Posts by urbantinker8

Angela Wright4 said:People really ought to master the basics of everyday language—being able to express themselves clearly and articulate an actual opinion without stumbling over their words.

I am honestly terrified by the sheer negligence and apathy shown by certain teachers and staff members. They seem to operate under this delusion that they are untouchable, acting as if their specific subject matter is just as vital as every single comma and period in their textbooks... It’s almost laughable when they send me these formal notices insisting that I absolutely must schedule a presentation at their school (as if it were a mandate), yet they claim they can't accommodate me during regular class hours because those shouldn't be "disturbed" this year, while simultaneously stressing how much they desperately need me to show up...

It’s a strange feeling. You look out the window, maybe see some gray clouds rolling in over the suburbs, and then you walk into the building only to find the lights dimmed and the main entrance completely deserted. I know the layouts of most of these districts by now, so I know where I'm headed, but in the early days, I used to wander aimlessly through the hallways, checking door signs one by one just to figure out who was located where... searching for an office just to ask for someone's room number. You can't even catch a janitor in the halls, let alone anyone else.
I find it deeply unsettling.

And as for the security protocols... I don't know. If having a check-in process is standard, fine, but then it should be implemented across the board. Right now, it’s only happening in about two out of the fifty schools I work with. This means that in most schools in my county, someone could essentially wander the halls unnoticed. It's only in a handful of locations that you actually find a staff member stationed at the entrance.

The only thing that truly matters here is the children.

And is that really all they’re supposed to pick up after eight years of schooling?😕
If that were actually the case, it would be pretty tragic, I guess.
My three-and-a-half-year-old son already knows how to pronounce words properly, explain things coherently, and state his own mind.
So, am I just supposed to drop him off for first grade and assume learning how to spell is enough for the whole journey?

Angela Wright4 said:People really ought to master the basics of everyday language—being able to express themselves clearly and articulate an actual opinion without stumbling over their words.

I am honestly terrified by the sheer negligence and apathy shown by certain teachers and staff members. They seem to operate under this delusion that they are untouchable, acting as if their specific subject matter is just as vital as every single comma and period in their textbooks... It’s almost laughable when they send me these formal notices insisting that I absolutely must schedule a presentation at their school (as if it were a mandate), yet they claim they can't accommodate me during regular class hours because those shouldn't be "disturbed" this year, while simultaneously stressing how much they desperately need me to show up...

It’s a strange feeling. You look out the window, maybe see some gray clouds rolling in over the suburbs, and then you walk into the building only to find the lights dimmed and the main entrance completely deserted. I know the layouts of most of these districts by now, so I know where I'm headed, but in the early days, I used to wander aimlessly through the hallways, checking door signs one by one just to figure out who was located where... searching for an office just to ask for someone's room number. You can't even catch a janitor in the halls, let alone anyone else.
I find it deeply unsettling.

And as for the security protocols... I don't know. If having a check-in process is standard, fine, but then it should be implemented across the board. Right now, it’s only happening in about two out of the fifty schools I work with. This means that in most schools in my county, someone could essentially wander the halls unnoticed. It's only in a handful of locations that you actually find a staff member stationed at the entrance.

The only thing that truly matters here is the children.

I always did love a good generalization.
Like, "every teacher is useless" or "all children are perfect."🙄

Besides, one should probably realize that it's the Department of Education, not the teachers or principals, who forbids disrupting classes.
There are specific requirements for weekly, monthly, and annual instructional hours that have to be met.
No matter how important, engaging, or useful your presentations might be, they simply have to take place when school isn't in session.😉
At my school, presentations and workshops are held exclusively in the evenings, on Saturdays, or during non-instructional days, like holidays.

And I really can't wrap my head around which districts have schools so dark and seemingly untouchable that they become easy targets for intruders.

Security check-ins at the door are mandatory; if that isn't happening somewhere, someone should probably have a word with the principal.

Angela Wright4 said:Honestly, it feels completely pointless to me. Why are we teaching kids these things when they’re just going to end up spending their entire lives painting walls or working on a factory assembly line once they hit seventeen...

And I’m lucky enough to work with kids (no, I’m not a plumber)... 🙂 I work with people at every single level, even those who have already finished their formal schooling—they come to me for one-on-one sessions, group workshops, or whatever else they might need... 🙂 I've been following them for years... and I'm not just talking for clout; this is my actual profession... 🙂
I also work in parallel with their instructors, specialists, and principals. In other words, I actually know them personally, and we have regular conversations...
And then I find myself sitting there, just watching and comparing everything. It’s honestly terrifying to witness... and deeply, deeply saddening.

What bothers me most is walking into a school building and having that intrusive thought creep in: if I were actually unhinged, I could just... plant a bomb, and nobody would ever suspect a thing. Do you know what I mean? Just total isolation. There’s absolutely no one around. Honestly, the people who constantly try to save on electricity drive me crazy—I walk into a classroom and it’s pitch black. Well, more like semi-darkness. It feels more like shadow than light... and then you have the kids just babbling away right before the bell rings... good grief...

And then it happens all over again—I walk into these schools, and they immediately hit me with, "May I see some ID, please?" Honestly, it’s such a hassle... though, I suppose I'd rather deal with that than walk into a school building and find absolutely nobody stationed at the entrance...

So, I guess, what do you think every kid actually needs to know after finishing elementary school?
Since elementary school is mandatory, obviously.
I mean, truth be told, some of the examples I mentioned earlier are pulled from high school curriculum, so maybe they don't really apply to those kids who decide after 8th grade that they aren't interested in "cramming" anything and just want to go start a trade.

Angela Wright4 said:Honestly, it feels completely pointless to me. Why are we teaching kids these things when they’re just going to end up spending their entire lives painting walls or working on a factory assembly line once they hit seventeen...

And I’m lucky enough to work with kids (no, I’m not a plumber)... 🙂 I work with people at every single level, even those who have already finished their formal schooling—they come to me for one-on-one sessions, group workshops, or whatever else they might need... 🙂 I've been following them for years... and I'm not just talking for clout; this is my actual profession... 🙂
I also work in parallel with their instructors, specialists, and principals. In other words, I actually know them personally, and we have regular conversations...
And then I find myself sitting there, just watching and comparing everything. It’s honestly terrifying to witness... and deeply, deeply saddening.

What bothers me most is walking into a school building and having that intrusive thought creep in: if I were actually unhinged, I could just... plant a bomb, and nobody would ever suspect a thing. Do you know what I mean? Just total isolation. There’s absolutely no one around. Honestly, the people who constantly try to save on electricity drive me crazy—I walk into a classroom and it’s pitch black. Well, more like semi-darkness. It feels more like shadow than light... and then you have the kids just babbling away right before the bell rings... good grief...

And then it happens all over again—I walk into these schools, and they immediately hit me with, "May I see some ID, please?" Honestly, it’s such a hassle... though, I suppose I'd rather deal with that than walk into a school building and find absolutely nobody stationed at the entrance...

What exactly is so terrifying and sad to you?

Angela Wright4 said:Honestly, it feels completely pointless to me. Why are we teaching kids these things when they’re just going to end up spending their entire lives painting walls or working on a factory assembly line once they hit seventeen...

And I’m lucky enough to work with kids (no, I’m not a plumber)... 🙂 I work with people at every single level, even those who have already finished their formal schooling—they come to me for one-on-one sessions, group workshops, or whatever else they might need... 🙂 I've been following them for years... and I'm not just talking for clout; this is my actual profession... 🙂
I also work in parallel with their instructors, specialists, and principals. In other words, I actually know them personally, and we have regular conversations...
And then I find myself sitting there, just watching and comparing everything. It’s honestly terrifying to witness... and deeply, deeply saddening.

What bothers me most is walking into a school building and having that intrusive thought creep in: if I were actually unhinged, I could just... plant a bomb, and nobody would ever suspect a thing. Do you know what I mean? Just total isolation. There’s absolutely no one around. Honestly, the people who constantly try to save on electricity drive me crazy—I walk into a classroom and it’s pitch black. Well, more like semi-darkness. It feels more like shadow than light... and then you have the kids just babbling away right before the bell rings... good grief...

And then it happens all over again—I walk into these schools, and they immediately hit me with, "May I see some ID, please?" Honestly, it’s such a hassle... though, I suppose I'd rather deal with that than walk into a school building and find absolutely nobody stationed at the entrance...

No.☕

What do you mean, dark? Dim? Who on earth is trying to save on electricity?

And what is wrong with someone asking for your ID when you walk into a school full of minors as an unknown adult??😕
Should we just allow anyone off the street to wander through schools whenever and however they please?
On the other hand, I suppose it isn't exactly normal either when nobody asks you for anything at the door.
What's your solution, then?

Are there things that don'tDo they actually cause issues within the education system?

silentraven6 said:When I talk about rote memorization, I’m not really referring to things like reciting poems by heart or mastering grammar rules or multiplication tables. Those are actually just exercises in memory retention and mnemonic skills, which are super important for future learning.

What I meant was more about those teachers who demand that you answer questions based purely on what you've memorized word-for-word.

A lot of people get upset when I say that if you just cram a lesson to recite it back, you’re looking at a C at best. I see that grade as a way to encourage students to realize that this kind of "learning"—which is usually just driven by pressure from parents—isn't actually acceptable. If you get a D, though, that’s for the ones who, after being shown exactly where they went wrong, still try to argue that they knew everything and said everything perfectly, and wouldn't even let you interrupt them to clarify things.

I'm actually in complete agreement with you; I wasn't even asking for your opinion on what constitutes rote learning😁 but rather addressing the others who toss that term around without being entirely sure of its scope, or whether "memorizing" is even a relevant concept in certain subjects.
Then we end up with these totally exaggerated, imaginary examples, like trying to memorize the average annual rainfall in Bangladesh or the GDP of Uganda.

analogseal18 said:There is simply no such thing as a one-size-fits-all solution; which is precisely why I find myself advocating for the relatively early separation of students based on their specific learning inclinations and innate aptitudes.

In my estimation, we don't suffer from an excessive accumulation of useless trivia, yet we certainly encounter students who have absolutely no interest in granular details. Would it not be more efficient if we offered distinct curricula—let's call them Path A and Path B—with separate classrooms and advanced coursework for those destined for vocational training? Such students would cover less ground overall, but they would master the essential pillars of general knowledge thoroughly while freeing up time for, say, four hours of technical training and four hours of physical education (for heaven's sake, let children burn off some energy). Is it not far better, and arguably much more useful, to be a highly skilled carpenter than a mediocre lawyer?

I might point to a particularly popular and rigorous vocational track as an example—take a specialized business high school, for instance. These institutions graduate students who lack a broad general education but possess a solid enough foundation to pursue an economics degree, though they often find themselves unable to pivot elsewhere. Furthermore, they struggle to enter the workforce immediately. By the time they receive their diploma, shouldn't they at least possess the proficiency required to work as an independent bookkeeper?

Regarding the restructuring of the labor market—while I am by no means diminishing the role of the government in this process—certain sectors are inherently self-regulating, particularly within the trades. If we actually produced young people with high-quality expertise, they would undoubtedly find placement. Think of it as a modern apprenticeship model under the guidance of those few master craftsmen who have managed to survive. As things stand now, nobody is hiring them, and they lack both the agency and the skill to succeed on their own.

As for tablets and smartboards... 🤣 they are not the essence of education. The true cornerstones are the teachers and realistically designed curricula—plans that actually lead toward a meaningful objective.

Rote memorization... well, that depends entirely on how one defines the term. One could learn German conjugations through practical, real-world examples, or perhaps through songs and simple, humorous verses; that is how retention actually happens. Take the multiplication table, for example; it isn't something you should just memorize blindly. I sat with my daughter, and she mastered it in record time by working backward through prime factorization. That, to me, represents a genuine understanding of the relationships between numbers.

If that were ever proposed, I imagine parents would kick up an even bigger fuss, probably accusing the entire school system of discriminating against their children.
I mean, just picture a fourth-grade teacher suggesting to a parent today that their kid should probably head toward a career in plumbing.😲
Kids are still forming who they are, you know? Their interests shift, their work habits change...
It would be an absolute scandal.☕

analogseal18 said:There is simply no such thing as a one-size-fits-all solution; which is precisely why I find myself advocating for the relatively early separation of students based on their specific learning inclinations and innate aptitudes.

In my estimation, we don't suffer from an excessive accumulation of useless trivia, yet we certainly encounter students who have absolutely no interest in granular details. Would it not be more efficient if we offered distinct curricula—let's call them Path A and Path B—with separate classrooms and advanced coursework for those destined for vocational training? Such students would cover less ground overall, but they would master the essential pillars of general knowledge thoroughly while freeing up time for, say, four hours of technical training and four hours of physical education (for heaven's sake, let children burn off some energy). Is it not far better, and arguably much more useful, to be a highly skilled carpenter than a mediocre lawyer?

I might point to a particularly popular and rigorous vocational track as an example—take a specialized business high school, for instance. These institutions graduate students who lack a broad general education but possess a solid enough foundation to pursue an economics degree, though they often find themselves unable to pivot elsewhere. Furthermore, they struggle to enter the workforce immediately. By the time they receive their diploma, shouldn't they at least possess the proficiency required to work as an independent bookkeeper?

Regarding the restructuring of the labor market—while I am by no means diminishing the role of the government in this process—certain sectors are inherently self-regulating, particularly within the trades. If we actually produced young people with high-quality expertise, they would undoubtedly find placement. Think of it as a modern apprenticeship model under the guidance of those few master craftsmen who have managed to survive. As things stand now, nobody is hiring them, and they lack both the agency and the skill to succeed on their own.

As for tablets and smartboards... 🤣 they are not the essence of education. The true cornerstones are the teachers and realistically designed curricula—plans that actually lead toward a meaningful objective.

Rote memorization... well, that depends entirely on how one defines the term. One could learn German conjugations through practical, real-world examples, or perhaps through songs and simple, humorous verses; that is how retention actually happens. Take the multiplication table, for example; it isn't something you should just memorize blindly. I sat with my daughter, and she mastered it in record time by working backward through prime factorization. That, to me, represents a genuine understanding of the relationships between numbers.

Only a small subset of kids can pick up conjugations or declensions deductively from real-life examples, like watching TV or listening to music. And I’m not talking about English here, since, well, English practically lacks those kinds of declensions and conjugations anyway.😛
Most kids really need the rule explained first, along with a chart showing examples across all persons and cases, and only once they've internalized that can they start applying those same rules to similar verbs or nouns of the same gender.

As for the multiplication table...🤣
I mean, good for you, but I truly think it’s easier for the average eighth grader to just memorize the table itself rather than starting with prime factorization.
Let's not get too carried away.😉

I’m just pointing out things that actually happen in real classrooms, whereas the scenarios you’re bringing up feel like these exaggerated extremes that I doubt any student is actually being forced to memorize.
Aside from the specific counties here in the US, I know that kind of geography is usually part of the curriculum, but I don't really see the crisis you're making of it.
I mean, Germans have to learn their federal states, Austrians deal with their provinces, the Swiss have to know their cantons, and even Americans have to keep track of the states, so I honestly don't see why it's such a catastrophe if our students learn their own counties.
The world certainly wouldn't stop spinning if they skipped it, but I don't think it's some unforgivable sin of the American education system.

And sure, I suppose "rote memorization" of certain facts is definitely a necessary foundation for building more complex skills later on.
For instance, you can't really communicate effectively in a foreign language unless you've first internalized the basics of grammar, spelling, and core vocabulary.
And according to your logic, there is plenty of "memorizing" involved there, because at the end of the day, a foreign language is exactly that—a foreign language.

I suppose we don't even need to get into the whole debate about modernizing school equipment. It’s pretty much a given that this process should have been handled more efficiently a long time ago, though I doubt teachers are the ones to blame for the lack of funding.

As for that whole argument regarding rote memorization, I don't really see eye to eye with you on that one.
Whether you want to admit it or not, "memorizing" often serves as the necessary foundation for students to actually find data on their own and develop higher-level skills later on.

I mean, how else, in your opinion, would a second grader learn their multiplication tables?
How would anyone ever master irregular verbs when learning a foreign language?
Or deal with article declension in a language like German?

It seems to me that only after you've "memorized" those kinds of basics can you actually take the next step and start applying what you've learned to build specific skill sets.

Or are you going to tell me that half the population will never use a multiplication table, the present perfect in English, or an indefinite article in German ever again?
If that were actually the case, then that would be a pretty tragic reality—though, I guess, I don't know what kind of research you're basing that on.
I'm curious, then, what exactly falls into that group of yours—those people who supposedly never use anything they've learned in their lives.
If it isn't math or a foreign language... then what is it?🤷

It’s pretty much common knowledge what constitutes basic culture.

For a lot of people, having a grasp on it has actually put food on the table, assuming they knew how to leverage it at just the right moment and in the right setting.

So, I suppose your solution is technically correct—what exactly does that look like?

Are we talking about just keeping that 50% of the curriculum that you think might, I don't know, definitely come in handy somewhere later in life?
Do you honestly believe that's how curricula are structured in overseas school systems?

Maybe in a few specific cases they do, but then we’re talking about a highly specialized type of schooling starting from a very young age, which is probably something our parents wouldn't be too thrilled about.

Since we’re already talking about "rote memorization," I think it would be helpful if you could clarify exactly what you mean by that.☕

Are we talking about multiplication tables?
Grammar rules and case endings?
Key dates from history class?
The chronological order of art movements?
Memorizing symbols from the periodic table?
Or maybe just learning vocabulary and verb conjugations in a foreign language?

🤷

It feels like everything just gets lumped into one big pile, and honestly, people tend to exaggerate whenever the topic of the American education system comes up.

I’m not saying textbooks aren't full of useless filler sometimes, but I feel like there's a massive overstatement regarding this idea of "cramming irrelevant facts," and it seems like a lot of people are just making assumptions without actually looking at how things work in a real classroom.
I suppose some things that many might dismiss as mere rote memorization are actually fundamental parts of a general culture.☕

silentraven6 said:Oh please, it's that "wicked" accusative and that cursed Mesopotamia that's ruining our kids, not the fact that parents are becoming increasingly disconnected from them...

In Germany, sure, they guide them early, but they have a system that isn't a life sentence. You can always move up, you can transfer to a better school, pass your exams, and just keep going. Here? If there's a way to advance, there might be one, but it feels so much harder when the whole system basically tells you that you're a failure for the rest of your life.

Yeah, I suppose that’s true.
But even then, I suspect some of our parents wouldn't be all that thrilled with a system like that either.

silentraven6 said:He probably handles the heating systems for 😂

🤷
I'm honestly just curious about it all.
I don't really see any harm in the accusative case or in Mesopotamia, I suppose.🤷

rowdypanther12 said:Wait, so you're saying your entire future could depend on just one person? 😲

Pretty much.😁
It's a similar setup to what they have in Germany, actually.
Compared to how we do things here in the States, they tend to steer kids toward specific paths quite early on, mostly based on their achievements and the input from teachers and parents, since kids around eleven or twelve years old don't exactly have a crystal-clear vision of what they want to do with their lives yet.

I was wondering if I could ask a bit more about how exactly you "work with all the schools across the US"?

Honestly, I just don't have the patience for those endless waits at the local community clinics, so I usually just book everything through private doctors instead.
I’m certainly no Rockefeller, but I really don't have the energy or the desire to spend hours camped out in cramped, crowded waiting rooms.
It feels like enough already, dealing with how people never seem to respect the line at the grocery store or bother to give up their seats on the bus.
I suppose all I'm missing now is having mobile medical vans roaming the neighborhoods.🙄

I don't see any particularly gifted students at my school, I guess.
It's a vocational school, after all.☕

analogseal18 said:A few years back, I came across this article attempting to dissect why the education system in Finland works so well. The secret, apparently, lies in their societal values and their general way of life. It’s fascinating how children there don't even start school until they're seven, and they aren't expected to be proficient readers right out of the gate; yet, because they come from families and a culture of passionate readers, almost everyone that age is already reading fluently. They grow up with a habit of flipping through encyclopedias, asking endless questions, and hunting for answers. Since the curriculum moves quite slowly in those early grades, and they provide extra assistants in the classroom, any child who starts behind can catch up through sheer motivation and support. And you know, the focus isn't on hyper-accelerating the geniuses; it's about ensuring the majority of students achieve a solid foundation. They manage just fine with help from their families. Plus, they have this incredible network of non-competitive extracurricular activities where kids just explore different interests. These programs aren't just limited to the school year either; they stay active even during those long summer breaks we see here in the States.

When it comes to our own American schooling system, I suspect the core issue isn't actually the volume of material or how it's taught, but rather the skewed perception held by parents. Too much precious instructional time is wasted simply trying to calm children down or struggling to spark even a shred of interest or concentration. It seems these poor little souls lose their innate curiosity and thirst for knowledge as early as preschool, and frankly, the responsibility lies with the parents. We see this same pattern reflected in the lack of basic manners exhibited by such a large percentage of children today. When you combine that with the delusional lens through which certain parents view their "gifted and creative" child—acting as if that child's whims somehow supersede the rights of others to learn—you end up with total chaos. In such an environment, only the students who are exceptionally emotionally and socially resilient manage to navigate the mess and actually walk away with an education.

🙏🙏🙏

You hit the nail on the head with that one.👍

Rachel Jones8 said:I think I'm on the same page here. It feels like parents have too much sway lately. They obsess over whether their kid is ready at 6 and a few months, push for a delay, and get it because nobody wants the headache of fighting them.
We really need to start trusting our teachers more. They're the pros, not just babysitters. If a teacher says a child is ready for school, maybe we should actually listen instead of letting parents decide based on feelings.

I agree, though I might add that, in reality, very few parents actually think their child isn't ready for school in any fundamental sense.
In most cases, I guess the main reason behind asking for a delay is just this desire to let the kid spend one more year just "playing without a care in the world," thinking they have their whole lives ahead of them to deal with the grind of schoolwork and college responsibilities.

Honestly, Karen Richardson3, I have to be blunt with you, I couldn't even bring myself to get past the headlines and subheadings. It’s just exhausting, I guess, dealing with these grandly announced reforms that seem to happen every few years without any real substance.
🙄Since I don't teach elementary school, I can't say for sure what things look like down there, but at my high school, the funding situation is—to put it mildly—a total disaster.

It isn't even a matter of lacking tablets or enough laptops; we're actually struggling with basics like toilet paper, soap, or even simple chalk.
I find myself thinking quite often that maybe, ten years ago, we were actually in a better spot than we are now.
Back then, they were actually investing in computers and projectors, and classrooms were decently equipped; you could count on having chalk, or even a decent photocopier if you needed one. 😬

Nowadays, if I want to actually do my job properly during class, I end up bringing my own personal laptop, along with whatever cables I need to connect it to one of the two or three working projectors out of the fifteen we supposedly have—though most are broken because there’s just no budget for repairs—and I end up paying for my own extra handouts because our one single copier barely functions more than a week out of every month.

So, yeah... 🥳
I suppose I just have little patience for these new, self-important bureaucrats who act like they've been sent from above, spending all their time talking to the media and praising their own grand visions while, in reality, we're all just sinking deeper. ☕

Hannah Lewis2 said:I’m waking up three times a night, and honestly, I don't see any difference in how I walk from the toddler's crib in my room over to the one that would theoretically be a few feet away in a separate nursery. When my older kid wakes up next to them, I’m there in seconds—just like I would be if they were in their own room. It never even crossed my mind to judge people like that or decide who "deserves" to have kids and who doesn't. I mean, do you people even read the news? There are plenty of much worse parents out there than someone who just chooses to keep their child in the same room.

Oh, I'm not judging anyone, not even close; I think I'm just mostly envious of those parents whose kids sleep through the entire night from day one without a single wake-up call.😬

In my house growing up, a crib wasn't even an option; it was strictly co-sleeping in the same bed.
There's just no way I would have survived eighteen months of constant waking up if I had to spend all night wandering around the apartment.🙂

I have to say, I’m a bit puzzled by this whole setup, mostly because I can’t quite wrap my head around who actually benefits from everyone sleeping in separate rooms.😕
I suppose the idea is that a baby needs to feel that maternal presence nearby.
And maybe it just makes things easier for the mom, having the little one within arm's reach so she can jump up every single time they stir in their sleep.
My own kid used to wake up maybe ten times a night right from the start, and honestly, I don't think I had the energy—or the budget, for that matter—to get out of bed and trek to another room every single time. I'm just not sure how practical this really is for anyone.🤷
It probably only works for those lucky parents whose babies actually manage to sleep through the entire night.🤷

Richard Morris43 said:The link makes total sense, honestly. It’s a solid point. But look, there’s always another side to the story, right? I look at this country, our government, the whole mess up top... these people were basically raised in an era where you had to grow a thick skin just to survive the schoolyard, and let's be real, they grew up getting hustled and ripped off by the system too. But hey, at least they aren't moping around in a state of permanent depression, I guess 🤣

And personally, I truly believe that holding a kid back from school when they're clearly not ready might actually do them some good in the long run 🙂

But honestly, we haven't really seen what happens when the current generation—the ones raised in a completely different social climate and under totally different rules—actually hits adulthood in twenty years.
They might end up being even more volatile, though I suppose you can never really say for sure.😳

Daniel Gomez10 said:Really interesting read 👍

And I suppose it’s entirely true, too.🙂