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Adults in Japan, Canada, Australia, Finland and multiple other countries scored significantly higher than the United States in all three areas on the test. Beyond basic reading and math, respondents were tested on activities such as calculating mileage reimbursement due to a salesman, sorting email and comparing food expiration dates on grocery store tags.
Not only did Americans score poorly compared to many international competitors, the findings reinforced just how large the gap is between the nation’s high- and low-skilled workers and how hard it is to move ahead when your parents haven’t.
Allow me to generalize what I see in this article. Poverty breeds more of the same and the wealthy take care of their own.
Allow me to generalize what I see in this article. Poverty breeds more of the same and the wealthy take care of their own. And a good education plays a role in breaking that cycle.
What say you ATS denizens?
Poverty has little bearing on intelligence IMO. The issue is whether or not children can get a decent education in the US. Your post obviously proves they can't, dumbed down schools equals dumb people.
No. sorry. This is just dumb. You don't become a world super power by being full of dumb people.
Think about this logically. The UK isn't full of dumb people either. You don't get the standing the UK has by being full of dumb people.
not really. no.
You obviously never ran a business. You could be a genius but without skilled labor....you are a poor genius.
the task of accurately sampling a population in the hundreds of millions spread over a vast continent is daunting ro say the least.
ALSO we are as varied and diverse as the landscape we occupy.
Education in a scientific society may, I think, be best conceived after the analogy of the education provided by the Jesuits. The Jesuits provided one sort of education for the boys who were to become ordinary men of the world, and another for those who were to become members of the Society of Jesus. In like manner, the scientific rulers will provide one kind of education for ordinary men and women, and another for those who are to become holders of scientific power.
Ordinary men and women will be expected to be docile, industrious, punctual, thoughtless, and contented. Of these qualities probably contentment will be considered the most important. In order to produce it, all the researches of psycho-analysis, behaviourism, and biochemistry will be brought into play. Children will be educated from their earliest years in the manner which is found least likely to produce complexes. Almost all will be normal, happy, healthy boys or girls. Their diet will not be left to the caprices of parents, but will be such as the best biochemists recommend. They will spend much time in the open air, and will be given no more book-learning than is absolutely necessary. Upon the temperament so formed, docility will be imposed by the methods of the drill-sergeant, or perhaps by the softer methods employed upon Boy Scouts. All the boys and girls will learn from an early age to be what is called"co-operative," i.e. to do exactly what everybodyis doing. Initiative will be discouraged in these children, and insubordination, without being punished, will be scientifically trained out of them
Those children, on the other hand, who are destined to become members of the governing class will have a very different education. They will be selected, some before birth, some during the first three years of life, and a few between the ages of three and six. All the best-known science will be applied to the simultaneous development of intelligence and will-power...The scientific outlook will be instilled from the moment that a child can talk, and throughout the early impressionable years the child will be carefully guarded from contact with the ignorant and unscientific. From infancy up to twenty-one, scientific knowledge will be poured into him, and at any rate from the age of twelve upwards he will specialize on those sciences for which he shows the most aptitude... From the age of twelve upwards he will be taught to organize children slightly younger than himself, and will suffer severe censure if groups of such children fail to follow his lead. A sense of his high destiny will be constantly set before him, and loyalty towards his order will be so axiomatic that it will never occur to him to question it. Every youth will thus be subjected to a threefold training: in intelligence, in self-command, and in command over others.