I don't feel like having any enlightened thoughts today, let alone writing about them. Instead--you get to read about my weekend. Finals are over, one semester down--only one more to survive until college. Time ticks by, so slowly, so slowly. So far, so good--I got a B- on my Stats final, and I needed a 72% to keep my B. However, the only other class that I'm worried whatsoever about keeping my gpa in would be AP English. You'd think a 92 and a 96 plus a take home essay final would make me feel confident, but noooo. You see, apparently it isn't necessary to put two 400 point impromptus into the grades until AFTER our final, its part of the new plan to give students premature ulcers. I wouldn't be worried, even now, if it weren't for the fact that our impromptus are inconceivably worth twice as much as a reading test--so reading two books and getting perfect scores is less important in our class than writing really well during one class period. Sheesh.
I finished two books this weekend--Empire by Orson Scott Card (which I'd probably give a B), and Again to Carthage by John L. Parker, Jr. (which ranks probably as an A-). Predictably, Again to Carthage didn't quite match the sheer wonder of its precursor Once A Runner, but after a 30 year wait between the novels and considering that OaR is out of print, anticipation alone was enough to make the book a great read. I'd recommend it to any runner, but I think you really have to read OaR first--which could be hard since its running about $300 on ebay. REPRINT IT PLEASE!!!!
Speaking of running, I just came back from a nice one--a little 5.5 mile jaunt through the wintry (but not white) neighborhood. Considering that I'm probably averaging 16-20 miles per week (which is next to nothing), I felt pretty good and blasted out the legs a little bit. I think I'll probably get another 4 or so in tomorrow morning before school, plus the obligatory group run after. I just ordered new spikes! A pair of Ventulus 2s and a pair of Maxcat 2s--I'm very excited. That leaves my list of usable spikes for track season at Nike Zoom Ventulus +, Nike Zoom Miler ID, Reebok JW Foster Distance, Nike Zoom Ventulus 2, Nike Zoom Maxcat 2, Nike Zoom Forevers (spikeless), and Nike Zoom Streak XC (flats). A nice selection, if I do say so myself. I considered buying a pair of the top of the line Brooks distance spike (I can't remember the model number) but even I couldn't justify that purchase.
Sunday, January 13, 2008
Wednesday, January 9, 2008
An Empire of Idiots
Like is so often the case when I'm reading work by Orson Scott Card, I find him writing exactly the thoughts that I'm so often mulling over but unable to express properly. I could do commentary on quotes from his work forever--I just read the short stories collection First Meetings in Ender's Universe, and there was some excellent material in that--but what I find to be most interesting at the moment is a quote from one of his more recent books, Empire, which I just started today after my AP Stats final.
The main character, at least as far as I've gotten, Reuben Malich, comments that Princeton University suffers from exactly the same problem that I personally think our whole education system suffers from--"In class after class, seminar after seminar, he learned that far too many students were determined to remain ignorant of any real-world data that didn't fit their preconceived notions." In my opinion, educators don't help matters either.
No matter how many times you hear teachers tell you that their class will be different, that they'll teach you to defy conventional thought, enrich your mind, prepare you for the mental rigor of college and adult life--the truth will always remain that they are still force-feeding you the same tired thoughts and ideaologies that American school children have been learning for generations. Sometimes the facts or materials might change slightly, but the points and lessons are nearly always the same.
Think about it--for how many years have students sat in the same kind of desk, in the same kind of row, looking at the same kind of notes on the same kind of chalkboard. The only REAL difference is that now the learning is based entirely on standardized testing, and as far as developments go--that was a bad one.
One great example in the school has to be the fact that high school English students continue to read almost exclusively the "classics"--books which we often rever for their deft handling of ideas that were radical hundreds of years ago, but have seeped deep enough into society to mold our common thoughts and preconceptions. Not that some of these texts shouldn't be read--of course they should, they remain some of the best WRITING ever--but why don't contemporary students ever read some of the brilliant contemporary literature available that deals with modern issues? Is it that the students aren't mentally "ready" for these complex thoughts, or that teachers haven't adequately prepared us?
Think about it--unless you've actively sought out classes that deal with contemporary issues (at DGN classes like Poli Sci and Issues in World Cultural Geography come to mind) than you probably haven't been confronted with all that much modern radical thinking. In fact, it seems pretty likely that the history of the civil war has stayed somewhat the same over the past 100 years, not to mention over the course of the 3 or 4 times students have been taught about it. Classes, particularly gen. ed. and overarching subjects like "world cultures," "(insert type here) history," and "English Literature," often deal with modern world issues little or not at all.
Why is that? If school is supposed to be preparing students to step into the real world and be enlightened, effective thinkers, shouldn't it make sense to verse them in what is important in the world that they live in? In this case, I think schools can be considered partially responsible for contributing to the modern trend of ignorance that then breeds hatred and intolerance. For instance--if students aren't taught WHY other countries hate us, what's to stop them from getting caught up with misguided patriotic revelry? If we are meant to question our leaders and actually participate in our democracy, shouldn't we know what is applicable now, rather than the literal text of the constitution, which was written over 200 years ago and is now liberally interpreted--even by Republicans? It doesn't make a lot of sense.
Even though Orson Scott Card's Empire thusfar deals with a character who is coming down on what he not-so-gracefully refers to as "crazy leftists," there is a valid point to be made. In my personal opinion, ANYONE who considers themself specifically "republican" or "democrat" is bordering a line of ignorance and sheer stupidity. The point that Card makes, whether you're more of a liberal or conservative thinker, is valid. Whatever you identify yourself as is probably based primarily on the teachings of your parents, older siblings, adult church and activity leaders, and yes--teachers. While they may make valid points, how can you ever say that they are infallible and most certainly right? Don't take their beliefs as preconceived notions. Throw out the political labels that lead to such childish infighting and disagreement. What does "democrat" or "republican" mean besides narrowminded? Consider the fact that sometimes, in fact quite often, NEITHER side has it all figured out.
The main character, at least as far as I've gotten, Reuben Malich, comments that Princeton University suffers from exactly the same problem that I personally think our whole education system suffers from--"In class after class, seminar after seminar, he learned that far too many students were determined to remain ignorant of any real-world data that didn't fit their preconceived notions." In my opinion, educators don't help matters either.
No matter how many times you hear teachers tell you that their class will be different, that they'll teach you to defy conventional thought, enrich your mind, prepare you for the mental rigor of college and adult life--the truth will always remain that they are still force-feeding you the same tired thoughts and ideaologies that American school children have been learning for generations. Sometimes the facts or materials might change slightly, but the points and lessons are nearly always the same.
Think about it--for how many years have students sat in the same kind of desk, in the same kind of row, looking at the same kind of notes on the same kind of chalkboard. The only REAL difference is that now the learning is based entirely on standardized testing, and as far as developments go--that was a bad one.
One great example in the school has to be the fact that high school English students continue to read almost exclusively the "classics"--books which we often rever for their deft handling of ideas that were radical hundreds of years ago, but have seeped deep enough into society to mold our common thoughts and preconceptions. Not that some of these texts shouldn't be read--of course they should, they remain some of the best WRITING ever--but why don't contemporary students ever read some of the brilliant contemporary literature available that deals with modern issues? Is it that the students aren't mentally "ready" for these complex thoughts, or that teachers haven't adequately prepared us?
Think about it--unless you've actively sought out classes that deal with contemporary issues (at DGN classes like Poli Sci and Issues in World Cultural Geography come to mind) than you probably haven't been confronted with all that much modern radical thinking. In fact, it seems pretty likely that the history of the civil war has stayed somewhat the same over the past 100 years, not to mention over the course of the 3 or 4 times students have been taught about it. Classes, particularly gen. ed. and overarching subjects like "world cultures," "(insert type here) history," and "English Literature," often deal with modern world issues little or not at all.
Why is that? If school is supposed to be preparing students to step into the real world and be enlightened, effective thinkers, shouldn't it make sense to verse them in what is important in the world that they live in? In this case, I think schools can be considered partially responsible for contributing to the modern trend of ignorance that then breeds hatred and intolerance. For instance--if students aren't taught WHY other countries hate us, what's to stop them from getting caught up with misguided patriotic revelry? If we are meant to question our leaders and actually participate in our democracy, shouldn't we know what is applicable now, rather than the literal text of the constitution, which was written over 200 years ago and is now liberally interpreted--even by Republicans? It doesn't make a lot of sense.
Even though Orson Scott Card's Empire thusfar deals with a character who is coming down on what he not-so-gracefully refers to as "crazy leftists," there is a valid point to be made. In my personal opinion, ANYONE who considers themself specifically "republican" or "democrat" is bordering a line of ignorance and sheer stupidity. The point that Card makes, whether you're more of a liberal or conservative thinker, is valid. Whatever you identify yourself as is probably based primarily on the teachings of your parents, older siblings, adult church and activity leaders, and yes--teachers. While they may make valid points, how can you ever say that they are infallible and most certainly right? Don't take their beliefs as preconceived notions. Throw out the political labels that lead to such childish infighting and disagreement. What does "democrat" or "republican" mean besides narrowminded? Consider the fact that sometimes, in fact quite often, NEITHER side has it all figured out.
Tuesday, January 8, 2008
The Art of Bullshit
So, I've been meaning to keep my blog updated--I suppose I have an irrational hope that somehow it'll hit it big and become a halfway decent outlet for my opininos to reach the public--but due to the necessity of keeping my IHSA piece on the top of the page for awhile, I've held off. Since the article clearly has stopped being read, and the thread never really took off on Dyestat.com, I thought perhaps I'd entertain my multitudinous audience with something else, a nice change of pace.
Unfortunately, I have nothing particularly relevant to write about, since during break I ranked having fun ahead of being intellectual, and now being back in school I've had to deal with the harsh reality of finals. (An aside--you DID read that correctly, finals week for Downers Grove North was indeed scheduled to come after two weeks off. Brilliant, right? If you are a DGN student, parent, teacher, or administrator, there was a staff editorial in the most recent Omega about the ludicrous scheduling.)
ANYWAYS--I still have nothing particularly interesting to write about, besides the fact that the classic rock radio playlists at 1:35-2:25 are absolutely the best all day. Any time I'm in the journalism office doing work instead of study hall, I turn the radio on--and 95.9 in particular is just killer at this time of the day. So far we've had some Led Zeppelin, Bon Jovi, Yes, Tom Petty, Van Halen etc. Even if you aren't a fan, it beats the selection in study hall. All I can ever hear is the blasting angry music from the girl behind me who has fooled herself into believing that she's discreet--even though I'm quite sure the teacher can hear her and just doesn't care. It's amazing that she doesn't froth at the mouth while listening to that stuff.
Back to the subject of finals, and school in general; I have an amazing skill that I would like to share with my readers (which isn't risky, considering that as far as I know, there are none). I like to call it "The Art of Bullshit." Perhaps you remember teachers telling you at various levels of school that they were beginning to prepare you for the real world--the next grade would be harsh, you couldn't possibly coast by, so get ready to buckle down. Let me be the first to tell you that they were lying. It is fully possible to completely and utterly BS your way through essays and books at any level of English.
Don't get me wrong, I suggest you read the required material. There is a reason those books are required--most of them are among the finest examples of school-approved literature available. However, as every student knows, sometimes there just isn't the time or the motivation, or maybe the book is just a real stinker--there are certainly some of them in every curriculum. When this is the case, it is possible to coast by on intuition, Sparknotes, online book criticisms (Harvard is nice), and fake text marking. I can't give away my secrets, or perhaps I'll never be able to make them work again--but trust me, you CAN fake it if necessary. If the reader is smart enough, they can even fake it on an impromptu or a reading test, but that may not work for everyone.
The point?--Not that reading is stupid, or that you should fake it and stop doing it. I totally disagree with that--I'm a huge proponent of literature. The real point at stake here is simply that schools have lied all along--they aren't preparing you for any real world, and its not particularly difficult to fake your way through (even in some AP level classes). It's all about knowing how to play a broken system--much like such "real-world" careers as big business and politics.
A POST-SCRIPT FOR THE READER: I'm sorry this was boring, I was jut blowing time during school and didn't edit it or anything. I promise eventually I'll write about things that are important. Keep checking back.
Unfortunately, I have nothing particularly relevant to write about, since during break I ranked having fun ahead of being intellectual, and now being back in school I've had to deal with the harsh reality of finals. (An aside--you DID read that correctly, finals week for Downers Grove North was indeed scheduled to come after two weeks off. Brilliant, right? If you are a DGN student, parent, teacher, or administrator, there was a staff editorial in the most recent Omega about the ludicrous scheduling.)
ANYWAYS--I still have nothing particularly interesting to write about, besides the fact that the classic rock radio playlists at 1:35-2:25 are absolutely the best all day. Any time I'm in the journalism office doing work instead of study hall, I turn the radio on--and 95.9 in particular is just killer at this time of the day. So far we've had some Led Zeppelin, Bon Jovi, Yes, Tom Petty, Van Halen etc. Even if you aren't a fan, it beats the selection in study hall. All I can ever hear is the blasting angry music from the girl behind me who has fooled herself into believing that she's discreet--even though I'm quite sure the teacher can hear her and just doesn't care. It's amazing that she doesn't froth at the mouth while listening to that stuff.
Back to the subject of finals, and school in general; I have an amazing skill that I would like to share with my readers (which isn't risky, considering that as far as I know, there are none). I like to call it "The Art of Bullshit." Perhaps you remember teachers telling you at various levels of school that they were beginning to prepare you for the real world--the next grade would be harsh, you couldn't possibly coast by, so get ready to buckle down. Let me be the first to tell you that they were lying. It is fully possible to completely and utterly BS your way through essays and books at any level of English.
Don't get me wrong, I suggest you read the required material. There is a reason those books are required--most of them are among the finest examples of school-approved literature available. However, as every student knows, sometimes there just isn't the time or the motivation, or maybe the book is just a real stinker--there are certainly some of them in every curriculum. When this is the case, it is possible to coast by on intuition, Sparknotes, online book criticisms (Harvard is nice), and fake text marking. I can't give away my secrets, or perhaps I'll never be able to make them work again--but trust me, you CAN fake it if necessary. If the reader is smart enough, they can even fake it on an impromptu or a reading test, but that may not work for everyone.
The point?--Not that reading is stupid, or that you should fake it and stop doing it. I totally disagree with that--I'm a huge proponent of literature. The real point at stake here is simply that schools have lied all along--they aren't preparing you for any real world, and its not particularly difficult to fake your way through (even in some AP level classes). It's all about knowing how to play a broken system--much like such "real-world" careers as big business and politics.
A POST-SCRIPT FOR THE READER: I'm sorry this was boring, I was jut blowing time during school and didn't edit it or anything. I promise eventually I'll write about things that are important. Keep checking back.
Subscribe to:
Posts (Atom)