9/18/2017

The Root of All Evil


If there were no evil in the world would we have heaven on Earth?
Perhaps.
Would you settle for the Garden of Eden on Earth?

Adam and Eve lived in the Garden of Eden. In the Garden of Eden they were naked. That was fine. They were innocent. The only thing God told them not to do was eat of the tree of knowledge of good and evil. As long as they did not eat of the tree of the knowledge of good and evil they could stay in the Garden of Eden. Then they did eat of the tree of knowledge of good and evil.

Well of course they ate the fruit of the tree of knowledge of good and evil because that is human nature. Suddenly they were ashamed because they were naked. Well that came out of left field. Even if you had newly invented the concept of "good and bad" the concept of "naked" had to be invented too. And since clothes hadn't been invented yet, naked as a concept is really a stretch. There is your evidence that someone messed with this story somewhere along the line.

So the real issue here is that the concepts of "good" and "bad" have been unleashed on the world.  
This kind of judgement in the hands of humans spells the end of the Garden of Eden. Now we have the ability to pronounce judgements.  Moods were no longer just moods, they were good moods and bad moods. Actions were no longer just actions they were good actions or bad actions. People were no longer just people they became good people and bad people.  We get good guys and bad guys and that gives us the right to punish people. Then we start to see whole groups of people as good like us or bad not like us. We invent us verses them, and its a hop, skip, and a jump to war.

What makes something good or bad is all in our heads. See, in the Garden of Eden things just were. There were no good trees. There were no bad trees. The trees were just trees until judging made them so.


Next weeks lecture: Cain and Able; how changing from a hunter gatherer society to a settled agricultural society made everything even worse

6/16/2017

Memory, Blessing or Curse

I have been gifted with an excellent long term memory. I have to work a little harder at short term memory but once something gets into long term RAM it is likely there to stay.

This ability has served me well in school and work. I believe memory is a major component of one's IQ. The fact that I can remember the point in the lecture when the professor talked about the question on the test and I can visualize the page in the book that contains the answer makes test taking a breeze compared to the student who must study content to commit it to memory.  However, memory may also be an important factor in depression.

I remember many things about my childhood that others involved, such as friends and family, do not. Emotionally charged situations are easier for most people to remember, but for me they can be a source of circular thoughts that characterize a period of depression. I remember bad decisions made long ago and relive them over and over. I think about hurtful situations reliving them in my head. I can remember good things too but my brain chemistry tends to focus on the bad.

So focusing on good things is good practice for me. This blog has made it clear that I am not very good at it.
I remember times around the crowded dinner table of my childhood when we laughed until we cried.
I remember playing outside until mom rang the cowbell calling us to dinner.
I remember walking to various parks and enjoying the flowers and the trees.
I remember going to the swimming pool just about every day of the summer.
I remember grandma and Catherine hosting family picnics at Rainbow Beach.
I remember the Christmas tree at Catherine's old house that appeared to be two stories high.
I remember golden books, army men and neapolitan ice cream at grandma's house.
I remember polishing my shoes on Saturday night for church on Sunday.
I remember making paper mache for school projects.
I remember my brother asking my dad to make a "pool" in his mashed potatoes for the gravy.
I remember trick or treating, dropping off a bag of candy at home, and going out for more.
I remember my mother typing on this old typewriter,






See this typewriter on a t-shirt




1/23/2016

I Photograph the Moon

The massive winter storm Jonas is visiting the East Coast today but I am in Florida.

There is a big nearly full moon in the sky here tonight. I took a picture of it before sunset when it was low on the eastern horizon. After dark, I photographed it again. How do you make a photo of the moon interesting?

In the past I have photographed the moon with clouds in the sky. Tonight I used a foreground of the branches of a tree. I'm not sure what will be in focus when I download the photos.

A beautiful moon makes me happy.



1/03/2016

Day Two - Star Wars

Saturday is movie night for me. This week I went to see Star Wars The Force Awakens.
The long awaited movie opened December 18, 2015, but I waited until the crowds thinned out.

I thoroughly enjoyed  Star Wars A New Hope back in 1977. It was exciting and like nothing I had seen before. I sat on the edge of my seat from the opening scene and stayed there until the last credit rolled.

This latest movie was just plain fun. It was a roller coaster ride past so many Star Wars icons, stormtroopers, Darth Vader's helmet, the Millennium Falcon, light sabers,  Dejarik (holographic chess),
 with a "Where Are They Now" episode thrown into the mix.

I don't know what today's young will think of this movie in the Star Wars catalog, but for this boomer, I enjoyed the ride.

1/02/2016

Looking For The Joy

2015 went by without a post. So did 2014. My mother always said, "If you can't say anything nice don't say anything at all." So I haven't.

In an effort to turn the tide, I will attempt to find something nice to say each day of 2016.
So far I am about two hours late with my first post but here goes:

I truly enjoy photography. I take pictures as well as video. Tonight I was organizing digital videos and photos. I revisited my 2011 road trip to Arches National Park in Moab, Utah  with my sister.

Utah is beautiful. I wouldn't have thought so as a child, but as an adult I can appreciate the great forces at work in creating the enormous landscape of rock and sky. I can appreciate the skill and knowledge of people who make a living in such a land. I can wonder at the lives of the dinosaurs whose remains can be found throughout the state.

I am fascinated by the human urge to leave a note behind in what today we call graffiti, while those left by prehistoric peoples we call petroglyphs. You can see a lot of both in Utah.

We enjoyed Utah so much we went back the next year to see Zion National Park.
Calendar of my photographs

5/25/2013

What Has Happened to the News?


I had to stop watching the Sunday morning news talk shows. Meet the Press, Face the Nation, and This Week With George Stephanopolis were always good for a laugh and a few good arguments with family and friends. Unfortunately political discourse has become like religion, if you don't have facts, go with opinion. What people want to think is more important than analysis of facts. Opinion trumps news.

I have been watching the Sunday morning news talk shows since I was a child and my mother had the shows on as she prepared bacon and eggs for the family.  I watched for forty years, but I can't watch them any more.

These political discussions have become all about who is winning the political popularity contest, or how a particular person should handle a situation for political gain. There is no insight into current events, no pithy one liners that really make you think, too many old white men, the same tired old faces, and still too few women bog these shows down.

The same kind of ideological gridlock that keeps Congress from earning it's salary is echoed in the hollow talk that passes for discussion on these programs. The same old politicians show up with very obvious exclusions to keep the conversation tame. No one challenges outright misinformation. OK once in a while on Meet the Press David Gregory will give it a go. But not like I remember it in the past.

Moderators used to have facts and figures at their fingertips and challenged guests when they played fast and loose with the facts. You cannot really discuss any issue until you can at least agree on the facts. So there you go. I cannot listen to the silliness that passes for news anymore.

I guess I will get all the news I can use on the weather report.

1/04/2013

Lucky 2013

Be Different Red BirdsHappy New Year.
It better be.
2012 was one long depression for me with one delight as the American people had the good sense to re-elect Barack Obama to the presidency.
This is why there is only one entry in my blog for 2012.
That entry was about my brother. His loss has colored the year dark for me.

But now we are in a new year and I predict that 2013 will be the "Year of Good Fortune"

My Predictions for Lucky 2013 in America

1. I predict that the shootings of 2012 will force Americans to face our violent culture and begin to heal the fear that has been the driving force behind the violence. 2013 will be the year we stop listening to the fear mongers who see evil behind every tree and open our eyes to the kindness that is human nature. We will change our culture from one of fear to one of cooperation.


2. I predict that there will be a backlash against the political attacks on the worker. 2013 will be the year that the ordinary citizen finds the strength to stand up for herself and show the world that the wealth of this country was created by the worker. Management will realize that there is nothing to manage if there are no workers. In 2013 the value of every member of an organization, from boardroom to bathroom, will be recognized.

 3. I predict that the political turmoil over economic issues in 2012 will force a reevaluation of the meaning and purpose of money. 2013 will bring a new understanding of money and wealth. Wealth will become a tool for the betterment of everyone rather than a measure of success. In 2013 there will be a growing realization that there is happiness in "spreading the wealth."

4. I predict that the weather disasters of 2012 will force us to see Mother Nature in a new light.
In 2013 a new sound will be heard. A long forgotten melody will once again be recognized in the songs of birds and whales, the wind and leaves, water running over rocks. The natural world will grow in significance in the hearts and minds of the people and share a greater recognition in the collective conscience.

5. I predict that 2013 will be the year that America takes a good look inward and begins to heal on an individual level.  Change will take place one person at a time. Like the drops of rain, one by one, fall from the sky to fill rivers and lakes, minds will grow, ideas will spread and person by person America will change.

I predict that 2013 will see a revolution in America. It may not come with pitch forks and torches. It may not come from Washington D.C. It may not come from pulpits and congregations. It may not come from technology and media. But it will come because people are tired of always wanting more.

7/08/2012

Richard Edward Illing

My baby brother, King Richard the Ninth, is dead. My rock, my financial adviser, my friend, my confidant, my brother is gone from my life and I miss him terribly.

He never thought he would live past forty so I should be grateful for the eight extra years. But I am not grateful, I am angry. I am angry at a disease that sucks the joy out of life for so many people in my family and my life. Depression is an insidious thing, that for those of us born with it, is normal life.

For my brother, as for myself, life was always filled with sadness. Joy is hard to come by when you are depressed, and when you manage to grab some, you know it is only fleeting. Going to Catholic school, everyone I knew felt the same. I didn't know anyone who was just plain happy. Being happy on Earth doesn't get you very far in heaven when you are Catholic. Suffering is the way to joy in heaven.

Imagine my confusion when, in college, I met some very contented, as well as some downright happy, people. Wow! I wanted some of whatever it was that they were smoking.  These people were not only happy, they were good people. These kind-hearted, calm, contented, happy people were everything I wanted to be. But no matter how hard I tried that happiness eluded me.

There is a segment of the self-help world that preaches that you can think your way to whatever you want in life. It goes by different names at different times but it is essentially the idea that if you can control your thoughts, you can control your destiny.  My generation called it positive affirmations, the and power of positive thinking. We Americans really want to believe that you can control your thoughts through the power of will.

Well, can you change your thoughts in any meaningful way? Certainly people change their thinking when they learn new things. As life lessons and science add to our understanding we change the way we see the world. Yes you can change your thoughts through learning.

Now, can you change your thoughts with chemicals? We don't like the idea that simple body chemistry can control something as essential to who we are as our thoughts.  The psychiatric community bumps up against the idea of chemistry vs. shear will power in the treatment of psychiatric disease. But the fact remains that depression is a chemical condition of the brain that can be altered by changing brain chemistry.

I found help for my depression in the good medicines available today. Yes diet, exercise, relaxation all play a role, but none of that was possible until I was able to maintain the serotonin balance in my brain. Yes, brain chemistry does impact your very thoughts. I no longer have nightmares or arguments without resolution in my head.

And my brother?  I am angry that mental health professionals wanted my brother to deal with the intruding, demanding, racing thoughts in his head with talk therapy. I am angry that when they finally provided him with medication, they gave him an adjunct drug instead of simple depression medication. I am angry that, just as advertised, that drug lead to his suicide.

I understand that suicide can happen and there is no way to predict or prevent it. I understand that no matter what, my brother is at peace and no longer fighting. But I'm still angry.

6/20/2011

The Real Agenda of "Education Reform"

Posted by
Jon Awbrey

1:28 PM on June 15, 2011

Anyone with a working long-term memory knows where this agenda to “Starve Public Schools Out Of Existence” came from.

Good thing there's web search for the rest of us —

Richard DeVos Advocates “Stealth” Strategy Against Public Education
http://www.youtube.com/watch?v=H-fTAhc4QC4

Blackwater In-Law DeVos Outlines “Stealth” Plot Against Public Education
http://www.dailykos.com/story/2011/05/04/972949/-Blackwater-In-Law-DeVos-outlines-stealth-plot-against-Public-Education

Strategy for Privatizing Public Schools Spelled out by Dick DeVos in 2002 Heritage Foundation Speech
http://www.talk2action.org/story/2011/5/3/12515/58655/Front_Page/Strategy_for_Privatizing_Public_Schools_Spelled_out_by_Dick

6/18/2011

My Head Can't Explode Anymore

I have spent the last ten years watching the world devolve. There is so much wrong with the picture that I can no longer look at it. My brain has been shredded beyond recognition. When national events defied logic, I experienced head explosions. By that I mean that I could not hold two mutually exclusive "facts" in my head at the same time. For example, We knew who blew up the towers in September of 2001, but we waited a year or two and marched into a completely innocent country and waged war. Iraq was innocent but we waged war on them. And don't try arguing that we thought Iraq had weapons of mass destruction because I knew they didn't and I discussed this with friends and coworkers before we went in. If I knew simply from paying attention to the news, then congress knew it too. Insert head explosion here.

Then came No Child Left Behind. Instantly recognizable as pretending to put out a non-existent fire by igniting a real one, this was more than I could bear as a teacher. Already frustrated by a teaching force that didn't know how to defend itself against outside idiots, I screamed for teachers to "JUST SAY NO!" When my voice came echoing back to me from the walls of empty silence, I left my tenure, pension, and precious students and quit the public schools. In the eight years since, I have watched insult add to injury, add to insult.  If only the smug satisfaction of being right was enough. But public education is so important to a thriving democracy. Oh yeah, I forgot, the United States is a Republic.

Now we are looking at a public school system turned over to private profit making interests. The same kind of interests that turned our economy into a playground. Here are some head exploding facts.

1. School budgets are declining, but since they aren't doing a "good enough" job we should reduce the budget even further.  While we are at it, let's dangle lots of money in front of them and watch as they  scramble all over themselves to get some in a cruel "Race To The Top."

2. Schools are not producing enough scientists, mathematicians, engineers, and technology geeks so lets make sure that every child in the country learns the same stuff with the same competency. Then we can take instructional time away in order to perform standardized testing because taking standardized tests is what science, engineering, math, and technology are all about.

3. Teachers are not doing a "good enough" job so let's make the job so miserable that the best and the brightest would be happy to work where you can be fired without cause for two to three years, salary is tied to factors beyond control and your pension can be altered at will. People will be flocking to work in violent neighborhoods in dilapidated buildings with no materials to educate hungry, malnourished children who do not speak English.

4. Some schools are so bad at taking the standardized tests that we should set up charter schools that are exempt from tests and oversight. Make sure that it takes lots of parental involvement and savvy to navigate the system to get into these charter schools so that there will only be students with good home lives in these schools. Then the leftover children can try to pass those standardized tests without the distraction of well fed children with enriched life experiences.


Of course, having left that cushy job, I no longer had health insurance. Past fifty with some "pre-existing" conditions, I was not looking forward to finding out what health insurance really costs. You know what really costs the health care industry? Insurance.

My doctor's office has dedicated staff whose sole job is to talk to insurance companies. People who work in health insurance have one purpose, transferring money from you to your health care provider.
In order to do that they need offices, staff, paper, copy machines, telephones, computers, toilet paper,  pens, ink cartridges, heat, lighting, desks, health benefits, retirement plans, and most expensive of all, CEO's.  This is an entire layer of bureaucracy just to transfer money and suck up the majority of the money in the process.

"But Nancy," you say, "no one can afford to pay the bills if they get really sick."
And I would say, "True, no one can afford hospital bills for catastrophic illness, that is why we pool our money and those who don't get sick help pay for those who do."
"Isn't that socialism?" you cry.
"Yes," I reply, "and it is also called health insurance. If you have health insurance, you are participating in socialism at it's finest."

Then we have the economy. Or rather we no longer have an economy. America's dumbest and dirtiest congress is about to let the country default on it's debts over politics. The richest nation in the world is going to default on it's debts because we have to keep the tax rate low. There are about a hundred things wrong with this, but suffice it to say that GREENSPAN SAID HE WAS WRONG ABOUT CAPITALISM. Markets will NOT regulate themselves.

Finally,  I cannot tolerate what passes as journalism today. Anybody can say anything they want, right, wrong, libelous, blasphemous, silly, or outrageous, it must be news. Billions of American dollars are blown away daily in wars, and the lead story on the evening news is what Lady GaGa wore on The View. We can spend a week pounding on a man with an unfortunate name and even less fortunate judgement, and fail to make the connection to the important investigation of Supreme Court Justices' conflict of interests.

It would seem that I have graduated to old fuddy duddy status. How do you seniors tolerate it?

10/02/2010

Slow Down for Children

I was working with a friend at a library computer. Over and over she expressed frustration with the speed with which the computer was loading. So I said to her, "Remember when it took an hour and a half to cook dinner? Now eight minutes in the microwave seems forever." Both of us are old enough to remember many things that used to take time and planning.

Take cooking, for instance. First of all you had to plan your shopping. Grocery stores closed in the sixties. Really, someone actually locked the door and turned out the lights at five or six o'clock. You could not buy anything until the next day, unless of course, it was Sunday. Nothing was open on Sunday. Once grocery stores started staying open until nine, the butchers union would not allow the grocery to even SELL meat after six p.m. So plan ahead.

If you had all the ingredients you needed, you prepared them. Peeling potatoes, shucking corn, snapping beans, shelling peas, and chopping vegetables, were jobs for children  in the kitchen. That left boning, trussing stuffing, marinading, stewing, roasting, boiling, frying, breading, and baking for adults. The table had to be set. Food was transferred to serving dishes. When dinner was served thanks was given before anyone took a bite.

I hear there is a slow food movement afoot. I think this is a great idea. Personally, I am not much for cooking, but I am not a big fan of speedy food either. Slow is good.

Especially when it comes to children, I feel the need to slow things down. Not that children cannot deal with speed. Many children are quite capable of fast. No, we need to slow things down for children so that there is room to breathe.

Children need time to develop observation skills. The ability to perceive things in the environment is an important thinking skill. Staring at the clouds, watching the rain fall, crunching through the leaves, smelling the flowers, basking in the sun, listening to the insects buzz, licking the spoon are sensations to be savored. Quiet contemplation reveals solutions. Keen observation inspires inventions. Sensation calls to action. Stillness opens us to creation.

It is in the pauses between thoughts that the brain makes new connections.
"The brain is trying to weave ideas together even when you don't think you are thinking of anything," notes Johns Hopkins behavioral neurologist and memory expert Dr. Barry Gordon.
http://www.time.com/time/health/article/0,8599,1957114,00.html
So take the time to slow things down, sit and do nothing, watch the world go by with the children you love. And when your child says to you, "I'm bored." you can reply, "That's good."

2/09/2010

A Rose by Any Other Name

People have been apologizing for using terms which other people, the people demanding the apology, find offensive. This is problematic on many counts. Most importantly, free speech is a right in the United States which is protected by the constitution. Also, these terms are perfectly legitimate words that carry meaning. They are not some made up derrogatory terms. And, the people complaining about these words were not even present when the words were uttered. What gives them the right to be offended?

Free speech, especially speech among friends, should require no apology to anyone outside of the group. Correct usage of words in public requires no apology. Complainers, your ignorance (lack of knowledge) is showing.

Negro and retarded are the most recent words to make the "Apologize to All the People Who Are" list.  Historically people have used a variety of terms for the groups of people referenced by these words. In my lifetime I have heard perfectly respectable television reporters use the terms colored, negro, black, African American and for a more general group "people of color." At one time the correct labels for the three levels of below normal intelligence were idiot, imbecile, and moron. I was taught the labels educable mental retardation, trainable mental retardation, severe and profound mental retardation when I was in college. Retarded became handicapped. Handicapped became differently-abled. Differently-abled became special needs.

It seems terminology changes when terms become insults. When a term is well understood and people do not want to belong to the group described, a new term is invented. How sad. If members of the described group could embrace their identity with pride there would be no insult intended or not.

Which brings me to my final point. You have a choice. You can be offended by something someone else says or you can not. Taking offense tells more about the person who is offended than about the person making the offending remark. The fact that any of this makes it to the news is very telling about the state of news reporting today.

"What's in a name? That which we call a rose
By any other name would smell as sweet."
Romeo and Juliet (II, ii, 1-2)

1/07/2010

You Think?

Things I think are messed up:

Economists talking about education reform.
Take the log out of your own eye before pointing out the speck in your brother's eye.

Micromanagement of everything everywhere.
What makes anyone or any agency think they know more about anything than the people who do that thing everyday?

Goals and objectives equated with quality.
How many business quality management programs have we gone through in the last  30 years?
The flaw in the "objectives equals quality" equation is that the quality of the outcome is proportional to the quality of the goals and objectives. Measuring outcomes only works if you are measuring things that matter.

Blame it on the unions.
Hey unions are made up of workers. The auto unions are the people who put your car together in the factory. The teachers unions are the teachers who wipe your kids noses. So you can blame the "workers" in unions all you want but what you are really criticizing are the people who make the world run so that "executives" can pretend that poop, vomit, and snot don't happen. The most important people in the world are the ones who clean up after everyone else goes home.

Blame it on the government.
Again, you are talking about "We the people." Anytime you say "the government" you should substitute  "The American People." The American people spend too much.  The American people are controlled by  lobbyiests. Even better, you could substitute "I." I invaded Iraq. I tortured people who were turned in as enemy combatants by people who were paid to turn them in. I was so angry that I was willing to lock up people and deprive them of liberty for years without a trial.

"Enemy Combatents" and all other euphemisms.
My favorite euphemism is "potentially English proficient." I like to call myself potentially Japaneese proficient. What it really means is "doesn't speak English" and "doesn't speak Japaneese."

Apologies
A fourth grade teacher I know told us on curriculum night that she teaches children that often "Sorry" isn't enough. For example, if you go to  a restaurant and order a steak and the waiter brings you a hot dog, would you be satisfied with an apology? No, you want the waiter to bring you a steak. When you make a mistake you need to try to fix it.
Even worse is the demand for an apology. Demanding that one feel regret and further demanding that this regret be anounced pubically, well that's messed up.

This "Standardization" movement
Here's a great idea, let's sell clothes in standard sizes. It would be great if a size 12 was always a size 12.  That way we could be sure that clothing makers were putting out correct sizes. Of course we would have to keep tailors from making alterations because then the clothing would no longer be a standard size. We should also do away with those pesky size 12 tall and 12 petite that mess with the standards. Designers shouldn't be able to cut the calf wider or shorten the rise on a particular line because that defies the concept of standard and reduces quality.

So for today, that's what I think is messed up.

1/04/2010

Eight is Enough

I am the sixth child of nine children in a Catholic family growing up in the fifties and sixties. I went to a Catholic school with children who typically came from large families. Our family was outnumbered by at least two other families. Most of the many children on my block went to the Catholic school too. A small family in my neighborhood had four children. There was one kid in my class who was an only child. The rest of us wondered how she managed.

This is the perspective I bring to the issue of the 19th child born to the TLC reality show family the Duggars. I know what it feels like to be just another kid in the crowd. I know what it is like to be counted rather than named. I know what it is like to have a strong religious background on display to the world. I even know what it is like to have your family verbally attacked for overpopulating the world.

Like the Duggars, my parents had the resources to feed and clothe all of us. My parents paid for our education in private schools and sent us all to college without aid. It is hard to fault people who can take care of themselves.

As a reality show family I really like the Duggars. They appear easygoing, happy, healthy, and tolerant of differences. The children are allowed to be children. The family spends time together. This is more than can be said about many modern families in America today.

BUT 19 children? Two parents, no matter how wonderful, do not have enough love to nurture 19 children. Let me rephrase that. Love is not enough. Children need to be held, carried, sung to, read to, and listened to in a one on one relationship with a consistent caretaker.

We have decades of research demonstrating the need for gentle physical contact and movement to maintain physical health, a consistent caretaker to maintain emotional health, one to one vocal interaction to develop language and cognitive abilities.

The Duggars have certainly tried to provide for the needs of each child. I just question how they would know if any one of the children was struggling. It is easy to get lost in a crowd.

So on principle as well as experience, I take issue with people who choose to bring up children in a crowd. Not that I would take away the right of any adult to make their own decisions about these matters, but I also have the right to have an opinion and discuss it in public.

The Duggars can espouse to accept each and every child the Lord sends to them. I can encourage self restraint. Michelle Duggar was barely six months from having a cesearian section when she conceived Josie, baby 19. I do not believe there is a biblical injunction to copulate profusely. Common sense would have cautioned against conception so close to surgery. Not using birth control should have cautioned against copulation so close to surgery.

My heart goes out to this family and their beautiful baby Josie who was born way too early.
You can call it the will of God, but God gives us free will. How about exercising a little self-control?

10/21/2009

Math People

relativity equation on t-shirt
I believe the world is made up of two kinds of people, math is good people, and math is not for me people, or quite simply, Algebra People and Geometry People.

I barely passed Algebra in high school. The next year I aced Geometry with the same teacher.
Geometry is obvious. You can see it. Algebra is abstract. Algebra is a mysterious mix of letters, numbers, and functions growing into strings of symbols that defy logic.

Geometry is sequential and logical with proof building upon proof, reaching the obvious conclusion.
Algebra is a tricky balancing act with two sides of an equal sign battling it out for a possible answer.

My sister, on the other had, majored in math in college. She loved Algebra and found Geometry abstract and confusing. The words I would use to describe Algebra are the exact words she would use to describe Geometry: abstract, not visible, floating around in the mist.

Ask most adults and they will tell you which which of these two subjects they prefer and you will find the same dichotomy. If you understand Algebra you struggle with Geometry. If you understand Geometry you struggle with Algebra.

What does this tell us about how people perceive and eventually comprehend these two aspects of mathematics? I found this in a math forum on the internet:
Algebra focuses on developing in students convergent thinking patterns (simplifying and solving) and the ability to manipulate abstractions (variables).
Geometry encourages the development of divergent thinking patterns (specific example to generalization) and the visualization of abstractions (geometric modeling).

So let's acknowledge that some people will do better at some things than other things and stop trying to make all our children proficient in everything.

6/29/2009

A Fly Went By

I enjoy reading the picture book
A Fly Went By by Mike McClintock.
I long to relax barefoot in that row boat chewing on a blade of grass as the sun slowly makes it's way across the sky. Of course this idyllic scene is soon interrupted by a frantic fly.
The fly ran away in fear of the frog
Who ran from the cat, who ran from the dog. The harder the boy worked to find the cause of the commotion, the more complicated the commotion became. Finally, after after talking to several terrified animals each terrified by the one coming after it, the problem is discovered. A hunter runs by. But the hunter doesn't stop to negotiate an end to the chase because he is running too. The hunter is running from a loud clanging sound. And what do you think it was? It was a lamb with a bucket stuck on it's leg.

I had a similiar feeling reading education news in my email.

I read this:

June 29, 2009 Chicago Tribune Newspaper BY ROSALIND ROSSI Education Reporter


The typical Chicago public school loses more than half of all its teachers within five years -- and about two-thirds of its new ones, a study released today by the University of Chicago indicates. Teacher churning is especially severe in high-poverty, heavily African-American schools -- about a hundred total -- where half of all teachers disappear after only three years, the study found.

"I find that really disturbing,'' said Elaine Allensworth, lead author of the study from the U. of C.'s Consortium on Chicago School Research. "I just see no way they can improve if they can't maintain a stable work force.''

And this from Florida,


By Tony Marrero, Times Staff Writer
In Print: Monday, June 29, 2009

Under a new policy up for a vote by the Hernando County School Board next month, the new grade for a missed assignment or test at the elementary level would be 40 percent.

Translation: no more zeros.

And this blog about a KIPP school teacher:

"No," he told me, shrugging. "I'm leaving teaching. I don't have a plan."

I was shocked. "Why? You're such a wonderful teacher! What happened?"

"It just got to the point that every morning I thought, 'I don't want to go in.' We start at 7:20 and go til 5pm. I wake up at 4:45 for my commute and some days don't get home til 10. I'd honestly rather work in an office at this point." I am still trying to reconcile this new image of Joe with the old one, who was so in love with teaching and seemed to be made for the job.
When Joe left my school, it was a huge loss to our students. But I understand why he wanted to go somewhere less crazy, more organized, that serves a similarly needy population. His current school has one of the highest student achievement rates in NYC, but something is wrong if it killed Joe's drive to teach. He told me that a many other teachers at his school burnt out and quit, much like him. I'm wondering if this KIPP school sees its teaching staff as expendable. Perhaps it has such a great reputation that it can easily replace good teachers who leave with other good teachers.

http://teacherleaders.typepad.com/shoulders_of_giants/2009/06/a-casualty-of-the-teaching-profession.html

And this:
June 15, 2009 Education Week

Study Casts Doubt on Charter School Results By Lesli A. Maxwell

A national study by the Center for Research on Education Outcomes at Stanford casts doubt on whether the academic performance of students in charter schools is any better than that of their peers in regular public schools.

Looking at 2,403 charter schools in 15 states and the District of Columbia, researchers at Stanford University found that students in more than 80 percent of charter schools either performed the same as—or worse than—students in traditional public schools on mathematics tests.

“If this study shows anything, it shows that we’ve got a two-to-one margin of bad charters to good charters,” said Margaret E. Raymond, the director of the center and the study’s lead author. “That’s a red flag.”

Mr. Henig said the Stanford report, along with others that have similarly compared charter school and traditional public school performance, is more evidence that asking which of the two types of schools is better “may be the wrong question.”

As you can see, teachers are leaving the profession in which they invested an expensive college education. School Boards are interferring in individual teachers decisions, one of the key protections of tenure. And when you look at the proposed alternatives, private and charter schools, you see the same burnout with no discernable difference in outcomes.

As more and more government intervention chases fewer and fewer resources, and judicial decisions erode en loco parentis, it is time to take stock.

Can we come to an understanding of what causes what? We know so much about education. Can we synthesize this information into a fishbone diagram in order to get a better picture of the problems and the causes?

Lets take stock of the situation. Lets begin with what exactly we as a nation want to get from our educational system. What constitutes an education? Should it be the same for everyone? Should it look the same for everyone?

When we know what education is for, we can begin to design it. I would guess that education in the future will not have traditional schoolhouses.

But I am asking you to join me in a discussion of National Goals for Education.

WE NEED A STRATEGIC PLAN FOR U.S. EDUCATION





6/28/2009

I Never Promised You a Rose Garden


I Never Promised You a Rose Garden; the Purpose and Promise of Special Education

Our government expects all children in public schools to achieve an arbitrary level of expertise in a select number of academic subjects. This expectation extends to children facing any and all physical, mental and emotional challenges. Special Education may have performed great deeds in the past, but it would be a mistake to waste the time and effort of Special Education students and personnel on this wild ride.

I entered Special Education about the time the first Federal Special Education Law, Public Law 94.142, (In it's current form called IDEA) had to be implemented. Public Schools had provided services for the disabled previous to the law’s implementation, but now it was mandatory across the country to provide a Free, Appropriate, Public Education to students with disabilities.

Special Education teachers were considered akin to Florence Nightingale.
We were willing to go in and work with the students that no one else wanted. Our job was to provide these children with an education. No one thought that we would cure retardation or learning disabilities. No one expected us to make the blind to see or the deaf hear. We were teachers. We were to teach the blind to read, write, and do arithmetic. We were to teach the retarded to take care of themselves, hold down a job, and live in the world. We were to assist the learning disabled in overcoming their weaknesses by using their strengths.

Over the years, we became experts in our fields. We developed new techniques and methodologies. We developed a deeper understanding of the variations in brain functioning associated with various disabilities. We found that many children were indeed “differently abled.”

Now children who were were considered “Trainable” as opposed to “Educable” (TMH and EMH respectively), were learning to read and write. Children who might have been diagnosed as retarded in the past could now be understood as learning disabled. Early Intervention and Early Childhood Education were helping children overcome developmental delays and speech problems that could have turned into learning disabilities. Parents were grateful for what we did.

Over the years the expectation of rehabilitation has become the norm for Special Educators.

At the same time that educators were improving the academic outcomes for children with disabilities, medical science was discovering ways to save people who previously would have died. Premature babies were surviving at smaller and smaller birth weights. Traumatic Brain Injuries were no longer fatal. With enough medical intervention many lives could be saved, with no consideration of the quality of life. So after all the progress we have made in improving the outcomes for children with disabilities, we are now faced with new challenges created by medical science.

In my 30 year career I have worked with two children each of whom did not have a brain. One child contracted a herpes virus at birth which destroyed his brain. He required a roomful of machines to live, but he did live for eight years. The other child was anacephalic, born without a brain. When she passed away at the age of two the doctors said no one had ever lived that long with that condition.

There is a lot we can do to overcome problems while the brain is developing. We can do a little to overcome a bad home situation. There is nothing we can do to change genetics. We can’t cure a learning disability. Children going through emotional trauma cannot be made to learn. We can’t reverse brain damage.

If you lose your arm we can teach you to do things with your other arm. We can show you how to compensate for your lost arm. We cannot give you your arm back.

If you have a learning problem, we can teach you in different ways. We can help you use your strengths to compensate for your weaknesses. We can provide a supportive environment. But we cannot make you a different person. Frankly, I think that is a good thing.

It takes all kinds of people to make a world. We need farmers and scientists, artists and mathematicians, musicians and inventors.

I cannot walk in a parent’s shoes. I see the pain, I see the grief, I see the denial, and I see the anger. What I want to see is the love.

When I see the anxiety of the parents of a child with Autism, I know what they are really thinking is, “Will these professionals with all their book knowledge, be able to see beyond the label to the wonderful child I know and love.” When a parent loves a child with all the child’s problems, when they can accept the child even if nothing gets better, then living can begin.

I have heard and experienced many poignant stories in my career. One of them is the story of a young couple expecting a second child. The child is born with the entire back of his head open. There is no bone protecting his brain and the skin is open as well. The parents are told the child will soon die and they are left to be with the child alone. Four hours later the child is still alive and the parents are unsure what to do. The doctors recommend that they care for the child and see what happens. The head is left to heal on its own. I met the child as he was approaching his third birthday. He was able to move around his environment by rolling. He could hold objects and act on them. He was considered blind but I saw him fuss and cry when he saw a favorite toy while visiting a new school. Several years later I talked to his mother. He was attending a special school and making progress. His mother was not planning for college, but she loved him just the way he was every day of his life.

Schools cannot promise you a perfect child. Schools can see each child as an individual. Children are not test scores. Children are human beings with all the success and failure that being human entails. Nowhere is this more apparent than in Special Education. So I am looking to the Special Educators of this nation to stand up and speak for the children. When it comes to standardized testing of Special Education students, just say "No."

6/09/2009

A Federal Role in Education?


As we stand on the brink of national standards for education, perhaps we should take a step back and look at the the Federal role in education and what it has done to education so far.

The United States Constitution states, “The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.” Nowhere in the Constitution is the federal government given the power to regulate or fund elementary or secondary education. The federal role in education is a violation of the 10th amendment of the United States Constitution.

The federal government formed the Department of Education (ED) in 1979

Some politicians warned against the ED.

“No matter what anyone says, the Department of Education will not just write checks to local school boards. They will meddle in everything. I do not want that.” Representative Pat Schroeder (D-CO) 7

“A national Department may actually impede the innovation of local programs as it attempts to establish uniformity throughout the Nation.” Representative Joseph Early (D-MA) 8

“We will be minimizing the roles of local and State education officials; we recognize that the States are responsible for the education policies of the children in the is country.” Representative Shirley Chisholm (D-NY) 9

“This is a back-room deal, born out of a squalid politics. Everything we had thought we would not see happening to education is happening here.” Senator Patrick Moynihan (D-NY) 6

Every dollar parents send to Washington is a dollar they don't have to spend directly on their children's education. Most education tax dollars sent to Washington fund the federal bureaucracy; far less than half of each dollar is ever returned to local schools. More importantly, federal school dollars come with strings attached. The more money we give to education bureaucrats, the more power they have to dictate how local schools are run.

When federal spending increases, local schools are forced to do whatever it takes to get their share, even if this means adopting one size fits all policies mandated in Washington. In other words, federal money is used as a club to force schools to surrender more and more of their decision making authority to Washington.

Although statistics show that only seven percent of an average school’s budget is subsidized by the feds, local districts complain about massive paperwork and red tape required to receive these skimpy funds. A 1991 survey of Ohio school districts found that each district was required to fill out an average of 330 forms, of which 157 were from the state and 173 were from the federal government.4 The federal government, responsible for only seven percent of the budget, causes 55% of the red tape.



The List of Programs:
Goodling stated, “This massive list of federal education programs clearly demonstrates what many of us had suspected for quite some time that Washington is out of control and out of touch.” Pointing out a huge stack of papers required for all the Education Department’s programs, McKeon remarked, “The Clintons say that it takes a village to raise a child, but that is only because it takes a village to fill out this paper work.”
Obviously, ever-increasing federal control over our schools has failed the nation's children and lowered educational standards.

Parents and teachers know what is best for their schools at the local level. The key to reforming public education in America is returning local control back to our public schools.

NOTES
Berthoud, Dr. John E., Who Got It Right? What Proponents and Opponents of the Creation of the Department of Education Promised & Predicted, The Alexis de Tocqueville Institution, January 18, 1996, p.11.