jackofallgeeks | More to the article than she meant, I think.

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There's a lot in Here that peaks my interest: that schools may be geared in such a way that favors one gender over the other; that 'learning disability' may often just mean the child isn't fitting the educational mold we expect them to; considering how culturally-influenced gender roles are, and whether they might not be hard-wired in some way. that's a lot to think about. Unfortunately, I can't take the time to think about it here at work and as I'm going to The Beach for the weekend this afternoon, probably won't be able to look at it until Monday or so...

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From:

xenu.livejournal.com

I mean, it would be if I believed in the devil. Although, this isn't new. I mean, even old fogies of our school years were being taught-to-the-test so we could show-off-for-the-county, a method that does not help to retain information but merely how to do well on the test. Somewhat like SAT classes.

From:

jackofallgeeks.livejournal.com

Or rather, Re: would be if I believed the devil actively caused human suffering. (But that's a WHOLE 'nother' conversation.) that it isn't new doesn't forgive anything; it just means we haven't learned. i'm not concerned that education be "good enough" or "no worse than anyone else" or "as good as we've ever been." Education should have an objective standard of what one ought to know and how well one ought to know it -- not that everyone must necessarily meet the standard, mind (again, another conversation), but that we should have some concrete way of determining who is and isn't 'succeeding' and whether or not our schools are doing as they should -- and by that I mean educating our children, not performing daycare or keeping kids off the street (those are accidentals, not primary goals).

From:

xenu.livejournal.com

Firstly, I would like to civilly point out that actually, it's "if I believed in the devil", because I do not. None of the other things, such as what the devil wears and eats, whose suffering he/she causes, and so on and so forth, matters one whit if you do not believe in the existance of said devil. As you said, though, another time.

It's a difficult dilemna: how can we measure quality of education without some sort of standard measuring tape? How can we work to achieve quality education and score well on these tests without simply focusing on the tests themselves?

From:

jackofallgeeks.livejournal.com

-laughs- Yes, yes, you don't believe in the devil at all. I on the other hand do believe in his existence, but I'm not so sure he's the great orchestrator of evil he's made out to be. That, my thoughts on devil and his place in reality, is the other conversation. Whether or not you believe in him, and the why behind it, would be a third conversation. Amusingly, about religious subject matter.

From:

xenu.livejournal.com

I believe I misread you. I thought you were nitpicketly correcting my phrasing and therein changing the meaning. But yes, here we go again. :P*

From:

jackofallgeeks.livejournal.com

-smiles- Oh no. I only ever speak for myself. If I ever think you mean something else, I'll be careful to ask you to clarify. After all, I wouldn't want someone else mangling my implications and meaning.