Source – bracingviews.com
– “…Public schools represent one of the bedrock institutions of American democracy. Yet as a society we’ve stood aside as the very institutions that actually made America great were gutted and undermined by short-term thinking, corporate greed, and unconscionable disrespect for our collective future”
The Death of Education in America – By W.J. Astore
Trump! Mueller! Collusion!
I know: who cares about the education of our kids as the redacted Mueller Report dominates the airwaves on CNN, MSNBC, and similar cable “news” networks?
I care. I spent fifteen years as a history professor, teaching mostly undergraduates at technically-oriented colleges (the Air Force Academy; the Pennsylvania College of Technology). What I experienced was the slow death of education in America. The decline of the ideal of fostering creative and critical thinking; the abandonment of the notion of developing and challenging young people to participate intelligently and passionately in the American democratic experiment.
Instead, education is often a form of social control, or merely a means to an end, purely instrumental rather than inspirational. Zombie education.
Nowadays, education in America is about training for a vocation, at least for some. It’s about learning for the sake of earning, i.e. developing so-called marketable skills that end (one hopes) in a respectable paycheck. At Penn College, I was encouraged to meet my students “at their point of need.” I was told they were my “customers” and I was their “provider.” Education, in sum, was transactional rather than transformational. Keep students in class (and paying tuition) and pray you can inspire them to see that the humanities are something more than “filler” to their schedules — and their lives.
As a college professor, I was lucky. I taught five classes a semester (a typical teaching load at community colleges), often in two or three subjects. Class sizes averaged 25-30 students, so I got to know some of my students; I had the equivalent of tenure, with good pay and decent benefits, unlike the adjunct professors of today who suffer from low pay and few if any benefits. I liked my students and tried to challenge and inspire them to the best of my ability.
All this is a preface to Belle Chesler’s stunning article at TomDispatch.com, “Making American Schools Less Great Again: A Lesson in Educational Nihilism on a Grand Scale.” A high school visual arts teacher, Chesler writes from the heart about the chronic underfunding of education and how it is constricting democracy in America. Here she talks about the frustrations of classes that are simply too big to teach:
[Class sizes grew so large] I couldn’t remember my students’ names, was unable to keep up with the usual grading and assessments we’re supposed to do, and was overwhelmed by stress and anxiety. Worst of all, I was unable to provide the emotional support I normally try to give my students. I couldn’t listen because there wasn’t time.
On the drive to work, I was paralyzed by dread; on the drive home, cowed by feelings of failure. The experience of that year was demoralizing and humiliating. My love for my students, my passion for the subjects I teach, and ultimately my professional identity were all stripped from me. And what was lost for the students? Quality instruction and adult mentorship, as well as access to vital resources — not to mention a loss of faith in one of America’s supposedly bedrock institutions, the public school…
The truth of the matter is that a society that refuses to adequately invest in the education of its children is refusing to invest in the future. Think of it as nihilism on a grand scale.
Nihilism, indeed. Why believe in anything? Talk about zombie education!
What America is witnessing, she writes, is nothing short of a national tragedy:
Public schools represent one of the bedrock institutions of American democracy. Yet as a society we’ve stood aside as the very institutions that actually made America great were gutted and undermined by short-term thinking, corporate greed, and unconscionable disrespect for our collective future.
The truth is that there is money for education, for schools, for teachers, and for students. We just don’t choose to prioritize education spending and so send a loud-and-clear message to students that education doesn’t truly matter. And when you essentially defund education for more than 40 years, you leave kids with ever less faith in American institutions, which is a genuine tragedy.
Please read all of her article here at TomDispatch.com. And ask yourself, Why are we shortchanging our children’s future? Why are we graduating gormless zombies rather than mindful citizens?
Perhaps Trump does have some relevance to this article after all: “I love the poorly educated,” sayeth Trump. Who says Trump always lies?
Less Than 25% Of College Graduates Can Answer These 4 Simple Money Questions – By Mac Slavo
Sallie Mae asked these individuals four questions related to credit and interest, and fewer than one in four got all four of these correct.
1. Interest accumulation:
Suppose you had $100 in a savings account and the interest rate was 2% per year. After 5 years, how much do you think you would have in the account if you left the money to grow?
a. More than $102
b. Exactly $102
c. Less than $102
d. Not sure
2. Effects of payment behavior on credit cost:
Assuming the following individuals have the same credit card with the same interest rate and balance, which will pay the most in interest on their credit card purchases over time?
a. Joe, who makes the minimum payment on his credit card bill every month
b. Jane, who pays the balance on her credit card in full every month
c. Joyce, who sometimes pays the minimum, sometimes pays less than the minimum and missed one payment on her credit card bill
d. All of them will pay the same amount in interest over time
e. Not sure
3. Impact of repayment term on cost of credit:
Imagine that there are two options when it comes to paying back a loan and both come with the same interest rate. Provided you have the needed funds, which option would you select to minimize your total costs over the life of the loan (i.e., all of your payments combined until the loan is completely paid off)?
a. Option 1 allows you to take 10 years to pay back the loan
b. Option 2 allows you to take 20 years to pay back the loan
c. Both options have the same out-of-pocket cost over the life of the loan
d. Not sure
4. Interest terminology:
Which of the following best defines the term “interest capitalization”?
a. The type of interest charged on high-balance loans
b. The addition of unpaid interest to the principal balance of a loan
c. Interest that is charged when you postpone payments on your loan
The fact that we have an entire generation, largely college educated, who cannot answer these questions does not bode well for our future as a society. Not knowing the answers to these could end up costing people a lot of money down the road. According to Market Watch, 83% of college grads carry a credit card as revealed by Sallie Mae, but only about six in 10 say they pay the balance(s) in full and on time each month. Coupled with the fact that nearly seven in 10 college students take out student loans, graduating with an average of nearly $30,000 in debt, the decline in financial intelligence is evident.
There are ways to learn the basics of personal finance. Dave Ramsey’s Total Money Makeover book was of the most help to many people, and Ramsey is perhaps the most well-known personal finance guru out there. He takes a strick “no debt” approach that has worked not only for himself, buy countless others. He also offers an easy to follow guide which he’s dubbed “the baby steps” that will get people on the path to financial freedom.
Other resources are those such as Robert Kiyosaki’s Rich Dad, Poor Dad: What the Rich Teach Their Kids About Money That the Poor and Middle Class Do Not!
Both books are excellent resources that teach the very basics about money and personal finance that no one is learning about in their public school educations.
The answers are 1: A, 2: C, 3: A, and 4: B