Wednesday, April 29, 2009
-President Obama via NYT magazine
Tuesday, April 28, 2009
Unfortunately this mass-production university model has led to separation where there ought to be collaboration and to ever-increasing specialization. In my own religion department, for example, we have 10 faculty members, working in eight subfields, with little overlap. And as departments fragment, research and publication become more and more about less and less. Each academic becomes the trustee not of a branch of the sciences, but of limited knowledge that all too often is irrelevant for genuinely important problems
If American higher education is to thrive in the 21st century, colleges and universities, like Wall Street and Detroit, must be rigorously regulated and completely restructured. The long process to make higher learning more agile, adaptive and imaginative can begin with six major steps:1. Restructure the curriculum, beginning with graduate programs and proceeding as quickly as possible to undergraduate programs. The division-of-labor model of separate departments is obsolete and must be replaced with a curriculum structured like a web or complex adaptive network. Responsible teaching and scholarship must become cross-disciplinary and cross-cultural.
2. Abolish permanent departments, even for undergraduate education, and create problem-focused programs. These constantly evolving programs would have sunset clauses, and every seven years each one should be evaluated and either abolished, continued or significantly changed. It is possible to imagine a broad range of topics around which such zones of inquiry could be organized: Mind, Body, Law, Information, Networks, Language, Space, Time, Media, Money, Life and Water.
3. Increase collaboration among institutions. All institutions do not need to do all things and technology makes it possible for schools to form partnerships to share students and faculty.
4. Transform the traditional dissertation. The average university press print run of a dissertation that has been converted into a book is less than 500, and sales are usually considerably lower.) For many years, I have taught undergraduate courses in which students do not write traditional papers but develop analytic treatments in formats from hypertext and Web sites to films and video games. Graduate students should likewise be encouraged to produce “theses” in alternative formats.
5. Expand the range of professional options for graduate students. Most graduate students will never hold the kind of job for which they are being trained. It is, therefore, necessary to help them prepare for work in fields other than higher education.
This is alot of the stuff we've been talking about.
Sunday, April 26, 2009
Mathematicians held about 3,000 jobs in 2006. Many people with mathematical backgrounds also worked in other occupations. For example, there were about 54,000 jobs as postsecondary mathematical science teachers in 2006.
Out of 57,000 mathameticians, 94.7% of them teach math at colleges. Talk about a masturbatory field.
Sunday, April 19, 2009
The actually test and retaining the information was never the problem, whatever state mandated test we had I would usually pass with no problem, it was the test that were given periodically throughout the quarter, say every two weeks that would kill me. It felt like there was never anytime to see how information I was learning was relevant or related, or at least see at it all works together. It was like bam, learn A, test, ok learn B, test; I was like "Whoa, how are A and B related or relevant to one another." I asked every teacher "Why I'm I learning this?", "When am I going to need to know about quadratic equations ever?" So high school was a bust, I graduated at some ungodly low rank, didn't even know we had a rankings system until senior year; I made a feeble attempt to move up but soon realize it was impossible and then actually moved down in the rankings, go figure. I did well on the SAT's even though the first time I took it I forgot to bring a calculator. So I got into college, some how.
Then it all clicked. When I had the opportunity to pick whatever subjects I wanted to learn, I instantly become invested in my education. It was never about trying a bunch of random classes, but about having the opportunity to say "This interest me. I want to learn more about it" and be given the opportunity to do so.
Wednesday, April 15, 2009
I'll start from the beginning though. I went to Palm Beach Public Elementary School, which was considered a great elementary school. What the hell did I know? I was like 8 years old. But the year before I was supposed to start 6th grade at Palm Beach Public Middle School, they closed it down. I now had to go to my local school, Conniston.
It felt like I was going to school in Compton. It was mostly hispanic, and I was scronny, white and nerdy, and so were my friends. I took a gym class and tried to tell the teacher when I found my trapper keeper in the locker room toilet one day. She told me I shouldn't have left it out.
The 8th graders smoked, I took all the normal classes, and spent free time drawing dinosaurs and Mortal Kombat characters. Towards the end of the year, two 7th graders got in a fight over a wrist watch, which was resolved by a gunshot to the chest. I don't believe they let you have watches in jail or when you're dead and buried in the ground, not that it would do you much good in either place.
The next year, my grandmother offered to pay for me to go somewhere safe, like Catholic school. My mom thought it would be better to have options, which was fortunate because a new Middle School of the Arts was opening up in time for me to audition. I grabbed all of my dinosaur and Mortal Kombat drawings and hoped that pencil and paint would save me from yardsticks and uniforms.
7th and 8th grade were mostly normal, but because I went to a magnet school, at least two of my classes were art classes. The rest of my classes were identical to any other school, but what made my school "better" was that I could take classes I wanted in the fine arts.
High school was basically a continuation of that. Normal high school classes supplemented with electives in the arts. My grades were below average, even though I discovered a knack for design and film. I aced my AP Statistics midterm, and almost failed my final exam. Physics was the only class I really excelled at because, outside of my art classes, it was the only subject I had an interest in. I graduated with a 2.8 GPA and a fairly decent portfolio for a 17 year old.
I went to three different state/community colleges, and found all of them a useless continuation of high school, except that now they charged me.
Friday, April 10, 2009
The school I went to was very small and very private. I say very private because no one really knew of it. The student population was about 180, yes that is 9th through 12th grade. My class was probably around 50 students, which was obviously one of the larger classes. You would think with such a small student to teacher ratio that the level of learning would be comparably higher then say to a high school of 2,000 students. Think again. The school as a whole seemed to care more about your obedience then your education. For example, I rarely turned in homework on time or at all with little to no punishment. Yet I was in detention almost every other week for a uniform infraction. I don’t know about you but that seems a little ass backwards. Not to say that there wasn’t any good teachers at the school, but they were few and far between. Now that I think about it, the money spent on tuition was pretty much paying for your grades. To put this in perspective, I graduated with a 3.2 GPA which was somewhat of a surprise considering the fact that I was in summer school prior to graduating. Now, I know its possible to bring your grades up in a year, but there was one underlying factor that didn’t make sense. Which was the fact that every single student in my class graduated with a 3.0 GPA or better. Also, for a Georgia resident to qualify for the Hope scholarship he/she must graduate with a 3.0 GPA or higher. That just seems a little too coincidental to me.
Friday, January 30, 2009
I'm going to try and work on the background to declutter it.
The interview can be found here.
Tuesday, January 27, 2009
Monday, January 26, 2009
Sunday, January 25, 2009
Friday, January 16, 2009
Shape and form–sculpture, ceramics, etc..
Color Theory–painting, still life,
Principles of design
3D modeling–math related
Printing–silk screen, digital
reading & writing sheet music
Birds in Flight
Presentation Class–public speaking, Storytelling
Exploration–Discovery's "Planet Earth"
Culinary Arts–food science(Alton Brown)
Tim's highs school years in chronological order:
9th Grade - failed math 1 and earth science
10 Grade - Failed math 2 and biology (blame that on Megan Rowe and getting suspended in the middle of the year for telling a teacher to stop calling my house and leaving creepy messages.)
-1 week out of school suspension
-3 day in school suspension
11th Grade - Failed Math 3 and chem
High school kinda sucked.
Friday, January 9, 2009
Wednesday, December 24, 2008
“ I teach science to young elementary students partly to share their passion for discovery but also to help them to develop tools -- particularly the scientific method -- that will aid in maintaining their natural curiosity and open-mindedness throughout life. Whether they become scientists or not, perhaps critical-thinking skills will enable them to (i) resist falling prey to dogma, (ii) make informed decisions, (iii) respect others' opinions and cultures, and (iv) support funding for scientific research and education.”
-a reader's comment
I think this rather insightful, instead of us trying to figure out what were going to teach, lets take a step back and ask "What should each student get out of this class/subject?"
Monday, December 22, 2008
Saturday, December 13, 2008
Tuesday, November 25, 2008
, because the school system is held up as an example for education,” says Kevin Carey, the research and policy manager at Education Sector. In the past, the city’s failure was taken as proof that urban public education wasn’t working. Rhee’s goal is to make Washington a showcase proving that view wrong. If she succeeds, she could have a stunning impact on American public education.The Atlantic "The Lighting Rod" -Michelle Rhee article
Saturday, November 22, 2008
Thursday, November 20, 2008
Thurs. Dec. 11: Leave Atlanta
Friday, Dec. 12: Interview in DC
Sat. Dec. 13: Drive to PA (130 miles)
Mon. Dec. 15: Interview in PA; Drive to NYC (110 miles)
Tues. Dec. 16: Interview in NYC
Wed. Dec. 17: Interview in NYC
Thurs. Dec. 18: Drive to RI (150 miles) Do interview; drive to Boston (about an hour drive)
Friday, Dec. 19: Interview in Boston
Monday, November 17, 2008
Teaching of academic subjects as lesson "blocks"
In both the elementary school and secondary school, most academic subjects are taught in "main lesson" blocks of 3-5 weeks. For these blocks, each pupil writes and illustrates a "main lesson book" representing the material learned in the block.
 Language and literature
In Waldorf education writing and reading are introduced at age six or seven; Beginning with oral storytelling, a Waldorf child listens to and summarizes oral language. Then, using imaginative pictures of sounds (e.g. a snake shape for the letter "s"), the children gradually learn the abstract letter forms, and move on to phonetics, spelling, grammar and punctuation. After recording their own stories and illustrations in personal books, children learn to read from the words they wrote themselves. In secondary school, there is an increased focus on literature. 
Formal instruction in numeracy begins at age 6/7 with the four primary operations of arithmetic. Fractions are introduced at age 9/10, decimal numbers and proportions at age 10/11, percentages and rates of interest at age 11/12, algebra at age 12/13. At the secondary level, topics include algebra, geometry, conics, trigonometry, probability, combinatorics and calculus. Descriptive geometry and projective geometry are introduced at age 15/16 and 16/17, respectively.
 Nature and science
Life sciences begin from age 6 or 7 with stories of "the living world." Observation and description of "the living world" begins at age 9 or 10. The curriculum includes lesson blocks on farming (age 9 or 10), animals (age 10 or 11), plants (age 11 or 12), as well as geology, human biology and astronomy (age 12 or 13). Children are taught that they are interdependently connected with nature and the environment around them, and that that as a result of that interdependence, how they treat nature and the environment is at least as important as how they treat themselves and each other.
At secondary school, Waldorf schools study the historical origins, cultural background, and philosophical roots and consequences of scientific discoveries. By the end of their secondary school education, students are expected to have a grasp of modern science equivalent to that achieved in other schools. 
 History and geography
History begins with "mythical and archetypal narrative" (age 6-9 years). At age 10 history lessons begin to draw upon the local environment in connection with local geography. Beginning at age 11, history is introduced as a formal subject.
 Foreign languages
Two "foreign" languages are taught from age six on. Foreign language instruction in the first two years is purely oral; reading and writing of foreign languages are generally introduced toward the end of third grade. Language teaching in the first three years aims to give the children a sense of a greater belonging and understanding of the other. This helps develop a relaxed relationship to things unknown, which is extremely important for all learning thereafter, especially for further foreign language training. 
 Art, crafts and handwork
In the elementary years, drawing is practised daily and painting weekly; in addition, children are taught modelling and sculpture with beeswax or clay. Also taught is an approach to drawing geometric and dynamic forms created by the early Waldorf pedagogue Hermann von Baravalle and known in the schools as "form drawing". Art instruction continues through the high school.
Handwork (including knitting, crochet, sewing and embroidery) is taught from age 6 on, with projects which may include cushions, socks, gloves and dolls. Woodworking normally begins during 5th or 6th grade. The secondary school crafts curriculum includes some combination of woodworking, basketry, weaving and book-binding.
In the elementary school, children sing daily with their class teacher. Generally, weekly singing lessons with a specialized music teacher begin at an early age and continue as choral instruction through the end of a child's Waldorf experience. Music is sometimes also integrated into the teaching of subjects such as arithmetic, geography, history and science.
Recorders, usually pentatonic, are introduced in first grade, the familiar diatonic recorder in third or fourth grade, when the children also take up a string instrument: either violin, viola or cello. Waldorf pupils are generally required to take private music lessons when a class orchestra is formed, usually at age 10, although many already do. By age 11, the children may switch to or add to, learning other orchestral instruments such as the woodwind or brass to play in the school orchestra. Orchestral instruction continues through the end of a child's Waldorf experience, though in many schools it becomes elective at some point.
Eurythmy is a movement art, usually performed to poetry or music, created by Steiner and "meant to help children develop harmoniously with mind, body and soul". Eurythmy is a required subject in Waldorf Schools in all years.
Waldorf education (also known as Steiner or Steiner-Waldorf education) is a pedagogy based upon the educational philosophy of Rudolf Steiner, the founder of anthroposophy. Learning is interdisciplinary, integrates practical, artistic, and intellectual elements, and is coordinated with "natural rhythms of everyday life". The Waldorf approach emphasizes the role of the imagination in learning, developing thinking that includes a creative as well as an analytic component. Studies of the education describe its overarching goal as providing young people the basis on which to develop into free, moral and integrated individuals, and to help every child fulfill his or her unique destiny (the existence of which anthroposophy posits). Schools and teachers are given considerable freedom to define curricula within collegial structures.
- Main article: Curriculum of the Waldorf schools
There are widely-agreed guidelines for the Waldorf curriculum, supported by the schools' common principles; nevertheless, independent Waldorf schools are autonomous institutions not required to follow a prescribed curriculum. Government-funded Waldorf-method schools may be required to incorporate aspects of state curricula.
There are a few subjects largely unique to the Waldorf schools. Foremost among these is Eurythmy, a movement art usually accompanying spoken texts or music which includes elements of role play and dance and is designed to provide individuals and classes with a "sense of integration and harmony".
Waldorf schools generally introduce computers into the curriculum in the teenage years.
- U.S. Waldorf schools survey
A 1995 survey of U.S. Waldorf schools found that parents overall experienced the Waldorf schools as achieving their major aims for students, and described the education as one that "integrates the aesthetic, spiritual and interpersonal development of the child with rigorous intellectual development", preserving students' enthusiasm for learning so that they develop a better sense of self-confidence and self-direction. Some parents described upper grades teachers as overextended, without sufficient time to relate to parental needs and input, and wished for more open and reciprocal parent-school support. Both parents and students sometimes described colleges of teachers as being insular and unresponsive. The students overall were positive about the school and its differences; experienced the school as a "community of friends"; and spoke of the opportunity to grow and develop through the broad range of activities offered, to learn when they were ready to learn, to develop imagination, and to come to understand the world as well as oneself. Many students spoke of the kindness of their peers and of learning to think things through clearly for themselves, not to jump to conclusions, and to remain positive in the face of problems and independent of pressure from others to think as they do. Improvements the students suggested included more after-school sports programs, more physical education classes, more preparation for standardized testing, a class in world politics and computer classes. Faculty, parents and students were united in expressing a desire to improve the diversity of the student body, especially by increasing representation of minority groups such as African-Americans and Hispanic Americans.
- Standardized testing: USA and Germany
Despite their lessened exposure to standardized testing (especially in the elementary school years), U.S. Waldorf pupils' SAT scores have usually come above the national average, especially on verbal measures. Studies comparing students' performance on college-entrance examinations in Germany found that as a group, Waldorf graduates passed the exam at double to triple the rate of students graduating from the state education system, and that students who had attended Waldorf schools for their entire education passed at a much higher rate (40% vs. 26%) than those who only had part of their education at a Waldorf school. Educational successes of private Waldorf schools may partially reflect the social status of their students.
Friday, November 14, 2008
I'll drive the Xterra and Leigh Anna will come with us.
Guys double check the dates, if we can line up the people we want I am sure missing critque will not be a problem.
Thurs. Dec. 11: Leave Atlanta
Friday, Dec. 12: Interview in DC
Sat. Dec. 13: Drive to PA (130 miles)
Mon. Dec. 14: Interview in PA; Drive to NYC (110 miles)
Tues. Dec. 15: Interview in NYC
Wed. Dec. 16: Interview in NYC
Thurs. Dec. 17: Drive to RI (150 miles) Do interview; drive to Boston (about an hour drive)
Friday, Dec. 18: Interview in Boston
**this probably goes without saying but we need to line up the interviews on the date we will be in town. And the sooner the better.
Wednesday, November 12, 2008
I was taught by those same conformists, the mortgage protectors. People trapped by possessions were giving me the same hook. The curriculum was memorization-work, buy, work, buy, 2+2=4, work, the meaning of Robert Frost is that its boring and stupid to take the past less travelled, buy, the Pythagorean theory is for private schoolers with a future…reproduce.
I made straight "A"s because I was high. I dosed my first hit of Acid when I was 15 because I wanted to hallucinate, my friends threw a blanket over me and kicked my ass, we all thought it was funny. I smoked cigarettes because it was a sign of rebellion and began to fight and slam dance because it was the only thing that felt real. On the weekends, we used to hang out at Dragon Park next to Vanderbilt University where all the Skin Heads, Punks and Skaters used to congregate, drink, do drugs and set off explosives (one time someone threw a live grenade).
Most of my friends were the misfits, the skaters, punks, dopers, and the strange. Sure I had friends all over the gamut, cheerleaders, jocks, rednecks most of which turned out to be the crack heads and the single moms of my town. Funny the popular kids had the harder time once out of high school, I guess leaving a world that they ruled and going into one that could give a shit, leaves a hole to fill, maybe with drugs, maybe with sex, maybe with robbery, or maybe with denial.
My best friend Aaron developed a nasty Heroin Habit in Eleventh Grade and started talking about suicide. He would cut himself and finally got a gun from someone at Dragon Park. My friend Eric and I ratted him out to his mom, that night he was placed in rehab. Eric and I felt like hypocrites so we went "straight edge" pretty much through the rest of high school. No drugs, no alcohol, not even cigarettes. Without drugs I found it very hard to stay focused in school and my "A" average dropped to a "B".
I worked with convicts after school at McDonald's, a place where my manager sold drugs through the drive through window. My friend Eric and I worked there for about two years. Our better-ass classmates would come in and ask us why we worked there with disgust. I guess it was that no one ever painted a better picture or told me that the world was bigger than the suburban slavery I was surrounded by.
I realize now, even way back then I was mentally defeated. Growing up my father was the first to remind me of our families limitations. Both my parents worked 6AM to 6PM everyday except weekends. When i wanted to play sports I was told I couldn't because they didn't have time to take me to practice. When I was sixteen, I was instructed to get a job that I could walk to, so I could save up to by a car. Thus McDonald's. Then when it was time to graduate I was on my own.
My High School class was 407, I was number 72. We had fights about three times a week. Luckily no guns, just knives, chains and kids getting set on fire (but he deserved it). My tenth grade science teacher was arrested for dealing cocaine in class one day, it was a drag because his class policy was that as long as we didn't wake him up we'd all get "A"s. I remember being beat up at my locker by some rednecked camaro loving fuckers and the shop teacher just laughed.
…but I loved playing bombardment in gym class.