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	<title>Comments on: Freedom and Education</title>
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	<description>A Mainstream Voice to Counter the Religious Right</description>
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		<title>By: Der Rot Baron</title>
		<link>http://tfninsider.org/2009/01/19/freedom-and-education/#comment-827</link>
		<dc:creator><![CDATA[Der Rot Baron]]></dc:creator>
		<pubDate>Tue, 20 Jan 2009 23:26:46 +0000</pubDate>
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		<description><![CDATA[Obviously this is not a fight about academic freedom, which is generally a concept directed at educational providers, not students, nor freedom of speech either.  Rhetorically, the argument about teaching analytic skills is valid, ie &quot;strengths &amp; weaknesses&quot;, and that&#039;s why its being used politically,  but it is not pedagogically valid.  You might be able to question the 2nd law of thermodynamics with phenomenon described at the level of quantum mechanics, string theory, etc.  But, that assumes you have operational knowledge of the empirically demonstrated concepts in both thermodynamics and quantum mechanics, etc, plus operational knowledge about what science is, how its done, and how it actually was done relative to the specific analysis in question.  And, this is for the level of phenomenon that we call a PhD dissertation, not for most developing minds in public primary and secondary education.  The biologists have already noted the difficulty of covering even an introduction to all the basic areas currently within biological science in public K-12 education.  If we can teach something about the difference between co-occurring unrelated events and causally related events, plus some empirically demonstrated content in science and biology, then perhaps that&#039;s enough for most public school students.  The suggestion that certain modifications being proposed is actively suppressing inquisitiveness is heinous fraud and destructive of already failing socialization institutions.  Perhaps, there should also be public school curriculum in symbolic logic?

I have messaged in response to the latest American-Statesman article on their site regarding the history of the measured outcome performance of our public schools and the progressive failure that has had for science, policy, political will and society at large over the last four decades.  I think we should consider carefully what the end result for American/Texas public education, and general public, of continued pitting of the Ayatolla&#039;s of Human Secularism against the Hagee Ho&#039;s of Creationsim will be.  Should we continue to engage this battle indefinitely, without an educational exit from political rhetoric, that leads to success?  Will that actually raise the public educational standards, expectations, and ultimately student K&amp;S, in science, math, literacy, etc reversing the current declining trend of the last four decades?  Given the scientific data coming in since summer 2007, how much time do we have to correct this failure of socialization, create political will, appropriate public policy and mass action on just one potentially disastrous issue:  climate change!?  Is the indefinite blocking of a negative going to create the necessary positive changes in our increasingly dysfunctional socialization institutions?  We need to revitalize our public schools in major ways, or we&#039;re lost.  That obviously includes the complete make over of the SBOE itself, and who sits on it.  We elected them!]]></description>
		<content:encoded><![CDATA[<p>Obviously this is not a fight about academic freedom, which is generally a concept directed at educational providers, not students, nor freedom of speech either.  Rhetorically, the argument about teaching analytic skills is valid, ie &#8220;strengths &amp; weaknesses&#8221;, and that&#8217;s why its being used politically,  but it is not pedagogically valid.  You might be able to question the 2nd law of thermodynamics with phenomenon described at the level of quantum mechanics, string theory, etc.  But, that assumes you have operational knowledge of the empirically demonstrated concepts in both thermodynamics and quantum mechanics, etc, plus operational knowledge about what science is, how its done, and how it actually was done relative to the specific analysis in question.  And, this is for the level of phenomenon that we call a PhD dissertation, not for most developing minds in public primary and secondary education.  The biologists have already noted the difficulty of covering even an introduction to all the basic areas currently within biological science in public K-12 education.  If we can teach something about the difference between co-occurring unrelated events and causally related events, plus some empirically demonstrated content in science and biology, then perhaps that&#8217;s enough for most public school students.  The suggestion that certain modifications being proposed is actively suppressing inquisitiveness is heinous fraud and destructive of already failing socialization institutions.  Perhaps, there should also be public school curriculum in symbolic logic?</p>
<p>I have messaged in response to the latest American-Statesman article on their site regarding the history of the measured outcome performance of our public schools and the progressive failure that has had for science, policy, political will and society at large over the last four decades.  I think we should consider carefully what the end result for American/Texas public education, and general public, of continued pitting of the Ayatolla&#8217;s of Human Secularism against the Hagee Ho&#8217;s of Creationsim will be.  Should we continue to engage this battle indefinitely, without an educational exit from political rhetoric, that leads to success?  Will that actually raise the public educational standards, expectations, and ultimately student K&amp;S, in science, math, literacy, etc reversing the current declining trend of the last four decades?  Given the scientific data coming in since summer 2007, how much time do we have to correct this failure of socialization, create political will, appropriate public policy and mass action on just one potentially disastrous issue:  climate change!?  Is the indefinite blocking of a negative going to create the necessary positive changes in our increasingly dysfunctional socialization institutions?  We need to revitalize our public schools in major ways, or we&#8217;re lost.  That obviously includes the complete make over of the SBOE itself, and who sits on it.  We elected them!</p>
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