Tag Archives: schools

Controlling the Underclass

Chicago links school cameras to 911 center — chicagotribune.com

More than 4,500 cameras in Chicago public schools are being connected to police headquarters and the city’s 911 center in a technological upgrade designed to improve safety, officials said Thursday.In an emergency, arriving officers also will be able to view real-time images from the cameras on screens in their squad cars.

Slashdot mentions Chicago’s police-cameras in schools, while Half Sigma links to a story about paying students to do well.

Both stories have in common this: low intelligence is associated with lack of goal-setting and impulsive-controlling behaviors.  Internal motivation to overcome this detriment is often lacking, and may be best instilled only through practice.  Therefore, external motivation — external forms of control — are needed to encourage and discourage activities among the underclass.   External forms of control would not be so needed needed if cultural and other factors were so not tilted toward crime and misdeeds.

No Careers for Americans (Flat Jobs, Steep Education)

‘What, Me Worry?’,” by Thomas Friedman, New York Times, 29 April 2005, http://www.nytimes.com/2005/04/29/opinion/29friedman.html (from Eschaton).

Friedman riffs on the “public schools are terrible” summit from early April.

One of America’s most important entrepreneurs recently gave a remarkable speech at a summit meeting of our nation’s governors. Bill Gates minced no words. “American high schools are obsolete,” he told the governors. “By obsolete, I don’t just mean that our high schools are broken, flawed and underfunded. … By obsolete, I mean that our high schools – even when they are working exactly as designed – cannot teach our kids what they need to know today.

“Training the work force of tomorrow with the high schools of today is like trying to teach kids about today’s computers on a 50-year-old mainframe. … Our high schools were designed 50 years ago to meet the needs of another age. Until we design them to meet the needs of the 21st century, we will keep limiting – even ruining – the lives of millions of Americans every year.”

Before noting political weakness before this threat, Tom summarizes

Let me translate Mr. Gates’s words: “If we don’t fix American education, I will not be able to hire your kids.” I consider that, well, kind of important.

Public Education is built to standardize American students. The fast are held back with the herd, the slow are glamorized for falling behind the herd, the herd itself just stumbles along. We need to do better. Larry Summers, President of Harvard and former Clinton Treasury Secretary, agrees

For the first time in our history, we are going to face competition from low-wage, high-human-capital communities, embedded within India, China and Asia,” President Lawrence Summers of Harvard told me. In order to thrive, “it will not be enough for us to just leave no child behind. We also have to make sure that many more young Americans can get as far ahead as their potential will take them. How we meet this challenge is what will define our nation’s political economy for the next several decades.”

Friedman’s closing words echo parts of other networkbased theories

Meeting this challenge requires a set of big ideas. If you want to grasp some of what is required, check out a smart new book by the strategists John Hagel III and John Seely Brown entitled “The Only Sustainable Edge.” They argue that comparative advantage today is moving faster than ever from structural factors, like natural resources, to how quickly a country builds its distinctive talents for innovation and entrepreneurship – the only sustainable edge.

India and China know they can’t just depend on low wages, so they are racing us to the top, not the bottom. Producing a comprehensive U.S. response – encompassing immigration, intellectual property law and educational policy – to focus on developing our talent in a flat world is a big idea worthy of a presidency. But it would also require Mr. Bush to do something he has never done: ask Americans to do something hard.

Friedman is arguing that flexible, individualized education is needed if a flexible, individualized world.

When Tom says the world is flat, he means that it uses peer-based networks like never before. Flexibility, not stability, is the watchword. There aren’t big industrial corporations with steady career ladders anymore. However, public education is steep, not flat. America’s secondary education system is like a parody of a Japanese conglomerate — sit down, shut up, and eventually you’ll be at the top with the other old people.

This must change.