Single Curriculum Quotes

26 Thought-Provoking Questions: 1. if you could own any single object that you don't have now, what would it be? 2. if you could have one superpower, what would it be? 3. if you could meet anyone in history, who would you choose and what would you ask them? 4. if you could add one person to your family, who would it be? 5. if you could be best friends with anyone in the world, who would you pick? 6. if you could change anything about your face, what would it be 7. if you could change anything about your parents, what would it be? 8. if you could fast-forward your life, how old would you want to be and why? 9. what is the one object you own that matters more to you than anything else? 10. what is the one thing in the world that you are most afraid of? 11. if you could go to school in a foreign country, which one would you pick? 12. if you had the power to drop any course from your curriculum, what would it be? 13. if you caught your best friend stealing from you, what would you do? 14. if you had a chance to spend a million dollars on anything but yourself, how would you spend it? 15. if you could look like anyone you wanted, who would that be? 16. if you were a member of the opposite sex, who would you want to look like? 17. if you could change your first name, what name would you chose? 18. what's the best thing about being a teen? 19. what's the worst? 20. if someone you like asked you out on a date, but your best friend had a crush on this person, what would you do? 21. what is the worst day of the week? 22. if you had to change places with one of your friends, who would you chose? 23. if you could be any sports hero, who would you like to be? 24. what's the one thing you've done in your life that you wish you could do over differently? 25. what would you do if you found a dollar in the street? what if you found $100? $10,000? 26. if you had a chance to star in any movie, who would you want as a costar?

Not every single broke and unemployed person needs a job; some need customers.

The solution which I am urging is to eradicate the fatal disconnection of subjects which kills the vitality of our modern curriculum. There is only one subject-matter for education, and that is LIfe in all its manifestations. Instead of this single unity, we offer children--Algebra, from which nothing follows; Geometry, from which nothing follows; Science, from which nothing follows; History, from which nothing follows; a Couple of Languages, never mastered; and lastly, most dreary of all, Literature, represented by plays of Shakespeare, with philological notes and short analyses of plot and character to be in substance committed to memory. Can such a list be said to represent Life, as it is known in the midst of living it? The best that can be said of it is, that it is a rapid table of contents which a deity might run over in his mind while he was thinking of creating a world, and has not yet determined how to put it together

Can we live and teach from a state of rest? My prayer is that we will. But we must approach the Holy Spirit every single day, asking Him to lead us and to quiet our anxious souls so that we can really bless our children- not with shiny curriculum or perfect lesson plans, but rather with purposeful, restful spirits.

Hipster (n.): Yes, you ride a fixed-gear bike and drink single-origin chai from a local specially abled artist’s hand-thrown ceramic mug. Your bi-friend only listens to cassettes, and you just love vintage flats, and your rescue dog is named Cobain. Please just wear your hat and glasses and turned-up pants and defy categorizing. Remember: you will one day be driving a Volvo with toys thrown willy-nilly and Burger King wrappers on the floor, listening to Sade and digging it unironically. Even the freshest kale can go brown and wilt. Cave futurum.

A book isn't a single, static thing with one unarguable meaning. Each reader who comes to it brings his own special knowledge, habits and attitudes. Each reader reads a different book. Each reader imagines a different story. A few years ago, for instance, a friend of my mother's sent me a copy of a test on Rite of Passage that she had given her students. The first question read: "True or False? The theme of Rite of Passage is..." I can't tell you what the presumed themed was, but I can tell you that I didn't recognize it. Beads of sweat leaped out of my forehead. After two more questions, I had to put the test aside. I didn't know the "right" answers.

Technology also addresses the necessity to cover a wide range of content in a short length of time by minimizing the need to take each step of the curriculum at a slow enough pace to teach the slowest learners in a single, teacher-directed way.

My essay had evolved into thinking about fucking. You could be raped a thousand times and still be a virgin. I was writing about fucking by a master and fucking as a slave, about Hegel, the comfort women and teenage porno stars. Ms. Bain and Mr. Rotowsky could fail me, I didn’t care. I’d pass just with the bibliography. I was compiling a list of every single book I’d read or that I wanted to read that was about power and sex. High school should have a whole fucking course on just this. I was helping the school make curriculum… I was writing my essay, writing easily now. I didn’t have a reader anymore like Lee or Chris but I imagined that I was writing for them both. Maybe I was writing for anyone who could fucking stand me.

I had all kinds of answers ready for the commissions that called me in and asked me what had made me become a Communist, but what had attracted me to the movement more than anything, dazzled me, was the feeling (real or apparent) of standing near the wheel of history. For in those days we actually did decide the fate of men and events, especially at the universities; in those early years there were very few Communists on the faculty, and the Communists in the student body ran the universities almost single-handed, making decisions on academic staffing, teaching reform, and the curriculum. The intoxication we experienced is commonly known as the intoxication of power, but (with a bit of good will) I could choose less severe words: we were bewitched by history; we were drunk with the thought of jumping on its back and feeling it beneath us; admittedly, in most cases the result was an ugly lust for power, but (as all human affairs are ambiguous) there was still (and especially, perhaps, in us, the young), an altogether idealistic illusion that we were inaugurating a human era in which man (all men) would be neither outside history, nor under the heel of history, but would create and direct it.

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.

A combination of television and the stresses peculiar to two-income or single-parent families has swallowed up most of what used to be family time as well. Our kids have no time left to grow up fully human and only thin-soil wastelands to do it in.

Rereading does not lend itself to imperialistic interpretations that assume command of textual territory in the name of some over-riding truth. On the contrary, rereading insists on multiplicity of meaning, predicted as it is on awareness of the different revelations implicit in different encounters with a single book. (page 84)

For more than a century America has occupied a position of scientific leadership and has gradually come to take it for granted. Although neither war nor economic depression nor political conflict has been able to threaten it, I now fear that that is about to change, for something has arisen that may indeed signal a change in our national character. That something is most visible in the debate over evolution, but it extends far beyond the teaching of a single subject in the curriculum of a single scientific discipline. It reveals a deep and profound split in the American psyche, an unease that threatens the way we think of ourselves as a people, the place we hold for science in our lives, and the way in which we will move into the twenty-first century. What is at stake, I am convinced, is nothing less than America’s scientific soul.

Focusing on the public school system, former Secretary of Education, William Bennett explains the moral crisis in that institution by contrasting the concerns of teachers in two different eras: 'Over the years teachers have been asked to identify the top problems in America's schools. In 1940 teachers identified them as talking out of turn; chewing gum; making noise; running in the hall; cutting in line; dress code infractions; and littering. When asking the same question in 1990, teachers identified drug abuse; alcohol abuse; pregnancy; suicide; rape; robbery; and assault.' During the thirty-year period of 1960 to 1990, 'there has been a 560 percent increase in violent crime; more than a 400 percent increase in illegitimate births; a quadrupling in divorces; a tripling of the percentage of children living in single-parent homes; more than a 200 percent increase in the teenage suicide rate; and a drop of 75 points in the average SAT scores of high-school students.' We do not believe it is a coincidence that the increase of moral mayhem described by Bennett corresponds with an increased acceptance of moral relativism. In fact, relativism has been officially incorporated in the educational curriculum, known as values clarification.

Instead of a government that seizes your e-mails and your cell phones, imagine a federal government that protected the privacy rights of every American. Instead of a federal government that seeks to dictate school curriculum through Common Core imagine repealing every word of Common Core. Imagine embracing school choice as the civil rights issue of the next generation that every single child, regardless of race, regardless of ethnicity, regardless of wealth or ZIP Code, every child in America has the right to a quality education. And

Alarmed at a high incidence of crashes during routine flight training in the 1940s, U.S. Air Force officials looked for evidence of mechanical flaws in the planes or human error perhaps inadvertently introduced by their curriculum, but the cause of the crashes remained mysterious. At last, officials commissioned a lieutenant trained as a scientist, Gilbert Daniels, to look at the physical structures of the cockpit and the men who used them. Daniels noted that all the cockpit structures—seat and back, pedals, knobs, and so on—had been built to specifications calculated for an average military recruit. Recruits for pilot training were already selected for some degree of averageness, had been the reasoning, so these dimensions should fit most pilots, most of the time. But when Daniels measured 4,063 soldiers, he was astonished to find that not a single one of the men fit all ten of the measurements that had been determined to be average. Instead, every body offered its own variation: One pilot might have a longer-than-average arm length, but a shorter-than-average leg length. Another pilot might have a big chest but small hips. Even more astonishing, Daniels discovered that if you picked just three of the ten dimensions of size—say, neck circumference, thigh circumference, and wrist circumference—less than 3.5 percent of pilots would be average sized on all three dimensions. Daniels’s findings were clear and incontrovertible. There was no such thing as an average pilot. The unyielding fixity of the average cockpit ended up being useful to exactly no one. Thereafter, aeronautical engineers began to make everything from seats and foot pedals to flight suits and helmet straps adjustable, and the Air Force adjusted its cockpit specifications to stipulate movable parts that could be adapted to fit a range of body measurements, from 5 to 95 percent of average, just right.

But we must approach the Holy Spirit every single day, asking Him to lead us and to quiet our anxious souls so that we can really bless our children—not with shiny curriculum or perfect lesson plans, but rather with purposeful, restful spirits.

The head of research for Sesame Street in the early years was a psychologist from Oregon, Ed Palmer, whose specialty was the use of television as a teaching tool. When the Children's Television Workshop was founded in the late 1960s, Palmer was a natural recruit. “I was the only academic they could find doing research on children's TV,” he says, with a laugh. Palmer was given the task of finding out whether the elaborate educational curriculum that had been devised for Sesame Street by its academic-advisers was actually reaching the show's viewers. It was a critical task. There are those involved with Sesame Street who say, in fact, that without Ed Palmer the show would never have lasted through the first season. Palmer's innovation was something he called the Distracter. He would play an episode of Sesame Street on a television monitor, and then run a slide show on a screen next to it, showing a new slide every seven and a half seconds. “We had the most varied set of slides we could imagine,” said Palmer. “We would have a body riding down the street with his arms out, a picture of a tall building, a leaf floating through ripples of water, a rainbow, a picture taken through a microscope, an Escher drawing. Anything to be novel, that was the idea.” Preschoolers would then be brought into the room, two at a time, and told to watch the television show. Palmer and his assistants would sit slightly to the side, with a pencil and paper, quietly noting when the children were watching Sesame Street and when they lost interest and looked, instead, at the slide show. Every time the slide changed, Palmer and his assistants would make a new notation, so that by the end of the show they had an almost second-by-second account of what parts of the episode being tested managed to hold the viewers' attention and what parts did not. The Distracter was a stickiness machine. “We'd take that big-sized chart paper, two by three feet, and tape several of those sheets together,” Palmer says. "We had data points, remember, for every seven and a half seconds, which comes to close to four hundred data points for a single program, and we'd connect all those points with a red line so it would look like a stock market report from Wall Street. It might plummet or gradually decline, and we'd say whoa, what's going on here. At other times it might hug the very top of the chart and we'd say, wow, that segment's really grabbing the attention of the kids. We tabulated those Distracter scores in percentages. We'd have up to 100 percent sometimes. The average attention for most shows was around 85 to 90 percent. If the producers got that, they were happy. If they got around fifty, they'd go back to the drawing board.

In the area of Middle East Studies, you can always count on getting funding if your research is about minorities being treated horribly by ‘authoritarian regimes’ that the West want to topple, women oppressed and forced to wear the hijab, masculinity and femininity, gays are oppressed, refugees (provided that they are seeking safety in the West and running from a ‘dictator’ the West wants to topple), and so on. The pattern and the intentions are clear to a vigilant observer. What all such topics have in common is not that they are not important or need attention (they are so on both counts), but that their function is to maintain the West’s colonial and racist gaze on the rest of the world, which, in turn, serves the West’s hegemony and control over others. Furthermore, the single thread that connects the topics above is that they all practically open the door for Western intervention in the region under the pretext of ‘salvaging’ this cause or that group of people.

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Native observers have long critiqued the persistent invisibility of Native people, histories, and perspectives in the mass media, perpetuating the myth of the vanishing Indian. The project Reclaiming Native Truth puts it plainly: “Native peoples are invisible to most Americans.”[61] Schools play a huge part in perpetuating this disappearance. One report found that 87 percent of state history standards do not mention Native history after 1900. (Perhaps you’ve experienced this in your own schooling—the association of anything and everything Native people “did” with the past tense.) Twenty-seven states make no mention of a single Native person in their K-12 curriculum.[62]

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.” They have something else in common: their commitment to play in the early years.

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