Education Grading Quotes

You know, sometimes kids get bad grades in school because the class moves too slow for them. Einstein got D's in school. Well guess what, I get F's!!!

I think the big mistake in schools is trying to teach children anything, and by using fear as the basic motivation. Fear of getting failing grades, fear of not staying with your class, etc. Interest can produce learning on a scale compared to fear as a nuclear explosion to a firecracker.

Whoever had decided that school should start so early in the morning and last all day long needed to be hunted down and forced to watch hours of educational televison without the aid of caffine.

A teacher who loves learning earns the right and the ability to help others learn.

When students cheat on exams it's because our school system values grades more than students value learning.

She had observed that the more education they got, the less they could do. Their father had gone to a one-room schoolhouse through the eighth grade and he could do anything.

A fourth-grade reader may be a sixth-grade mathematician. The grade is an administrative device which does violence to the nature of the developmental process.

In contrast, the gratification and education received from Sanjit’s classes is slow burning, personal, and in a changing world allegedly becoming more attuned to and obsessed with requiring that money spent – especially on education – must yield tangible results, what many would view as a paradoxical dynamic nevertheless persists there, near Park Circus, Kolkata. No grades, no forced accountability, all voluntary learning.

No mathematician in the world would bother making these senseless distinctions: 2 1/2 is a "mixed number " while 5/2 is an "improper fraction." They're EQUAL for crying out loud. They are the exact same numbers and have the exact same properties. Who uses such words outside of fourth grade?

I flip ahead in the textbook. There's an interesting chapter about acid rain. Nothing about sex. We aren't scheduled to learn about that until eleventh grade.

W.W. Hale the Forth bought the car for Headmaster Franklin, or didn’t they mention that? Granted it was to make up for the fire that W.W. Hale allegedly started in the eighth grade before they suggested that all current and future W.W. Hales continue their education elsewhere- which worked out just as well since I’m at the Knightsbury Institute now.” “I’ve never heard of it” “My father got a letter just this week telling him I have become a model student” “Congratulations”… “Yeah, well, I’m the only student.”… “Of course the downside of attending a fictional school is that our lacrosse team sucks.

It is a healthy approach not to expect persons to turn out precisely how you would have wished.

You know, sometimes I'll go to an 8th-grade graduation and there's all that pomp and circumstance and gowns and flowers. And I think to myself, it's just 8th grade ... An 8th-grade education doesn't cut it today. Let's give them a handshake and tell them to get their butts back in the library!

An uneducated thief may steal goods from the train but an educated one may steal the entire train. We need to compete for knowledge and wisdom, not for grades.

Most of these students are so conditioned to success that they become afraid to take risks. They have been taught from a young age by zealous parents, schools, and institutional authorities what constitutes failure and success. They are socialized to obey. They obsess over grades and seek to please professors, even if what professors teach is fatuous. The point is to get ahead, and getting ahead means deference to authority. Challenging authority is never a career advancer.

Real education is about genuine understanding and the ability to figure things out on your own; not about making sure every 7th grader has memorized all the facts some bureaucrats have put in the 7th grade curriculum.

Screaming at children over their grades, especially to the point of the child's tears, is child abuse, pure and simple. It's not funny and it's not good parenting. It is a crushing, scarring, disastrous experience for the child. It isn't the least bit funny.

Why do they wait until sixth grade when you already know everything?

As a result of his experiments he concluded that imitation was a real evil that had to be broken before real rhetoric teaching could begin. This imitation seemed to be an external compulsion. Little children didn’t have it. It seemed to come later on, possibly as a result of school itself. That sounded right, and the more he thought about it the more right it sounded. Schools teach you to imitate. If you don’t imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything – from A to F. The whole grading system cautioned against it.

Grades really cover up failure to teach. A bad instructor can go through an entire quarter leaving absolutely nothing memorable in the minds of his class, curve out the scores on an irrelevant test, and leave the impression that some have learned and some have not. But if the grades are removed the class is forced to wonder each day what it’s really learning. The questions, What’s being taught? What’s the goal? How do the lectures and assignments accomplish the goal? become ominous. The removal of grades exposes a huge and frightening vacuum.

We know – it has been measured in many experiments – that children with strong impulse control grow to be better adjusted, more dependable, achieve higher grades in school and college and have more success in their careers than others. Success depends on the ability to delay gratification, which is precisely what a consumerist culture undermines. At every stage, the emphasis is on the instant gratification of instinct. In the words of the pop group Queen, “I want it all and I want it now.” A whole culture is being infantilised.

My priority is not about grades. I seek yearn for knowledge, skills and wisdom.

Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school.

If only we were all better educated. If then, higher education would at last be a journey for skill and knowledge rather than for power and status.

Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby "schooled" to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is "schooled" to accept service in place of value.

The more we want our children to be (1) lifelong learners, genuinely excited about words and numbers and ideas, (2) avoid sticking with what’s easy and safe, and (3) become sophisticated thinkers, the more we should do everything possible to help them forget about grades.

Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects.

Education is a method whereby one acquires a higher grade of prejudices.

In the big picture, life is not about grades. Life is about what you choose to study.

A show of hands, please: How many of you have had a teacher at any stage of your education, from the first grade until this day in May, who made you happier to be alive, prouder to be alive, than you had previously believed possible? Good! Now say the name of that teacher to someone sitting or standing near you. All done? Thank you, and drive home safely, and God bless you all.

The most worthwhile form of education is the kind that puts the educator inside you, as it were, so that the appetite for learning persists long after the external pressure for grades and degrees has vanished. Otherwise you are not educated; you are merely trained.

Many people keep deploring the low level of formal education in the United states (as defined by, say, math grades). Yet these fail to realize that the new comes from here and gets imitated elsewhere. And it is not thanks to universities, which obviously claim a lot more credit than their accomplishments warrant. Like Britain in the Industrial Revolution, America's asset is, simply, risk taking and the use of optionality, this remarkable ability to engage in rational forms fo trial and error, with no comparative shame in failing again, starting again, and repeating failure.

Most of my friends from Columbia are going on to get advanced degrees. And why not? A Ph.D. is the new M.A., a master's is the new bachelor's, a B.A. is the new high school diploma, and a high school diploma is the new smiley-face sticker on your first-grade spelling test.

A person that has more intelligence than education always makes his own grade!

Biting the hand that feeds you, that's what you're doing Mary Logan, biting the hand that feeds you.' Again Mama laughed, 'If that's the case, Daisy, I don't think I need that little bit of food.' With the second book finished, she stared at a small pile of second grade books on her desk. 'Well, I just think you're spoiling those children, Mary. They've got to learn how things are sometime.' 'Maybe so,' said Mama. 'But that doesn't mean they have to accept them. And maybe we don't either.

Make no mistake: Your salary is held to the same standards your grades were held to in the educational system, where you couldn't surpass a 100 no matter how hard you worked or how intelligent you were.

My priority is not about grades. I yearn for knowledge, skills and wisdom.

What were you thinking,sending that rabid monkey child to my school?" I shouted into my communicator. "Beg pardon?" Raquel asked. "Jack.My school.The girls' locker room. Ring any bells? If Carlee hadn't sworn to my ogre of a gym teacher that Jack was neither my boyfriend nor my brother, I probably would have been suspended!" "Your gym teacher is an ogre?" "Focus!If I get suspended,my grades take a hit. If my grades take a hit, I might not get into Georgetown. And I will get into Georgetown." "I'm pleased to see you finally taking ownership of your education. And I'm sorry about Jack;I asked him to contact you discreetly." "That boy wouldn't know discreet if it tap--danced on his stupid blond head." "Still,if this discreet were tap dancing,it wouldn't be very discreet,now, would it?

To confuse compulsory schooling with equal educational opportunity is like confusing organized religion with spirituality. One does not necessarily lead to the other. Schooling confuses teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.

I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books?

She had managed after he died to get the two of them through college and beyond; but she had observed that the more education they got, the less they could do. Their father had gone to a one-room schoolhouse through the eighth grade and he could do anything.

I came into the world with two priceless advantages: good health and a love of learning. When I left school at the age of fifteen I was halfway through the tenth grade. I left for two reasons, economic necessity being the first of them. More important was that school was interfering with my education.

In theory, the risk of business failure can be reduced to a number, the probability of failure multiplied by the cost of failure. Sure, this turns out to be a subjective analysis, but in the process your own attitudes toward financial risk and reward are revealed. By contrast, personal risk usually defies quantification. It's a matter of values and priorities, an expression of who you are. "Playing it safe" may simply mean you do not weigh heavily the compromises inherent in the status quo. The financial rewards of the moment may fully compensate you for the loss of time and fulfillment. Or maybe you just don't think about it. On the other hand, if time and satisfaction are precious, truly priceless, you will find the cost of business failure, so long as it does not put in peril the well-being of you or your family, pales in comparison with the personal risks of no trying to live the life you want today. Considering personal risk forces us to define personal success. We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game. Personal goals, on the other hand, leave us on our own, without this habit of useless measurement and comparison. Only the Whole Life Plan leads to personal success. It has the greatest chance of providing satisfaction and contentment that one can take to the grave, tomorrow. In the Deferred Life Plan there will always be another prize to covet, another distraction, a new hunger to sate. You will forever come up short.

Computer mistake in grade-giving resulted in academic failure of several brilliant students. After some years the mistake was discovered. Letter was sent to each student inviting him to resume his studies. Each replied he was getting along very well without education.

Keep those faces in mind, the little girls and boys in the early grades, all trusting the adults to show them the way, all eager and excited about life and what will come next, and then just follow those faces over time. Follow the face of a little girl who doesn't read very well and is told to try harder; who tends to daydream and is told she better pay attention; who talks out in class when she sees something fascinating, like a butterfly on the windowpane, and is told to leave the class and report to the principal; who forgets her homework and is told she will just never learn, will she; who writes a story rich in imagination and insight and is told her handwriting and spelling are atrocious; who asks for help and is told she should try harder herself before getting others to do her work for her; who begins to feel unhappy in school and is told that big girls try harder. This is the brutal process of the breaking of the spirit of a child. I can think of no more precious resource than the spirits of our children. Life necessarily breaks us all down somewhat, but to do it unnecessarily to our children in the name of educating them -- this is a tragedy. To take the joy of learning -- which one can see in any child experimenting with something new -- to take that joy and turn it into fear -- that is something we should never do.

People in this city are manufactured and canned, raised for the sole purpose of taking tests and making money, The eighteen-year-old me went through the high-grade production line and was processed in three years, despite the fear that I was pure carrion inside.

Being graded for memorizing male accomplishments with the deep message that we can learn what others do but never do it ourselves.

One problem with the systems of assessment that use letters and grades is that they are usually light on description and heavy on comparison. Students are sometimes given grades without really knowing what they mean, and teachers sometimes give grades without being completely sure why. A second problem is that a single letter or number cannot convey the complexities of the process that it is meant to summarize. And some outcomes cannot be adequately expressed in this way at all. As the noted educator Elliot Eisner once put it, “Not everything important is measurable and not everything measurable is important.

Class. You either have it, or you don't. It's not determined by how you dress, your level of education or your social standing. It's conveyed in how you carry yourself and treat others. Some folks go to great lengths to "prove" they make the grade. Ultimately, people with class are outstanding without trying too hard to stand out.

As you work to become a better student, remember that learning is far more important than the numbers on your transcript. I know it can be hard sometimes to remember what you're in school for. In some places, students go crazy over a tenth of a point - but this is an unhealthy and unsustainable way to manage your education. The real reason you're in school is to grow as a person and fulfill your potential.

We have an obligation and a responsibility to be investing in our students and our schools. We must make sure that people who have the grades, the desire and the will, but not the money, can still get the best education possible.

Why did colleges make their students take examinations, and why did they give grade? What did a grade really mean? When a student "studied" did he do anything more than read and think-- or was there something special which no one in Walden Two would know about? Why did the professors lecture to the students? Were the students never expected to do anything except answer questions? Was it true that students were made to read books they were not interested in?

الهدف من الدراسةالتعلم, وليس الحصول على ومعدل عالي! فعندما تجعل غايتك الأولى,ستحصل على الثانية.وعندما تجعل غايتك الثانية,ستصعب عليك الأولى.

I have an 8th grade education. Of course, I also have a bachelor’s degree.

Once compulsory systems of state-run schools were established, they became increasingly standardized, both in content and in method. For the sake of efficiency, children were divided into separate classrooms by age and passed along, from grade to grade, like products on an assembly line. The task of each teacher was to add bits of officially approved knowledge to the product, in accordance with a preplanned schedule, and then to test that product before passing it on to the next station.

I was okay knowing I was getting an education without having friends at school. I made up my mind to be a leader instead of a follower. Kindness is contagious—it should be passed on effortlessly.

Alan Watts explained with characteristic vigor: Take education. What a hoax. As a child, you are sent to nursery school. In nursery school, they say you are getting ready to go on to kindergarten. And then first grade is coming up and second grade and third grade … In high school, they tell you you’re getting ready for college. And in college you’re getting ready to go out into the business world … [People are] like donkeys running after carrots that are hanging in front of their faces from sticks attached to their own collars. They are never here. They never get there. They are never alive.

[Charlie] Moon was trying hard to get a handle on this. Maybe he's got a PhD. What with pass-fail replacing conventional grading, Internet diploma mills, and who knows what other academic innovations that has been driving the dumbing-down in American education, you couldn't tell who might have a sheepskin tucked away in his hip pocket.

Yes, in case you missed the innuendo there, an F, just like an A, is an earned grade.

Each of us has more intelligence than we are trained to use and the part that we get graded on in school doesn’t amount to much

Why can't we repeat 8th grace five times and call that a high school education?

Your old grade book is a waste of space and time. Don't hesitate; just throw it Out.

Your grades and degrees doesn't reflects your true education.

In 2023, according to the U.S. Department of Education, around 130 million Americans read at less than a sixth grade level. That's more than 50 percent of adults in our country.

INTERVIEWER You’re self-educated, aren’t you? BRADBURY Yes, I am. I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books? I am a librarian. I discovered me in the library. I went to find me in the library. Before I fell in love with libraries, I was just a six-year-old boy. The library fueled all of my curiosities, from dinosaurs to ancient Egypt. When I graduated from high school in 1938, I began going to the library three nights a week. I did this every week for almost ten years and finally, in 1947, around the time I got married, I figured I was done. So I graduated from the library when I was twenty-seven. I discovered that the library is the real school.

What, after all this time, is the purpose of mass schooling supposed to be? Reading, writing, and arithmetic can’t be the answer, because properly approached those things take less than a hundred hours to transmit — and we have abundant evidence that each is readily self-taught in the right setting and time. Why, then, are we locking kids up in an involuntary network with strangers for twelve years? Surely not so a few of them can get rich? Even if it worked that way, and I doubt that it does, why wouldn’t any sane community look on such an education as positively wrong? It divides and classifies people, demanding that they compulsively compete with each other, and publicly labels the losers by literally de-grading them, identifying them as “low-class” material. And the bottom line for the winners is that they can buy more stuff! I don’t believe that anyone who thinks about that feels comfortable with such a silly conclusion. I can’t help feeling that if we could only answer the question of what it is that we want from these kids we lock up, we would suddenly see where we took a wrong turn. I have enough faith in American imagination and resourcefulness to believe that at that point we’d come up with a better way — in fact, a whole supermarket of better ways.

I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books? I am a librarian. I discovered me in the library. I went to find me in the library. Before I fell in love with libraries, I was just a six-year-old boy. The library fueled all of my curiosities, from dinosaurs to ancient Egypt. When I graduated from high school in 1938, I began going to the library three nights a week. I did this every week for almost ten years and finally, in 1947, around the time I got married, I figured I was done. So I graduated from the library when I was twenty-seven. I discovered that the library is the real school.

The language of academic discourse, which is crucial to academic progress beyond grade 3 is learned by all children through literacy: there are no native speakers of academic language!

The democratization of media means that anyone with a phone can become a celebrity. Our short-sighted focus on self-esteem in children means that everyone gets a trophy, universities and education are “brands” instead of places of learning, standardized tests are used to assess wisdom, and grade inflation is rampant. The tribe has been replaced with followers and likes. Our economy, our bodies, our health, our children, and frankly our psyches are in big trouble.

I don't care what kind of grades they give you at Delcroix. I wanted you to go there so you'd have a chance to learn how to use your gifts, and be confident enough to fight for what you believe in.

The hubris of imagining that one can judge merit, as distinguished from judging behavior and performance, can be seen in attempts of educators to grade students according to how well they used their own ability, rather than how well they performed relative to some fixed standard or to other students.

You better dust off your etiquette, better sit like you did back at whatever grade that made it clear to you that your teachers are not your parents, and that any mess you made remains your responsibility.

Assessment in this spirit does not concern assignment of grades or evaluation of whether instruction was effective. It's assessment designed squarely to feed into the learning process and make the learning stronger.

I have found that traditional school settings are hostile to children who live under constant stress and duress. I resent the idea that, just because it is “free,” public education is the first choice. Public education is one choice among many, but it is not the norm against which other schooling options are to be graded.

I believe that a proper education in grade school would achieve much more for the general public than getting an M.A. in the best college today ever would. You do not need millions of courses across decades and decades. That is a modern absurdity. It is the result of a worthless, self-perpetuating educational bureaucracy. Even with the explosion of knowledge, you can give people a proper, thorough education by the time they are a normal high school graduate.

As a child, we let go of the past easily but not as an adult. As a child, we changed one grade after another without complaints and with eagerness, but now we are changing our grade every day, but without joy and with great dismay.

Pedagogy should work in tandem with students’ own knowledge of their community and grassroots organizations to push forward new ideas for social change, not just be a tool to enhance test scores or grades. Pedagogy, regardless of its name, is useless without teachers dedicated to challenging systemic oppression with intersectional social justice.

You see, my Apple loyalty started early, for no reason other than the fact that my mother is a teacher, and grade schools back then seemed to be stocked almost exclusively with Apples—we bought this second computer with my mother’s educator discount.

To focus on technique is like cramming your way through school. You sometimes get by, perhaps even get good grades, but if you don’t pay the price day in and day out, you never achieve true mastery of the subjects you study or develop an educated mind.

I told him about my unsuccessful job hunting. He said it was all part of the pattern of economics - economic injustice. 'You take a young white boy. He can go though school and college with a real incentive. He knows he can make good money in any profession when he gets out. But can a Negro - in the South? No, I've seen many make brilliant grades in college. And yet when they come home in the summers to earn a little money, they have to do the most menial work. And even when they graduate it's a long hard pull. Most take postal jobs, or preaching or teaching jobs. This is the cream. What about the others , Mr. Griffin? A man knows no matter how hard he works , he's never going to quite manage...taxes and prices eat up more than he can earn. He can't see how he'll ever have a wife and children. The economic structure just doesn't permit it unless he's prepared to live down in poverty and have his wife work too. That's part of it. Our people aren't educated because they can't afford it or else they know education won't earn them the jobs it would a white men.

What does it mean to choose life?... Choose vitality over stagnation. Choose making conscious choices over living on auto-pilot. Choose owning and taking responsibility for those choices instead of believing that you are only the victim of circumstances beyond your control. Choose seeing the opportunity in challenges instead of just the difficulties. Choose educating yourself over willful ignorance. Choose somewhere, sometimes to try and educate others. Choose acceptance over condemnation except when the act you’re condemning kills, maims, or destroys others. Choose acceptance of yourself as well, with all your complications and your imperfections. Choose imperfection, because very few things are perfect, and most of the really important things can’t even be graded and evaluated that way. Choose vigilance over giving up, whenever, and however, you can. Choose recuperation when it all becomes too much. Choose self-care whatever it takes So that you can continue to Choose life, Whatever that life looks like, Whoever does or doesn’t approve of What you choose.

When I was in third grade--the age of many of the boys here--my parents had debated whether or not to buy me a pair of [special soccer shoes]...Here in Bolivia most of the kids played in bare feet, and they had as much fun as we ever had. Alone, human beings can feel hunger. Alone, we can feel cold. Alone, we can feel pain. To feel poor, however, is something that we do only in comparison to others. I took off my shoes.

Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes. In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children, both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity.

We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game.

I've come to believe in my bones that children - especially children in poverty - are desperate for an education to help them discover a sense of meaning and purpose. Yet, we have decided to narrow our focus to academic achievement, which creates an unhealthy fixation on grades as a sole indicator of self-worth.

My sixth grade sex education class quickly came to mind, and I wondered why masturbation was discussed when addressing the adolescent male, but not mentioned once in the 'normal' sexual development of the adolescent female. Go figure. Boys got masturbation. We got our period!" - Harley LeBeau, The Boots My Mother Gave Me

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

Networks like schools are not communities, just as school training is not education. By preempting fifty percent of the total time of the young, by locking young people up with other people exactly their own age, by ringing bells to start and stop work, by asking people to think about the same thing at the same time in the same way, by grading people the way we grade vegetables - and in a dozen other vile and stupid ways - network schools steal the vitality of communities and replace it with an ugly mechanism.

Students who aren’t reading on grade level by third grade are four times less likely to graduate from high school. If the child is poor, the odds are even worse.

In America, two-thirds of children who can’t read by the end of fourth grade end up in prison or on welfare.

There was a day when writers actually read," he grumbles. "They could quote Keats and Socrates. Now anyone with a keyboard and a fifth-grade education can call themselves a writer.

Schooling confuses teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new.

Grade is only a number. We are greater than numbers.

Playing to passion when you can will keep students motivated and working toward mastery.

Forcing youthful brains to become early birds will guarantee that they do not catch the worm, if the worm in question is knowledge or good grades.

Rewarding professors based on grades creates a strong incentive for grade inflation, a phenomenon that has existed for decades (Rojstaczer & Healy, 2012).

How cold the night! Yet, the snow glistened. In her mind's eye, in a state of semi-consciousness, Stella saw a dreamcatcher, quivering on the wind.

Many leading educators and psychologists believe that it is the ability to ask good questions that characterizes both intelligence and creativity.

Ideally, the end of extrinsically applied education should be the start of an education that is motivated intrinsically. At that point the goal of studying is no longer to make the grade, earn a diploma, and find a good job. Rather, it is to understand what is happening around one, to develop a personally meaningful sense of what one’s experience is all about.

My task as a language arts teacher is to provide texts that are not so difficult that my students shut down in frustration and not so easy that my students don't push their thinking.

Right. So in order to become lifelong thinkers, all we have to do is stop thinking for ourselves for the next three years. I'm feeling better and better about this place by the minute.

I don’t know if our people ever stopped to think about the fact that the men with whom they had these allegedly in-depth conversations might have the equivalent of a third-grade education, at best. They knew their city, yes, but they didn’t have the education to implement any of the grandiose ideas that we were proposing. They never came to fruition anyway, at least not during our time in Iraq.

If a plague carried off the members of a society all at once, it is obvious that the group would be permanently done for. Yet the death of each of its constituent members is as certain as if an epidemic took them all at once. But the graded difference in age, the fact that some are born as some die, makes possible through transmission of ideas and practices the constant reweaving of the social fabric. Yet this renewal is not automatic. Unless pains are taken to see that genuine and thorough transmission takes place, the most civilized group will relapse into barbarism and then into savagery.

Our work and educational institutions reinforce this preference for later over now throughout our lives. In school we focus on the ends — passing the semester, making the grade, or otherwise getting it all behind us — rather than the present-moment experience of actually learning. As employees, we want the work to be over as soon as it begins. Work culture is driven by quotas, billable hours, budgets, and Gantt charts — bottom lines of any sort. The value is always somewhere ahead of you, rather than here right now, in the room with you. We’re perpetually looking ahead to a payday or a weekend or some other kind of finish line. Virtually every day of our lives, we’re trained to lean towards something we don’t have, which essentially trains us to be dissatisfied with where we already are.

Perhaps the most urgent task facing us is to create a new educational curriculum that will make each child aware, from the first grade on, that life in the universe is interdependent. It should be an education that trains the mind to perceive the network of causes and effects in which our actions are embedded, and trains the emotions and the imagination to respond appropriately to the consequences of those actions.

There are two moments in the course of education where a lot of kids fall off the math train. The first comes in the elementary grades, when fractions are introduced. Until that moment, a number is a natural number, one of the figures 0, 1, 2, 3 . . . It is the answer to a question of the form “how many.”* To go from this notion, so primitive that many animals are said to understand it, to the radically broader idea that a number can mean “what portion of,” is a drastic philosophical shift. (“God made the natural numbers,” the nineteenth-century algebraist Leopold Kronecker famously said, “and all the rest is the work of man.”) The second dangerous twist in the track is algebra. Why is it so hard? Because, until algebra shows up, you’re doing numerical computations in a straightforwardly algorithmic way. You dump some numbers into the addition box, or the multiplication box, or even, in traditionally minded schools, the long-division box, you turn the crank, and you report what comes out the other side. Algebra is different. It’s computation backward. When you’re asked to solve

Schools normally schedule one subject, for example, Japanese, the first period, when you just do Japanese; then, say, arithmetic the second period, when you just do arithmetic. But here it was quite different. At the beginning of the first period, the teacher made a list of all the problems and questions in the subjects to be studied that day. Then she would say, “Now, start with any of these you like.” […] This method of teaching enabled the teachers to observe - as the children progressed to higher grades - what they were interested in as well as their way of thinking and their character. It was an ideal way of teachers to really get to know their pupils.

My parents did not grant me so much as an allowance. When I had asked for one in the fourth grade, my father had frowned and said, “Let me think it over.” The next night he handed me an itemized list of expenses that included my birth, feeding, education, and clothing, the sum total being $24,376. “This doesn’t include emotional aggravation, compound interest, or future expenses,” my father said. “Now when can you start paying me an allowance?

School is often based not on problem solving, which perforce involves actions and goals, but on learning information, facts, and formulas that one has read about in texts or heard about in lectures. It is not surprising, then, that research has long shown that a student’s doing well in school, in terms of grades and tests, does not correlate with being able to solve problems in the areas in which the student has been taught (e.g., math, civics, physics).

The classic components considered in college admissions are grades, standardized tests, extracurriculars, essays, and letters of recommendation. AI will change how most if not all of these factors are valued, developed, and evaluated.

If you graduated from higher education, you should feel proud and not allow your grades to define who you are. Regardless of your cumulative GPA, you will always have opportunities to find a career that suits your skills and interests.

They curtailed the education of the people as needless and too expensive. When the people complained, they placated them by abolishing all grades above the primary and turning the schools into dance halls and free moving-picture theaters.

the ability to attend to a task and stick to long-term goals is the greatest predictor of success, greater than academic achievement, extracurricular involvement, test scores, and IQ. She calls this grit, and first discovered its power in the classroom, while teaching seventh-grade math. She left teaching to pursue research on her hunch, and her findings have changed the way educators perceive student potential. Gritty students succeed, and failure strengthens grit like no other crucible.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

I wasn’t going to medical school—what did I care? I didn’t think the grades mattered. They weren’t a systematic appraisal of what I knew. I was more interested in hanging out with someone like Aristotle Skalides, a wandering intellectual and would-be academic who wasn’t a student but who liked to engage young people in the coffee shop in discussions about philosophy. Spending an hour with him at the coffee shop was like going and spending an hour in the classroom. I was more interested in my general education than the courses.

In this sense life is like a school; one can learn, one can graduate, one can skip a grade or stay behind. As long as a debt of karma remains, however, a person has to keep coming back for further education. That is the basis of samsara, the cycle of birth and death.

The reality is that most of us grow up strapped in an educational system that favors obedience over independent thinking. We’re rewarded for trusting authority, and punished for challenging it. We focus on memorizing the stuff other people came up with—formulas in math, grammar rules in English, theories in physics, cell functions in biology—rather than grasping the logic behind our most important breakthroughs and tracing the footsteps of their discovery. We answer test questions with what we think our teacher wants to hear. We chase grades instead of knowledge. And worst of all, we leave the classroom woefully unequipped with the thinking skills that matter most: how to balance open-mindedness with skepticism, how to identify bias, and how to challenge assumptions—including our own—in a way that’s truly objective.

Students who only know how to perform well in today’s education system—get good grades and test scores, and earn degrees—will no longer be those who are most likely to succeed. Thriving in the twenty-first century will require real competencies, far more than academic credentials.

In the eighth American-educational grade, Bruce Green fell dreadfully in love with a classmate who had the unlikely name of Mildred Bonk. The name was unlikely because if ever an eighth-grader looked like a Daphne Christianson or a Kimberly St.-Simone or something like that, it was Mildred Bonk.

There were also the Masters of Arcane Knowledge. Everyone begrudged their presence among the gifteds. These were the kids that could break down an engine and build it back again - no diagrams or instructions needed. They understood things in a real, not theoretical, way. They seemed not to care about their grades.

Arleen thanked Pana. Getting off the phone, she thanked Jesus. She smiled. When she smiled she looked like a different person. The press had loosened its grip. From landlords, she had heard eighty-nine nos but one yes. Jori accepted his mother’s high five. He and his brother would have to switch schools. Jori didn’t care. He switched schools all the time. Between seventh and eighth grades, he had attended five different schools—when he went at all. At the domestic-violence shelter alone, Jori had racked up seventeen consecutive absences. Arleen saw school as a higher-order need, something to worry about after she found a house.

This style of teaching reflects the business community,” one fifth-grade teacher in a Manhattan public school told me, “where people’s respect for others is based on their verbal abilities, not their originality or insight. You have to be someone who speaks well and calls attention to yourself. It’s an elitism based on something other than merit.” “Today the world of business works in groups, so now the kids do it in school,” a third-grade teacher in Decatur, Georgia, explained. “Cooperative learning enables skills in working as teams—skills that are in dire demand in the workplace,” writes the educational consultant Bruce Williams.

research shows that social and emotional readiness in a child produces better academic achievement in the future. In fact, a study conducted by the University of North Florida found that children who attended academically driven preschools had lower grades by the end of fourth grade than those who attended play-based preschools.2

If they enjoy reading and are motivated to read outside of school, they are more likely to become expert readers than those who were put off books by being forced to learn to read before they were ready. When I was in a Finnish primary school, I peeked my head into one classroom to see Grade 1 children silently reading to themselves.

Some hold the position that education is serious, but games are not; therefore games have no place in education. But an examination of our educational system shows that it is a game! Students (players) are given a series of assignments (goals) that must be handed in (accomplished) by certain due dates (time limits). They receive grades (scores) as feedback repeatedly as assignments (challenges) get harder and harder, until the end of the course when they are faced with a final exam (boss monster), which they can only pass (defeat) if they have mastered all the skills in the course (game). Students (players) who perform particularly well are listed on the honor roll (leader board).

As students in this earth school, some of us may be in the first grade, the sixth grade, or high school, but eventually, with enough education, we will all graduate and leave this school behind. And then there are other schools, higher dimensions or levels where we continue our spiritual progression. But until we all graduate, none of us does, for we are all one. We may come back voluntarily to help other people, or animals, or sentient beings to evolve. Or we may help out from the other side even if we do not incarnate in physical bodies, and there we will continue to work to assist those other souls with whom we have been connected for eons of time. Do not be concerned with how many millennia it takes you to complete your classes. If you are progressing to be a kinder, more loving, less selfish, less violent person, then you are moving in the right direction. The direction is more important than the speed. It makes no difference if this is your first lifetime or your last, or if you have many more to go. Only the end matters. Of

The Vietnamese I own is the one you gave me, the one whose diction and syntax reach only the second-grade level....Our mother tongue, then, is no mother at all-- but an orphan. Our Vietnamese a time capsule, a mark of where your education ended, ashed. Ma, to speak in our mother tongue is to speak only partially in Vietnamese, but entirely in war.

The actual consumers of knowledge are the children—who can’t pay, can’t vote, can’t sit on the committees. Their parents care for them, but don’t sit in the classes themselves; they can only hold politicians responsible according to surface images of “tough on education.” Politicians are too busy being re-elected to study all the data themselves; they have to rely on surface images of bureaucrats being busy and commissioning studies—it may not work to help any children, but it works to let politicians appear caring. Bureaucrats don’t expect to use textbooks themselves, so they don’t care if the textbooks are hideous to read, so long as the process by which they are purchased looks good on the surface. The textbook publishers have no motive to produce bad textbooks, but they know that the textbook purchasing committee will be comparing textbooks based on how many different subjects they cover, and that the fourth-grade purchasing committee isn’t coordinated with the third-grade purchasing committee, so they cram as many subjects into one textbook as possible. Teachers won’t get through a fourth of the textbook before the end of the year, and then the next year’s teacher will start over. Teachers might complain, but they aren’t the decision-makers, and ultimately, it’s not their future on the line, which puts sharp bounds on how much effort they’ll spend on unpaid altruism . . .

showed that even with the considerable increase in the average level of education over the course of the twentieth century, earned income inequality did not decrease. Qualification levels shifted upward: a high school diploma now represents what a grade school certificate used to mean, a college degree what a high school diploma used to stand for, and so on.

One student laid it wide open when she said with complete candor, “Of course you can’t eliminate the degree and grading system. After all, that’s what we’re here for.” She spoke the complete truth. The idea that the majority of students attend a university for an education independent of the degree and grades is a little hypocrisy everyone is happier not to expose.

Now imagine if an AI tutor could “sit” next to students as they navigate the internet in general. Imagine if it were a browser plug-in. The same way that AI might help students better engage with online exercises or videos, it might also help them when they are browsing Wikipedia, YouTube, or the New York Times website. It might reformulate the news article they are reading closer to their grade level, potentially leaving out age-inappropriate details. While students are researching a paper, it might help zero in on material that actually addresses the issue they are investigating. It might also Socratically help a student engage with what they are reading or even provide context that the student needs to better understand the content.

Whether blatant or subtle, brainwashing has become a major, time-consuming activity in American education at all levels. Some zealots have not hesitated to use the traditional brain-washing technique of emotional trauma in the classroom to soften up children for their message. Gruesome and graphic movies on nuclear war, for example, have reduced some school children to tears—after which the teacher makes a pitch for whatever movement claims to reduce such dangers. Another technique is the ambush shock: A seventh-grade teacher in Manhattan, for example, innocently asked her students to discuss their future plans—after which she said: “Haven’t any of you realized that in this world with nuclear weapons no one in this class will be alive in the year 2000?”75 These

Another "advanced" educational method does not mark examination papers for their accuracy; instead, grades are given indicating that the child has done well in relation to his capacities. That is, the teacher assumes divine omniscience, and pretends to know the child's innate capacities absolutely, by some supernal means, instead of judging the specific result of a specific examination.

D? Ribbit never gave tests before, and now he’s throwing Ds around?” Barnstorm laughs in his face. “It isn’t Ribbit’s fault you’re stupid.” He examines his own paper. The word INCOMPLETE is written across the top. “What?!” he complains. “At least I got a grade,” Aldo tells him. “I miss the old Ribbit,” Barnstorm complains. “Yeah,” Aldo agrees. “This is way too much like education.

On the bright side, I have figured out how to fix the American educational system. End it at sixth grade.” “Brilliant. Then what?” “Lock them up in empty factories, give them all the Red Bull, condoms, and nachos they want, pipe in club music, and check back when they’re twenty-five. Anyone still alive, we send to grad school.” Wade pushed his glass forward. “How’s that for a campaign platform?

du comédien. Puisque le théâtre était le foyer de l’instruction nationale, il votait pour la réforme du théâtre ; et, d’abord, plus de directions, plus de privilèges ! « Oui ! d’aucune sorte ! » Le jeu de l’acteur échauffait la multitude, et des motions subversives se croisaient. « Plus d’académies ! plus d’Institut » « Plus de missions ! » « Plus de baccalauréat ! » « A bas les grades universitaires ! »

Bruner discusses the need for teachers to understand that children should want to study for study's own sake, for learnings's sake, not for the sake of good grades or examination success. The curriculum should, in other words, be interesting. (Yes, it sounds too obvious even to say, but sometimes the emphasis on content has trumped all other considerations, including that of making learning interesting.)

Mrs. Peters in the seventh grade accused me of being a goth and my dear parents (Dear Mother and Dearest Stepfather, I’ll probably have forgiven you by the time I’m dead, perhaps) sent me to the Catholic girls’ school in Kent to retrain me, and really, is there anything more inclined to train someone to think exclusively of death—manner and method of, and What Lies Beyond—than a Catholic school education?

The Unknown Citizen by W. H. Auden (To JS/07 M 378 This Marble Monument Is Erected by the State) He was found by the Bureau of Statistics to be One against whom there was no official complaint, And all the reports on his conduct agree That, in the modern sense of an old-fashioned word, he was a saint, For in everything he did he served the Greater Community. Except for the War till the day he retired He worked in a factory and never got fired, But satisfied his employers, Fudge Motors Inc. Yet he wasn't a scab or odd in his views, For his Union reports that he paid his dues, (Our report on his Union shows it was sound) And our Social Psychology workers found That he was popular with his mates and liked a drink. The Press are convinced that he bought a paper every day And that his reactions to advertisements were normal in every way. Policies taken out in his name prove that he was fully insured, And his Health-card shows he was once in hospital but left it cured. Both Producers Research and High-Grade Living declare He was fully sensible to the advantages of the Instalment Plan And had everything necessary to the Modern Man, A phonograph, a radio, a car and a frigidaire. Our researchers into Public Opinion are content That he held the proper opinions for the time of year; When there was peace, he was for peace: when there was war, he went. He was married and added five children to the population, Which our Eugenist says was the right number for a parent of his generation. And our teachers report that he never interfered with their education. Was he free? Was he happy? The question is absurd: Had anything been wrong, we should certainly have heard.

The World Bank, anxious that the last vestiges of Zimbabwe's former inclination toward socialism be abandoned, successfully urged the imposition of a token tuition charge for all grade levels. Equivalent to one U. S. dollar per year per child, this fee constitutes a burden to the poorest families, who have responded by sending only boys to classes. Too many of the girls . . . have resorted to prostitution in order to eat.

Some historical revisionists have also attempted to diminish the role of God and religion in our nation’s past. A careful examination of the records, however, makes it quite clear that religion was a very important factor in the development of our nation. In 1831 when Alexis de Tocqueville came to America to try to unravel the secrets to the success of a fledgling nation that was already competing with the powers of Europe on virtually every level, he discovered that we had a fantastic public educational system that rendered anyone who had finished the second grade completely literate. He was more astonished to discover that the Bible was an important tool used to teach moral principles in our public schools. No particular religious denomination was revered, but rather commonly accepted biblical truths became the backbone of our social structure.

I have seen the fruits of adult education. It can be done. And anyone who has worked in adult education knows that he must appeal for self-help. There are no monitors to keep adults at the task. There are no examinations and grades, none of the machinery of external discipline. The person who learns something out of school is self-disciplined. He works for merit in his own eyes, not credit from the registrar. (1940 ed. page 104)

The Measure of America, a report of the Social Science Research Council, ranks every state in the United States on its “human development.” Each rank is based on life expectancy, school enrollment, educational degree attainment, and median personal earnings. Out of the 50 states, Louisiana ranked 49th and in overall health ranked last. According to the 2015 National Report Card, Louisiana ranked 48th out of 50 in eighth-grade reading and 49th out of 50 in eighth-grade math. Only eight out of ten Louisianans have graduated from high school, and only 7 percent have graduate or professional degrees. According to the Kids Count Data Book, compiled by the Annie E. Casey Foundation, Louisiana ranked 49th out of 50 states for child well-being. And the problem transcends race; an average black in Maryland lives four years longer, earns twice as much, and is twice as likely to have a college degree as a black in Louisiana. And whites in Louisiana are worse off than whites in Maryland or anywhere else outside Mississippi. Louisiana has suffered many environmental problems too: there are nearly 400 miles of low, flat, subsiding coastline, and the state loses a football field–size patch of wetland every hour. It is threatened by rising sea levels and severe hurricanes, which the world’s top scientists connect to climate change.

Inequality in education starts early, and it starts at home. A study by the University of Kansas found that by the time she is three years old, a child who grows up in a home on welfare will hear thirty million fewer words than a child who grows up in the home of a professional family.* Words like “portfolio” and “equestrian.” We know that kids who have had a quality early childhood education are less likely to be placed in special education, less likely to be left back a grade,

Fortunately, new platforms and technology have made homeschooling manageable on many fronts. Parents can do everything from accessing first-rate courses online to finding support from other parents in the same situation. The best part is that they can completely tailor the experience to the learning style and interest of their children and give them the attention that they would never get in the classroom. The results are striking. Twenty-five percent of homeschooled children are at least one grade ahead of their traditionally schooled peers. The homeschooled population, as a whole, scores exceptionally higher on academic achievement tests.5 This shift is perhaps the best glimpse of the future of education—mass customization alongside personalized attention. Like banking, it will return to a human-scale model based on relationships and personal needs, and it will be where much of the disruption in the economy and labor market occurs in the next few decades.

… There is absolutely no reasonable explanation for racial prejudice. It is all caused by unreasoning emotional reactions and these are gained in early childhood. Let the little child’s mind be poisoned by prejudice of this kind and it is practically impossible to remove these impressions, however many years he may have of teaching by philosophers, religious leaders or patriotic citizens. If segregation is wrong, then the place to stop it is in the first grade and not in graduate colleges.

In the United States, we spend more on public education (kindergarten through twelfth grade) than nearly any other country (more than $800 billion per year). And yet international comparisons suggest that our students are lagging behind most industrialized nations in math, science, and reading. Out of 34 comparison countries, U.S. students rank twenty-fifth in math, seventeenth in science, and fourteenth in reading. This means that as a country, we are getting a lousy return on our investment in education.

Networks like schools are not communities, just as school training is not education. By preempting fifty percent of the total time of the young, by locking young people up with other young people exactly their own age, by ringing bells to start and stop work, by asking people to think about the same thing at the same time in the same way, by grading people the way we grade vegetables—and in a dozen other vile and stupid ways—network schools steal the vitality of communities and replace it with an ugly mechanism.

The function of high school, then, is not so much to communicate knowledge as to oblige children finally to accept the grading system as a measure of their inner excellence. And a function of the self-destructive process in American children is to make them willing to accept not their own, but a variety of other standards, like a grading system, for measuring themselves. It is thus apparent that the way American culture is now integrated it would fall apart if it did not engender feelings of inferiority and worthlessnes.

What makes the SAT bad is that it has nothing to do with what kids learn in high school. As a result, it creates a sort of shadow curriculum that furthers the goals of neither educators nor students.… The SAT has been sold as snake oil; it measured intelligence, verified high school GPA, and predicted college grades. In fact, it’s never done the first two at all, nor a particularly good job at the third.” Yet students who don’t test well or who aren’t particularly strong at the kind of reasoning the SAT assesses can find themselves making compromises on their collegiate futures—all because we’ve come to accept that intelligence comes with a number. This notion is pervasive, and it extends well beyond academia. Remember the bell‐shaped curve we discussed earlier? It presents itself every time I ask people how intelligent they think they are because we’ve come to define intelligence far too narrowly. We think we know the answer to the question, “How intelligent are you?” The real answer, though, is that the question itself is the wrong one to ask.

Many researchers have sought the secret of successful education by identifying the most successful schools in the hope of discovering what distinguishes them from others. One of the conclusions of this research is that the most successful schools, on average, are small. In a survey of 1,662 schools in Pennsylvania, for instance, 6 of the top 50 were small, which is an overrepresentation by a factor of 4. These data encouraged the Gates Foundation to make a substantial investment in the creation of small schools, sometimes by splitting large schools into smaller units. At least half a dozen other prominent institutions, such as the Annenberg Foundation and the Pew Charitable Trust, joined the effort, as did the U.S. Department of Education’s Smaller Learning Communities Program. This probably makes intuitive sense to you. It is easy to construct a causal story that explains how small schools are able to provide superior education and thus produce high-achieving scholars by giving them more personal attention and encouragement than they could get in larger schools. Unfortunately, the causal analysis is pointless because the facts are wrong. If the statisticians who reported to the Gates Foundation had asked about the characteristics of the worst schools, they would have found that bad schools also tend to be smaller than average. The truth is that small schools are not better on average; they are simply more variable. If anything, say Wainer and Zwerling, large schools tend to produce better results, especially in higher grades where a variety of curricular options is valuable. Thanks to recent advances in cognitive psychology,

During the 2020 school shutdowns, Black and Hispanic households with school-age children were 1.4 times as likely as white households to face limited access to computers and the internet, and more than two in five low-income households had only limited access. A bad prepandemic situation became downright dire. Consider that before 2020, 6 percent of Detroit eighth graders were performing at grade level; afterward, it dropped to 3 percent. The average American classroom in 2019 contained a spread of three grade levels of ability. After the pandemic, this spread expanded to six grade levels of ability.

In their writing on education, Deci and Ryan proceed from the principle that humans are natural learners and children are born creative and curious, “intrinsically motivated for the types of behaviors that foster learning and development.” This idea is complicated, however, by the fact that part of learning anything, be it painting or programming or eighth-grade algebra, involves a lot of repetitive practice, and repetitive practice is usually pretty boring. Deci and Ryan acknowledge that many of the tasks that teachers ask students to complete each day are not inherently fun or satisfying; it is the rare student who feels a deep sense of intrinsic motivation when memorizing her multiplication tables. It is at these moments that extrinsic motivation becomes important: when behaviors must be performed not for the inherent satisfaction of completing them, but for some separate outcome. Deci and Ryan say that when students can be encouraged to internalize those extrinsic motivations, the motivations become increasingly powerful. This is where the psychologists return to their three basic human needs: autonomy, competence, and relatedness. When teachers are able to create an environment that promotes those three feelings, they say, students exhibit much higher levels of motivation. And how does a teacher create that kind of environment? Students experience autonomy in the classroom, Deci and Ryan explain, when their teachers “maximize a sense of choice and volitional engagement” while minimizing students’ feelings of coercion and control. Students feel competent, they say, when their teachers give them tasks that they can succeed at but that aren’t too easy — challenges just a bit beyond their current abilities. And they feel a sense of relatedness when they perceive that their teachers like and value and respect them.

One overly simplistic idea is that we can improve student performance just by giving financial incentives to parents, teachers, or kids. Unfortunately, there is little evidence that such incentives are effective, but nuances matter. For example, one intriguing finding by Roland Fryer suggests that rewarding students for inputs (such as doing their homework) rather than outputs (such as their grades) is effective. I find this result intuitively appealing because the students most in need do not know how to become better students. It makes sense to reward them for doing things that educators believe are effective.

It is a truth universally acknowledged that a child in possession of a good instructor must be in want of an education. Alas, kids don’t care. It’s impossible to demand inspiration, passion, or self-discipline without affinity for learning. Let me rephrase that: you can’t coerce caring. Adults try! We use grades, little statues, and ice cream sundaes to prod kids into reading, diagramming sentences, and practicing piano. Meanwhile that same child will stand in the hot sun for five hours shooting free throws to break a personal record. No reward except satisfaction. How do we get more of that into traditional school subjects?

The enthusiastic response to the growing interest in quantum computing is exemplified by Shraddha Aangiras, a 12th grade student who founded Quetzal, an e-learning company aimed at making quantum computing accessible across India. Aangiras is dedicated to educating high school and undergraduate students, thereby contributing to India’s national quantum mission and its goal of becoming a leader in quantum computing. Her initiative simplifies the complex subject for younger students, driven by her ambition for India to emerge as a quantum computing superpower. Her goal, “I want India to become a superpower in quantum computing.

The leftist is always a statist. He has all sorts of grievances and animosities against personal initiative and private enterprise. The notion of the state doing everything (until, finally, it replaces all private existence) is the Great Leftist Dream. Thus it is a leftist tendency to have city or state schools—or to have a ministry of education controlling all aspects of education. For example, there is the famous story of the French Minister of Education who pulls out his watch and, glancing at its face, says to his visitor, “At this moment in 5,431 public elementary schools they are writing an essay on the joys of winter.” Church schools, parochial schools, private schools, or personal tutors are not at all in keeping with leftist sentiments. The reasons for this attitude are manifold. Here not only is the delight in statism involved, but the idea of uniformity and equality is also decisive; i.e., the notion that social differences in education should be eliminated and all pupils should be given a chance to acquire the same knowledge, the same type of information in the same fashion and to the same degree. This should help them to think in identical or at least in similar ways. It is only natural that this should be especially true of countries where “democratism” as an ism is being pushed. There efforts will be made to ignore the differences in IQs and in personal efforts. Sometimes marks and report cards will be eliminated and promotion from one grade to the next be made automatic. It is obvious that from a scholastic viewpoint this has disastrous results, but to a true ideologist this hardly matters. When informed that the facts did not tally with his ideas, Hegel once severely replied, “Um so schlimmer für die Tatsachen”—all the worse for the facts. Leftism does not like religion for a variety of causes. Its ideologies, its omnipotent, all-permeating state wants undivided allegiance. With religion at least one other allegiance (to God), if not also allegiance to a Church, is interposed. In dealing with organized religion, leftism knows of two widely divergent procedures. One is a form of separation of Church and State which eliminates religion from the marketplace and tries to atrophy it by not permitting it to exist anywhere outside the sacred precincts. The other is the transformation of the Church into a fully state-controlled establishment. Under these circumstances the Church is asphyxiated, not starved to death. The Nazis and the Soviets used the former method; Czechoslovakia still employs the latter.

The genesis of my interest in being a writer can be traced to fourth grade when we listened to a radio production of Shakespeare's The Taming of the Shrew and I asked the teacher if I could rewrite it for our class to present. Nothing like going head-to-head with the Bard, right? I can still visualise the pages I filled creating this first "great" literary endeavor. Encouraged by teachers (and one doting grandmother), I went on to write reams of yearbook copy in high school and college and, then, to teach high school English. My "real" writing career didn't begin until I turned from education to the full-time pursuit of storytelling.

I don't care about the good grades in school, All I want is to do what I want to do because I know that at the end of our journey in this world, We will end up the same. Yes! you might get a good job if you focus on your studies but remember, We will end up the same at the "very end". It's just like the Rich and the Poor and the Uneducated and Educated person, All will end up to death. You might say that you will have a better life and a tons of money in the future if you finish your studies, Oh! I will say yes if that's how you mean or understand the value of your life. But remember, The only thing that can make everyone happy is to live.

It is strange when we expect all students to do well academically and ignore the fact that individuals' abilities vary. If a child/kid/teenager cannot do well in academics and shows signs of distraction, it is an indication that his mind isn't in the strict form and obligations of the school curriculum. His cleverness and creativeness could show in other aspects of life. It could be in arts, sports, photography, computer world, gardening, carpentry, or any other field in life. Judging students' based on their grades and accusing them of failure is an excuse for the limited space the educational system provides to students to succeed in life.

..though my grades weren't the kind you have to hide from people, I don't have any memory of being praised for getting a good grade or being the best in anything. I only began to enjoy studying after I got through the educational system and became a so-called member of society. If something interested me, and I could study it at my own pace and approach it the way I liked, I was pretty efficient at acquiring knowledge and skills. The art of translation is a good example. I learned it on my own, the pay-as-you-go method. It takes a lot of time to acquire a skill this way, and you go through a lot of trial and error, but what you learn sticks with you.

As a teacher, no matter what grade level, no matter how hard you try to engage the entire class or implement the suggestions above, you will still encounter “that one kid” who will get under your skin: the class clown, the smart-ass, the student who acts like you are pulling his teeth every time you ask him to do something, the kid who always has to say “this is stupid.” They are just part of the clientele base we serve and they can drive us to drinking (figuratively speaking…and sometimes literally).   Please remember that you are the adult.  The negativity or resistance “that one kid” radiates can be handled in a way that does not disturb the class structure.

Take one child, limitless dreams, unlimited potential, pure innocence and a sponge-like brain. Force them by law to spend at least ten years of their precious youth being force-fed the most useless information. Constantly reminding them that they’re only as good as their grades in a system that teaches useless mind-numbing subjects and claims to confirm our intellect with repetition and random memory tests. I didn’t give a flying fuck about the square route of the number nine or the speed of sound; I just so desperately wanted to know the basics. Happiness, love, the things that we need in our lives; the things that help us to find confidence in ourselves, our ability and our dreams.

In this book I contend that even when school appears to be successful, even when it elicits the performances for which it has apparently been designed, it typically fails to achieve its most important missions. Evidence for this startling claim comes from a by now overwhelming body of educational research that has been assembled over the last decades. These investigations document that even students who have been well trained and who exhibit all the overt signs of success—faithful attendance at good schools, high grades and high test scores, accolades from their teachers—typically do not display an adequate understanding of the materials and concepts with which they have been working.

Higher education is, after all, in the business of producing professionals (or wives of professionals), and there are a limited variety of dies from which they can be cut. As in any other factory, the jobs are specialized and standardized for efficient production: write the paper this way, type the letter that, dispense funds this way, grade the student that. … Academia brooks only token deviance from its norms, just enough to demonstrate its democratic principles or its ‘innovative’ atmosphere. It offers survival and acceptance (graduation, a job, prestige) to those who will quietly take their place on the assembly line or who are themselves willing to be mutilated into professionals.

When I was growing up, we took Texas history twice—if I remember correctly, in the fourth and the seventh grades. I cannot say with certainty that slavery was never mentioned. Of course, I didn’t need school to tell me that Blacks had been enslaved in Texas. I heard references to slavery from my parents and grandparents. A common retort when another kid—often a sibling—insisted you do something for them you didn’t want to do was “Slavery time is over.” And we celebrated Juneteenth, which marked the end of the institution. But if slavery was mentioned in the early days of my education, it didn’t figure prominently enough in our lessons to give us a clear and complete picture of the role the institution played in the state’s early development, its days as a Republic, its entry into the Union, and its role in the Civil War and its aftermath. Instead, as with the claim “The American Civil War was not about slavery. It was about states’ rights,” the move when talking about Texas’s rebellion against Mexico was to take similar refuge in concerns about overreaching federal authorities. Anglo-Texans chafed at the centralizing tendencies of the Mexican government and longed to be free. As one could ask about the states’ rights argument—states’ rights to do what?—I don’t recall my teachers giving a complete explanation for why Anglo-Texans felt so threatened by the Mexican government.

School teaches us that life is a game to win against our peers. We’re graded on a uniform scale no matter our background, our strengths and weaknesses, or our future goals. Sometimes we’re even graded on a curve relative to our peers. This inane, pointless system of competition is baked into the twentieth-century educational model. We’re taught that life is a game of musical chairs and that if we don’t hustle, we’re going to be left standing without a seat. This in-it-to-win-it mentality is the polar opposite of a creative mindset, which is abundant, resilient, and full of potential. Aiming to be “better” is a dead end because it means you’re walking in someone else’s footsteps and trying to catch up.

The national curriculum for the Swedish preschool is twenty pages long and goes on at length about things like fostering respect for one another, human rights, and democratic values, as well as a lifelong desire to learn. The document's word choices are a pretty good clue to what Swedish society wants and expects from toddlers and preschoolers. The curriculum features the word "play" thirteen times, "language" twelve times, "nature" six times, and "math" five times. But there is not a single mention of "literacy" or "writing." Instead, two of the most frequently used words are "learning" (with forty-eight appearances) and "development" (forty-seven). The other Scandinavian countries have similar early childhood education traditions. In Finland, formal teaching of reading doesn't start until the child begins first grade, at age seven, and in the Finnish equivalent of kindergarten, which children enroll in the year they turn six, teachers will only teach reading if a child is showing an interest in it. Despite this lack of emphasis on early literacy, Finland is considered the most literate country in the world, with Norway coming in second, and Iceland, Denmark, and Sweden rounding out the top five, according to a 2016 study by Central Connecticut State University. John Miller, who conducted the study, noted that the five Nordic countries scored so well because "their monolithic culture values reading.

One of the greatest tragedies of our culture is that millions of young people spend many hours, days, weeks and years listening to lectures, reading books and writing papers with a constantly increasing resistance. This has become such a widespread phenomenon that teachers on all levels, from grade school to graduate school, are complimented and praised when they can get the attention of their students and motivate them to do their work. Practically every student perceives his education as a long endless row of obligations to be fulfilled. If there is any culture that has succeeded in killing the natural spontaneous curiosity of people and dulling the human desire to know, it is our technocratic society.

If you believe in education and hard work, and want your children to as well, we don’t recommend scolding them each time they come home with a subpar grade. Though you may think it’s the best way to communicate values, it’s actually counterproductive because it signals conditional love. Chances are that they are already irked by the grade, so offer a sympathetic, “I know this is upsetting to you. I know you worked hard on that. I’d be happy to talk through things to help you for next time, if you want.” Note that this response is sympathetic (relatedness). You’re also reminding your child that there are ways to get a better outcome next time (competence). And by ending it with “if you want,” they see they are in control, that you’re a consultant, not a manager (autonomy).

Universities are turning out highly skilled barbarians because we don’t provide a framework of values to young people, who more and more are searching for it. – Steven Muller, President, Johns Hopkins University True education is training of both the head and the heart. It is better to be uneducated than ill-educated. An uneducated thief may steal goods from the train but an educated one may steal the entire train. We need to compete for knowledge and wisdom, not for grades. Knowledge is piling up facts, wisdom is simplifying them. One could have good grades and a degree and still not learn much. The most important thing one can learn is to ‘learn to learn’. People confuse education with the ability to memorise facts. Educating the mind without morals creates a menace in society.

In the high-stakes testing culture of modern education, schools are allowing grades and performance data to undercut real and meaningful learning. Study after study has found that students—from elementary school to graduate school and across multiple cultures—demonstrate less interest in learning as a result of being graded. Feedback in the form of grades is the ultimate restraint: The grade can’t be changed, the lesson can’t be relearned, and numbers and letters don’t spell out a way forward. Worse, teachers and students get stuck on the wheel of relentless grading, diminished interest in learning, poor outcomes, more tests and grades—the cycle quickly turns vicious. But the real victim is the knowledge that students might have otherwise gained had feedback amounted to more than a rating.

One of Tavistock’s chief wreckers of our way of life was Dr. Alexander King, a founder member of NATO, a favorite of the Committee and a leading member of the Club of Rome (COR). King was assigned by the COR to lower the standard of American education by taking control of the National Teachers Association and working in close conjunction with certain members of the U.S. Congress. By 1993, the National Teachers Association (NTA) had become a formidable Socialist tool in the struggle for possession of the minds of our children. Outcome Based Education (OBE) was the method whereby the wholesale socializing of American school children was being carried out. Another aspect of OBE is its heavy attention to “sex education” and pumping lesbianism and homosexuality into the minds of grade school and secondary school children

One of the main purposes of university education is to escape from the Zeitgeist, from the mean, narrow, provincial spirit which is constantly assuring us that we are at the peak of human achievement, that we stand on the edge of unprecedented prosperity or an unparalleled catastrophe; that the next summit conference is going to be the most fateful in history or that the leader of the day is either the greatest, or the most disastrous, of all time. It is a liberation of the spirit to acquire perspective, to recognize that every generation is confronted by problems of the utmost subjective urgency, but that an objective grading is probably impossible; to learn that the same moral predicaments and the same ideas have been explored before. One need read very little in political theory to become aware of recurrences and repetitions.

(Saying groaning!) Do you remember your fifth-grade classes? The only thing that I recall is my teachers saying one word over and over again. The hair, the face, and the fiery eyes, still creeps into my mind. This person makes my skin crawl. Let’s go way on back then… Welcome to classroom 202 that I called ‘The Mind Warp.’ Miss. Caballero's teaching style was to hand me a worksheet that I did not know how to do, at the time. Then scream at me saying quote- ‘fix, fix, and fix.’ ‘How do I fix something that I never learned how to do?’ How about instead of playing Solitaire on your computer, why don’t you do your task, to motivate and educate. This is your obligation and occupation to do so! So, damn-it just do it already, and stop wasting my time, because, in all honesty, I don’t give a shit…! Fix- it is just a dick-faced word!

The cooperative approach has politically progressive roots—the theory is that students take ownership of their education when they learn from one another—but according to elementary school teachers I interviewed at public and private schools in New York, Michigan, and Georgia, it also trains kids to express themselves in the team culture of corporate America. “This style of teaching reflects the business community,” one fifth-grade teacher in a Manhattan public school told me, “where people’s respect for others is based on their verbal abilities, not their originality or insight. You have to be someone who speaks well and calls attention to yourself. It’s an elitism based on something other than merit.” “Today the world of business works in groups, so now the kids do it in school,” a third-grade teacher in Decatur, Georgia, explained.

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The student’s biggest problem was a slave mentality which had been built into him by years of carrot-and- whip grading, a mule mentality which said, "If you don’t whip me, I won’t work." He didn’t get whipped. He didn’t work. And the cart of civilization, which he supposedly was being trained to pull, was just going to have to creak along a little slower without him. This is a tragedy, however, only if you presume that the cart of civilization, "the system," is pulled by mules. This is a common, vocational, "location" point of view, but it’s not the Church attitude. The Church attitude is that civilization, or "the system" or "society" or whatever you want to call it, is best served not by mules but by free men. The purpose of abolishing grades and degrees is not to punish mules or to get rid of them but to provide an environment in which that mule can turn into a free man.

Understanding the narcissism epidemic is important because its long-term consequences are destructive to society. American culture’s focus on self-admiration has caused a flight from reality to the land of grandiose fantasy. We have phony rich people (with interest-only mortgages and piles of debt), phony beauty (with plastic surgery and cosmetic procedures), phony athletes (with performance-enhancing drugs), phony celebrities (via reality TV and YouTube), phony genius students (with grade inflation), a phony national economy (with $11 trillion of government debt), phony feelings of being special among children (with parenting and education focused on self-esteem), and phony friends (with the social networking explosion). All this fantasy might feel good, but unfortunately, reality always wins. The mortgage meltdown and the resulting financial crisis are just one demonstration of how inflated desires eventually crash to earth.

Ideally, the end of extrinsically applied education should be the start of an education that is motivated intrinsically. At that point the goal of studying is no longer to make the grade, earn a diploma, and find a good job. Rather, it is to understand what is happening around one, to develop a personally meaningful sense of what one’s experience is all about. From that will come the profound joy of the thinker, like that experienced by the disciples of Socrates that Plato describes in Philebus: “The young man who has drunk for the first time from that spring is as happy as if he had found a treasure of wisdom; he is positively enraptured. He will pick up any discourse, draw all its ideas together to make them into one, then take them apart and pull them to pieces. He will puzzle first himself, then also others, badger whoever comes near him, young and old, sparing not even his parents, nor anyone who is willing to listen. . . .

There’s a lot I will never adopt from my Amish neighbors (long black pants in summer and a cap on education at eighth-grade spring to mind), but Sam opened my eyes to the difference between rules that hold you back and rules that help you grow. That was why he could read thrillers if he felt like it and had no qualms telling me that he’d seen (and kind of enjoyed) the movie Witness . Amos, our closest neighbor over the hill, dropped in one evening while friends were over for dinner. “This is wine?” he asked, never having seen it before. “Can I try?” Before I could reach for the bottle, he’d filled a water glass to the brim. He drank it off like it was lemonade, then set off to walk tipsily home in the dark. “Yeah, I don’t think I’ll be having that again,” Amos told me the next day. “Not enough evenings in life to spoil another one.” The Amish aren’t closed to the world, he’s saying; they’re just a little more goal-oriented about how much of it to let in.

The truth is that there’s no such thing as a personal problem. If you’ve got a problem, chances are millions of other people have had it in the past, have it now, and are going to have it in the future. Likely people you know too. That doesn’t minimize the problem or mean that it shouldn’t hurt. It doesn’t mean you aren’t legitimately a victim in some circumstances. It just means that you’re not special. Often, it’s the realization - that you and your problems are actually not privileged in their severity or pain - that is the first and most important step toward solving them. But for some reason, it appears that more and more people, particularly young people, are forgetting this. Numerous professors and educators have noted a lack of emotional resilience and an excess of selfish demands in today’s young people. It’s not uncommon now for books to be removed from the class is curriculum for no other reason then they made someone feel bad. Speakers and professors are shouted down and banned from campuses for in fractions as simple as suggesting that maybe some Halloween costumes really aren’t that offensive. School counsellors note that more students than ever are exhibiting severe signs of emotional distress over what are otherwise run-of-the-mill daily college experiences, such as an argument with her roommate, or getting a low grade in the class. It’s strange that in an age when we are more connected than ever, entitlement seems to be at an all time high. Something about recent technology seems to allow our insecurities to run amok like never before. The more freedom were given to express ourselves, the more we want to be free of having to deal with anyone who may disagree with us or upset us. The more exposed we are to opposing viewpoints, the more we seem to get upset that those other viewpoints exist. The easier and more problem free our lives become, the more we seem to feel entitled for them to get even better.

Here’s the thing, people: We have some serious problems. The lights are off. And it seems like that’s affecting the water flow in part of town. So, no baths or showers, okay? But the situation is that we think Caine is short of food, which means he’s not going to be able to hold out very long at the power plant.” “How long?” someone yelled. Sam shook his head. “I don’t know.” “Why can’t you get him to leave?” “Because I can’t, that’s why,” Sam snapped, letting some of his anger show. “Because I’m not Superman, all right? Look, he’s inside the plant. The walls are thick. He has guns, he has Jack, he has Drake, and he has his own powers. I can’t get him out of there without getting some of our people killed. Anybody want to volunteer for that?" Silence. “Yeah, I thought so. I can’t get you people to show up and pick melons, let alone throw down with Drake.” “That’s your job,” Zil said. “Oh, I see,” Sam said. The resentment he’d held in now came boiling to the surface. “It’s my job to pick the fruit, and collect the trash, and ration the food, and catch Hunter, and stop Caine, and settle every stupid little fight, and make sure kids get a visit from the Tooth Fairy. What’s your job, Zil? Oh, right: you spray hateful graffiti. Thanks for taking care of that, I don’t know how we’d ever manage without you.” “Sam…,” Astrid said, just loud enough for him to hear. A warning. Too late. He was going to say what needed saying. “And the rest of you. How many of you have done a single, lousy thing in the last two weeks aside from sitting around playing Xbox or watching movies? “Let me explain something to you people. I’m not your parents. I’m a fifteen-year-old kid. I’m a kid, just like all of you. I don’t happen to have any magic ability to make food suddenly appear. I can’t just snap my fingers and make all your problems go away. I’m just a kid.” As soon as the words were out of his mouth, Sam knew he had crossed the line. He had said the fateful words so many had used as an excuse before him. How many hundreds of times had he heard, “I’m just a kid.” But now he seemed unable to stop the words from tumbling out. “Look, I have an eighth-grade education. Just because I have powers doesn’t mean I’m Dumbledore or George Washington or Martin Luther King. Until all this happened I was just a B student. All I wanted to do was surf. I wanted to grow up to be Dru Adler or Kelly Slater, just, you know, a really good surfer.” The crowd was dead quiet now. Of course they were quiet, some still-functioning part of his mind thought bitterly, it’s entertaining watching someone melt down in public. “I’m doing the best I can,” Sam said. “I lost people today…I…I screwed up. I should have figured out Caine might go after the power plant.” Silence. “I’m doing the best I can.” No one said a word. Sam refused to meet Astrid’s eyes. If he saw pity there, he would fall apart completely. “I’m sorry,” he said. “I’m sorry.

Lazlo Bock, senior vice president of people operations at Google, made the following comments in an interview published by the New York Times in June 2013: “One of the things we’ve seen from all our data crunching is that G.P.A.’s (grade point averages) are worthless as a criteria for hiring, and test scores are worthless. Google famously used to ask everyone for a transcript and G.P.A.’s and test scores, but we don’t anymore…. We found that they don’t predict anything. What’s interesting is the proportion of people without any college education at Google has increased over time as well. So we have teams where you have 14 percent of the team made up of people who’ve never gone to college.” Doing well in college—earning high test scores and grades—has no measurable correlation with becoming an effective worker or manager.  This is incontrovertible evidence that the entire Higher Education system is detached from the real economy: excelling in higher education has little discernible correlation to real-world skills or performance.

In the eighth American-educational grade, Bruce Green fell dreadfully in love with a classmate who had the unlikely name of Mildred Bonk. The name was unlikely because if ever an eighth-grader looked like a Daphne Christianson or a Kimberly St.-Simone or something like that, it was Mildred Bonk. She was the kind of fatally pretty and nubile wraithlike figure who glides through the sweaty junior-high corridors of every nocturnal emitter’s dreamscape. Hair that Green had heard described by an over-wrought teacher as ‘flaxen’; a body which the fickle angel of puberty — the same angel who didn’t even seem to know Bruce Green’s zip code — had visited, kissed, and already left, back in sixth; legs which not even orange Keds with purple-glitter-encrusted laces could make unserious. Shy, iridescent, coltish, pelvically anfractuous, amply busted, given to diffident movements of hand brushing flaxen hair from front of dear creamy forehead, movements which drove Bruce Green up a private tree. A vision in a sun-dress and silly shoes. Mildred L. Bonk.

There are two moments in the course of education where a lot of kids fall off the math train. The first comes in the elementary grades, when fractions are introduced. Until that moment, a number is a natural number, one of the figures 0, 1, 2, 3 . . . It is the answer to a question of the form “how many.”* To go from this notion, so primitive that many animals are said to understand it, to the radically broader idea that a number can mean “what portion of,” is a drastic philosophical shift. (“God made the natural numbers,” the nineteenth-century algebraist Leopold Kronecker famously said, “and all the rest is the work of man.”) The second dangerous twist in the track is algebra. Why is it so hard? Because, until algebra shows up, you’re doing numerical computations in a straightforwardly algorithmic way. You dump some numbers into the addition box, or the multiplication box, or even, in traditionally minded schools, the long-division box, you turn the crank, and you report what comes out the other side. Algebra is different. It’s computation backward.

In a paper called “The Economics of ‘Acting White,’” the young black Harvard economist Roland G. Fryer Jr. argues that some black students “have tremendous disincentives to invest in particular behaviors (i.e., education, ballet, etc.) due to the fact that they may be deemed a person who is trying to act like a white person (a.k.a. ‘selling-out’). Such a label, in some neighborhoods, can carry penalties that range from being deemed a social outcast, to being beaten or killed.” Fryer cites the recollections of a young Kareem Abdul-Jabbar, known then as Lew Alcindor, who had just entered the fourth grade in a new school and discovered that he was a better reader than even the seventh graders: “When the kids found this out, I became a target. . . . It was my first time away from home, my first experience in an all-black situation, and I found myself being punished for everything I’d ever been taught was right. I got all A’s and was hated for it; I spoke correctly and was called a punk. I had to learn a new language simply to be able to deal with the threats. I had good manners and was a good little boy and paid for it with my hide.

To maintain the P/PC Balance, the balance between the golden egg (production) and the health and welfare of the goose (production capability) is often a difficult judgment call. But I suggest it is the very essence of effectiveness. It balances short term with long term. It balances going for the grade and paying the price to get an education. It balances the desire to have a room clean and the building of a relationship in which the child is internally committed to do it—cheerfully, willingly, without external supervision. It’s a principle you can see validated in your own life when you burn the candle at both ends to get more golden eggs and wind up sick or exhausted, unable to produce any at all; or when you get a good night’s sleep and wake up ready to produce throughout the day. You can see it when you press to get your own way with someone and somehow feel an emptiness in the relationship; or when you really take time to invest in a relationship and you find the desire and ability to work together, to communicate, takes a quantum leap. The P/PC Balance is the very essence of effectiveness. It’s validated in every arena of life. We can work with it or against it, but it’s there.

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

In other words, you have been hypnotized or conditioned by an educational processing-system arranged in grades or steps, supposedly leading to some ultimate Success. First nursery school or kindergarten, then the grades or forms of elementary school, preparing you for the great moment of secondary school! But then more steps, up and up to the coveted goal of the university. Here, if you are clever, you can stay on indefinitely by getting into graduate school and becoming a permanent student. Otherwise, you are headed step by step for the great Outside World of family-raising, business, and profession. Yet graduation day is a very temporary fulfillment, for with your first sales-promotion meeting you are back in the same old system, being urged to make that quota (and if you do, they’ll give you a higher quota) and so progress up the ladder to sales manager, vice-president, and, at last, president of your own show (about forty to forty-five years old). In the meantime, the insurance and investment people have been interesting you in plans for Retirement—that really ultimate goal of being able to sit back and enjoy the fruits of all your labors. But when that day comes, your anxieties and exertions will have left you with a weak heart, false teeth, prostate trouble, sexual impotence, fuzzy eyesight, and a vile digestion.

-- What a fool I was. "Want To Be a Little Off-Beat?" Here's ten ways, the article said. A lilac door was one. So off I tripped to the nearest hardware store to assert my unique individuality with the same tin of paint as two million other dimwits. Conned into idiocy. My mind is full of trivialities. At lunch Ian said Duncan's piece of cake is miles bigger than mine -- it's not fair, and I roared that they should quit bothering me with trivialities. So when they're at school, do I settle down with the plays of Sophocles? I do not. I think about the color of my front door. That's being unfair to myself. I took that course, Ancient Greek Drama, last winter. Yeh, I took it all right. Young academic generously giving up his Thursday evenings in the cause of adult education. Mrs. MacAindra, I don't think you've got quite the right slant on Clytemnestra. Why not? The king sacrificed their youngest daughter for success in war-- what's the queen supposed to do, shout for joy? That's not quite the point we're discussing, is it? She murdered her husband, Mrs. MacAindra, (Oh God, don't you think I know that? The poor bitch.) Yeh well I guess you must know, Dr. Thorne. Sorry. Oh, that's fine -- I always try to encourage people to express themselves. -- Young twerp. Let somebody try killing one of his daughters. But still, he had his Ph.D. What do I have? Grade Eleven. My own fault....

The Times Exclusive Reveal of Windermere Six Thanks to an anonymous source, the Times is pleased to share an exclusive list of the six children who were transported yesterday evening to Hollingsworth Hall, the magnificent and secluded home of Camilla Lenore DeMoss, the Countess of Windermere. They are, in no particular order: Oliver Appleby: Heir to the Appleby Jewelry fortune. This young chap is known to be an excellent student who also excels at rowing and cricket. Viola Dale: The Dales are well known throughout London for their dedication to social reform and relief for those in distress. Young Viola has been a presence on the charitable event circuit since the age of two. Frances Wellington: Miss Wellington's parents are internationally known art collectors who have an impeccable eye for up-and-coming talent in sculpture and painting. They also delve into gems of historical value. Frances is privately tutored, and her deliciously expensive introduction to London society is already being buzzed about. Barnaby Trundle: Young Barnaby attends school in South London. His father works in the textile industry. One of his teachers says Barnaby is "occasionally quick-tempered with other boys in his form." Edward Herringbone: The Herringbones are close acquaintances with the aforementioned Dales, their own admirable interests lying mainly in reducing poverty by increasing educational opportunities. Edward has been called "an indubitable library of a boy" by one of his teaching masters at St. Stephen's. Tabitha Crum: Miss Crum's father is employed by the Wilting Bank of South London. A neighbor of the family says that the lucky child "talks to herself" and calls the Crums "socially famished.

If the pursuit of learning is not defended by the educated citizen, it will not be defended at all. For there will always be those who scoff at intellectuals, who cry out against research, who seek to limit our educational system. Modern cynics and skeptics see no more reason for landing a man on the moon, which we shall do, than the cynics and skeptics of half a millennium ago saw for the discovery of this country. They see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing. But the educated citizen knows how much more there is to know. He knows that "knowledge is power," more so today than ever before. He knows that only an educated and informed people will be a free people, that the ignorance of one voter in a democracy impairs the security of all, and that if we can, as Jefferson put it, "enlighten the people generally ... tyranny and the oppressions of mind and body will vanish, like evil spirits at the dawn of day." And, therefore, the educated citizen has a special obligation to encourage the pursuit of learning, to promote exploration of the unknown, to preserve the freedom of inquiry, to support the advancement of research, and to assist at every level of government the improvement of education for all Americans, from grade school to graduate school. Secondly, the educated citizen has an obligation to serve the public. He may be a precinct worker or President. He may give his talents at the courthouse, the State house, the White House. He may be a civil servant or a Senator, a candidate or a campaign worker, a winner or a loser. But he must be a participant and not a spectator.

I met with a group of a hundred or so fifth graders from a poor neighborhood at a school in Houston, Texas. Most of them were on a track that would never get them to college. So I decided then and there to make a contract with them. I would pay for their four-year college education if they kept a B average and stayed out of trouble. I made it clear that with focus, anyone could be above average, and I would provide mentoring support to them. I had a couple of key criteria: They had to stay out of jail. They couldn't get pregnant before graduating high school. Most importantly, they needed to contribute 20 hours of service per year to some organization in their community. Why did I add this? College is wonderful, but what was even more important to me was to teach them they had something to give, not just something to get in life. I had no idea how I was going to pay for it in the long run, but I was completely committed, and I signed a legally binding contract requiring me to deliver the funds. It's funny how motivating it can be when you have no choice but to move forward. I always say, if you want to take the island, you have to burn your boats! So I signed those contracts. Twenty-three of those kids worked with me from the fifth grade all the way to college. Several went on to graduate school, including law school! I call them my champions. Today they are social workers, business owners, and parents. Just a few years ago, we had a reunion, and I got to hear the magnificent stories of how early-in-life giving to others had become a lifelong pattern. How it caused them to believe they had real worth in life. How it gave them such joy to give, and how many of them now are teaching this to their own children.

The banishing of a leper seems harsh, unnecessary. The Ancient East hasn’t been the only culture to isolate their wounded, however. We may not build colonies or cover our mouths in their presence, but we certainly build walls and duck our eyes. And a person needn’t have leprosy to feel quarantined. One of my sadder memories involves my fourth-grade friend Jerry.1He and a half-dozen of us were an ever-present, inseparable fixture on the playground. One day I called his house to see if we could play. The phone was answered by a cursing, drunken voice telling me Jerry could not come over that day or any day. I told my friends what had happened. One of them explained that Jerry’s father was an alcoholic. I don’t know if I knew what the word meant, but I learned quickly. Jerry, the second baseman; Jerry, the kid with the red bike; Jerry, my friend on the corner was now “Jerry, the son of a drunk.” Kids can be hard, and for some reason we were hard on Jerry. He was infected. Like the leper, he suffered from a condition he didn’t create. Like the leper, he was put outside the village. The divorced know this feeling. So do the handicapped. The unemployed have felt it, as have the less educated. Some shun unmarried moms. We keep our distance from the depressed and avoid the terminally ill. We have neighborhoods for immigrants, convalescent homes for the elderly, schools for the simple, centers for the addicted, and prisons for the criminals. The rest simply try to get away from it all. Only God knows how many Jerrys are in voluntary exile—individuals living quiet, lonely lives infected by their fear of rejection and their memories of the last time they tried. They choose not to be touched at all rather than risk being hurt again.

If the pursuit of learning is not defended by the educated citizen, it will not be defended at all. For there will always be those who scoff at intellectuals, who cry out against research, who seek to limit our educational system. Modern cynics and skeptics see no more reason for landing a man on the moon, which we shall do, than the cynics and skeptics of half a millennium ago saw for the discovery of this country. They see no harm in paying those to whom they entrust the minds of their children a smaller wage than is paid to those to whom they entrust the care of their plumbing. But the educated citizen knows how much more there is to know. He knows that "knowledge is power," more so today than ever before. He knows that only an educated and informed people will be a free people, that the ignorance of one voter in a democracy impairs the security of all, and that if we can, as Jefferson put it, "enlighten the people generally ... tyranny and the oppressions of mind and body will vanish, like evil spirits at the dawn of day." And, therefore, the educated citizen has a special obligation to encourage the pursuit of learning, to promote exploration of the unknown, to preserve the freedom of inquiry, to support the advancement of research, and to assist at every level of government the improvement of education for all Americans, from grade school to graduate school. Secondly, the educated citizen has an obligation to serve the public. He may be a precinct worker or President. He may give his talents at the courthouse, the State house, the White House. He may be a civil servant or a Senator, a candidate or a campaign worker, a winner or a loser. But he must be a participant and not a spectator. - President John Fitzgerald Kennedy (from a commencement address given at Vanderbilt University on May 18, 1963)

The third serious problem the culture of customer service as we know it creates is turning every profession into a customer service tool to generate profits. In doing so, we risk the loss of creativity, quality, and critical thinking in many walks of life. Nowhere is this risk clearer and more damaging than viewing students at different educational institutions as customers, and nowhere this trend has been happening more rapidly than at schools, colleges, and universities, especially at private institutions. There is severe damage done to creativity and critical thinking when all students want is an A, and in fact feel entitled to get it since they (or their parents) are paying hundreds of thousands of dollars to attend elite schools. Many educators are under enormous pressure to give students grades they do not deserve in order to avoid receiving bad student evaluations (or to ensure getting good ones). This pressure is intensifying as academic jobs become increasingly contingent and precarious, where teaching staff are hired under short contracts only renewed based on so-called ‘performance,’ which is often measured by student evaluations and enrollment. When this happens, academic and intellectual compromises and corruption increase. Colleagues at elite American universities have been pressured to give students grades no lower than a B, with the explanation that this is what is ‘expected.’ Rampant grade inflation is unethical and unacceptable. Unfortunately, when graduate instructors resist professors’ instructions to fix grades by grading according to independent criteria of intellectual merit, they may be verbally chastised or worse, fired. This humiliation not only reinforces the norm of inflating grades, it also bolsters the power of the tenured professors who instruct their teaching assistants to do it.

There are many things the Chinese do differently from Westerners. There’s the question of extra credit, for example. One time, Lulu came home and told me about a math test she’d just taken. She said she thought it had gone extremely well, which is why she didn’t feel the need to do the extra-credit problems. I was speechless for a second, uncomprehending. “Why not?” I asked. “Why didn’t you do them?” “I didn’t want to miss recess.” A fundamental tenet of being Chinese is that you always do all of the extra credit all of the time. “Why?” asked Lulu, when I explained this to her. For me this was like asking why I should breathe. “None of my friends do it,” Lulu added. “That’s not true,” I said. “I’m 100% sure that Amy and Junno did the extra credit.” Amy and Junno were the Asian kids in Lulu’s class. And I was right about them; Lulu admitted it. “But Rashad and Ian did the extra credit too, and they’re not Asian,” she added. “Aha! So many of your friends did do the extra credit! And I didn’t say only Asians do extra credit. Anyone with good parents knows you have to do the extra credit. I’m in shock, Lulu. What will the teacher think of you? You went to recess instead of doing extra credit?” I was almost in tears. “Extra credit is not extra. It’s just credit. It’s what separates the good students from the bad students." "Aww - recess is so fun," Lulu offered as her final sally. But after that, Lulu, like Sophia. always did the extra credit. Sometimes the girls got more points on extra credit than on the test itself - an absurdity that would never happen in China. Extra credit is one reason that Asian kids get such notoriously good grades in the United States. Rote drilling is another. Once Sophia came in second on a multiplication speed test, which her fifth grade teacher administered every Friday. She lost to a Korean boy named Yoon-seok. Over the next week, I made Sophia do twenty practice tests (of 100 problems each) every night, with me clocking her with a stopwatch. After that, she came in first every time. Poor Yoon-seok. He went back to Korea with his family, but probably not because of the speed test.

A different approach was taken in 1972 by Dr. Walter Mischel, also of Stanford, who analyzed yet another characteristic among children: the ability to delay gratification. He pioneered the use of the “marshmallow test,” that is, would children prefer one marshmallow now, or the prospect of two marsh-mallows twenty minutes later? Six hundred children, aged four to six, participated in this experiment. When Mischel revisited the participants in 1988, he found that those who could delay gratification were more competent than those who could not. In 1990, another study showed a direct correlation between those who could delay gratification and SAT scores. And a study done in 2011 indicated that this characteristic continued throughout a person’s life. The results of these and other studies were eye-opening. The children who exhibited delayed gratification scored higher on almost every measure of success in life: higher-paying jobs, lower rates of drug addiction, higher test scores, higher educational attainment, better social integration, etc. But what was most intriguing was that brain scans of these individuals revealed a definite pattern. They showed a distinct difference in the way the prefrontal cortex interacted with the ventral striatum, a region involved in addiction. (This is not surprising, since the ventral striatum contains the nucleus accumbens, known as the “pleasure center.” So there seems to be a struggle here between the pleasure-seeking part of the brain and the rational part to control temptation, as we saw in Chapter 2.) This difference was no fluke. The result has been tested by many independent groups over the years, with nearly identical results. Other studies have also verified the difference in the frontal-striatal circuitry of the brain, which appears to govern delayed gratification. It seems that the one characteristic most closely correlated with success in life, which has persisted over the decades, is the ability to delay gratification. Although this is a gross simplification, what these brain scans show is that the connection between the prefrontal and parietal lobes seems to be important for mathematical and abstract thought, while the connection between the prefrontal and limbic system (involving the conscious control of our emotions and pleasure center) seems to be essential for success in life. Dr. Richard Davidson, a neuroscientist at the University of Wisconsin–Madison, concludes, “Your grades in school, your scores on the SAT, mean less for life success than your capacity to co-operate, your ability to regulate your emotions, your capacity to delay your gratification, and your capacity to focus your attention. Those skills are far more important—all the data indicate—for life success than your IQ or your grades.

The second aspect of the moral appeal of the inner-child movement is consolation. Life is full of setbacks. People we love reject us. We don't get the jobs we want. We get bad grades. Our children don't need us anymore. We drink too much. We have no money. We are mediocre. We lose. We get sick. When we fail, we look for consolation, one form of which is to see the setback as something other than failure-to interpret it in a way that does not hurt as much as failure hurts. Being a victim, blaming someone else, or even blaming the system is a powerful and increasingly widespread form of consolation. It softens many of life's blows. Such shifts of blame have a glorious past. Alcoholics Anonymous made the lives of millions of alcoholics more bearable by giving them the dignity of a “disease” to replace the ignominy of “failure,” “immorality,” or “evil.” Even more important was the civil rights movement. From the Civil War to the early 1950s, black people in America did badly-by every statistic. How did this get explained? “Stupid,” “lazy,” and “immoral” were the words shouted by demagogues or whispered by the white gentry. Nineteen fifty-four marks the year when these explanations began to lose their power. In Brown v. Board of Education, the Supreme Court held that racial segregation in schools was illegal. People began to explain black failure as “inadequate education,” “discrimination,” and “unequal opportunity.” These new explanations are literally uplifting. In technical terms, the old explanations—stupidity and laziness—are personal, permanent, and pervasive. They lower self-esteem; they produce passivity, helplessness, and hopelessness. If you were black and you believed them, they were self-fulfilling. The new explanations—discrimination, bad schools, lean opportunities are impersonal, changeable, and less pervasive. They don't deflate self-esteem (in fact, they produce anger instead). They lead to action to change things. They give hope. The recovery movement enlarges on these precedents. Recovery gives you a whole series of new and more consoling explanations for setbacks. Personal troubles, you're told, do not result as feared from your own sloth, insensitivity, selfishness, dishonesty, self-indulgence, stupidity, or lust. No, they stem from the way you were mistreated as a child. You can blame your parents, your brother, your teachers, your minister, as well as your sex and race and age. These kinds of explanations make you feel better. They shift the blame to others, thereby raising self-esteem and feelings of self-worth. They lower guilt and shame. To experience this shift in perspective is like seeing shafts of sunlight slice through the clouds after endless cold, gray days. We have become victims, “survivors” of abuse, rather than “failures” and “losers.” This helps us get along better with others. We are now underdogs, trying to fight our way back from misfortune. In our gentle society, everyone roots for the underdog. No one dares speak ill of victims anymore. The usual wages of failure—contempt and pity—are transmuted into support and compassion. So the inner-child premises are deep in their appeal: They are democratic, they are consoling, they raise our self-esteem, and they gain us new friends. Small wonder so many people in pain espouse them.