Semester System Quotes

This semester we will concentrate on studying Speech as a multilevel system of efforts that either alter the world or prevent it from changing.

The same question might be asked about the educational system. In 2016, an American professor and Fulbright scholar named William Doyle, just returned from a semester-long appointment at the University of Eastern Finland, wrote in the Los Angeles Times that for those five months, his family “experienced a stunningly stress-free, and stunningly good, school system.” His seven-year-old son was placed in the youngest class—not because of some developmental delay, but because children younger than seven “don’t receive formal academic training . . . Many are in day care and learn through play, songs, games and conversation.” Once in school, children get a mandated fifteen-minute outdoor recess break for every forty-five minutes of in-class instruction. The educational mantras Doyle remembers hearing the most while there: “‘Let children be children,’ ‘The work of a child is to play,’ and ‘Children learn best through play.’” And as far as outcomes go? Finland consistently ranks at or near the top of educational test score results in the Western world and has been ranked the most literate nation on Earth.[17] “The message that competition is appropriate, desirable, required, and even unavoidable is drummed into us from nursery school to graduate school; it is the subtext of every lesson,” writes educational consultant Alfie Kohn in his excellent book No Contest: The Case Against Competition: Why We Lose in Our Race to Win, which documents the negative impact of competition on genuine learning, and how

The reason Dr. Caner’s flameout didn’t make a bigger dent in this school’s spiritual life, I think, is that Liberty students have much more pressing things to do than contemplate the existence of God. There are papers to write, grad school applications to complete, girls to ask out. Even if you were convinced by the Rational Response Squad, entertaining a crisis of faith would mean reevaluating every aspect of your life, from the friends you hang out with to the classes you take to, really, whether you should be at Liberty at all. In a faith system as rigorous and all-encompassing as this, severe doubt is paralyzing. Better just to keep believing, keep living life, and take up the big questions later, when not so much is at stake.

In both cultures, wealth is no longer a means to get by. It becomes directly tied to personal worth. A young suburbanite with every advantage—the prep school education, the exhaustive coaching for college admissions tests, the overseas semester in Paris or Shanghai—still flatters himself that it is his skill, hard work, and prodigious problem-solving abilities that have lifted him into a world of privilege. Money vindicates all doubts. They’re eager to convince us all that Darwinism is at work, when it looks very much to the outside like a combination of gaming a system and dumb luck. In both of these industries, the real world, with all of its messiness, sits apart. The inclination is to replace people with data trails, turning them into more effective shoppers, voters, or workers to optimize some objective. This is easy to do, and to justify, when success comes back as an anonymous score and when the people affected remain every bit as abstract as the numbers dancing across the screen. More and more, I worried about the separation between technical models and real people, and about the moral repercussions of that separation. In fact, I saw the same pattern emerging that I’d witnessed in finance: a false sense of security was leading to widespread use of imperfect models, self-serving definitions of success, and growing feedback loops. Those who objected were regarded as nostalgic Luddites.

was in 1954 that the Supreme Court ruled on Brown v. Board of Education of Topeka, declaring segregated schools inherently unequal and therefore unconstitutional. In a subsequent ruling in 1955, the Court ordered school boards to eliminate segregation “with all deliberate speed.” Much of the South translated that phrase loosely to mean whenever they got around to it, which meant a time frame closer to a decade than a semester. One county in Virginia—Prince Edward County—closed its entire school system for five years, from 1959 to 1964, rather than integrate. The state funneled money to private academies for white students. But black students were left on their own. They went to live with relatives elsewhere, studied in church basements, or forwent school altogether. County supervisors relented only after losing their case in the U.S. Supreme Court, choosing finally to reopen the schools rather than face imprisonment. It would take more than fifteen years before most of the South conceded to the Brown ruling and then only under additional court orders. “This was passionately opposed,” wrote the Chickasaw Historical Society, “not only by most of the whites—but by some of the blacks as well.” That sentiment, if true, would have been explained away by the blacks who left as an indication that the blacks who stayed may have been more conciliatory than many of the people in the Great Migration. It wasn’t until the 1970–71 school year that integration finally came to Chickasaw County, and then only after a 1969 court order, Alexander v. Holmes, that gave county and municipal schools in Mississippi until February 1970 to desegregate. But even that deadline would be extended for years for particularly recalcitrant counties. All

then through the Indian Ocean, down around the Cape of Good Hope, and up to the Atlantic. The entirety of the world via water. So many of the places I went exist in my mind like a brochure when I try to recall them. Elephants in Tsavo East National Park, an elevator packed with people riding from Salvador’s upper to lower city. The rippling heat of Delhi and the bright turquoises, saffrons, and fuchsias of women’s saris. I learned about silk and sashimi, about wild animals and barren deserts. I also learned about intractable poverty, caste systems, indigenous tribes—things I might have learned about America if I’d been paying closer attention. But this is perhaps the most profound lesson of travel, that you don’t really know the place and culture you’ve come from until you’ve left it. Today, I think that even if I had someday left the States, without that voyage, I’d have trod the familiar: London, Paris, Amsterdam, Montreal. Instead, Semester at Sea gave me the courage to imagine a different kind of travel, and a blueprint for how to do it. To see the sights, certainly, but to understand that it was meeting people that really mattered. In this, I also count a legacy from my father, the salesman who could talk to anyone about anything.

Instead of using one exam as the primary summative assessment, he told teachers to use multiple formative assessments along the way—assignments, discussions, observations, and conversations—to inform semester grades. Instead of focusing on getting a grade on a specific exam, he wants students to focus on doing interesting work and teachers to focus on providing meaningful feedback throughout the semester.

Part of making a market thick involves finding a time at which lots of people will participate at the same time. But gaming the system when the system is “first come, first served” can mean contriving to be earlier than your competitors. That’s why, for example, the recruitment of college freshmen to join fraternities and sororities is called “rush.” Back in the late 1800s, fraternities were mostly social clubs for college seniors. But in an effort to get a little ahead of their competitors in recruiting, some started “rushing” to recruit earlier and earlier. Fast-forward to today, when it is first-semester students who are the targets of fraternity and sorority rush.

An excellent illustration of this notion comes from another intriguing experiment conducted on psychology students. In this case students were given, in advance of class, either a complete set of notes on the lecture for the day or a partial set of notes—one that consisted of “headings and titles of definitions and concepts, which required students to add information to complete the notes” (Cornelius & Owen-DeSchryver 2008, p. 8). So the students who received the full notes had the knowledge network for the day handed to them prior to class (through the course learning management system); the students who received the partial notes received only the frame of that knowledge network, and had to fill in the rest on their own. The students in both conditions performed comparably on the first two examinations for the course. On the third and final examinations, however, as the amount of course material increased and required deeper understanding, the students in the partial-notes condition outperformed their full-note peers. Especially relevant for the argument that connections improve comprehension, the students in the partial-notes condition outperformed their peers on conceptual questions on the final exam. As the authors explained, “On a [final] test that required knowledge of a large number of concepts, rote memorization was not feasible, so students who encoded the information by actively taking notes throughout the semester may have performed better because they had experienced better conceptual understanding” (p. 10). This experiment has obvious implications for classroom teaching, or even the creation of reading guides or lecture notes for an online courses. However, the important point for now is that the partial notes gave students an organized framework that enabled and encouraged them to see and make new connections on their own.

Not one thing on the planet operates as I would have it, and only here can I plot my counterattacks. Problem one: The fevers my year-old son gets every few weeks can spike to 105°, which means waking the husband, a frantic trip to Children’s Hospital, a sleepless night in the waiting room. No reason for this, nothing wrong with his immune system or growth. They’ll give him the cherry-flavored goop that makes him shit his brains out, and the cough will ease, but his stomach will cramp, and on the nights he ingests that medicine, he’ll draw his stumpy legs to his chest in agony and ball up tight, then arch his back and scream, and though no one suggests this is my fault, my inability to stop it is my chief failure in the world. Problem two: If he’s sick, I’ll have to cancel classes so maybe the real professors who just hired me on a friend’s recommendation—despite my being too muttonheaded to sport a very relevant diploma—will fail to renew me next semester. I’ve published one slim volume of verse and some essays, but so has every other semiliterate writer in Cambridge.