Putting the bank “bailout” in perspective

Robert Sheer has crunched some big numbers and shared them at TruthDig:

The good news on the government’s “No Banker Left Behind” program is that, according to the special inspector general’s report on Tuesday, the total handout to date is still less than 3 trillion dollars. It’s only $2.98 trillion, to be precise, an amount six times greater than will be spent by federal, state and local governments this year on educating the 50 million American children in elementary and secondary schools. The bad news is that even greater amounts of money are to be thrown down what has to be the world record for rat holes...

Now Summers and the other finance gurus who move so easily from Wall Street to Pennsylvania Avenue assure us that those professionals who made the toxic swap deals are too big to fail and must be entrusted with 3 trillion of our dollars to save themselves from disaster. And thanks to the laws they wrote, the bankers are likely to be covered for their socially destructive behavior by a get-out-of-jail-free card.

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Educational Ruins

Anyone who has actually visited and studied ruins knows that they are created from orderly structures by a particular combination of forces. First comes neglect, when people either lose appreciation for the value of the thing and stop maintaining it, or they simply abandon it. Next comes vandalism, when people actively damage the structure to scavenge materials and souvenirs, to leave their own mark, or to intentionally destroy it. The latter is usually for religious reasons, as in purging earlier figureheads like Hatshepsut, Trotsky or the Bamiyan Buddhas. But this post is about an institutional edifice. Education in the United States is falling into ruins. Sure, it still is funded in a nominal sort of way. But people have forgotten its value. They even vote against tax increases necessary to maintain current standards. Schools are closing; one K-12 building in my neighborhood is now condos. My Junior High school was razed for a housing development. Pharyngula points out how the University of Florida is now planning to shut down its geology department as a cost cutting measure. Geology is the science that gave Darwin the leg up to understand how natural selection works before anyone else. Geology and its understanding affects meteorology, biology, sociology, history, exo-planetary studies, and more. Florida is one of the states in which regular attempts are made to insert Creationism into school itineraries. And geology is the biggest stumbling block to accepting a Young Earth. But I hope that is not their underlying reason. It is simple neglect of education in general. But there is a strong vanadlism movement afoot in this country. Anti-science forces are working hard to put non-scientific ideas into science classes. Texas is a recurring battleground as school administrators attempt to keep up education credentials in spite of the onslaught. Recently, a doomed law is running the gauntlet in the Texas legislature to allow unaccreditable private schools to offer advanced degrees. See Hank's A Master’s in Creationism. If that seemed too harsh, try Pharyngula's If you fail an IQ test in Texas, do they automatically put you in the legislature? Hank is Australian. Yet he cares about how this sort of behavior is making the United States seem ever goofier. To let our once-admirable education system crumble is a step backwards for the world.

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A program that gets college students enthusiastic about the scientific theory of evolution

David Sloan Wilson has written some terrific articles on the topic of evolution. I recently ran across a 2005 article he wrote for PLoS Biology www.plosbiology.org titled "Evolution for Everyone: How to Increase Acceptance of, Interest in, and Knowledge about Evolution." The article explains the method by which Binghamton University has successfully infused its undergraduate curriculum with real-life applications of evolutionary theory. The EvoS program began in 2002. Here's the mission of EvoS:

The mission of EvoS is to advance the study of evolution in all its manifestations, including all aspects of humanity in addition to the biological sciences. Many organizations and websites promote the study of evolution, but EvoS is unique in two respects.

• EvoS is based on the realization that evolutionary theory will probably never be generally accepted--no matter how well supported by facts--unless its consequences for human affairs are fully addressed. Once evolution is seen as unthreatening, explanatory, and useful for solving life's problems, then it becomes not just acceptable but irresistable to the average person (see the tutorial for more).

• EvoS makes a connection between evolutionary theory and the unification of knowledge, which has always been the goal of a liberal arts education and contemporary efforts to integrate across disciplines. The same kind of unification that took place in the biological sciences during the 20th century is now taking places for the human behavioral sciences and humanities--but is not yet reflected in the structure of higher education. EvoS is the first program to diagnose this problem and comprehensively provide a solution at a campus-wide scale.

David Sloan Wilson explains that the Binghamton program makes use of 50 faculty members representing 15 departments. The program was created based on the following assumption: "Evolution can be made acceptable, interesting, and powerfully relevant to just about anyone in the space of a single semester."

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A required course is worse than an elective.

I wrote the initial draft of this post using my Ipod's Wordpress application, tip-tapping away as I sat in the very class that inspired it. A required class is worse than an elective class. A simple and inevitable process ensures this. Making any college course a requirement for graduation ensures that more students will enroll in the course. This enrollment will necessarily include disinterested students- kids who would never take the class if they didn't have to. These students will only meet the minimum standards to achieve graduation. A mass of disinterested students sucks the life out of a classroom. Responses must be pulled like so many teeth, and more people sleep and scribble on their desks than take notes. Out of boredom, a few play games on their laptops or write blog entries on their iPods. No one makes the effort to go over the required readings. No one shows up to class if they have a choice. Usually, attendance is made into a requirement itself.

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The Happiness Project says: live better by deceiving your kids.

I usually like the online magazine Slate. I listen to many of Slate's podcasts, read several of the site's posts a week, and peruse their author-run blogs on occasion, too. The site isn't perfect, but I usually carry some respect for the site's authors and its generally thoughtful, funny content. Exceptions being boneheaded pursuits like their recent attempt to track down the evolutionary origins of Facebook's 25 Things meme (Hint to Slate: that trend dates back to the years before Facebook, the golden days of Livejournal). But for all of Slate's occasionally out-of-touch, misguided posts, nothing beats The Happiness Project. Authored by ex-lawyer and non-Slate author Gretchen Rubin, it's a recent addition to Slate's blog roll, and not truly a "part" of Slate itself. I still hold Slate somewhat responsible for sharing the drivel that the blog spews. I'll give you a pretty representative taste: Five Ways to Outsmart Your 3-Year Old. Let's take Way #1. Gretchen writes:

Continue ReadingThe Happiness Project says: live better by deceiving your kids.