Friday Funny: Al Gore’s new science low – burning dolls

At least “Burning Man” has an art component to it, “burning dolls”, not so much.

This is so stupid, so inane, so grade B movie “Plan 9 from Outer Space” level that all you can do is laugh at it. It is the latest effort from Al Gore’s “Climate Reality Project”. I suppose after this exercise in child brainwashing, anything goes. Watch:

From the YouTube Description:

The science girl takes a comedic look at the differences of climate vs weather. Created for the live broadcast of 24 Hours of Reality: The Dirty Weather Report.

Even more bizarre are the comments from the faithful on YouTube.

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186 thoughts on “Friday Funny: Al Gore’s new science low – burning dolls

  1. Wow…if this was the Onion, it would make me laugh. As it is, it’s scary how we abandon reality to pursue propaganda.

  2. This is bizarro even for Weird Al Gore.

    In 2065 this clip will be played alongside “Reefer Madness” for campy laughs at the expense of the old folks – “boy, they were gullible back then weren’t they?”

  3. Unfortunately, environmental advocacy has been inserted into our children’s science education for a couple of decades. When my daughter (now 21) was in fifth grade I went to her school for a parents day, in her science class the teacher had put up a display (from the curriculum) from the “ocean module” they were currently studying. 5 out of 9 subjects of study that were pinned up were environmental concerns. Pollution, over fishing, marine mammal conservation etc. Science has been politicized into environmentalism, and it’s roots are in the text books, classrooms, and science fairs. The video is laugh out loud silly but the underlying politics is sad.

  4. Just thing about all the petrochemicals that were used for the plastic dolls, the paint, the sealant for the the aquarium tank, the energy used to process the silica and make the glass for it… for her glasses… which are probably actually polycarbonate. The industry that produced her clothings, the plastic in the Fresnel lens…

    Yeah, preach on you little brat.

  5. Al Gore is running his own little cult and his pseudo-religion is junk climate science masquerading as sound science.. Just as Jim Jones and David Koresh indoctrinated their flock by taking advantage of their naivety and gullibility, Gore has brainwashed and indoctrinated his faithful flock by taking advantage of their scientific illiteracy. As disgusting as it is seeing adults drinking his Kool-Aid without question, seeing children doing the same is far worse.

    During his interview with PBS, I believe I remember Anthony bringing up concept of noble cause corruption. No doubt Gore thinks he has a license to engage in his campaign of fraudulence because he believes his ends justify his means. The problem with that thinking IMHO is that there is nothing wrong with sound science being the basis for government’s climate policymaking, if any. This makes his noble cause corruption of climate science just as unethical and immoral as the corruption of police science. If sound science isn’t good enough for him, that is his problem, not ours.

    At the end of the video, the young lady mentioned clean energy. Whether Gore and the environmental movement likes it or not, the only nonpolluting energy source that is capable of completely displacing coal and natural gas for electricity generation is nuclear. As a supporter of more nuclear in this country, I would like to tell Gore and the Greenies to get used to hearing that because their beloved solar panels and bird chopping wind turbines won’t get the job done. Science tells us that. And when I say science, I again mean sound science, not Al-Gore-ian junk science.

    The day that Gore gets exposed to the whole world as the fraud that he is will be the day that I sing and dance in the streets in celebration. My neighbors will probably think I’m losing it when they see me doing that, but what the heck.

  6. I gotta disagree. I think it’s pernicious and probably somewhat effective. Whether we like it or not, people listen to this.

  7. Perhaps this ridiculous video would have more impact if it had been made and powered by “clean” energy, but of course, it never would have been made at all since no energy source is truly clean once manufacturing and environmental concerns are factored in. Reliability is another issue as well. It’s too bad her topic wasn’t on the laws of thermodynamics; she might have learned about entropy then.

  8. I’d like to see her in 10 years preaching global cooling-’cause that is exactly wha tis happening..
    Al of Course will be on the beach in Bimini…

  9. All Gore has some nerve allowing that video out for children to see. Unreal and I hope it doesn’t get into class rooms one day. Children will be wanting to play with fire and burn down their home they live in.

  10. That was great!

    It is really rare to see a cleverly produced video with essentially no actual content and burning dolls.

    If this video convinces anyone, well, 50% of the population are below average and, three or four standard deviations out astrology, magic thinking and this excellent video all have an impact.

    Can you imagine how embarrassing it was to make this thing?

  11. Liberalism HAS become a cult. They will push propaganda on the most susceptible members of society, kids included.. Anyone who protests will be branded a denier or a racist or some other buzzword title, and usually sane and intelligent people will tremble in fear lest they be branded.
    Society conditions people to crave acceptance from early on, just call them a name and hint that they may not be invited to the next party and they’ll jump right in line.

  12. I am so glad that at the time this was showing I was watching something with real science and interest, some of the comments on you tube are about how far from the truth it is and how it seems more like child abuse.
    This one for example.
    You’ve got to be kidding!
    I thought only Palestinians abused their children by indoctrination with twisted fantasies.
    Gore has no shame.
    BrainWeather 2 hours ago 12

    James Bull

  13. I can see why Al Gore wanted the Australian “Pillar of Fire” now.
    Whenever I think of Al Gore this quote comes to mind.

    “The only thing necessary for the triumph of evil is for good men to do nothing.”

    Hitler, The Rise of Evil, Canadian mini TV-Series 2003.

  14. In the pre-Eskimos era (remember the ice is melting so effectively there are no Eskimos now) if a kid drew some people drowning or burning would led the kid to the psychiatrist. Yay kids let’s burn some people while making a video and uploading it to youtube!!!

  15. Yes, it pretty bad with indoctrinated little (but cute) kids, saying and doin, on cue, what they are told to.

    But I found this worse, the Climate Symphony song, where only adults are involved.

    Not even mr Gore can believe he could sway one single undecided mind towards his cult-alarmism by this.

  16. Well, let’s see – Al Gore supposedly got 16M views over a 24 hour period – or about 666,666 per hour.

    A repeat of a 39-year old cartoon “A Charlie Brown Thanksgiving” got 8.1M for a single hour this year.

    Which presentation gave the audience a bigger laugh?

    To take it farther, consider this: November 14-15, his presentation started at 7pm (CST) on the 14th, and ended at 6pm (CST) on the 15th.

    Taken from here (http://blog.zap2it.com/frominsidethebox/2012/11/tv-ratings-the-x-factor-and-csi-rise-wednesday-while-abc-comedies-fall.html), we see what people found more interesting:

    Nov 14th, 7 p.m. (CST)

    CBS: “Survivor: Philippines” (10 million viewers)
    FOX: “The X Factor” (8 million)
    ABC: “The Middle” (8.7 million)/”The Neighbors” (6.7 million)
    NBC: “Whitney” season premiere (4.2 million)/”Guys With Kids” (3.8 million)
    The CW: “Arrow” (3.8 million, 2.4/4)

    So for that hour alone, 45.2 million Americans found something more interesting.

    8 p.m. totals out to 98.7M:

    CBS: “Criminal Minds” (12.1 million)
    ABC: “Modern Family” (11.9 million)/”Suburgatory” (7.2 million)
    FOX: “The X Factor” (8.2 million)
    NBC: “Law & Order: SVU” (5.7 million)
    The CW: “Supernatural” (2.3 million)

    9 p.m., we get another 22.4M

    CBS: “CSI” (10.8 million)
    ABC: “Nashville” (5.9 million)
    NBC: “Chicago Fire” (5.7 million)

    Actual, verifiable numbers. Not just a single screenshot showing 16M circled in red. So exactly who in the US was watching during that 3 hour period?

  17. I’m not sure which comments were bizarre. Most appeared to be saying the girl was putting out nonsense propoganda. The top comments were anti AGW with a high proportion of likes relative to the total number of comments. Did I miss something?

  18. This type of nonsense has been mainstream for decades now. I think there is a huge backlash coming. How much of the cr@p that was pushed at you in school do you beleive now?
    Most BA’s now don’t even beleive in arithmetic. Solar is free right?

  19. Yes, we can all see the ‘badness’ in that video – but as can be clearly seen – this was only intended to influence and scare NOT educate.
    BTW – what was that shifting summer temps graph about? seemed a bit weird to me, was it a cherry picked single site?, the USA, arctic, what?

  20. The unpleasant sight of a child thoroughly indoctrinated. Note, she also enjoys drowning or burning human effigies – that’s the lovable environment movement for you.

  21. Huh, Is that the lowest low there is? How can you beat that, seriously? I was eating when I started to watch this and had to stop. Can´t eat when my mouth is open.

  22. BTW – did anyone else notice that the girls glasses seemed to be plain glass – i.e. a probably a prop to make her look like an intelligent geek?

  23. Disgraceful. This little girl will no doubt go on the become someone who earnestly campaigns in the belief she alone has the “truth.” Actually I take leave to doubt she set up that “school science project” unaided …

  24. Well, now we know why Al really, really wanted that Australian fire tornado video. It was for the wildfire part of his little girl science project.

    As a chemist, I have to add that Al’s video crew exposed the girl protagonist to some dirty air of her own from those burning dolls. Lots of irritating chemicals and reactive oxygen species in that smoke.

  25. This girl is a paid actress. I’ve heard her voice (off screen) in another Green Agitprop video, mewing “Global warming is real” — and I have a “photographic” memory for voices (not for faces, though).

  26. This is perfectly in line with Jay Leno’s reflections on the U.S. educational system. Schools should be free from both political and religious nonsense … and as a country, U.S. is not alone …

    … but education among common people are a threat to political and economical power …

  27. Incredible; off the scale.
    I note there is no experiment, nor indeed any science, in her science-fair stand (they often have little concept-proving experiments: ‘push the button and watch’, with a theoretical explanation in laymens terms on audio or cards). Such ‘explanation’ as she has is purely supposition.
    It’s all about the narrative.

  28. I found it really scary, not for its content, which was complete BS, but because it was slick enough to be believable to gullible young minds and those who know little about the subject of ‘climate change’.

    On the plus side, if the alarmist establishment feels it has to produce such BS, they must be experiencing a similar feeling to what Goebbels felt in late 1944. In other words: The game is up, it is now only a matter of time before it is all over.

    I, for one, am looking forward to the withering and ultimate demise of the Global Warming Industry and the huge economic damage its leaders, safely insulated in their gravy train, have caused.

  29. “The unpleasant sight of a child thoroughly indoctrinated.”

    Actually I think this young lady is a Hollywood actress. Pretty sure I’ve seen her in a movie recently, perhaps alongside Eddie Murphy. If it comes to me which one it is I’ll let you know. Her glasses are fake too. It’s all fake.

  30. It is a well designed and artfully filmed ADVERTISEMENT for Al Gore’s message. Not even Al Gore’s acolytes would pretend it represents science of any sort. By all means criticise the message ( and I do!) but the medium is…. what it is.
    People seem to be comparing it to the far more dishonest Al Gore “basic science” temperature experiment much ( and rightly so ) derided here.

  31. Yeah, I’m pretty sure this is young actress Yara Sayeh Shahidi. She doesn’t nornally wear glasses – just part of the act. She starred alongside Eddie Murphy in the film “Imagine That” back in 2009. In the film she played the part of a young girl that lives in a fantasy world – look’s like she’s becoming typecast…..

  32. Pathetic and the best illustration of how low this man will stoop in some time.
    To use children in this way is despicable in the extreme.

  33. GeoLurking says:
    November 22, 2012 at 9:04 pm
    “Just thing about all the petrochemicals that were used for the plastic dolls, the paint, the sealant for the the aquarium tank, the energy used to process the silica and make the glass for it… for her glasses… which are probably actually polycarbonate. The industry that produced her clothings, the plastic in the Fresnel lens
    Yeah, preach on you little brat”.

    Much as I wish the young lady no harm, it would be ironic if in 20 years time she develops a lung condition that was traced back to breathing in toxic fumes in a confined space whilst performing her little well acted routine, she must have been rehearsing for weeks! She will go far I don’t doubt! I would also like to have had an opportunity to give her the third degree interrogation as to what she actually does know, & compare it to what she has spouted forth! Climate propaganda is the only political propaganda allowed in schools it would seem!

  34. It is surely no accident that the 12 year old chosen to illustrate the evils of carbon is (a) a girl and (b) “a person of color” ( to use that political correct description). Academy Award-Noble Peace Prizes winners leave nothing to chance. A girl melting dolls! How delightful. rdmill

  35. This film is an insult to those who have recently lost their lives and had their homes and businesses wrecked by Sandy.

    The girl coughs after burning the plastic dolls (or pretends to). Apart from the obvious fact that children should not play with fire, burning plastic dolls releases toxic fumes in the form of dioxins and furans which, if inhaled, may be harmful to human health eg. carcinogenic.

  36. The shift of the mean temperature in Science Girl’s frequency distribution chart of summer temperatures is about 1.5 sd which in most temperate places would be more than 4º Celsius.

  37. If “green energy” is so good, then why didn’t she have any examples??
    Pathetic. Good production values, but pathetic in content.

    (personally, I was offended at seeing the doll suffering a wardrobe malfunction while being burned alive)

  38. It made me cringe. I felt badly for the girl and how she’s being used to promote propaganda. The parents should be ashamed. It comes from the same mindset the video “No Pressure” came from, albeit less gorey.

  39. This piece was professionally produced for a specific purpose. I would like to know the producers and the actors and how much they were paid to promote the cause. Can someone do some research?

  40. Is this what we are going to be seeing after Al gets finished indoctrinated the kids?

    Dozens of cars and a few houses were all vandalized by shooters

    It reminds me of PETA and the the Animal Liberation Front. Where Peta presents the ‘clean public image’ to sucker people in.

    …PETA occupies the niche of — in Newkirk’s own words — “complete press sluts.” …

    In the past, PETA has handled the press for the Animal Liberation Front (ALF), a violent, underground group of fanatics who plant firebombs in restaurants, destroy butcher shops, and torch research labs. The FBI considers ALF among America’s most active and prolific terrorist groups, but PETA compares it to the Underground Railroad and the French Resistance. More than 20 years after its inception, PETA continues to hire convicted ALF militants and funds their legal defense. In at least one case, court records show that Ingrid Newkirk herself was involved in an ALF arson….

    http://activistcash.com/organization_overview.cfm/o/21-people-for-the-ethical-treatment-of-animals

    Indoctrinated young people can easily turn violent. History is littered with cases and you only have to look to the middle east today to see hatred indoctrination turning into violence today.

    Or look at the USA.

    John E. Lewis
    Deputy Assistant Director
    Federal Bureau of Investigation
    Before the Senate Judiciary Committee
    Washington DC
    May 18, 2004
    The FBI estimates that the ALF/ELF and related groups have committed more than 1,100 criminal acts in the United States since 1976, resulting in damages conservatively estimated at approximately $110 million….

    The escalation in violent rhetoric is best demonstrated by language that was included in the communiqués claiming responsibility for the detonation of improvised explosive devices in 2003 at two separate northern California companies, which were targeted as a result of their business links to HLS. Following two pipe bomb blasts at the Chiron Life Sciences Center in Emeryville, California on August 28, 2003, an anonymous claim of responsibility was issued which included the statement: “This is the endgame for the animal killers and if you choose to stand with them you will be dealt with accordingly. There will be no quarter given, no half measures taken. You might be able to protect your buildings, but can you protect the homes of every employee?”….

    …In addition to the upswing in violent rhetoric and tactics observed from animal rights extremists in recent years, new trends have emerged in the eco-terrorist movement. These trends include a greater frequency of attacks in more populated areas, as seen in Southern California, Michigan and elsewhere, and the increased targeting of Sport Utility Vehicles (SUVs) and new construction of homes or commercial properties in previously undeveloped areas by extremists combating what they describe as “urban sprawl.” Eco-terrorists have adopted these new targets due to their perceived negative environmental impact…..

    …”Direct action” generally occurs in the form of criminal activity designed to cause economic loss or to destroy the victims’ company operations or property. The extremists’ efforts have broadened to include a multi-national campaign of harassment, intimidation and coercion against animal testing companies and any companies or individuals doing business with those targeted companies. Huntingdon Life Sciences (HLS) is one such company. The “secondary” or “tertiary” targeting of companies which have business or financial relationships with the target company typically takes the form of fanatical harassment of employees and interference with normal business operations, under the threat of escalating tactics or even violence. The harassment is designed to inflict increasing economic damage until the company is forced to cancel its contracts or business relationship with the original target….

    In recent years, the Animal Liberation Front and the Earth Liberation Front have become the most active criminal extremist elements in the United States. Despite the destructive aspects of ALF and ELF’s operations, their stated operational philosophy discourages acts that harm “any animal, human and nonhuman.” In general, the animal rights and environmental extremist movements have adhered to this mandate. Beginning in 2002, however, this operational philosophy has been overshadowed by an escalation in violent rhetoric and tactics,…. But even more disturbing is the recent employment of improvised explosive devices against consumer product testing companies, accompanied by threats of more, larger bombings and even potential assassinations of researchers, corporate officers and employees

    http://www.fbi.gov/news/testimony/animal-rights-extremism-and-ecoterrorism

    Testimony of James F. Jarboe, Domestic Terrorism Section Chief, Counterterrorism Division, FBI

    Before the House Resources Committee, Subcommittee on Forests and Forest Health February 12, 2002

    “The Threat of Eco-Terrorism”
    …During the past decade we have witnessed dramatic changes in the nature of the terrorist threat….

    Disaffected environmentalists, in 1980, formed a radical group called “Earth First!” and engaged in a series of protests and civil disobedience events. In 1984, however, members introduced “tree spiking” (insertion of metal or ceramic spikes in trees in an effort to damage saws) as a tactic to thwart logging. In 1992, the ELF was founded in Brighton, England, by Earth First! members who refused to abandon criminal acts as a tactic when others wished to mainstream Earth First!. In 1993, the ELF was listed for the first time along with the ALF in a communique declaring solidarity in actions between the two groups. This unity continues today with a crossover of leadership and membership. It is not uncommon for the ALF and the ELF to post joint declarations of responsibility for criminal actions on their web-sites. In 1994, founders of the San Francisco branch of Earth First! published in The Earth First! Journal a recommendation that Earth First! mainstream itself in the United States, leaving criminal acts other than unlawful protests to the ELF.

    The ELF advocates “monkeywrenching,” a euphemism for acts of sabotage and property destruction against industries and other entities perceived to be damaging to the natural environment. “Monkeywrenching” includes tree spiking, arson, sabotage of logging or construction equipment, and other types of property destruction. Speeches given by Jonathan Paul and Craig Rosebraugh at the 1998 National Animal Rights Conference held at the University of Oregon, promoted the unity of both the ELF and the ALF movements….
    http://www.oocities.org/anarcores/fbionalf.html or http://www.fbi.gov/congress/congress02/jarboe021202.htm

  41. This little video will doubtless end up in the curricula of thousands of elementary schools. Unlike “Plan 9″ it is deliberately ‘cute’, aimed at youngsters. And it probably will be successful. The melting dolls is an image they won’t easily forget.

    The girl is a pretty good actress, actually.

    /Mr Lynn

  42. The climate crisis manifests itself as a social crisis, not weather.
    The crisis consists entirely of how the climate obsessed feel empowered to lie, cheat, steal and abuse.
    Let us not forget the infamous 10:10 video

  43. Well that’s one use for Barbie and Ken once you’ve outgrown them! 10 year old girl science – yup that’s about the right level for Al Gore and his acolytes!

  44. John F. Hultquist says:
    November 22, 2012 at 10:04 pm

    Burning plastic in a closed room – I wonder what could go wrong there?
    ____________________________________
    PVC is Nasty stuff when heated or burned. It releases HCl gas and other toxins. Barbie dolls are made of PVC (at least the old ones were)

    I wonder if they were using an Asbestos mat under the exhibit to prevent the fire from spreading? (snicker)

  45. The Gray Monk says:
    November 23, 2012 at 12:22 am

    Disgraceful. This little girl will no doubt go on the become someone who earnestly campaigns in the belief she alone has the “truth.” Actually I take leave to doubt she set up that “school science project” unaided …
    ___________________________________
    It was staged and she is an actor.

  46. I note that many responses here are humorous. Unfortunately, you put this in front of most school children and they will believe it completely. Five years later those school children are voters and have not been shown anything to disabuse them of their beliefs. So will applaud madly when told that green energy will be subsidized and ‘dirty’ coal and oil will be taxed and regulated out of existence. This is why these simple propaganda tactics have been and are being used. So you might laugh and think them risible – but the propagandists are the ones that are winning the votes.

    Can anyone here show any science education programming that is aimed at educating children to see what is wrong with this example clip? Can anyone here show any materials for teachers that demonstrates a real science approach to these ‘climate catastrophe’ hypotheses? Does anyone know any teachers that are not equally convinced by the warmist anti science propaganda? This is where science is losing, in the schools and in the materials and teaching given there. We face a frightening future because of ‘Nobel Laureates’ like Al Gore – and make no mistake he is winning, or probably has won; not by science but by propaganda to our children. This is not a matter for humor.

  47. Nik said (November 23, 2012 at 12:04 am)

    “…I’ve also look at the Alexa site to compare Al Gores site with WUWT.

    http://www.alexa.com/siteinfo/climaterealityproject.org

    and compare to http://wattsupwiththat.com/

    The stats do not support Al Gore’s claim of 16 million hits at all…”

    True, but some folks are actually saying that link does NOT provide any evidence of deceit by Al Gore. They accept the fact that we’re suspicious, but to them, we can’t produce a shred of evidence to prove that Gore lied about the number of views.

    On his website, (CRP), they’re saying “…On November 14-15, millions around the world tuned in to 24 Hours of Reality: The Dirty Weather Report…”

    Later, mentioning the “event”, they do say it was “…broadcast live on the Internet with more than 16 million views from around the world…”

    Maybe it’s all USTREAM’s fault, then. Somehow their software failed to capture the massive influx of views – twice (last year’s 8M, and this years 16M).

    Or, it’s just standard “climate science”. If they can use a single tree to show the world’s climate for a millennium, then they can use a single picture to “prove” their point.

  48. Eric H. says:
    November 22, 2012 at 8:47 pm
    ……………….The video is laugh out loud silly but the underlying politics is sad.
    ———————————–
    Not sad, Scary.

    I don’t think Al Gore believes all this crap but that little girl and millions more like her do.
    He knows there is no viable ‘green energy’ ready to take over worldwide needs.
    She thinks there is and we are just the world’s worst monsters on earth to destroy her future.
    Al Gore wants her to believe that is what we are doing by refusing to switch to ‘green energy’.
    He knows the truth because he was here in the 60’s and 70’s when US pollution was real. You couldn’t breathe in LA and rivers were on fire.
    He knows how far we’ve come protecting our environment.
    He knows only a prosperous people are conservationists. If one is starving one might eat the last poleybear or spotted owl on earth. Plus, cook it on burning coal.
    Poverty is exacerbated by bad laws, bad rules and bad government but she’s too young to understand and he doesn’t want her to know. Truth is ‘it’s nothing new’.
    It looks like he’s lying to us to get money.
    We must’ve really pissed him off when we didn’t let him be POTUS. This is some payback.
    cn

  49. What I see is a highly visual appeal to emotion that likely will be effective in it desired goal. Change the mentality of a majority of future voters while they are young and impressionable. Everything I am reading is designed to appeal to the visual part of working memory. That is not hooked up to the part of the brain attuned to abstract conceptualization. That gets kept largely vacant these days anyway. Instead we get hands-on science, gathering data and interpreting it and creating models.

    Readers at WUWT with their Axemakers Minds and knowledge of genuine science may be able to recognize that this is propaganda but the new Science Standards being prepared right now under the auspices of Achieve and with Carnegie funding have been deliberately designed to make sure the next generation of students cannot.

    Gore is quite aware of what the Clintons’ Outcomes Based Education reforms did to the scientific body of knowledge of too many of today’s Twenty-somethings. He knows what is coming because it is generated through UN and Communitarian profs like Amitai Etzioni. He has produced a commercial to capture kids’ Hearts and Minds. Permanently. In kids habituated by education to rely on emotion, not rational thought.

    These are devastating images to the cultivated low accurate info students and Young Adults it is directed at. Fits in perfectly with the plans of manipulation using the social and behavioral sciences the National Research Council has said it will resort to to cut off Climate Skepticism.

    I was not being cute when I warned about using BF Skinner’s Operant Conditioning Tactics to Squelch Climate Skepticism via K-12 education globally.

  50. I saw Ian’s comment after I posted.

    Most WUWT readers see this Climate Change issue with the kind of rational minds that everything in education policy is designed to make go away. To literally change “the way we think and what we think about” to quote Radical Ecology Prof David Orr. I have jokingly called what is going on Individualism Extraction Devices but I am being snarky and this is no joke.

    http://www.invisibleserfscollar.com/ridiculing-the-1860s-mind-as-unsuitable-for-the-21st-century-cui-bono/ was a piece I wrote after reading the recent NAS report “Using Science as Evidence in Public Policy” and listening to former NYC School Chancellor Joel Klein pushing making Tablets and visual images the focus of future education.

    The kinds of minds and mental processing aspired to will be Molding Clay for a commercial like this.

  51. Ian W says:
    November 23, 2012 at 6:26 am

    I note that many responses here are humorous. Unfortunately, you put this in front of most school children and they will believe it completely…

    Does anyone know any teachers that are not equally convinced by the warmist anti science propaganda? This is where science is losing, in the schools and in the materials and teaching given there….

    This is not a matter for humor.
    ________________________________
    You are correct.
    For example, High School Graduation Requirements for Arizona’s minimum course of study.

    Current Requirements:
    English 4 credits
    Math 2 credits
    Science 2 credits
    Social Studies 2.5 credits
    CTE/Fine Art 1 credits
    Electives 8.5 credits
    Total 20 cre

    When I graduated it was one year of general science.

    No teacher, but every textbook, left behind.

    …An exasperated William Bennetta explained why so many teachers accept inferior textbooks from these publishers, “[T]he major schoolbook companies… have long recognized that the teacher corps in America includes some desperate dumbbells, and the companies have learned to produce books that the dumbbells will like.” Alistair B. Fraser, a professor of meteorology who runs web sites exposing bad science in textbooks, concluded bleakly, “Apparently, most teachers believe everything they teach.” To which I add, why not? Cornell professor Donald Hayes, quoted in the Grandfather Education Report, reported on results of sampling 788 textbooks used between 1860 and 1992: “Honors high school texts are no more difficult than an eighth grade reader was before World War II.” (And in an essay written over half a century ago Randall Jarrell complained that 1930’s textbooks were much easier than the ones from the 19th century!) So by now our teachers, and their teachers, and their teachers, have been dragged through the same swamp of bad textbooks. They know not what they do, and they know not that they know not….

  52. The people that are stupid enough to be the expected audience of such a video are too stupid to care – they are busying themselves watching Jerry Springer. And kids like preachy propaganda films even less than adults do. Anyway, can anyone remember a single thing they saw on TV from this time last year? It’s been proven time and time again that watching TV is so passive that you can’t remember any of it.

  53. Clarification on my previous comment: “This is (of course) not true.” I’m commenting on the concept (and some people WILL make that mistake, probably not most WUWT followers..) that there REALLY is a “little girl” doing this as her “science project”. NADA, NO, not in this universe.

  54. If you have the stomach for it, for an even more outrageous video, watch their “Spread Truth. Destroy Denial” video. They have the sheer chutzpah, the gall, the audacity to compare what they are doing to the breaking down of the Berlin Wall. The mind boggles at the enormity of the lie. http://climaterealityproject.org/

  55. My grandson built a tennis ball flinging trebuchet for a science fair, the school confiscated his tennis balls. Maybe he should have built a flame thrower.
    Does anyone here remember “Mr. Wizard’s Science Secrets” on T.V? He had a nifty formula for napalm.

  56. I wonder what would result from graphing the ages of the Al Gore faithful? Even the acolytes whom he blessed and gave sanction to let them present his Inconvenient Truth.

    Someone said, if you are not a liberal when you are young, you have not heart, and if you are not conversative when you are old, you have no sense.

    When your global policies are determined by people who haven’t got to the teenager-raising stage, you are in the grip of the Robiespierre crowd of the coffee houses.

  57. And guess how that cute little girl gets to and from school? In a big SUV of course, and her home is heated and cooled and uses electricity.

  58. In North Korea they teach school kids to hate Americans as part of the core training. Al could learn a lot there.

  59. Just a reminder that Sustainability is to be the major focus of classwork in the new curricula being created in the US to implement what is being called the Common Core State Standards Initiative or CCSSI as I call it. It is interdisciplinary and lends itself to the desired problem-based learning and project-based learning. This was one of the reasons the Literacy/ English Progressions call for a focus on nonfiction.

    Gaia may not actually have a temp but little of that info will be getting through to schoolchildren. Moreover college is being restructured to make “envisioning alternative futures” a requirement of coursework. That in turn is premised on having used K-12 to make students Believe that an alternative social, political, and economic vision is a necessity.

    Hence the need for such propaganda right now as CCSSI started rolling out in many US classrooms several months ago. By next fall, 2013, it will really be in high gear and with data being collected on each student to determine if they have the desired values, attitudes, and beliefs.

    Orwell’s imagination in literature has nothing on the realities of the Data Quality Campaign or the Global Perspectives Inventory (higher ed).

    As a book from the early 80s I am reading right now put it, “if we can change the prevailing mentality, we can transform it all.” Let’s remember such scheming when we see such propaganda.

    We are not the desired audience.

  60. The new CommonCore State Standards would rate this demonstration poorly. Whoever wrote the script for this clearly was not up to speed on the rigorous standards facing school children from here on.

  61. Doug Proctor says:
    November 23, 2012 at 7:45 am
    Someone said, if you are not a liberal when you are young, you have not heart, and if you are not conversative when you are old, you have no sense.
    It seems the saying has changed over time, but in any case it’s a false dichotomy, as evidenced by the CAGW cultists. They have neither brain nor heart.

  62. Much higher production values than Plan 9 (or the Mohammed video for that matter). Crisp edits, screenplay by the perky Katie Couric, and the Foley work was solid. Knockout special effects done in camera – you don’t see that happen much these days. Is the sound track available on CD?

  63. Textbook publishers cater to the largest ordering entity. States like California used to be that entity. The rest of us on the west coast bought textbooks that were essentially developed for states like CA. All that ends with the new CCSS. However, adoption of new textbooks is hugely expensive. Many states r currently without books. One of my fellow teachers has only 9 books for her class. The same ones one of our younger teachers used when he was in 4th grade.

  64. Ive read thru the standards and have studied them for several years. Sustainability is not a focus at all. Not even a substandard.

  65. Robin says:
    November 23, 2012 at 8:31 am

    Just a reminder that Sustainability is to be the major focus of classwork in the new curricula being created in the US to implement what is being called the Common Core State Standards Initiative or CCSSI as I call it. It is interdisciplinary and lends itself to the desired problem-based learning and project-based learning. This was one of the reasons the Literacy/ English Progressions call for a focus on nonfiction.

    And ‘sustainability’ is a code word for Agenda 21. Perhaps some work needs to be done to highlight the individuals driving this agenda.

    We are not the desired audience. So somehow we need to reach their desired audience and show them how they are being used by rich power hungry adults trying to obtain more power and wealth.

  66. I wonder if this is a little girl, looks more like an adult, which would be more in line with the gorons normal behaviour. Seems they could not even convince a real child to spew their propaganda.
    This business of heavy handed miss-information/propaganda directed at children is ugly and a sometimes effective short term tactic. Longterm? Where are all the previous users of these techniques, besides in the dustbin of history? Children mostly grow up, untangle the lies and act accordingly, I predict no gain and longterm pain for these charming activists.
    Social change advocacy most always overlays an arrogance and belief, that being, I am smarter than everyone else( 75% of canadian motorists believe that they are above average drivers) and that human behaviour is predictable, therefore the nudging of people into acting in the “proper” way will produce the behaviour you desire. This seems to prove that history is not part of the public education anymore.

  67. I saw this clip when I tuned into the Gorothon for about ten minutes, it made me laugh. If only it had a rifftrax. It is almost as good as their “More Dangerous than Dynamite” short where they make fun of an old black and white video about dry cleaning your clothes at home using gasoline.

  68. This is no funny video. It is just disgusting that Gore will go so low as to use kids to enrich his financial portfolio. Then again, he used to be a politician. Bad habits are hard to loose. Gore is as dirty as his dirty weather.

  69. All of society will pay for the current indoctrination, of the young, to multiple myths.

    Our children are graduating, the various levels of education, with a firm conviction, that Man is insignificant in the universe, and only undisturbed “nature” has any validity. We are pumping out “bird counters” at an alarming rate, who have no production skills. These beginning adults are competing with many thousands, of similarly trained others, for jobs. Most end up on the dole or working in car washes.

    There is no reason to blame the children, as they are just flowing with the current created by adults, for political and ideological gains. Criminal abuse which will be our own demise. GK

  70. From Gail Combs on November 23, 2012 at 7:10 am:

    For example, High School Graduation Requirements for Arizona’s minimum course of study.

    Current Requirements:
    English 4 credits
    Math 2 credits
    Science 2 credits
    Social Studies 2.5 credits
    CTE/Fine Art 1 credits
    Electives 8.5 credits
    Total 20 cre

    I have read of young people getting their GED at 16 and ditching the rest of the high school (indoctrination) experience. For a career, the traditional 4 year degree from a traditional liberal-arts college is now a mass-produced commodity and an expensive joke. There’s a plethora of accredited technical schools who’ll quickly get you in-demand marketable skills and a good income, and they don’t care if you have a HS diploma or a GED. Hell, they don’t even care how many weeks of community service you’ve donated towards protecting/saving the environment by raising awareness of the necessity of curly light bulbs.

    If what has become the normal learning experience should fall by the wayside in favor of verified competence in the basics and the acquiring of real-world usable skills, that would not a bad thing.

  71. She’s clearly a clever girl and her acting is immensely natural and pleasant. Still, a sane viewer can’t overlook that this girl – and probably millions of older folks – have been totally brainwashed and nothing whatsoever about the things she is saying and showing has been subjected to her own independent scrutiny.

    This clip is a combination of all kinds of political correctness. Not only we hear the politically correct pseudoscience about the dirty weather and the man-made climate but the ultimate “scientist of the future” who explains it just happens to be a black girl. It’s not impossible, just very unlikely, that a black girl would really have the best ideas about the climate, weather, and their relationship among her contemporaries.

    But this is a part of the training – people are “demanded” to believe things even though they look (increasingly) unlikely. It’s a part of the warmist religion, too. One is proud about believing implausible things. The more implausible an assertion the AGW enthusiasts believe is, the more proud they are about their belief.

  72. Ryan says:
    November 23, 2012 at 7:22 am
    The people that are stupid enough to be the expected audience of such a video are too stupid to care – they are busying themselves watching Jerry Springer. And kids like preachy propaganda films even less than adults do. Anyway, can anyone remember a single thing they saw on TV from this time last year? It’s been proven time and time again that watching TV is so passive that you can’t remember any of it.
    —————–
    Did you miss our recent election?
    cn

  73. Robin says:
    November 23, 2012 at 8:31 am

    Just a reminder that Sustainability is to be the major focus of classwork in the new curricula being created in the US….
    ________________________
    What I would like to know is who is going to keep civilization running and HOW?

    The education now a days is so poor that one in three adult Americans can not read Twenty-five million can not read at all and additional 35 million read at a suboptimal level for today’s society. The largest numbers of illiterate adults are white, native-born Americans. In Boston, Massachusetts, 40 percent of the adult population is illiterate! Worse 10% percent of 10-year-old American boys are on Ritalin or similar drugs often starting in kindergarten and first grade.

    That does not even get into the lack of math literacy. Many kids can’t even ADD whole numbers!

  74. Furthermore no standard speaks of having the “correct” value, attitude or belief. Sounds like some folks here r making the same rhetorical mistake that AGWers make. Speak platitudes not facts but be sure to make the platitudes sound like fact bites.

  75. The use of children to sell their propaganda is the sign of a sick mind…

    Another post modernist false dualism.

  76. Here is a sample of the rigour now facing children.
    Know multiplication facts thru 12 by the end of 3rd grade.
    Count to 100 by ones and 10’s by the end of kgt.
    Know subtraction facts 1 thru 5 by the end of kgt.
    Know division using 2-digit divisor with remainder by the end of 4th grade.
    Go read them for yourself before speaking thru your hat.

  77. Pamela Gray says:
    November 23, 2012 at 10:35 am

    Here is a sample of the rigour now facing children.
    Know multiplication facts thru 12 by the end of 3rd grade.
    Count to 100 by ones and 10′s by the end of kgt.
    Know subtraction facts 1 thru 5 by the end of kgt.
    Know division using 2-digit divisor with remainder by the end of 4th grade.
    Go read them for yourself before speaking thru your hat.

    Those may be the “rigour” as listed. But how many teachers actually do it and how many students accomplish it? Sounds like there’s a wide gap separating theory, practice, and performance.

  78. Throughout history people pushing ideologies have recognized the role of controlling education of the very young.

    St. Ignatius of Loyola understood the permanent impression that the years of childhood make on a person when he said, “Give me the first seven years, and I’ll give you the man.” Adolf Hitler wrote about his objectives for the Hitler Youth program, “My program for educating youth is hard. Weakness must be hammered away. In my castles of the Teutonic Order a youth will grow up before which the world will tremble. I want a brutal, domineering, fearless, cruel youth. Youth must be all that.” Some may consider these as extreme examples of what is happening in our schools today. Many others don’t.

    I remember talking with a Soviet student visiting our university on an exchange visit. I asked him what he was studying. He said Highway Engineering. I asked him why he chose that. He replied “Choose?”

  79. Pamela-first of all the term “rigorous” itself is a defined term created by Lauren Resnick referring to open-ended problem solving where there is no explicit answer.

    Secondly the President, Ed Week, and the Hewlett Foundation have all agreed that CCSSI is not the same as the common core they are referring to. That CCSSI was just a political scam to justify changing the focus of the classroom and get different kinds of measuring assessments to obscure the nonacademic focus. http://www.invisibleserfscollar.com/didnt-the-president-just-admit-ccssi-was-a-ruse-to-change-classroom-interactions/ explains what President Obama and Ed Week have said more than once.

    The actual classroom implementation and curricula I have seen are all dominated by the 21st century skills movement which did not shut down despite claiming to do so. That was merely a feint because P21 had garnered so much negative publicity. If you compare p21’s classroom activities to the Standard it is supposedly based on you see just what an illusion those standards are.

    National Science Foundation has said repeatedly that Sustainability is to be a huge feature of its K-12 initiatives. Same with NOAA. There is also an NSF funded Climate Literacy Network preparing materials.

    I have read the Standards but more importantly I have read all the other actual implementation documents that govern what can go on in the classroom. The Standards language itself is just a political ploy to go after the rational mind.

    If you want a real feel for what is expected in the classroom read the “Vision for the College, Career and Civic Life C3): Framework for Inquiry in Social Studies State Standards CCSSO put out last week. It laid out directly the kind of vision I have previously been having to track to the small but binding print in collateral official documents.

    And it picks up Sustainability as a prime example of what it has in mind.

  80. @CD (@CD153) says:
    >…Gore has brainwashed and indoctrinated his faithful flock by taking advantage of their scientific illiteracy.

    I often run into scientific illiteracy in my work and it is much more common than one might expect. What people have is para-scientific knowledge. They can repeat many scientific terms but not think critically about them in properly constructed sentences that lead to logical conclusions. What people do is marshall a number of factoids then having already decided on what they prove, try to work out a reasonable concatenation of those ‘oids to arrive at the pre-determined conclusion. A great deal of ‘climate science’ appears to be based on this method. The blogosphere filled with confident voices displaying para-scientific knowledge reinforced by pre-cooked recipies for getting a pre-determined result.

  81. Throughout history people pushing ideologies have recognized the role of controlling education of the very young. St. Ignatius of Loyola understood the permanent impression that the years of childhood make on a person when he said, “Give me the first seven years, and I’ll give you the man.” Adolf Hitler wrote about his objectives for the Hitler Youth program, “My program for educating youth is hard. Weakness must be hammered away. In my castles of the Teutonic Order a youth will grow up before which the world will tremble. I want a brutal, domineering, fearless, cruel youth. Youth must be all that.” Some may consider these as extreme examples of what is happening in our schools. Many others don’t.

    I remember when a group of Soviet students visited our university. I asked one what he was studying. He said, “Highway Engineering”. I asked why he chose that subject. He replied “Choose?’

  82. Separate entities are developing their own pet lists of Science standards but these entities are not part of the ccss initiative. Like I said read the ccss before you rattle off what u think they say.

  83. Oops was typing standards from memory. The division one is a 5th grade standard. The 4th grade standard is for single digit divisor.

  84. Lubos Motl says:
    November 23, 2012 at 9:24 am
    “This clip is a combination of all kinds of political correctness. Not only we hear the politically correct pseudoscience about the dirty weather and the man-made climate but the ultimate “scientist of the future” who explains it just happens to be a black girl. It’s not impossible, just very unlikely, that a black girl would really have the best ideas about the climate, weather, and their relationship among her contemporaries.”

    You use black girls/women in the US so you can always play
    a) the race card
    b) the feminism card
    when somebody dares to criticize the black girl/woman. See Susan Rice.

  85. I wrote a long detailed answer to Pamela’s misstatements. Rigor is a defined term created by Lauren Resnick, not a dictionary term.

    It is also ludicrous to say this CCSSO release is not tied into the initiative.

    CCSSO says it is. They are the creators of CCSSI. Briefly the President says it is a ruse. Ed Week refers to the Standards for Teching and Learning as the common core, not CCSSI.

    And the actual curriculum mirrors the 21st century skills program, not the CCSSI language.

    Oh, and the Hewlett Foundation says CCSSI was just a means to get new measuring assessments.

    Hopefully my missing comment will come up. http://www.invisibleserfscollar.com/second-order-change-why-reform-is-a-misnomer-for-the-real-common-core/ is based on actual implementation documents on Sustainability and the Common Core implementation.

    The creator of CCSSI was even a speaker at Camp Snowball and I have the presentation. He clearly sees Sustainability as integral to what is coming to classroom.

    Anthony-I believe you have NEA reps monitoring your site. Is the other comment in filter?

  86. From Pamela Gray on November 23, 2012 at 10:35 am:

    Here is a sample of the rigour now facing children.
    Know multiplication facts thru 12 by the end of 3rd grade.
    Count to 100 by ones and 10′s by the end of kgt.
    Know subtraction facts 1 thru 5 by the end of kgt.
    Know division using 2-digit divisor with remainder by the end of 4th grade.

    Seems like the same “rigor” I faced forty years ago. “Multiplication facts thru 12″ was learning multiplication tables. “Subtraction facts” also sounds like rote learning. Why 1 thru 5 instead of simply single-digit subtraction?

    However kindergarten still is not mandatory in Pennsylvania, same as in most states, and traditionally is only a half-day anyway, so your standards get bumped to the end of first grade.

    These are the minimum expected math skills of adults these days. Well, they should be, when you have pencil and paper handy. In reality adults mainly only have to know how to correctly punch the numbers into a calculator. Which has been a built-in function on cell phones for years so adults can always do needed math. Anyone else remember calculator watches, saving you from having to lug around a bulky pocket calculator?

    Plus it’s become expected that math skills will deteriorate, if it is even expected anymore that you will learn the manual methods. Calculators are allowed for the SAT’s. I learned how to calculate square roots with a method resembling long division. Just found out I almost remembered all of how to do it, the internet filled in the last missing bit. How many adults are aware the method exists? Will the kiddies learn that method under these new standards?

  87. It’s sad how back in the ’70s clean fossil fuel burning meant to burn the fuel so completely that all that was emitted was clean Co2. Now that we can pretty much do that; we are told Co2 is now dirty. These people will never be happy.

  88. The “Science Girl” is perfectly qualified to work for the new non-science NASA. She starts off with a premise of a problem, never bothering to verify if there really is a problem, and uses Main Stream Media and Alinsky style tactics to call for an unnecessary and unverified solution. Yep, no doubt “Science Girl” will make a perfect Space Cadet at the new politically correct NASA.

  89. Steve says: “Wow…if this was the Onion, it would make me laugh. As it is, it’s scary how we abandon reality to pursue propaganda.”

    More worrisome is their use of children, coupled with human history of a twisted dictator successfully using children to further his ambitions. Toss in Heir Gore instructing children not to listen to their parents, and it becomes disturbing.

  90. The ‘girl’ is a professional actress.
    From the you-tube comments “Seems the girl is actress Yara Sayeh Shahidi who starred alongside Eddie Murphy in Imagine that.”
    Google the name.
    The whole scenario shown on Gore’s program was a total set-up.
    Utterly and completely disgusting. The use of a child, no matter how pushed by her family (agent?) in this sort of blatant propaganda ought to be actionable at Law.

  91. I remember quite well when the new math became the new thing. I also remember 4th grade as the division grade and learning facts by 5th grade. These new standards are tougher, earlier, and include problem solving at much earlier grades than ever before in US public school systems. Private schools are now locking onto these standards. Again, read the standards. It is NOT about rote learning. To say so reveals the lack of knowledge about the standards and what they say and dont say.

  92. Pacing deep learning is a key concept of the new standards. By that I mean that more in depth time is spent on eaxh concept, aka Japanese style. Pacing allows this deep understanding to develope.

  93. So, is the “take-away” supposed to be that CAGW advocates believe driving or making power with coal will cause the weather to be so hot that people will catch fire, or that arson is the solution to CAGW?

    Or is it just more sick, twisted propaganda aimed at children, as usual?

  94. Pamela-the private schools are having the standards forced on them by the accreditation agencies. I heard from private school parents from all over much of last week upset about the changes.

    And I do not know who your “rote learning” comment is addressed to but I would agree that it is not rote learning. In fact it is very difficult to find the words knowledge or know used at all except in the sense of knowing how to perform a given generic skill.

    The term “understand” is the common word used but it is not understand in the common meaning of knowing a great deal of information on a concept and how it all fits together and cause and effect. It is understand in an emotional sense. Hence the use of the phrase “Relevance makes rigor possible” in connection with the common Core (paging Willard Daggett). If something is relevant to your personal life, you can relate to it from your everyday experience and try to puzzle out a solution.

    Over and over again the insistence that CCSSI is not about the transmission of knowledge comes out. Which to get back to the point of post and the video means that no student and then adult will know enough to dispute the nonsensical assertions.

    How sad.

  95. Once again fail. The standards expect students to develope multiple strategies to solve math based problems and expect students to persevere when solving problems. Gone r the days when a math problem gives u all the necessary components. Few real life math problems provide such conveniences. This new struggle focused strategy depends on fluency in basic math algorithms. Students will be asked to plan for and collect the data they need to solve the problem. Once again read the standards. The bulk of the comments r filtered by pet beliefs instead of the knowledge that is only gained by reading thru the entire ccss documents.

  96. Remember when proofs were required in high school math? That is now a middle school expectation. It will no longer be enough to know how to do an algorithm. Students will have to explain why it works.

  97. Pamela–I have been on the insider distribution lists for the last several years. The sort that say “Only intended for curriculum creators.”

    I do not need you to tell me to read documents I know backwards and forwards and have proven to be irrelevant. I know it is frustrating that people who know what’s really going on with CCSSI are alerting people whose main focus is CAGW on the common linkages.

    We are just being interdisciplinary. You should be pleased that we are not keeping to our individual silos. Except we are sharing with Axemaker Minds and deep reservoirs of knowledge.

    Oops. There went the political storyline of just trying to make content requirements consistent state to state.

    I think Pamela’s insistence further shows just how important CCSSI and Sustainability are to the true goal of reorganizing an economy around them and being able to use education to create predictable behavior.

    There’s a reason I refer to CCSSI as a “Look Squirrel!” gambit.

  98. I haven’t had the time to read the previous comments but I watched the video. My nephew was shown it in the 6 th grade. That’s scary and I’m pissed.

    I’ll stop with that.

  99. Okay, so the bottom line is that this was a professionally produced skit with a fairly well known professional child actress (undoubtedly paid), and an expensive set. Wonder who paid for it? Big Oil? No? How about Big Green?

    It had nothing to do with a Science Fair, or even what a six or seventh grade student has been taught about, or thinks about, CAGW. The script (which she delivered very well) was written by adults. But yes, the message probably was for that age group.

  100. Please show me where the word or concept regarding “sustainability” is located in the entire text of the ccss.

  101. …mind pollution. Are there any kids anywhere that actually care or believe in such pathetic mindlessness.??? As long the ipad is holding a charge they could care less about AL GORIAN Dirty Climate or whatever he calls it this week. It would be interesting to poll a group kids her age to watch this video to get a feel for videos legitimacy among them.

  102. Robin, are you saying that the standard for informational text which includes earning how to question the author’s pont of view beginning in 4th grade is somehow evidence of CAGW agenda? How so? Rather it reminds me of a graduate level course that instilled in me a very sceptical and critical eye towards research.

  103. Pamela & Robin: I read some of the CCSSI @

    http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

    Being from an “older” class, this appears as if written by math “professors”. I can see where it might apply to students for which advanced science studies are possible. However I would think that the common student would be more in need of the ability to balance a check book, work house hold problems in budgets and know enough to prevent being cheated by a car dealer ship or mortgage company (ah ha, NOW I see WHY all those protective & pesky government regulations are needed to protect these people from themselves). I would think that providing the fundamentals for coping with life’s necessities would be more important, up front, than having to also prove the theory. To me the standards look as if set up for “advanced” students (and please correct me if your experience says this is wrong) and is only going to provide disappointment, confusion and failure for the rest.
    I have assisted students (kin) who were having a hard time with algebra using the “new” methods on problems that were very easy to solve with the “old fashioned” methods that I learned. However, my procedures were many times not permitted, I assume for the reasons given by you all.
    Too me this does seem a big step backwards, more like the “Philosophy of Mathematics” than plain “Arithmetic” which is what most of us actually need in real life until and unless specializing later in a career choice. If these standards have been broadened to include other areas, then our functional educational future may be even bleaker. It is a shame that the curricula do not provide more useful instruction about real living issues starting with a firm grounding in basic logic.

  104. Pamala Gray,

    I started reading the comments in reverse order. Yours rang a bell. I will comment much later but you may not like it.

  105. jaycurrie says:
    November 22, 2012 at 10:49 pm
    “If this video convinces anyone, well, 50% of the population are below average”

    No. 50% are below the mean, and 50% are above the mean. The mean is always at the point of a set where half of the set is above and half is below.

    People get that confused with average and median, which are two terms for exactly the same thing. To calculate the average you add all the numbers of a set then divide that by the number of numbers in the set.

    Find the average of a group of 100 numbers, 75 of which are 100 and 25 of which are 50. The average is 87.5 but 75% of those 100 numbers are above average.

    The mean of such a group is 100 because that’s the number in the middle, or on either side of the middle because 100 splits into two even groups so there is no middle number.

    So please, everyone stop making jokes about people saying more or less than half of something are above or below average or median. Chances are the speaker or author is correct, even if they don’t know they’re using the right word.

    Rake them over the coals if they say more or less than half of something are above or below the mean, because that’s mathematically impossible.

  106. It reminds me of a Sunday school lesson in an impoverished rural church, the sort that is visited by a circuit preacher once a month. The Sunday school teacher had no props but the preaching set forth similar scenes. Notice that the final “pestilence” is Hell. Al Gore has finally found his personal “center” and his true calling.

  107. Pamela, I took you up on your challenge. I found the Pennsylvania Academic Standards, the Common Core State Standards in Mathematics and English Language Arts were adopted on July 10,2010 and are to be fully implemented by July 10,2013. They have the links to those standards (pdf) there. I’m working through the Mathematics one.

    Your “deep learning” is quite evident. Kindergarten: “Work with numbers 11–19 to gain foundations for place value.” I’ve read up to 5th grade, where it’s “Understand the place value system.”

    Dear Lord. Six years to understand Left Side: ones, tens, hundreds, thousands and Right Side: tenths, hundredths, thousandths?

    It takes to 5th grade to do division with a two-digit divisor? 12 inches to 1 foot, an inch is 1/12 of a foot, congratulations you’re doing division with a two-digit divisor.

    Developing understanding of volume? It takes to 5th grade to understand which makes sense, a cup of milk or an inch of milk?

    (3) Students recognize volume as an attribute of three-dimensional space. They understand that volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps. They understand that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume.

    What 1x1x1 unit cube makes up a quart?

    Come on. The major problem with the American education system is the three-month summer break. It’s gone from obsolete to detrimental. If there are farming families that still need the cheap help, let them switch to cyber-schooling or home schooling for the summer.

    As summer is used now, it’s a three month stopping of learning. Dead stop. That wrecks the lives of families with two working parents, without any appropriate form of “day care” available, with older kids doing “whatever” during the day when the parents aren’t around. When school starts up again, the kids not only have to relearn up to where they were before, they have to relearn how to learn. Learning needs to be a continuous process, year long. Which then becomes learning throughout life.

    We already know what works. Rote and repetition works. When I was cranking out those square roots on paper, I surprised myself by how quickly I did the math. A large part of that was getting those multiplication tables burned into my skull in the third grade.

    Linking to real-world examples works. “Understanding” is overrated. Do I have to understand why there are 16 tablespoons to a cup to measure out ingredients for a recipe? I just have to know that fact, and if I also know it’s three teaspoons to a tablespoon then I should be able to calculate it’s 48 teaspoons to a cup, and how many teaspoons to a quarter cup. First establish competency, that the kids can do the work. “Understanding” can come later. First show it does work, that they too can make it work, then get into why it works.

    When I was laid off and went to a technical college, I was helping some guys with their math. One day they came to me with an algebra word problem, and I couldn’t help them. Because I automatically did as I was trained, recognized it and set it up as a two-variable two-equation problem, easily solvable. And they were only at one-variable equations. I couldn’t even see it as a single variable except by substituting in the one equation, so I couldn’t give them the answer with the steps that they needed. I had a talk with their instructor, checked if it was okay to show them “advanced” techniques ahead of schedule.

    We already know what’s true. With basic skills, “why” doesn’t matter. “How” does matter. Years later, being able to do something will be far more important than knowing why you are doing it. I can do math without knowing why I’m doing it. I no longer know what a “past participle” is, but I know what sounds right and can write good sentences. Because I had good teachers who knew what was important, what works, I’ve retained those basic skills quite well.

    Seriously, will math teachers hold off on teaching the equation for the area of a circle, until the kiddies know enough integral calculus to understand the equation and how to derive it for themselves?

  108. Place value to billion by 5th grade. Rounding, and knowledge of place value for multidigit multiplication and long division without calculators. 5th grade.

    One of the things that impresses me about folks is how much harder school was back then and how screwed up school is now. Question everything. Even your own pet beliefs. Notice how hard it is to change our own? Let alone the beliefs of a CAGW believer.

  109. I also thought it interesting how one commenter thought them too hard and another thought them to be too easy. We all tend to view our world thru rose colored glasses. We tint facts and data with belief. And we rewrite our own histories in much the same way.

  110. Two digit divisor, 4 digit dividend, with remainder. No calculators. Reminds me of math when I was young. What we didn’t do back then was learn how to problem solve a real life situation mathematically and to figure out how to gather missing data. Instead we solved the two trains coming at each other. But not until Jr High.

  111. Bottom line I think these standards are achievable even for students with learning problems. Yes they are more rigorous than previous standards at any time in our US schools. But we must raise the bar or continue to lag behind other developed countries in math problem solving ability. This will require high fluency in basic algorithms, handling multidigit numbers with speed and accuracy. It will also require building perseverance. The ability to spend more time working on relevant math problems in order to compete in the global market.

  112. Kadaka Im not quite following your 12 inch description of 2 digit divisor problem. Besides that your contention that 5th grade students r working with “12” as the two digit divisor is not what my 5th graders have been doing. U would see that problem in 3rd and 4th grade as a division fact problem.

  113. Memorize their multiplication tables … up through 16 x 16. (Yeah – I know, it used to be 12 x 12. But that was when learning was gross, and you had to sell eggs by the dozen. Now, we need to talk in bytes and 256’s. 8<)

    Know the rules of grammar, and how to use them.

  114. One fine budding actress, a career you may just want to watch unfold. She doesn’t give a thing away until the last thirty seconds. I suspect science will be her fall back career. Put’s a whole new meaning to “she’s got it down to a science”!

  115. when i was in kindergarten (age 4) we were beginning cursive and rehearsing our multiplication tables to 12*12 out loud.
    it was not a special school; it had good teachers.

  116. Galane: Median is the middle value. Average and mean are basically the same value. Mathematicians seem to use mean most often, while everyone else uses average. I personally believe average is one of the worst statistics out there but since it’s easy to figure, it gets used for way too many things. People like it.
    Pamela: Real life school science fair experience. I used to judge science fairs for a school in the town I live in. That is, until I was paired with a judge that judged kids on the merits of their work. Up until that time, I was flat out told I could NOT mark any participant down more than a point or two or the parents would be upset. The judge I was paired with marked down a girl who did the very tired volcano demonstration because it lacked creativity. We were never asked back. At state science fair, one of the winners looked at the differences in orange juice, including Sunny D. No one would tell the girl that Sunny D is not orange juice. It would hurt her feelings, so she was allowed to continue with the mistaken belief.
    My niece came to live with me for a while. She was an A student in her hometown. We noticed that she seemed very slow at reading. When tested for grade level, she was over two grades behind in reading skill. This is a child who was considered one of the brightest and, as noted, had excellent grades.
    Schools have serious problems. Not all schools, but a lot.
    Oh, we also had a high school that functioned much like a Montessori school–the students created their own curriculum and learned math, science, etc. based on the ideas they submitted. I would have loved a high school like that. The school is no longer in existence–lack of interest. Rote learning seems to be the way most children learn–only the highly motivated branch out. For most things in life, that’s enough. Be able to make change, figure a budget, don’t mix toilet bowl cleaner and bleach, etc. English is being replaced with texting, so we’ll see where that goes.
    I don’t know if school is harder or not. The attitudes toward school are very different today and may contribute to the belief that we are pushing kids too hard. Without a push, they pretty much are slugs, so it’s a fine line there.

  117. Memorizing your A B C’s and being able to use that knowledge to alphabetize are two different things. Same for kindergarten students memorizing multiplication facts. That’s one of the things I like about the standards. Application of rotely learned algorithms is the goal, not rote and repetitious work.

  118. nomish: I am jealous! I got in serious trouble in second grade for writing in cursive (that was not allowed until third grade) and had to make my own algebra class in 8th grade because that was not allowed until 9th!

  119. @ Reality check & Pamela Gray:
    The apparent goal is push complex concepts to earlier grades and this has been occurring for some decades. However the human intelligence spread is overlooked by assuming that almost all can cope adequately. But what is likely to occur is a larger and larger percentage of failures, by the new standards, as things progress. Of course these have to be covered up because an admission of massive failure would be anathema to the unrealistic objectives that have been established. Eventually what will be needed is student separation at some point into technical versus academic career paths as in some other countries, but unfortunately resistance to this in the US will be high.
    I also fail to see what this has to do with world competition, as most of the problems here are caused by management near profit decisions, not science design capability. Most of the job loss overseas is because of cheaper labor. GM or Ford could have/can build long lived, high reliability autos, but wouldn’t/won’t, mostly to save a few bucks per vehicle and to garner side profits from dealer repairs (example, I have a 1995 Corolla @ 276,000 miles that still has the original alternator, water pump, power steering pump, electric fuel pump, automatic transmission and engine; I replaced the thermostat and fan temperature switch @ 250,000). State side attitudes are dominated by patent contests and not-invented-here-syndrome where it would do little good to have advanced concepts because most wouldn’t be accepted/put in place. Here corporate gambling with derivatives is more important than making an honest profit producing needed high quality products. In such an environment, a highly educated workforce is mostly wasted.

  120. Pamela:
    Yes, these are two different things. The question is whether or not you need standards and teachers to be able to move the the foundation (memorizing you ABC’s) to alphabetizing and for memorizing multiplication tables to figuring out doubling the ingredients for a recipe. “Old school” held that the student was capable of applying the memorized knowledge without the teacher spelling out the process for them. The child has the foundation and can extrapolate to the task. If the child cannot master extrapolation to tasks further up the learning chain (ABC’s lead to alphabetizing and word recognition) he or she probably will be quite limited in their academic success. I am not certain I believe children are so severely limited in their ability to move from one learning step to another without outside help. True learning only comes if the child learns to see the connections on their own.

  121. NotFooled: I would note that the reason companies make cheap crap is because people buy cheap crap. Until we stop buy cheap crap, expect to see that as the norm. But don’t blame the companies.
    Pushing learning to a younger age may or may not be a bad thing. I do agree that children will be failing and it may be covered up. This is part of a larger societal push for everyone to be exactly alike. Children who are different are drugged into compliance and we drug them at a younger age now. Which is why the attack on skeptics is so strong. Disagreement and standing up to “authority” is a threat to society as a whole. TV networks may claim to celebrate differences, but they only celebrate the differences they have deemed acceptable. Step outside those rules and you will not be celebrated.

  122. Reality Check, when we were young, the drop out rate was 50%. If you couldn’t hack it, there was no one willing to teach you how to apply what you had memorized. During that same period of time, Japanese students were in class being taught how to persevere through a problem. What would you say to the idea that a math problem you could solve in 5 minutes isn’t worth much educationally compared to a math problem that takes hours and even days to work through?

  123. And by the way, this discussion on the common core state standards has been very enjoyable and speaks directly to the issues at hand: mathematically contemplating data, its significance, and its interpretation. It also speaks directly to the ability to discern opinion from verified fact in informational text.

    Do you suppose that these new standards might prepare our children to better develop the kind of thinking skills and discerning eye necessary to navigate the multi-media, highly commercialized presentations bombarding us in the world we live in today?

    And don’t you think these new standards are better than what we had when learning was all about memorizing “this is this, and this is that”?

  124. It appears I went to school on another planet. I have little ability to rote memorize but graduated salutatorian. School was not boring or confining. There was little rote memorization. The drop-out rate was under 10%. I completely missed the torture reported by most people. Therefore, I will stop commenting as I have no way to relate to the “school was horrible” childhood. Sadly, it seems my love of schools is a huge anomaly on the reaction to schools curve. I surely cannot answer you questions since I have no experience with the memorize “this, this and this” education you describe.

  125. I am back and apparently more awake than before. Pamela–I think I did answer your question with my comment “we also had a high school that functioned much like a Montessori school–the students created their own curriculum and learned math, science, etc. based on the ideas they submitted (a semester long problem solving exercise)” and that school closed. Whether or not it is a better teaching method, it was not accepted by the community nor the students.
    It appears that perception is entering in here as to schools and effectiveness. Most people seem to perceive their schooling as unpleasant and ineffective. Standardized tests, while they measure retained learning, are greatly criticized. What other way do we measure the effectiveness of school? How do we know if the curriculum is better or worse? Maybe we can’t.

  126. Nationally the drop out rate in the middle of the last century was 50% give or take a few percentage points depending on decade or reporting year. Even in good schools. Back then, even public schools could find a way to turn away students that didn’t meet their version of the IQ requirement, and tracking took care of the rest. All of that occurred outside the day to day experience of “regular” students (aka “white”) who were surrounded by students very much like themselves and who were provided the better teachers as well as curriculum. Again, our own histories are often as not, colored by the engineered environment we were placed in. Then from that not-the-real-world base, we add our own “rewritten” history to our memories. Thus it becomes very difficult for us to assess our current thinking as being better or worse than what we remember.

    Regarding testing, benchmark testing is a criterion referenced tool, not standardized testing in the classical sense. Because the common core standards are criterion-based, the assessments that have been developed are also criterion based (if you score at a certain level, it means you as an individual can successfully perform those skills that were being assessed). Standardized assessments would simply provide us with the average performance and standard deviations without telling us whether or not some pre-set criterion (students will be able to…) has been met by an individual student.

  127. I am uncertain of the statistics on graduation, but I am going with that prior to 1950, the dropout rate was around 50% (statistics are fascinating in that they are not black and white and a minor change can shift the argument from one side of the fence to the other). At that time, I am uncertain as to that being a bad thing. Technology, etc, were not that advanced and people without diplomas did find work. Prior to that, 8th grade was sufficient. Now, society demands a diploma. It is not clear why comparing 1950 to 2010 is valid for graduation rates.
    What is an example of a “criterion-based” test? I don’t have any idea what you are speaking of. Why is it better than knowing the child can perform math at an average level? Or speak English on an advanced level? Wouldn’t the criterion-based test just apply to that specific criteria? I don’t get it.

  128. Pamela Gray has demonstrated here how an interesting subject can quickly be turned into a crashing bore by a teacher. Academia is a very narrow and inadequate measure of intellect and intellectual capability. It is an archaic and outmoded method of instruction. The stats in University of children that have been home schooled are showing this clearly. On average head and shoulders above traditional students.
    Pamela Gray has not had the courage to respond to “my bitch” demanded of me by her defender U.K.(us) on a previous thread . His unnecessary defence of Pamela was a distraction from the issue at hand. She has consistently ignored my posts, and by this action reaffirms my stance. Teachers refuse to learn, which cripples students and education in general. The small box of standardization diminishes all and marginalizes the development of very bright minds and even average minds that are capable of incredible and original thinking. Original thinking is discouraged by academia as a whole limiting humanity from development and broadening of understanding. It is a failing that a teacher dare not address for it undermines the whole ancient methodology and reveals it as such.
    Clearly one can see the connection to AGW as we are taught not question academia but accept blindly what we are told. Is it too late to change the climate of education? Are the leaders of the scholastic industry afraid to examine the very foundation of the “system”? I fear it is so.

    Anthony and mods, I harbour no resentment towards Pamela herself and hope that other teachers have the temerity to respond with their views as well. It is high time that the antiquated method of teaching be questioned as to whether it is the best for the future of humanity or not. It is a system that has not changed a great deal throughout it’s entirety, and no one seems to be questioning whether or not it is working. I posit that it is not.

  129. I am curious how one would teach to both rote learning and for “today’s” society, or if you think there is another way. Letting students just develop their own learning seems to be marginally effective and today’s students may lack the drive to think outside of the box. Home schooling is quite effective if the parents remember the “schooling” part (I know several families that home schooled and not one child ever bothered to get a GED or finish high school–they were simply allowed to run wild and free and they called it schooling) and the child interacts with other children so as to develop social skills. While children are taught not to challenge the teacher, with the internet and hopefully parents who care about learning, the child can look things up and form his own opinions. It comes in handy when their boss wants them to do something mindless later on. Allowing children to challenge the teacher always sounds good, but with only 6 hours a day, 9 months a year, how much questioning will teachers and students have time for? Perhaps teaching real logic and scientific methods would be a start.
    Getting past the AGW consensus beliefs and the group think will be even more difficult. High school is all about conformity and I fear we are not far enough removed from the days when we needed conformity to survive to extinguish that trait. Teachers often are taught they must be “in charge”, or worse yet, as in the case of my science fair experience, that they must reward all answers, even wrong ones. This is a difficult thing to change. We can try.

  130. The difficulty is envisioning a method completely different from what is being done today. The world is changing quickly. The dissemination of information is very fast. Look at the number of papers being published on any subject compared to even 20 years ago. A teacher in a class cannot possibly compete to retain a students interest.
    The teachers I had taught me a certain subject. They did not endeavour to teach me how to learn. Fortunately for me my father did that. Made all subjects interesting because they are.
    Children misbehave when bored (as do some adults). Mathematics on it’s own can be excruciatingly boring but combining it with History of Mathematics, or Applied Mathematics, brings it into real world perspective. Archimedes was interesting because he started with no apparent predecessors. East Indian mathematicians created problems and formulas far ahead of their time, some unresolved to this day. Interesting stuff.
    My eight year old is very interested in why Machu Picchu was built. I have also had him understand the winter solstice and why it was important to early man. His friends are extremely curious about what he is finding out for himself. He is very capable on the computer which we monitor of course. The standardization is like Obama’s bottom up socialist mentality. All children should be challenged to the max. Not some state mandated idea of what is “normal”. This standardization is archaic and ultimately hurtful to all students.
    I am just getting started as to my ideas of a better classroom for the student, the teacher, and the future. My opinion is that mankind should be WAY further ahead than we are. The classroom is the place to start.

  131. David, you clearly have an ax to grind. When one’s opposition has such an ax, debate isn’t about informing one another, it is about getting your point across. I have not responded to you because I don’t think you want me to inform you of anything. I think you have engaged in this discussion to simply get your beliefs stated in some form of contrast with mine. What I find interesting is that actually, your belief is closer to the new standards than you think.

    Comprehension used to be about regurgitating details, main idea, inferences, conclusions, and predictions. In the old multiple choice format, there was only one right answer, even for inference and prediction questions.

    The new standards focus less on the “right answer”, and more on understanding how an author presents his/her ideas (be it fictional or informative). We call that craft and structure. To figure that out, we are asking kids to engage in “close” reading and responsive writing. When that becomes the focus, the search isn’t for the “right” answer but for what the author’s purpose for writing might have been and what his/her point of view might be. No where do the new standards tell us to tell children that this or that purpose or point of view is the “right” one.

    Are we not closer than you think in our comments?

  132. Pamela Gray says:
    November 25, 2012 at 9:12 pm
    Thank you for your response. That is very encouraging as multiple choice pales in comparison to a written response so a student has to express much more detailed answers. If you view my posts as an “axe to grind”, it reveals more about your position than mine. There is no way of knowing for certain how many bright and capable minds have fallen through the cracks, labelled as “poor students” when that may have not been the case.
    Have you seen papers written by todays University students? They are appalling. Almost illiterate for the most part. This is the result of multiple choice but that is not the whole story. Peoples knowledge level is also diminished despite easier access to information. Read other blogs on the net, and you will see how poorly most people write and how uninformed they are. WUWT? is completely different in this regard as the standards here are much more stringent. The empirical evidence of what I am saying is all around you if you have a look. I will concede that we may be closer in our views than I initially thought.

  133. I am now very confused by this education stuff. Yes, I have seen papers written by university students and they are appalling. However, if I understand the argument here, it’s that method is more important that the right answer. Isn’t that how we got AGW? The method’s good, the people doing it are scientists and the right answer does not seem as important as the method. I don’t understand how concentrating on method over right answers helps in any way.

  134. People have often commented on Al’s hypocracy. Jetting around to this or that spot, his house using more energy in a month than a small city uses in a year. (That’s probably an exageration but you get the point.) All justified in the name of his Green cau$e.
    Here he exposes some poor kid to the fumes from burning plastic in an enclosed room. (And burning coal is dirty?!?!) What a guy!

  135. Reality Check, the AGW “method” is not good. Why? The supporting details are weak and do not support the AGW leap to conclusions warmers make. Teaching students to discern good method from bad and strong supporting details from poor supporting details is a very important skill and one that is thoroughly supported in the new standards. Let us hope we never tell our students which position is right or wrong. Let us hope we teach students to critique informative papers, in WUWT style, regardless of which side of the debate we are “debating”.

  136. I do not see how you can avoid teaching a position is right or wrong. I suppose it’s like saying you support science, but refusing to say you oppose AGW or wind energy or ethanol, etc, and hoping that people will decide your science trumps theirs. Plus, if we cannot teach which position is correct but we try to teach which method is correct will it not be confusing that methods can be wrong but answers cannot. Or are we just saying the teacher will not take a position. I had a philosophy professor do that, saying his opinion would have too great an influence on his students. You can imagine what I thought of that.
    There is no problem with teaching children to question and to debate science here, but do we seriously believe that the object of this discussion is to reach no conclusion about the rightness or wrongness of the AGW position. Also, while the method may seem not good to you, they do to others. How do you avoid saying you are right and that means AGW is wrong. Sure, you can dance around it, but it is what you are saying. Someone is wrong in their conclusion. (Or can the method be totally wrong and the answer right, or the method right and the answer wrong?)
    This matters because I frequently see this method used in discussing things like AGW and wind power. If we cannot take a stand against these things but just hope everyone follows the science and reaches a conclusion that is value neutral, or maybe agrees with us, or with the opposite group? What is the value in teaching no value?

  137. @Reality check who says:
    November 26, 2012 at 7:14 pm
    “”I do not see how you can avoid teaching a position is right or wrong.”””

    Please define your terms, what to you actually mean by right or wrong? Not everyone would define it as; correct or incorrect! And then to really muck up the works, there is correct but inaccurate or not factual.

  138. @Laurie–I feel like I’m back writing philosophy papers. “Correct but inaccurate or not factual” I have no idea where that applies in real life or what you mean by it. I understand conditional T/F and other such tables, etc but don’t really see how these are value except to make people’s head hurt. Perhaps I’ll check my fuzzy logic book. Before I get into an argument about semantics (generally designed to avoid answering the question asked), explain in simple terms what your point is, other than to redirect the discussion with intellectual fluff. (Note: I do not participate in nihilist “discussions” except at 3 AM when I’m bored and have time to spare. It’s not 3 AM and I am not up for mind games. You’ll have to find someone else to play with, should this discussion head in the direction thereof.)

  139. If what you mean by correct versus incorrect has to do with a proposed hypothesis versus the null hypothesis, I believe the AGW hypothesis is based on thin evidence and in any event, is not significant (the data and gold standard analysis demonstrates this). So let’s use a version of right/wrong. Does CO2 have a significant affect on the global average temperature outside of natural variation? No. Or at least not yet. In order for the CO2 hypothesis to take precedence over the “no affect” null hypothesis, it needs to get a lot hotter.

    Is that right/wrong enough for you? It probably is but how did I get to that conclusion? Did someone tell me and I simply hung on their every word? No. It was from a close reading of research and an armchair weather nerd’s supply of graduate level statistics and methods critique coursework.

  140. Pamela: Yes, that is right/wrong enough for me. Okay, no one told you the conclusion. But someone told you about AGW or you saw or read it. You then researched it. If a teacher told the class that AGW is correct, the students are free to do exactly as you did. They can research both sides and reach their own conclusions. The teacher, in an ideal classroom, would also talk about the problems with the theory. At some point, however, time constraints make it impossible to cover all sides of every issue. Encouraging children to study further on their own should be a way to help with this. If the teacher is adamant about his/her view being the only one, the student can try to work around this. There will always be situations were people clash and win/lose scenarios arise. This will happen at work, with neighbors, etc. This is practice for dealing with the rough parts of life (at an age where mistakes don’t cost them their job). My point is you can learn without someone drawing a path for you to follow and there’s nothing stopping children from further research outside of class. Parents should encourage children to read and learn more about any subject. Overly punitive, rigid teachers may be a royal pain to students but the students will be faced with this kind of thing their entire life.

  141. Here is a sample of the rigour now facing children.
    Know multiplication facts thru 12 by the end of 3rd grade.
    Count to 100 by ones and 10′s by the end of kgt.
    Know subtraction facts 1 thru 5 by the end of kgt.
    Know division using 2-digit divisor with remainder by the end of 4th grade.

    Heh. I knew all of these before kindergarten and could read as well. My grandparents taught them to me, who had 6th and 8th grade ‘educations’ obtained in the very end of the 19th and very early part of the 20th Centuries (born 1893 and 1895). Both of them knew more and had better educations (from the real world) than many PhD holders do today.

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