As someone who someday aspires to a back yard, I find this troubling.
Today’s daily cartoon by Farley Katz: http://nyr.kr/1l3LIq0
Unless this is the Simpsons episode 25 times, this post is invalid.
I mean it’s like the kid doesn’t even know what the NYT app is…
Today In History We Honor Arthur Ashe
‘Arthur Ashe was a top ranked tennis player in the 1960s and 70s. Raised in the segregated South, he was the first African-American male tennis player to win a Grand Slam tournament. He was much more than an athlete though. His commitment to social justice, health and humanitarian issues left a mark on the world as indelible as his tennis was on the court.’
(photo: Arthur Ashe)
- CARTER Magazine
What??!? The. Atlanta Hawks placed John Salmons on waivers?!!!
A look at Katie Orlinsky’s photos of Alaskan sled dogs in summer: http://nyr.kr/1qZuS0q
Oh come on. I’m not made of stone you know
American policy has generally worked from the assumption that the problem lies in basic weaknesses in the structure of our educational system with its inherent inequalities and the way in which our school curricula are constructed. These certainly have contributed to comparatively weak scores. I have long been convinced that one of the reasons Japan’s educational system is better than the U.S.—at least in the sense that a very broad swath of the general public receives a good and equal education through high school—is related to funding. The U.S. system generates inherent inequalities in school funding by depending upon property taxes. Even in states where there is some (usually grudging) redistribution of wealth to support public schools in poor areas (in Texas it is called the Robin Hood law), it is obvious that children in wealthy areas receive a better education with far greater academic and other resources than those in poorer areas. In Japan, because there is a national curriculum and a significant portion of the funding for public schools comes from the national government, in addition to funding from prefectural and municipal governments, there is considerably less inequality in distribution of and access to quality education than in the U.S.
Unfortunately, the troubles with the U.S. education system are much deeper than distribution of funding or curriculum weaknesses, although these are both a byproduct of the cultural issue that Asimov observes. The troubles lie in the cult of ignorance and anti-intellectualism that has been a long-standing part of American society and which has become increasingly evident and powerful in recent years through the propagandizing and proselytizing of groups like the Tea Party and the religious right.
The fundamental reason that countries in places like East Asia present such a significant challenge to the U.S. politically and economically is not because they have a lot of people or big militaries, or seem to be willing to grow their economic and political might without concern for issues like damage to the environment (China). The problem is that these countries have core cultural values that are more akin to a cult of intelligence and education than a cult of ignorance and anti-intellectualism. In Japan, for example, teachers are held in high esteem and normally viewed as among the most important members of a community. I have never run across the type of suspicion and even disdain for the work of teachers that occurs in the U.S. Teachers in Japan typically are paid significantly more than their peers in the U.S. The profession of teaching is one that is seen as being of central value in Japanese society and those who choose that profession are well compensated in terms of salary, pension, and respect for their knowledge and their efforts on behalf of children.
In addition, we do not see in Japan significant numbers of the types of religious schools that are designed to shield children from knowledge about basic tenets of science and accepted understandings of history—such as evolutionary theory or the religious views of the Founding Fathers, who were largely deists—which are essential to having a fundamental understanding of the world. The reason for this is because in general Japanese value education, value the work of intellectuals, and see a well-educated public with a basic common knowledge in areas of scientific fact, math, history, literature, etc. as being an essential foundation to a successful democracy.