipline, regimentation - all the things that made Chomsky unhappy. The right side needs the opposite.<BR/><BR/>Ultimately, it all DOES come down to IQ.<BR/><BR/>Last note: I require more freedom than my dullard co-workers, and chafe under average bosses. But under VERY bright bosses, I feel at sea. It's an indication of a person's IQ ranking.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-51796757421034228182008-05-05T13:00:00.000-07:002008-05-05T13:00:00.000-07:00WE have 300 million people in the USA. That means...WE have 300 million people in the USA. That means 150 MILLION below IQ=100. That means 200 MILLION give-or-take a few that are not college material. Not even at Podunk State.<BR/><BR/>The schools today are mainly interested in preparing the average college attendee. They have no idea what do do with the rest. <BR/><BR/>I don't think educators are so much charlatans as people terrified of the truth which they dare not speak.<BR/><BR/>Is it possible that, in the modern world, low IQ is an incurable disease? That an ugly caste system looms in our future? Even Steve Sailer does not wish to think about it.<BR/><BR/>Read "The Cognitive Age" By DAVID BROOKS as quoted by Steve and think deeply about its implications.joemcdhttps://www.blogger.com/profile/13000927368331761736noreply@blogger.comtag:blogger.com,1999:blog-9430835.post-75868155080506696582008-05-05T12:46:00.000-07:002008-05-05T12:46:00.000-07:00I have to agree with the comment, race isn't the o...I have to agree with the comment, race isn't the only problem, it just makes things worse. Progressive ideology and the equlity assumption destroyed sweden's hard core and succesfull education system in the 70s, before immigration. The lower scores of the working class had a similar effect race does in the US.<BR/><BR/>The leftist parties latest attempt was to nationally abolish homework, in order to create equality (they don't accept innate differences, and assume upper income kidds have some sort of invisible advantage). <BR/><BR/>The public is much more sensible than the elite in this issue.Tinohttps://www.blogger.com/profile/06744296507176750198noreply@blogger.comtag:blogger.com,1999:blog-9430835.post-21848388915538056692008-05-05T12:43:00.000-07:002008-05-05T12:43:00.000-07:00Testing99, you have got to start your own blog. Yo...Testing99, you have got to start your own blog. Your comments are usually right on.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-82346388310980243992008-05-05T12:23:00.000-07:002008-05-05T12:23:00.000-07:00Steve Sailer: The essential problem facing any edu...<B>Steve Sailer:</B> <I>The essential problem facing any education system: half the kids are below the median in educability.</I><BR/><BR/>Weird - <A HREF="http://corner.nationalreview.com/post/?q=YTc0YmFlN2QyYmY3NWNjNmEwNWRkZjNmYmRhNDM4MzY=" REL="nofollow">Derbyshire just linked</A> to a new <A HREF="http://www.newcriterion.com/articles.cfm/The-age-of-educational-romanticism-3835" REL="nofollow">Charles Murray piece</A> making exactly the same point.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-9430835.post-74270067050945891662008-05-05T10:49:00.000-07:002008-05-05T10:49:00.000-07:00I agree that the Chomsky transcript is intersting,...I agree that the Chomsky transcript is intersting, but here are the things that jump out at me:<BR/><BR/><I>CHOMSKY: <B>I was sent to an experimental progressive school from infancy, before I was two,</B> until about twelve years old, until high school, at which point I went into the academic, college-oriented school in the city ... The vague ideas I had at the time were to go to Palestine, perhaps to to a kibbutz, <B>to try to become involved in efforts at Arab-Jewish cooperation within a socialist framework</B>, opposed to the deeply antidemocratic concept of a Jewish state</I><BR/><BR/>What do you want to bet that those ten years of "experiemental progressive school(ing)" were basically leftist indoctrination?<BR/><BR/>Heck, you can go to a modern public schoola and get that.Anonymousnoreply@blogger.com