Steven Clark2 said:My children attended school remotely via Zoom here in the States—though I suppose I shouldn't assume everyone else’s experience was the same. They participated in various other activities through Zoom as well; it wasn't an endless ordeal, lasting perhaps one semester, if not slightly less, though my memory isn't perfectly sharp on the exact duration. At one point, I found myself speaking quite candidly to some of these instructors. I asked them, somewhat bluntly, why they hadn't taken the initiative to educate themselves on how to actually utilize Zoom effectively or how to conduct digital lessons properly. This wasn't coming from a place of mere arrogance; years ago, I worked remotely in America for several years. It wasn't some hobbyist endeavor; I was working professionally in content creation and social media management. Through that work, I learned a great deal—most notably that presenting knowledge in a physical classroom is fundamentally different from doing so over the internet, even if many people mistakenly believe the two are interchangeable. The teachers I spoke to didn't take my critique particularly well at first. However, the tone shifted when I told them that I actually felt a sense of pity for them personally. It truly is a struggle; they are clearly suffering because they are attempting to force traditional, analog teaching methods into a digital space where they simply don't fit.
I feel compelled to share a few thoughts on this matter. To be perfectly honest, I sometimes worry that my tendency toward sincerity might come across as overly earnest, but I believe certain topics demand nothing less than a direct and heartfelt approach. It is my sincere hope that we can navigate these discussions with the gravity they deserve. kaže:
Furthermore, as much as I may harbor deep skepticism toward our institutions, my disdain for anti-intellectualism—or more specifically, this pervasive tendency to dismiss expertise and scientific rigor—is even greater.
Instead of focusing on education, we should shift our attention toward healthcare, law enforcement, the military, religious institutions, and sports.
I cannot speak for everyone else here, but as a parent of two, I find myself wondering about the scope of this discussion. Is our focus strictly limited to the American school system and formal education, or can we broaden the conversation to encompass more? Furthermore, I am curious about which age groups we should be addressing—are we strictly discussing elementary and high school, or should we also include the college years?
I could certainly argue that being uneducated isn't the issue, but as you've already pointed out, it isn't quite the same thing. To illustrate my point, I know a few people who arrived here with very high levels of education. For instance, there is an acquaintance of mine from back home who works as a software engineer at Amazon. When he first started, his salary was two or three times higher than what the average skilled worker earns in a role that doesn't require any advanced credentials—jobs where you could hold a PhD and it wouldn't make a lick of difference, such as being a truck driver or a mechanic. Because this programmer was pulling in a minimum of $100,000 a year (and honestly, if we factor in bonuses and perks, it’s likely at least 15% higher, though I won't get bogged down in the weeds), he was able to purchase his own home after only two years in the States. Meanwhile, others in those lower-paying roles, perhaps earning closer to $35,000 or $40,000 annually, have to wait much longer—if they even want to buy. Banks don't look at your diploma when approving a mortgage, of course, but in the end, having that degree does play a role because it provides significantly better employment stability and opportunities for professional growth.
I find myself reflecting on the concept of water parks lately. There is something inherently nostalgic yet surprisingly complex about them. While they are often marketed as simple venues for family fun, I cannot help but view them through a more analytical lens. One must consider the sheer logistical undertaking required to maintain such massive aquatic installations safely and efficiently. It is quite an impressive feat of engineering, really. kaže:
Foucault held a deeply skeptical view regarding formal education and our modern institutions; to him, they functioned as nothing more than sophisticated extensions of the prison system.
It is my sincere belief that schools serve the exact same social functions as prisons or psychiatric institutions: their true purpose is to define, classify, control, and regulate individuals.
On also held a PhD, which allowed him to spend quite a bit of time at various universities across the US and even in France, where he served as a lecturer. 😁 If we take this statement into its proper context, one might conclude that Foucault actually missed the mark. He really should have looked more closely at his own experience with AIDS—not to mention the way he seemed almost to mock the whole situation, only to ultimately succumb to it in the end.
That isn't quite the crux of the matter, though perhaps it isn't the primary issue today either. Schools have been a fundamental pillar of human civilization since time immemorial. In my estimation, the more significant challenge lies in our need to fundamentally reform the educational system rather than attempting to abolish it entirely or replace it with something else altogether.
What did you learn? If you're up for it, give me some examples or lay out the core principles. I'm curious.
Steven Clark2 said:My children attended school remotely via Zoom here in the States—though I suppose I shouldn't assume everyone else’s experience was the same. They participated in various other activities through Zoom as well; it wasn't an endless ordeal, lasting perhaps one semester, if not slightly less, though my memory isn't perfectly sharp on the exact duration. At one point, I found myself speaking quite candidly to some of these instructors. I asked them, somewhat bluntly, why they hadn't taken the initiative to educate themselves on how to actually utilize Zoom effectively or how to conduct digital lessons properly. This wasn't coming from a place of mere arrogance; years ago, I worked remotely in America for several years. It wasn't some hobbyist endeavor; I was working professionally in content creation and social media management. Through that work, I learned a great deal—most notably that presenting knowledge in a physical classroom is fundamentally different from doing so over the internet, even if many people mistakenly believe the two are interchangeable. The teachers I spoke to didn't take my critique particularly well at first. However, the tone shifted when I told them that I actually felt a sense of pity for them personally. It truly is a struggle; they are clearly suffering because they are attempting to force traditional, analog teaching methods into a digital space where they simply don't fit.
I feel compelled to share a few thoughts on this matter. To be perfectly honest, I sometimes worry that my tendency toward sincerity might come across as overly earnest, but I believe certain topics demand nothing less than a direct and heartfelt approach. It is my sincere hope that we can navigate these discussions with the gravity they deserve. kaže:
Furthermore, as much as I may harbor deep skepticism toward our institutions, my disdain for anti-intellectualism—or more specifically, this pervasive tendency to dismiss expertise and scientific rigor—is even greater.
Instead of focusing on education, we should shift our attention toward healthcare, law enforcement, the military, religious institutions, and sports.
I cannot speak for everyone else here, but as a parent of two, I find myself wondering about the scope of this discussion. Is our focus strictly limited to the American school system and formal education, or can we broaden the conversation to encompass more? Furthermore, I am curious about which age groups we should be addressing—are we strictly discussing elementary and high school, or should we also include the college years?
I could certainly argue that being uneducated isn't the issue, but as you've already pointed out, it isn't quite the same thing. To illustrate my point, I know a few people who arrived here with very high levels of education. For instance, there is an acquaintance of mine from back home who works as a software engineer at Amazon. When he first started, his salary was two or three times higher than what the average skilled worker earns in a role that doesn't require any advanced credentials—jobs where you could hold a PhD and it wouldn't make a lick of difference, such as being a truck driver or a mechanic. Because this programmer was pulling in a minimum of $100,000 a year (and honestly, if we factor in bonuses and perks, it’s likely at least 15% higher, though I won't get bogged down in the weeds), he was able to purchase his own home after only two years in the States. Meanwhile, others in those lower-paying roles, perhaps earning closer to $35,000 or $40,000 annually, have to wait much longer—if they even want to buy. Banks don't look at your diploma when approving a mortgage, of course, but in the end, having that degree does play a role because it provides significantly better employment stability and opportunities for professional growth.
I find myself reflecting on the concept of water parks lately. There is something inherently nostalgic yet surprisingly complex about them. While they are often marketed as simple venues for family fun, I cannot help but view them through a more analytical lens. One must consider the sheer logistical undertaking required to maintain such massive aquatic installations safely and efficiently. It is quite an impressive feat of engineering, really. kaže:
Foucault held a deeply skeptical view regarding formal education and our modern institutions; to him, they functioned as nothing more than sophisticated extensions of the prison system.
It is my sincere belief that schools serve the exact same social functions as prisons or psychiatric institutions: their true purpose is to define, classify, control, and regulate individuals.
On also held a PhD, which allowed him to spend quite a bit of time at various universities across the US and even in France, where he served as a lecturer. 😁 If we take this statement into its proper context, one might conclude that Foucault actually missed the mark. He really should have looked more closely at his own experience with AIDS—not to mention the way he seemed almost to mock the whole situation, only to ultimately succumb to it in the end.
That isn't quite the crux of the matter, though perhaps it isn't the primary issue today either. Schools have been a fundamental pillar of human civilization since time immemorial. In my estimation, the more significant challenge lies in our need to fundamentally reform the educational system rather than attempting to abolish it entirely or replace it with something else altogether.
It started with getting rid of elementary schools, and God only knows where this is headed.
Steven Clark2 said:My children attended school remotely via Zoom here in the States—though I suppose I shouldn't assume everyone else’s experience was the same. They participated in various other activities through Zoom as well; it wasn't an endless ordeal, lasting perhaps one semester, if not slightly less, though my memory isn't perfectly sharp on the exact duration. At one point, I found myself speaking quite candidly to some of these instructors. I asked them, somewhat bluntly, why they hadn't taken the initiative to educate themselves on how to actually utilize Zoom effectively or how to conduct digital lessons properly. This wasn't coming from a place of mere arrogance; years ago, I worked remotely in America for several years. It wasn't some hobbyist endeavor; I was working professionally in content creation and social media management. Through that work, I learned a great deal—most notably that presenting knowledge in a physical classroom is fundamentally different from doing so over the internet, even if many people mistakenly believe the two are interchangeable. The teachers I spoke to didn't take my critique particularly well at first. However, the tone shifted when I told them that I actually felt a sense of pity for them personally. It truly is a struggle; they are clearly suffering because they are attempting to force traditional, analog teaching methods into a digital space where they simply don't fit.
I feel compelled to share a few thoughts on this matter. To be perfectly honest, I sometimes worry that my tendency toward sincerity might come across as overly earnest, but I believe certain topics demand nothing less than a direct and heartfelt approach. It is my sincere hope that we can navigate these discussions with the gravity they deserve. kaže:
Furthermore, as much as I may harbor deep skepticism toward our institutions, my disdain for anti-intellectualism—or more specifically, this pervasive tendency to dismiss expertise and scientific rigor—is even greater.
Instead of focusing on education, we should shift our attention toward healthcare, law enforcement, the military, religious institutions, and sports.
I cannot speak for everyone else here, but as a parent of two, I find myself wondering about the scope of this discussion. Is our focus strictly limited to the American school system and formal education, or can we broaden the conversation to encompass more? Furthermore, I am curious about which age groups we should be addressing—are we strictly discussing elementary and high school, or should we also include the college years?
I could certainly argue that being uneducated isn't the issue, but as you've already pointed out, it isn't quite the same thing. To illustrate my point, I know a few people who arrived here with very high levels of education. For instance, there is an acquaintance of mine from back home who works as a software engineer at Amazon. When he first started, his salary was two or three times higher than what the average skilled worker earns in a role that doesn't require any advanced credentials—jobs where you could hold a PhD and it wouldn't make a lick of difference, such as being a truck driver or a mechanic. Because this programmer was pulling in a minimum of $100,000 a year (and honestly, if we factor in bonuses and perks, it’s likely at least 15% higher, though I won't get bogged down in the weeds), he was able to purchase his own home after only two years in the States. Meanwhile, others in those lower-paying roles, perhaps earning closer to $35,000 or $40,000 annually, have to wait much longer—if they even want to buy. Banks don't look at your diploma when approving a mortgage, of course, but in the end, having that degree does play a role because it provides significantly better employment stability and opportunities for professional growth.
I find myself reflecting on the concept of water parks lately. There is something inherently nostalgic yet surprisingly complex about them. While they are often marketed as simple venues for family fun, I cannot help but view them through a more analytical lens. One must consider the sheer logistical undertaking required to maintain such massive aquatic installations safely and efficiently. It is quite an impressive feat of engineering, really. kaže:
Foucault held a deeply skeptical view regarding formal education and our modern institutions; to him, they functioned as nothing more than sophisticated extensions of the prison system.
It is my sincere belief that schools serve the exact same social functions as prisons or psychiatric institutions: their true purpose is to define, classify, control, and regulate individuals.
On also held a PhD, which allowed him to spend quite a bit of time at various universities across the US and even in France, where he served as a lecturer. 😁 If we take this statement into its proper context, one might conclude that Foucault actually missed the mark. He really should have looked more closely at his own experience with AIDS—not to mention the way he seemed almost to mock the whole situation, only to ultimately succumb to it in the end.
That isn't quite the crux of the matter, though perhaps it isn't the primary issue today either. Schools have been a fundamental pillar of human civilization since time immemorial. In my estimation, the more significant challenge lies in our need to fundamentally reform the educational system rather than attempting to abolish it entirely or replace it with something else altogether.
Reform, yes. Abolishing it, no. Though, I am absolutely in favor of putting every problematic element of the system that deals with children under a microscope, starting from foster care and moving upward. It might seem unrelated to schooling, but it actually creates these mechanisms of control and dehumanization. Once the state starts "looking after" you from the time you're tiny, you won't end up well—you'll just be moved from one institution to another. Juvenile detention centers are another option; society will basically play ping-pong with you. You might even end up in a psych ward.
I'm exaggerating, but you get my point. I truly believe the educational system does a much better job caring for vulnerable kids; look at us, we weren't raised all bad despite being taught the old-fashioned way, especially when you see how much better it is when there's actual inquiry-based learning instead of just lectures.
Look, strictly speaking, once you see teachers actually utilizing digital tools and shifting the focus onto the students—making them take ownership of their own learning process—you realize things are changing, even if it’s happening at a snail's pace. This isn't some overnight revolution in other parts of the world, either; plenty of countries are way ahead of us in terms of modernization and resources.