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For those doing research into education reform, aka systems education, Dr Shirley McCune entered the scene in 1989 when she was a guest speaker at the 1989 Governor's Conference on Education called by President George Bush, Sr, and held in Wichita, Kansas.
Researchers were, and still are, aghast at what McCune had to say at that conference, and further aghast that governors in attendance applauded her.
"Far too much of our efforts have been focused on the issue of lets find the short term fix ... rather than the issue of understanding that what we are into is a total restructuring of the society. What is happening in America today and what is happening to Kansas in the great plains is not simply a chance situation in the usual winds of change. What it amounts to is a total transformation of our society ... and the issues for most children, as is the issue for most of society, is that what has changed in education today is that we no longer see the teaching of facts and information as the primary outcome of eduction. During the past ten years we have been going through a reform movement, and that reform movement began with the governors of the nations ... deciding that what their concern was ... they began to understand the very close relationship between economic development and human capital."
"They learn that mathematics is man made, that it is arbitrary, and good solutions are arrived at by consensus among those who are considered expert."
"Because the curriculum does not emphasise arithmetic computations done by hand some students may not do as well on tests assessing computational skills. We believe such a trade off in favour of CMP is very much to the students advantage in the world of work."
"Generally, more highly educated people, who have higher incomes, consume more resources than poorly educated people, who tend to have lower incomes. In this case, more education increases the threat to sustainability."
"Indeed, in the 21st century, the literacy of SD will be as essential to comprehending the world as were the traditional skills of reading and writing at the start of the 20th century."
"The effectiveness must ultimately be measured by the degree to which ESD changes the attitudes and behaviours of people, both in their individual roles and in carrying out their collective responsibilities and duties as citizens"
"Learning has not taken place until behaviour is changed."
"Values, attitudes and interests can be learned/taught and also objectively evaluated."
"One of the most common problems is the compulsion students feel to find the one right answer. Or worse yet, they rush to closure, reporting back as self evident truths the facts or conclusions presented in the documents or texts."
Subjects underwent a major change in schools. Some of the most affected were History and Biology.
History was based on the glory of Germany - a nationalistic approach was compulsory. The German defeat in 1918 was explained as the work of Jewish and Marxist spies who had weakened the system from within; the Treaty of Versailles was the work of nations jealous of Germany's might and power; the hyperinflation of 1923 was the work of Jewish saboteurs; the national resurgence which started under the leadership of Hitler etc.
Biology became a study of the different races to 'prove' that the Nazi belief in racial superiority was a sound belief. "Racial Instruction" started as the age of 6. Hitler himself had decreed that "no boy or girl should leave school without complete knowledge of the necessity and meaning of blood purity." Pupils were taught about the problems of heredity. Older pupils were taught about the importance of selecting the right "mate" when marrying and producing children. The problems of inter-racial marriage were taught with an explanation that such marriages could only lead to a decline in racial purity.
Geography taught pupils about the land Germany had taken away from her in 1919 and the need for Germany to have living space - lebensraum.
Science had a military-slant to it. The curriculum required that the principles of shooting be studied; military aviation science; bridge building and the impact of poisonous gasses.
Originally posted by OptimusSubprime
I have two words for you.... HOME SCHOOL
Iserbyt served as Senior Policy Advisor in the Office of Educational Research and Improvement (OERI), U.S. Department of Education, during the first Reagan Administration, where she first blew the whistle on a major technology initiative which would control curriculum in America's classrooms. Iserbyt is a former school board director in Camden, Maine and was co-founder and research analyst of Guardians of Education for Maine (GEM) from 1978 to 2000. She has also served in the American Red Cross on Guam and Japan during the Korean War, and in the United States Foreign Service in Belgium and in the Republic of South Africa. Iserbyt is a speaker and writer, best known for her 1985 booklet Back to Basics Reform or OBE: Skinnerian International Curriculum and her 1989 pamphlet Soviets in the Classroom: America's Latest Education Fad which covered the details of the U.S.-Soviet and Carnegie-Soviet Education Agreements which remain in effect to this day. She is a freelance writer and has had articles published in Human Events, The Washington Times, The Bangor Daily News, and included in the record of Congressional hearings.
Alex also talks with whistleblower Charlotte Iserbyt who served as Senior Policy Advisor in the Office of Educational Research and Improvement, U.S. Department of Education, during the first Reagan Administration. Iserbyt is the author of The Deliberate Dumbing Down of America, a chronological history of the past 100+ years of education reform. The book argues that the academic meltdown in our public education system is intentional.
Ged Davis' IPCC-SRES Zero Order Draft on storylines and scenarios
Ged Davis et al
For Comment Only
Draft Paper for the IPCC Special Report on Emissions Scenarios
2. Scenarios - overview
3. Golden Economic Age (A1)
4. Sustainable Development (B1)
5. Divided World (A2)
6. Regional Stewardship (B2)
7. Scenario comparisons
Appendix 1: Scenario quantification....
4. Sustainable Development (B1)
The central elements of this scenario family include high levels of
environmental and social consciousness, successful governance including
major social innovation, and reductions in income and social inequality.
Successful forms of governance allow many problems which are currently hard
or difficult to resolve to fall within the competency of government and
other organisations. Solutions reflect a wide stakeholder dialogue leading
to consent on international environmental and social agreements. This is
coupled with bottom-up solutions to problems, which reflect wide success in
getting broad-based support within communities.
The concerns over global sustainable development, expressed in a myriad of
environmental and social issues, results in the eventual successful
management of the interaction between human activities and the biosphere.
While no explicit climate policy is undertaken, other kinds of initiatives
lead to lower energy use, and clean energy systems, which significantly
reduce greenhouse gas emissions. Besides cleaning up air quality, there is
emphasis on improving the availability and quality of water.....
“A massive campaign [read global warming] must be launched to restore a high-quality environment in North America and to de-develop the United States. De-development means bringing our economic system (especially patterns of consumption) into line with the realities of ecology and the global resource situation. Resources and energy must be diverted from frivolous and wasteful uses in overdeveloped countries to filling the genuine needs of underdeveloped countries."
“The need for de-development presents our economists with a major challenge,” they wrote. “They must design a stable, low-consumption economy in which there is a much more equitable distribution of wealth than the present one. Redistribution of wealth both within and among nations is absolutely essential, if a decent life is to be provided for every human being.”"
7 Keys of Great Teaching
There are seven principles of successful education. When they are applied, learning occurs for any learning style or interests. When they are ignored or rejected, the quantity and quality of education decreases.
Classics, Not Textbooks
Mentors, Not Professors
Inspire, Not Require
Structure Time, Not Content
Simplicity, Not Complexity
Quality, Not Conformity
You, Not Them