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The School of Education, in cooperation with the College of Humanities and Sciences, offers extended teacher preparation programs in early childhood and elementary education (prekindergarten through grade six), health and physical education (grades six through 12) and secondary education (kindergarten through grade 12). The successful completion of these programs results in the simultaneous awarding of both a bachelor's and a master's degree.
General degree requirements
Undergraduate major
Change of major and transfer students
Transcript evaluation
Faculty advisement
Professional development schools
Educator as reflective practitioner
Demographics consideration in teaching
Standards of learning
Technology standards
Extended program in early and elementary or secondary education
Extended program in health and physical education
The successful completion of these programs results in the simultaneous awarding of both a bachelor's and a master's degree. Prospective Master of Teaching students earn their bachelor's degree in a specific field in which they plan to teach. A student generally begins work on the professional studies component in the third or fourth year of academic study.
A student enrolled in any one of the three extended teacher preparation programs must complete a minimum of 153/154 credits. The student must maintain a cumulative GPA of 2.8 for admission to the teacher preparation program. Completion of at least 90 credits with a minimum GPA of 3.0 in the last 60 semester hours of study is required for that student to be admitted to the graduate studies portion of the extended program.
A Post-baccalaureate Graduate Certificate in Teaching is open primarily to those who have already earned a master's degree. The candidate must complete at least 30 additional hours beyond the bachelor's level. Admittance to this program requires a minimum GPA of 3.0 in the last 60 semester hours of study.
Clinical experiences
All initial licensure programs require clinical experiences throughout the program. During the initial stages of a program, these experiences occur as practica in varied placements in K-12 education relevant to the student's program. Each program also requires a capstone clinical experience in the form of student teaching. For student teaching, those pursuing early and elementary education are placed in two settings, one in early elementary grades (K-2) and one in upper elementary grades (3-5). Those pursuing secondary education receive a single placement in their discipline in a middle school or high school setting.
With the guidance of a mentor, the intern assumes more independence in the field setting. Satisfactory completion of the internship and the preceding training is charted through evaluations made by the university supervisor, colleague-teacher and school administrator.
Freshman students who plan to become early and elementary education teachers are required to enroll in the Bachelor of Interdisciplinary Studies liberal studies for early and elementary education major. Transfer students should meet with a B.I.S. adviser prior to course registration. The B.I.S. degree requirements are outlined in the College of Humanities and Sciences section of this bulletin.
Prospective secondary teachers should major in the discipline they wish to teach. The disciplines in which VCU offers licensure programs are as follows: English, history/social studies, mathematics and science (various specialities). Students should consult with their education adviser to ensure that courses taken to meet major requirements also meet state licensure requirements.
Students wishing to enter the Extended Teacher Preparation Program in early and elementary education or secondary education must transfer initially to the College of Humanities and Sciences. They must declare a major in the college and a specialization in the appropriate professional studies sequence in the School of Education. Students who wish to enter the extended program in health and physical education must choose the general health and physical education concentration in the health, physical education and exercise science major within the School of Education.
For admission to teacher preparation, a minimum GPA of 2.8 is required. A minimum GPA of 3.0 in the last 60 semester hours of study is required for admission to the graduate phase of the Extended Teacher Preparation Program.
The College of Humanities and Sciences evaluates transcripts of students pursuing the extended program in early and elementary education or secondary education; transcripts of students pursuing the extended program in health and physical education are evaluated by the School of Education. Credits are accepted if they conform to specific program guidelines; course equivalents from accredited colleges and universities are accepted if the grade earned is C or better. From the extended program, 60 semester hours of acceptable undergraduate course work are required to be admitted to a teacher preparation program. See specific criteria in the "Admission to the Extended Teacher Preparation Programs" section of this bulletin.
Credits that are accepted from two-year institutions may meet liberal arts and sciences requirements, but will not meet professional requirements for upper-division course work. The VCU Transfer Guide for Virginia Community Colleges lists, in full, credits accepted by VCU that have been earned in the state's community colleges.
After the initial student transcript evaluation, the assigned adviser reviews the accepted transfer credits with the student, determining what additional course work at VCU will be necessary. An adviser is not required to use all the accepted transfer credits in a student's program of study. Only those credits approved for transfer can be applied toward the chosen degree.
An academic adviser is assigned to a student by the department of that student's chosen major in the College of Humanities and Sciences. A professional studies adviser is similarly assigned by the Department of Teaching and Learning or the Department of Health and Human Performance according to the student's proposed teaching endorsement. This adviser-student relationship continues throughout the course of study at VCU. Student and adviser jointly develop the student's individual program. During the planning process, the student identifies, clarifies and explores his or her personal and professional goals.
The guiding theme of the teacher preparation program is "educator as reflective practitioner." The underlying foundation of instruction in the teacher preparation program is to challenge the prospective teacher to develop skills in critical reflection and to value thoughtful decision making. Candidates demonstrate critical reflection by: being open to and respectful of all stakeholders; taking other perspectives into account; utilizing critical thinking in framing and solving educational problems; making informed, ethical and professional decisions; and taking ethical and professional action.
The demographics of elementary, middle and high school students are changing. There is an increase in the number of students for whom English is not the first language, of minority students, of students who do not all learn or respond in similar ways and of students who may be identified as possessing a disability.
Future teachers are encouraged to take advantage of opportunities through formal courses and other experiences to gain greater insight and ability in addressing learners from differing cultural backgrounds and considering the needs of learners with different learning styles, participation styles, and special abilities or disabilities.
Much of the prekindergarten through grade 12 curriculum is based on the commonwealth of Virginia's current Standards of Learning. Students preparing to be teachers are advised to examine the SOLs for the grade levels and content areas they plan to teach. The School of Education website has a link to the SOLs.
In some instances the content and concepts associated with one or more SOLs may be incorporated in a course in the College of Humanities and Sciences or in the School of Education, but as the SOLs are for a kindergarten through grade 12 curriculum and not a college curriculum, one may need to study several of these on her or his own.
The use of computers, graphing calculators, science probeware and other technologies is integral to successful teaching in today's schools. Individuals preparing to teach must be competent on each of the eight standards in Virginia's Technology Standards for Instructional Personnel. These standards may be reached through the School of Education website.
Students are advised to consult with the professional studies adviser regarding the program's requirements for demonstrating competence. Several of the standards may be documented as met by passing the Computer Literacy Examination offered online through Knowledgenet. Please see the General education requirements for undergraduate study in the "College of Humanities and Sciences" section of this bulletin.
In the extended program, a student generally begins work on the professional studies component in the third year of study. Information on specific requirements for all academic majors is available in the Department of Teaching and Learning, in the College of Humanities and Sciences' associate dean's office or through the department of the chosen major. Students may visit www.soe.vcu.edu/departments/tl for information about programs in the Department of Teaching and Learning. A student in the extended program must maintain a minimum cumulative GPA of 2.8 for admission to teacher preparation and clinical experience and, prior to the fifth year, a minimum GPA of 3.0 for admission to the graduate study portion of the program.
Students who plan to become health and physical education teachers should enroll in the Bachelor of Science in Health, Physical Education and Exercise Science major with a concentration in general health and physical education. Transfer students should consult with a program adviser prior to course registration. The requirements for the B.S. are outlined in the program section of this Bulletin.
In the extended program students pursue an integrated curriculum leading to simultaneous awarding of a B.S. and Master of Teaching. Students begin professional studies early in the program. A student in the extended program must maintain a GPA of at least 2.8 for admission to teacher preparation (generally in the third year) and a minimum GPA of 3.0 to be admitted to the graduate portion of the program. Admission to graduate study typically occurs during the fourth year of study.
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Last update: 7/15/2013
The VCU Bulletin is in transition! As we move from this first iteration of our online Bulletin to a new product and process, what you find on this website is information for the 2014-15 academic year.
While much of the curricular information remains the same, changes that were approved with the effective date of fall 2015 will not be reflected on this website. Prospective students may wish to contact the school or department that administers their program of interest in order to discuss the most current curriculum and concentration options.
Enrolled students who are completing their studies under an effective Bulletin may continue to access the archives at http://www.pubapps.vcu.edu/Bulletins/archives.aspx, where past Bulletins are available to reference or download.
Our anticipated launch of the new VCU Bulletin is July 2015. To follow our progress, visit the new Bulletin blog.


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Founded by lifestyle futurist Shel Pink, SpaRitual fuses a mind, body, spirit connection with healing spa traditions to create a world of Slow Beauty. Specially sourced vegan, certified organic and fair trade ingredients from around the world are used to create SpaRitual products for body, hand and lifestyle. SpaRitual's natural formulations never use synthetic dyes or parabens, and their vegan Nail Lacquers and Nail Care Treatments are also free of toluene, formaldehyde, formaldehyde resin, camphor and DBP. SpaRitual stays on the pulse of sustainability issues to ensure their products; processes and packaging are as environmentally responsible as possible. SpaRitual's brand philosophy encourages women to approach beauty as a holistic connection to oneself and to the environment.
SpaRitual offers products that avoid harsh chemicals, artificial colorants, chemical preservatives, synthetic fragrance and chemical sunscreens wherever possible.

subset: commoncrawl


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AO is simply taking some time off to focus on eating a whole lot of horse meat.
AO is simply taking some time off to focus on eating a whole lot of horse meat.
This is the second time he's had to pull out of a fight I was planning on going to.
Hating on Anderson Silva before it was the cool thing to do.
The idea of a "true number one contender" is the stupidiest MMA idea to be perpetuated by fans and media, EVER.
HATES the new MMANEWS forum. Bring back the dark background.
JDS/Cormier makes no sense. DC has already said he's dropping to LHW once he's finished with Mir. If DC beats JDS it moves him into title contention for a match with Cain that he doesn't want, it also eliminates and chance of a JDS/Cain trilogy in the foreseeable future. If JDS wins then it steals momentum from DC dropping to LHW and going after Jones.
Would love to see Hunt/JDS. I'd pick Hunt to win but if he did get past JDS I still don't see him beating Cain.
Legalize MMA in New York
I really like Hunt, but I don't see this fight going very weunt needsll for him. But H a step up in competition after his last fight, so I think this fight makes good sense.
AO out with a slight tear in his Quad.
Got a lot of soul searching to do. Sorry to everyone I've let down
The Hiding Encase Fighting Alliance Notices Steroids
I know Kevo weak very week bored and the best I could come up with
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Thousands still without power after stormBy Lucia Suarez
STAFF WRITER | December 23,2012
The western part of Rutland County was slammed hard by Fridays high winds. Above, trees toppled and took down utility lines along South Road in Castleton. At left, a crew from Burlington Electric repairs line damage in Leicester after coming south to help in the post-storm effort. Below, Thomas Ettori of Castleton shows a reindeer scene on Main Street that was toppled by the storm.For Louise Cousineau, Fridays windstorm was one of the scariest things she has ever seen or experienced.
The 61-year-old Castleton resident said when the wind started to pick up, she grabbed her dog and they sat in the bathroom to watch as the gusts of wind shook the trees outside her property on Route 30.
All of a sudden it was like a domino effect, once the first tree uprooted the other ones followed, Cousineau said Saturday. You cant understand how vulnerable you are because there is nothing you can do.
When the storm passed, more than 18 trees at least 85 feet tall had fallen around her property none hitting her home. Cousineau said someone was watching out for her.
I hope I never see something like that again, she said. I think that my mom for watching out for me.
The frightening incident was not isolated to Cousineaus home, or to Castleton for that matter. The windstorm created gusts up to 70 mph that thrashed trees and utility poles across the western part of the state Friday, knocking out power to more than 34,000 customers.
Utility crews worked around the clock Friday night and into Saturday, slowly restoring power to homes and businesses.
More than 4,100 people still had no electricity as of late Saturday afternoon, according to Green Mountain Power. In Castleton, 1,037 customers were still without power as of 4:40 p.m. Saturday. In Brandon the number was 339 and in Wells it was 370, while in Salisbury it was 346.
Moving north, Middlebury still had 65 people blacked out and Starksboro had 290. GMP did not report significant outages remaining Saturday north of Addison County, while Vermont Electric Cooperative was reporting just 22 remaining issues, down from a peak of 9,000 on Friday.
We have really incredible straight-line winds that took out trees and it was not just branches. It uprooted trees, said GMP spokesman Jeremy Baker. It blocked roads, making it slow to get to customers.
It took down poles without any trees around it, he added. When something like that happens, then you know it was strong wind.
Baker said the utility company contracted 250 line workers to help restore power, but he said the hardest-hit areas west of the Green Mountains may not get power back until Christmas Day or later. The last customers to get their power back are usually those with isolated or individual problems, he said; the utility tackles the bigger blackouts first.
Its not something we want to tell people, but we want to be truthful, Baker said.
The winter snow that fell Saturday did not help matters, as it slowed crews trying to get to remote locations. Once the crews were able to arrive at the affected sites, Baker said, the snow did not prevent them from restoring power to customers.
About 2 to 4 inches of snow was expected to fall in the southern part of the state before tapering off early this morning.
In response to the persisting power outages and falling temperatures, the American Red Cross opened a shelter at the Leahy Center at the Rutland Regional Medical Center around 5 p.m. Saturday.
MORE IN Local & StateRecovery takes time, patience and a desire to change. Full StoryMayor Louras wants the city to have a better idea on what to pay its department heads. Full StoryThe Rutland Town Select Board plans to appoint a new member next week who will serve until a... Full Story
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Julia Child | PBS Remembers | PBS
Duration: 00:31
Program: Julia Child - Cooking with Master Chefs
A tribute to the chef who brought her love of food and cooking to homes across America for nearly 40 years.Tags:
Julia Child | Stuffed Turkey Roulade | PBS
Full Program: Julia Child and Jacques Pepin prepare a turkey for a large gathering. 01:18:48
Julia Child | Charles Palmer | PBS (#105)
Full Program: Venison steaks and luscious mousse cupcakes. 24:50
Julia Child | Renaissance-Inspired Leg of Lamb...
Full Program: Lynne Rossetto Kasper combines roast lamb leg with a green bean salad. 24:55
Julia Child | Mixed Game Grill | PBS
Full Program: '21' Club chef Michael Lomonaco forms a mixed game grill with quail, venison and more. 24:55
Julia Child | Seared Scallops and Quenelles of...
Full Program: Chicago restaurateur Charlie Trotter creates a scallop entree and a fruity sorbet dessert. 24:55
Julia Child | Roasted Veal Chops and...
Full Program: Chef Daniel Boulud of New York, N.Y. roasts veal chops and makes sweetbreads. 24:55
Julia Child | White Chocolate Pattycake | PBS
Full Program: Chef Marcel Desaulniers creates a white chocolate pattycake with chocolate tulips. 24:07
Julia Child | Rasberry Ruffle Genoise Cake | PBS
Full Program: Chocolatier Alice Medrich creates a layered chocolate genoise rasberry ruffle cake. 24:07
Julia Child | Italian Cookies | PBS
Full Program: Nick Malgieri of Peter Kump's New York City Cooking School whips up Italian goodies. 24:08
Julia Child | Banana-Chocolate Beignets | PBS
Full Program: Ritz Carlton pastry chef, Norman Love, makes banana-filled chocolate-cinnamon beignets. 24:08
Julia Child | The French Chef (1964):...
Full Program: Boiled, fried, baked and more: explore the most versatile of foods with Julia. 28:34
Julia Child | The French Chef (1972): Cheese...
Full Program: Julia shows how to conquer the fickle souffle. 28:51
Julia Child | Meryl Streep's Julia Child...
The actress talks about the role Julia Child played in her life. 03:13
Julia Child | Shrimp & Rice with Fresh Indian...
Full Program: Madhur Jaffrey prepares shrimp in a spicy coconut sauce and basmati rice with dill. 24:54
Julia Child | Focaccia for Dessert? | PBS
Full Program: Chef Kominiak of New York City's Ecce Panis Bakery makes focaccia, a flat Italian bread. 24:08
Julia Child | Puff pastry with Michel Richard...
Full Program: Master chef Michel Richard bakes creative puff pastries for dinner and dessert. 24:07
Julia Child | Ladyfingers Genoise | PBS
Full Program: California baking teacher Flo Braker shares a classic technique for creating ladyfingers. 24:06
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Full Program: Tangy apples and sweet, rich cream come together in this classic French tart. 28:40
Julia Child | The French Chef: Spinach Twins | PBS
Full Program: Julia and Simone Beck collaborate on a creamy spinach turnover. 28:39
- Watch more video from this program
Post Date: April 25, 2011


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Walther Magazine P22 22 Long Rifle 10-Round Steel Nickel Plated
Product #: 456976 Walther #: 512602 UPC #: 723364200724
- Information
Having spare magazines for all of your guns is always a good idea. This magazine is a direct replacement for the factory 10 round Walther P22 magazine. Durable, corrosion resistant nickel plated steel construction.
Genuine factory Walther part.
Genuine factory Walther part.
- Caliber: 22 Long Rifle
- Capacity: 10 rounds
- Material: Nickel Plated Steel
Delivery Information
The total weight of the product, including the product's packaging as it sits on our shelf. Since some products ship directly from the Manufacturer, their weight may be unavailable. Because of variations in the manufacturing process, similar products may have differing weights. Unless the product is designated as "Ships Alone", Shipping Weight does not include the shipping box or packing materials associated with your order.
Product ships from MidwayUSA, separate from any other products on your order due to its size. Products that are Shipped Alone incur separate "Per Order" and "Per Pound" shipping charges.
Product is regulated by the US Department of Transportation (DOT) and cannot be shipped via USPS or air shipping methods. DOT-Regulated products must ship UPS Ground.
Product is restricted by shipping carriers and cannot be shipped to certain locations or via certain shipping methods.
Additional shipping charge for HazMat products. Carriers charge extra to ship packages with products they consider hazardous, such as reloading powder and primers.
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The statements and opinions expressed within Customer Reviews reflect each author's personal perspective and do not imply endorsement by MidwayUSA, its Employees or any other organization. Customers should in no way infer that MidwayUSA has validated review information as safe, accurate or appropriate.
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Audi's performance flagship, the R8, brings a new, more powerful version to the table as a 2014 model and we're here to get an up-close look at it.
The Audi R8 has added another model to its sensational lineup: the V10 Plus, a 550-horsepower, 197 mile-per-hour mid-engined exotic that joins the fixed roof and Spyder in the R8 family. The all-alloy V10 is bolted up to Audi's S-tronic, dual-clutch 7-speed transmission that sends every shred of horsepower to Audi's Quattro all-wheel-drive system adapted to the sophisticated R8 running gear. The R8 V10 Plus will wear a sticker price of around $180,000 when it goes on sale this spring.
See all Detroit Auto Show news.
What do you think about the 2014 Audi R8? Let us know in the comments below.


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1-year-old struck, killed by 18-wheeler
Top Stories in Local
Kuwait promotes unity in wake of bombing designed to divide
Top Stories in US & World
Real Estate
Alamodome renovations approved
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Tim Duncan returning to San Antonio Spurs
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New York Times sparks Internet's guac fury
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The songs that rocked San Antonio
Top Stories in Entertainment
15 fun lies to try on S.A. tourists this summer
Top Stories in Lifestyle
Voter registration should be automatic
Top Stories in Opinion
2016 Acura MDX — a new nine-speed automatic transmission is the big change.
Top Stories in Cars
US unemployment falls to 7-year low, but wages are flat
Top Stories in Jobs
Beautiful Hill Country ranch listed for $18.5 million
Top Stories in Homes
Tom Reel / San Antonio Express-News
The Alamodome, made specifically for football, has been undergoing a temporary facelift with MLB coming to town this week.
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Computer-Based Driver Improvement Clinics
DMV has reviewed and approved the computer-based programs. Upon successful completion of the on-line course, you may be eligible to receive up to five safe driving points. Although the course can be taken on-line, the final exam must be taken at a centralized test site. A list of test sites is located on the web site of each course provider. Prior to registering for the course, verify that a test site is located in your area. In addition, the following also applies:
- Bring photo identification
- Open book testing is not allowed
- DMV does not maintain schedules for testing
- The test may be taken only once per business day
Your court may or may not accept the certificate of completion. It is your responsibility to determine if your court accepts on-line traffic schools.
If you are under age 20, you are not eligible to take a computer-based driver improvement course to satisfy a DMV requirement. You must satisfactorily complete a driver improvement clinic that provides classroom instruction.
A computer-based clinic will not meet the requirements of a commercial driver improvement clinic.
Listing of computer-based clinics by first letter of name:Listing of all computer-based clinics
DMV is committed to promoting transportation safety through the certification of quality driver training programs.
If you have comments or concerns about this course, call our toll-free number: 1-877-885-5790.


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Moderators: Jason, Toothy, Tonyblack
was there chickens involved. listened to it again it's quite addictive may have to visit youtube to see if I can trace the original song.Caution! Foul language!!
Tonyblack wrote:Well . . . I'm convinced.
michelanCello wrote:CB, that video is crazy I'm surprised his fingers don't get tangled
Users browsing this forum: Google [Bot], Majestic-12 [Bot] and 11 guests


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At Eyeglasses.com we recognize that prescription glasses have become a unique fashion accessory with many well-known fashion brands entering the fashion eyewear marketplace every year. Today designer prescription eyewear is hot whether from the European fashion houses of Fendi and Gucci or from American brands like Gant, Hugo Boss, Nike, or Calvin Klein, among many others.
Prescription glasses Blog News - Newest Fashion And Eyewear. The eyewear industry witnessed a number of new releases this year. Not only did these frames provide comfort, but the lenses also surpassed expectations. Eyewear manufacturers can only get to this point after many years of hard work and when a clear strategy regarding product development has been created. One of the most important factors in the development of an eyewear collection is the approach the designer has over the proposed design. Unique colors, outstanding styles, and innovative concepts are important elements that successful collections share. In this blog article we present two collections which focus on quality, performance and fashion.
Our first case is Silhouette Eyewear, which presents the Eyewear´s Crystal Collection. This line features elegance and sophistication through thinner frames, some styles are even rimless. This collection is a well-known reference for this tendency of eyewear. Added to the fashionable looks of the collection, every frame is made out of high tech titanium and SPX, and they present Silhouette's proposition for rimless, hingeless, and screwless styles. These frames can satisfy the most extravagant and the most conservative users.
In our second case, we present the case of Activist Eyewear. The sun and ophthalmic collection by Activist debuted with the objective of redefining high performance. These collections feature new technologies such as Activizm polarized lenses, and Split-fit temples. Both of these technologies provide comfort to the customers, by creating a different feel of the frames on the face. Every frame is design in Brooklyn and manufactured in Japan using top quality materials such as surgical stainless steel and beta titanium.
The fashion / eyewear industry provides customers many reasons to wear glasses, either as regular glasses or sunglasses. In many cases glasses are the accessory that helps define a person's fashion sense and / or personality. Both television and Hollywood's movie industry have created countless memorable characters whose glasses added an element of mystery, menace, intellectual brilliance, madness, "plainness," etc. to their personalities? At Eyeglasses.com we carry such an extensive line of glasses, you can easily change your look to whatever suits your mood. It's quite astonishing how an accessory like eyeglasses can define a character whether it's a cartoon character like Peter Griffin Sr. the title character of Family Guy or Milhouse Mussolini Van Houten who is Bart Simpson's best friend to Urkel, the character on the ABC/CBS sitcom Family Matters or Hiro Nakamura from the fantasy TV series, Heroes. Would Clark Kent from Superman fame or Keanu Reeves and other Matrix characters remain as memorable without their dark sunglasses? Clark Kent's glasses defined him as a wonky nerd, whereas Neo's and Morpheus' glasses gave them an impenetrable air of mystery, determination, and a hint of menace. In the Matrix poster for the first movie, all the characters are wearing what is now frequently referred to as "Morpheus" sunglasses. And would Hollywood be Hollywood without movie stars wearing frequently large oversized sunglasses? Without a doubt the right glasses can cultivate an image, a look, and a persona. It's no wonder people all over the world exuberantly embrace wearing glasses as a fashion accessory beyond the immediate need for functionality.
If you can't see without glassese, you most likely put them on as soon as you awaken. And they remain on until it's time to go to sleep. Unlike jewelry, shoes, clothing, or other wardrobe accessories, the majority of people who need glasses for their functionality wear the same pair of glasses everyday. Someone may own several or dozens of pairs of shoes to choose from depending upon their outfit or activity. For those of us (even at Eyeglasses.com) who need prescription eyeglasses, we don't own a half a dozen glasses to choose from to compliment a particular outfit.
However, owning only one pair of glasses can result in inconvenince if the only pair of glasses is lost or broken. Stumbling around until purchasing a new pair of glasses is not an option you want to experience. And with the great prices you'll find at Eyeglaases.com it is certainly not necessary. We suggest always having a second pair of glasses as a backup. Perhaps when you choose the frames of your "backup" glasses you should select something different, giving you the option for a new look.
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text:
- Shawn James Jr.
- Philadelphia, PA
- United States
intern, TED
This conversation is closed.
Is the generation in education getting less intelligent than the ones before them or smarter?
I often hear people say that the generation after them are not as smart as they were growing up. By people I mean the adults like my parents and grandparents. What is your input on the issues with education? Do you believe the education system is falling apart?
L.A. Hall
Jul 8 2011: I would put it as simply as this. It seems like as our body of knowledge grows, our ability to apply it with wisdom and morality shrinks. To quote the Dalai Lama:
- +3
"Too much energy in your country
Is spent developing the mind
Instead of the heart
Be compassionate
Not just to your friends
But to everyone
Be compassionate."
So while we may "know" more, we think less.Jun 16 2011: Okay, I'll be the nob to point out your question about education mistakes "then" for "than." The error might be an intelligence or an education problem or it might have just been haste. I scan many entries on these pages - and on the internet in general and find very intelligent remarks, very smart stuff and original thinking - that are rife with basic spelling and grammatical errors. The smart part of me says shrug it off because online etiquette punishes that kind of nobbery - but the intelligent part of me wants to preserve the rules of language to preserve clear communication. Does this in any way answer your question?
Jun 16 2011: I thought that too, about "then vs. than" but that error is so common, most people, and esp. those of the younger generation, don't even catch it as the mix-up happens both when it is written and spoken. I know in the scheme of things, errors like this are minor, but I am like you in that the language needs to be perserved, and I cringe at its "bastardization" as I tell my students.
Spelling and grammar HAVE fallen by the wayside and esp. spelling due to the computer. I can remember the program my children were forced to use in the '80's called "Writing to Read" (but its not the same program named that today) and it basically encouraged children to compose "going with their creative flow" and if they didn't know how to spell a word, they were to just write it out phonetically. I think this was done for two reasons: The first one, again, to not break that ceative flow and the second, I think, due to the fact that the "spell checker" was a separate disk. Being both a teacher and a parent, I would CRINGE at the A's they would get for stories that to me, at times, made little sense due to all the misspellings and these misspellings even later on were never addressed; and because of that, I truly think the spelling skills of not only my children but of an entire generation have been hurt.
But besides this, I also think because less of our youth are reading now (except for what is online), more are using netspeak than standard edited English in their communications, and the fact that they were either not taught grammar skills but just skimmed over them, or that they were taught them but not held accountable for learning them has made this problem snowball.
So what is the answer?? I don't think there is one to be honest, as it seems to be mostly a generational divide. This generation may be as intelligent as previous ones, but how they are being perceived is due to how they write online, for that is how we first see them...and first impressions often stick.
Gu E
Jun 17 2011: I understand your frustration with spelling and grammatical errors on the internet. But I have to disagree with you that it is a reflection of carelessness. We just realize that those errors are normal and harmless, just so long as the point is clear. Trust me, I have made tons of grammatical mistakes on the internet, but when it comes time to write an essay, conduct research etc. I have time to edit and revise before the final product. There are times when being vigilant about these kinds of things is warranted and times when it is not. Internet language or "net speak" is just a reflection of the culture: fast, efficient and relaxed.
- 0
Is it a bad thing? Not sure.
Ray Anon
Jun 17 2011: tehre is an itnerestnig mial cricrultaing on the intrewbes aobut how you can eevn raed txets wehn the lettres are in disarary bteween the begnining and the end of a wrod ;)
- +1
Paul Grice postulated four conversational maxims for efficient communication: Quality, Quantity, Relation and Manner http://en.wikipedia.org/wiki/Gricean_maxims . Violating these maxims may not necessarily render the message unintelligable, but it is proof that one does not care about efficient communication. And that strongly correlates with a lack of substance. If you have something meaningful to say and want it to be understood, you will care to make it as easily comprehensible as possible.
Das ist unter anderem der Grund, warum ich auf Englisch schreibe. Natürlich ist Google Translate http://translate.google.com/ nur einen Klick entfernt, aber es wäre zutiefst anmaßend und rücksichtslos, dem Leser die zusätzliche Mühe der "Entschlüsselung" meines Textes aufzubürden...Jun 18 2011: Gush, not sure if you were addressing me about carelessness as I couldn't find where i said that. However, like you said, it does depend on whom the "audience" is as to what you will do to clean up your errors.
But besides this, I do think that there is a divide between my generation (who were forced to diagram sentences and "tongue-lashed" if we spoke or wrote incorrectly) and me being an English teacher and those who learn English as a second language vs. the digital natives. But too, English is evolving like it always has, and acceptance occurs more so as the "elders" die off or just "give in" like me in accepting that "partner" is now a verb as well as a noun. But to elaborate a bit more, if I may. My generation is responsible for the indefinite singular pronoun debacle as when I was in high school which was before women's lib, we would say: "Everyone needs to bring his book to class." BUT since HIS is male only, it was changed to him/her which became cumbersome; so now just about everyone uses "their", AND this would not be a major problem for me, but when my students take the SAT, there will be a couple of these indefinite pronouns on the test, and I want them to know the correct answer.So that is that execpt for the fact that we are still judged by how we write online, at least for now? I mean, I have friends who are on dating sites, and if the men/women cannot spell, have bad grammar or use netspeak when they write, it is: DELETE - NEXT. But WHY? To them, that bad writing DOES equate with the person's intelligence and/or carelessness.
And Ray, you are right about that study...weirdly interesting, huh?? BUT I agree totally with your statement: "If you have something meaningful to say and want it to be understood, you will care to make it as easily comprehensible as possible." only adding...AMENJun 19 2011: Hi Lnida,
I jsut fnuod a webtise whcih wlil scrbmale yuor txet automatcially! http://jtnimoy.net/itp/cambscramb/ Aewsome, isn't it? ^^
Thanks for the support :) Regarding your friends, I wouldn't say that bad writing *equates* with low intelligence or carelessness, but it certainly is a strong indicator according to my experience. It doesn't work the other way round though: A correct writing alone leaves you still in uncertainty about the quality of content...
By the way, in the German language not only the people have a gender (sexus), but words too (genus). And Germans are completely overstrained with distinguishing those too, usually believing that the grammatical gender is the same as the biological. Even though we have three grammatical genders in contrast to only two biologicals we acknowledge! And since almost the whole German population fails utterly at the grammar of its very own language, the generic masculinum has been pretty much abolished in favor of either naming both sexes or applying false (!) participles - officially!
Interestingly, there are two exceptions to this. First, the "gender-correct" form is almost never applied when it comes to negative aspects. Until recently, criminals were always referred to by the masculine form only. And second, everyone is fine with generic femininum. For example, a male cat is a "Kater", a female cat is a "Katze", but a bunch of cats are "Katzen", even if they are 99 males and one female. Strangely, Germans have no problem coping with that...
I love the German language though, so by now I always half-ironically say that Germans just don't deserve their language ;) Anyway, I resort to English whenever possible to avoid "genderized German" with its false Grammar. Be glad that gender is practically nonexistant in English. And where it is (pronouns), it falls together with the biological one. You spare yourself a lot of problems!
PS: Would it be wrong to say "Everyone needs to bring one's book to class"?Jun 19 2011: Part 1Ray, that site is awesomel! I swear that the net never ceases to amaze me at times as far as what people add to it.
And thanks for the information about the problems with gender in the German language as well...and could it now be common across the board? I know that in Serbian, there isn't really a gender neutral pronoun, and it cracks me up to hear my friends refer to their computers as HIM as in: "I don't know what the problem is as I can't turn him on! "
And about your PS, using one's would be ok, but it is really more British, as we changed using "one" for possession to "his" a LONGGGG time ago, so it would sound awkward to us. Plus, I think the two "ones" would sound awkward as well, but then I am use to American English!
PS I want to share with you an email that has been circulating for a long time and hopefully you haven't seen it yet, as it is both funny and appropriate to what we have been discussing. But it is too long to paste here, so I will copy and paste it in part 2!Jun 19 2011: Part 2
Not too sure if the story is true or not, but again, it sure makes me laugh! And I realize that it is off topic of the original poster, so for that I do apologize; but too, it is the E in TED, I think!
A language instructor was explaining to her class that in French, nouns unlike their English counterparts, are grammatically designated as masculine or feminine. "House," in French, is feminine - "la maison.""Pencil," in French, is masculine "le crayon." One puzzled student asked, "What gender is 'computer'?" The teacher did not know, and the word wasn't in her French dictionary. So for fun she split the class into two groups appropriately enough, by gender and asked them to decide whether "computer" should be a masculine or feminine noun each giving four reasons for their recommendation.
The men's group decided that computers should definitely be of the feminine gender ("la computer") because: 1. No one but their creator understands their internal logic; 2. The native language they use to communicate with other computers is incomprehensible to everyone else; 3. Even the smallest mistakes are stored in long-term memory for possible later retrieval; and 4. As soon as you make a commitment to one, you find yourself spending half your paycheck on accessories for it.
The women's group, however, concluded that computers should be masculine ("le computer") because: 1. In order to get their attention, you have to turn them on; 2. They have a lot of data but they are still clueless; 3. They are supposed to help you solve problems, but half the time they ARE the problem; and 4. As soon as you commit to one, you realize that if you'd waited a little longer, you could have gotten a better model.
-)))Jun 20 2011: Hey guys,
I'm in a bit of a hurry so I'll just post the link about scrambling letters...
Helen Hupe
Jun 19 2011: That criticism is also attributable to whoever does the perceiving :)Jun 16 2011: Well, it depends on what type of intelligence your discussing. The current generation (mine), is being raised in a technology era. I think it is very ignorant for one to say the ability to form theories is lost. We may have Google in our belt of tools; but, that does not take away from the fact WE as people are creating. I am being raised in a society constructed of multi- taskers. Our curiosity for knowledge, has driven us to create the internet.
- +1
Yes, maybe we don't look through tedious dictionaries, or write a letter anymore. But, can you honestly say that if we continued to follow the ways of our past generations we would be in the same place we are today?
Look at our advances in the practice of medicine, or technology. It is just purely evolution.
Jun 16 2011: i agree the reason why calculators were created was to solve even more difficult problems.. i mean if we sit and manually multiply 1746382/24353 it would take us quite some time :) we are the fast generation and we are driven by innovation and our ability to question.Jun 16 2011: jacqueline, yes your generation is constructed of multi-taskers, but we are finding out that this is not necessarily a good thing. What if the net was suddenly POOF!!! GONE!!! Then what would you actually know and be able to do coming from just your memory and skill??? Just wondering.
And Sistia, yes I cannot imagine having to multiply those numbers, but it can be done...and the fact that people are losing the skill in doing so is what bothers me. I don't know how many times I have been in a store where the sales clerk has lost the ability to see how much change to give me back, and I am the one who has to tell him/her. That is what scares me. Yes, it takes me a longer time to do my taxes, but I first do them using my "original calculator", my brain, and then I double-check with my calculator. I am with Emerson when he wrote over 170 years ago: "The arts and technology of each era are only window dressing and do not give people life. The harm of improved technology may balance out its good." I can only imagine what he would say today!
But with all this said, I am not knocking technology here, esp. when it comes to what we can do with it medically and scientifically, nor your digital natives, but I just don't want technology to be the "be all and end all" of learning and life. My students still learn with just a book and a pen/pencil and an occasional post-it when they are cajoled by me. Imagine that!Jun 17 2011: I would not be so quick to brag about being a generation of multi-taskers. Turns out the more you multi-task the worse you are at it. Here one study but there are plenty more.
To be fair I don't see this as a generational issue, plenty of people of all ages seem too be a bit deluded on this one,
Jun 24 2011: i've seen that study, the problem with it is that they assume that 100% attention equates to doing something well. the way multi-taskers excel is by doing enough of each task and using the left-over attention for other tasks.
eg if you're watching the tv and doing the dishes at the same time, they'd argue that you're not doing a very good job of watching the tv, however it's not necessary to catch every single word and pixel on the screen to follow whatever it is you're watching.
notice in the study how they judge a subject's effectiveness by evaluating how well they focus on a single task? -
"hey you're only focussed 80% on this task! you're not doing it well!"
"yes i am, it only needs 80%..."
Jun 26 2011: Multitasking was originally used to describe a computer ability to process different information at the same time. This ability was sold to the public as something that would improve their lives,which it has since it make computers faster. The problem is we do not so much as multitask as we task switch at increasing fast rates, even when you are doing dishes by the TV. Would you wash dishes during your favorite movie. I wouldn't. It why even having a cell phone conversation when driving increases the chances of accidents. When having a conversation with a passenger in a car the driver and passenger will intuit-ally stop talking when road conditions become more complex and resume conversation when the road straightens and traffic mellow. A person on the other end of a cell phone does not have such data and will vie for the drivers attention during any traffic condition causing a potential hazard. If we could multitask this would not be a problem.
Here an article that goes into the brain mechanics of it.
http://www.thenewatlantis.com/publications/the-myth-of-multitaskingJun 27 2011: So people multi-task on a bunch of low-priority jobs, so that they can finish them and have single-minded focus on one high-priority job.
I honestly don't think anybody can multi-task on really important matters.Jun 27 2011: i agree and that's my point - just because you are not highly focused on a low-priority job doesn't mean you are doing it poorly.
i'm sure you wouldn't argue that one cannot keep their place in a queue for movie tickets while talking on the phone? however it would be more difficult to read the back of the shirt of the person standing in front of you while talking on said phone, since it requires more attention, and this attention must be subtracted from the phone call.
Ray Anon
Jun 15 2011: That is a complex question. First, we have to define intelligence. I am certainly worse at mental arithmetic than I was in school, but I have gained insight into statistical thinking. So have I become more intelligent or less? As we see, it depends on what we consider to be valuable abilities. Personally, I consider mental arithmetic to be unimportant. Sure, it saves time, but we don't suffer a shortage of calculators. Even Google has one built in! On the other side, the ability to interpret statistics has not be mastered by programs, so it is much more important that humans are capable of it.
- +3
Second, we have to keep in mind that the general knowledge increases. We had molecular genetics and the theory of relativity in school, and it wouldn't surprise me to see the largest scientific revolutions of our generation to become a standard element of the curriculum for our children. So the base line of general education is always shifting. This isn't necessarily a positive development: Two weeks ago I heard a biologist complain that kids these days can name more car brands than animal species. Even the most basic knowledge about nature is lost; there are fifth-graders in Germany who aren't aware that meat comes from dead animals! Is this expendable information or do these 11-year-olds display shocking ignorance?
But say we found a set of abilities of which we say that they were relevant in the past as well as in the present. Then we have to find data that has continously tested people with the same measures so that a comparison over time is possible. Does something like that exist? Thilo Sarrazin, who wrote an extremely successful book on social and educational problems in Germany, cites data from the BASF corporation's recruitment tests regarding arithmetics and spellings, and he states that the performances have indeed dramatically declined over the last 35 years.
But this only refers to Germany, and the situation in the United States may be vastly different...
Jun 15 2011: Interesting.... but your schools are obviously still doing something right as most of my German exchange students do very well here and show up our kids in both skill (and this is with English not being their mother tongue) and self-discipline. However with that said, you are right about the basic skills not being known...and I think that is due to many in education thinking that certain things are/were not really needed as they are/were boring to learn; but they forget that those "boring things" are usually the foundations on which the FUN STUFF is built upon.
And as far as the BASF observation, that is world wide from what I can tell, as I think that spelling has just fallen by the wayside due to computers and computer programs as well as solving arithemtic problems due to calculators. I know using them makes the process a lot faster, but students need to know certain things and to rely on themselves....for this technology is/may not always be with us.
Ray Anon
Jun 15 2011: (Part 1/2)
- +1
Hello Linda,
we surely have a case of self-selection bias here. The students from my class who went abroad in general and to the USA in particular were predominantly the best students in our class. And not only in regard to intelligence: We have widespread anti-americanism to offer, only will such persons hardly decide to spend a year in the country they despise. So while I certainly wish that you have made pleasant and inspiring encounters with Germans, you need to keep in mind that you met a massively distorted sample of our population.
I have to admit that I shared those sentiments for the longest time, but after school that began to change with increasing interest in politics. By now the situation has turned upside down, and I regularly find myself defending the USA against German prejudices. Sometimes I feel like an American exchange student in Germany ;) A few days ago I stumbled upon an article from 2007 about the "Rent an American" project, and it astounded me how perfectly it described my experiences: http://www.spiegel.de/international/germany/0,1518,496731,00.html . Even though I have never set a foot on the American continent!Jun 15 2011: (part 2/2)
To be honest, I don't know about the global trend. It would be interesting to find out whether that is the case or whether some industrialized countries show the opposite development. I can only speculate here, but my spontaneous guess would be this:
Imagine a world where all people achieve academic titles - not because they are that smart, but because the standards have been lowered. The titles would suffer a massive loss of value, and we would assume that people have become drastically dumber - because the PhDs from the past were much cleverer than the PHDs in the present! However, is it really justified to compare those two groups with each other? One group underwent a harsh preselection, the other one didn't. The preselection in the past may not have been perfect; let's say not all clever people got to make an academic career, but only those who were bright and rich. Still, isn't it absolutely plausible that this tiny group showed better performances than the whole of the population? Wouldn't a fair comparison necessarily involve the whole of the current population and the whole of the past population? And maybe we would see then that the average intelligence has actually increased?
So let's say that in 1950 about 5% of the population got Abitur, and nowadays 20% do. Maybe we shouldn't pit the 5% of the past against the 20% of the present, but only against the top 5% of the *current* population?
Of course this doesn't explain why the abilities of primary school children suddenly decline - if they do decline. But while there may be a negative trend, it could less dramatic than it seems at first glance...
Jun 16 2011: Thank you for responding Ray. First, I do not know about your school and sending students here, but from what I can tell by talking to all the students I have had throughout the years, yes they tend to be good ones (sans one I had from Switzerland), but more so if their parents have the money to send them here.
Second, your anti-American statement blew me away, for I have many German friends besides my students, and I have never heard of this, so I am not sure what you mean by me having a "massively distorted sample of your population." But I am glad to read that you are ok with my country!
Third, I taught in Europe in 2007 and am in contact with teachers from many countries, and from my personal experience and from what they have told me that abilities are declining just like they are here. I am not sure how Germany is handling it though and trying to revamp its system to accommodate the "digital natives."
And lastly, about your "imagine" statement, I agree with you in a way, but what you say is still almost like comparing apples to oranges and because of this, coming up with a viable drawn conclusion is hard!!! If we are as intelligent or more so than the past, I think the areas of where this intelligence lies may not be exactly the same.Jun 24 2011: good point ray. also even if the number of PhD's remined the same, it's likely the criteria for reaching that grade would have changed, and so it would be impossible to judge without an IQ test.
i think i heard on a ted talk once that intelligence was increasing by about 3 IQ points per decade.Jun 16 2011: Hi Linda,
German exchange students mostly visit Gymnasien here, though we also have Hauptschulen and Realschulen in our education system. So that alone already increases the chance that they will come from the better-off schools and families. But I would also guess that they are above average in their class, too.
Friends are not representative samples ;) I consider all of my friends to be intelligent, decent people, which is hardly a surprise since I select them for these attributes, deliberately and unknowingly. But semi-random encounters I come to chat with, even if they are very pleasant ones, predictably show an attitude towards the USA that I describe as "There be dragons!", a mixture of superstition, suspicion and slight fear (nicer encounters) or condesendence (unnicer encounters). In the article there is this paragraph:
"Edward Janssen describes a typical conversation with a German student. First question: What's your name? Second: Where are you from? Third: Did you vote for Bush? By that time, says Janssen, the German student will already have launched into a discussion of the Iraq war, the death penalty, gun control or climate protection."
This is *exactly* my experience. Sure, the beginning is slightly different, but you can bet that when I say something positive about the USA, the other person will reply with one of these five topics instantly. Interestingly, this happens more reliably with university students which matches the statement that "Anti-Americanism is the only prejudice in Germany that increases with social status and higher education". And this attitude is deeply unjustified for many reasons, of which historical gratitude to the USA is the least important.
I am more than okay with the USA. Don't be surprised if I wash ashore on the coast of New England some day :DJun 16 2011: I can hardly tell you anything about the current situation in German schools. The good thing is that the education system in Germany is one of the very few things that is primarily in the hands of the federal states. On the other side, we are constantly reforming it, or at least announcing and pretending to. So there is a lot of talk about change with rarely anything happening, let alone anything positive. So if I visited my former school today, I wouldn't expect much to have changed. Maybe I should do it, then I could ask former teachers about what has happened in the past decade :)
Yes, such comparisons are notoriously difficult. I would stick with basic abilities in the fields maths and language instead of modern biology or political science. I just wanted to highlight a methodical error that researchers may not take into account...Jun 14 2011: YIKES!!! That is a hard question to answer. From a teacher's perspective, I know personallly that I have had to approach teaching literature differently and water down some topics since I first began in 1974, buI am not so sure it is due to "lack of smarts". I know that vocabulary of teens has fallen from 25,000 words in 1950 to 15,000 in 2000 as students are not reading as much. But I am not so sure they are not as smart; it is just they are smart in many things but these things are different from decades back; plus, one has to factor in that they really need to know more than in the past. But if they are still smart, what then is the problem? I do wonder as I see a total difference in approach to education when I get an exchange student. I remember once I had a female from Germany, and she earned an A on a project and in fact was the only one in the class to get one. I asked if I could share that with the class along with she would be retaking her junior when she returned as American schools in most countries are looked upon as not being equitable. She allowed me to do so, and afterward, one student asked her point blank why then was she even trying? She turned to him and in all seriousness, responded: TO LEARN. Imagine that... a student who actually WANTED to learn!! See, we in America for the most part, do not value that aspect...to actually learn something of value. That has fallen by the wayside...and maybe that is what your parents are referring to?But besides this, what I find is that many (not all) do not see "big pictures", cannot think critically, make connections, nor retain information but due to what, I am not sure and neither do my colleagues. My students also tend to be more egocentric for the most part and don't have the "wonder" that I had nor the joy of learning for learning's sake as they see no value in it, and maybe this is what needs to be looked at again...but then how can learning to read critically and write well be a bad thing.
Jun 15 2011: Linda
You summed it up when you mention your students were wondering why someone would try if they were not being graded. Would you say children are less intrinsically curious or do they separate schooling from learning and associate it mere with grading. If I had to guess I would say due the growing economic divide, todays youth sees schooling as more of a way of meeting certain academic criteria as to allow them to meet financial success. Formal learning has become intwined with marketplace values, leaving generation Y to explore the idea of learning for the sake of knowledge in other areas. What's your take?
Jun 15 2011: Good question and keeping in mind that all children are different. overall this is what I have seen (and for a long time). Most students care more for the grade than what they have learned. In fact, we are told as teachers not to even put on time-consuming comments as the students don't read them, they just want to know what they got. But me being the rebel and eternal optimist, I always write comments on their papers; and most do go back to read them once they find out their grade as I do comment on their thoughts and not just on errors.
But getting back to you, for many students the grade is the "be all and end all' as it will help them get into a good college and like you wrote "meet financial success." In fact, we in our county may get rid of Valedictorian and Salutatorian as the past two year two students (and brothers for goodness sakes) who were vying for those spots were caught cheating (phone cam taking pics of the test; and stealing a test from a teacher's desk). And since we had no ethical rules in place for these two honors, they both graduated as being our high school's Valedictorians. Pretty sad, huh? BUT I do come across those gems who are like sponges and who want to learn and find out the WHY'S of things....and that is what makes my job worthwhile. However, you have to look at our society as a whole, for we tend to not value learning....just getting the diploma. If we did, we would not put so much time and money into our sports programs and call athletes "heroes". We do not honor the thinkers and the doers (like many at TED) who are actually changing the world and making it a better place (but that is another topic, is it not?!).So I hope I answered your question. OH but I forgot to tell you, that YOU, gave me an idea! Next year on one set of returned papers, I am going to have my students re-read them along with all of my comments, and tell ME the grade they think they earned and why. We will then compare evaluations to see how well they did. :-)Jun 15 2011: Yes it is an uphill battle, and it much more of our society's general curiosity deficiency rather than a school problem. I'm glad you at least got an idea out of all this.
Comment deleted
Jun 19 2011: You are right...flying fingers and small print and me not wearing my reading glasses are a disaster waiting. to happen! However, if this were for a grade or something going home to parents, trust assured, I would have done what I tell my students to do.... read their paper backwards, for then they are not reading for content and can see their spelling/typos better.
Typo corrected ;-)) and there is a spell checker here?? Where??Jun 20 2011: Helen, no problem. But apparently someone out there felt I needed a "comeuppance" as he/she gave you a thumbs up! Sheesh....
And maybe TED adding a spell checker would be a good idea!
Jun 20 2011: Man, I did not see that must have occurred after I made the second post. Shame on them. And I am so glad you are not offended. (:>)Jul 12 2011: i think there are two questions here. intelligence is one things. education is another thing. i would say intelligence is a physical gene issue for us as a whole. is education increasing our intelligence? i dont think education has anything to do with intelligence.
the idea that education=smarter is not true.
if you have watched some of the talks here then I think its been established that most of the education systems ARE falling apart.
I may know way more than my grandmother about specific things, but she knew way more about a lot more to make her a more conscientous member of society.
if truly we were getting more intelligent then would we be smoking, choosing to NOT be farmers?Jul 1 2011: It's also a matter of quantity versus quality. Over the years, there will obviously be more information to be taught and less time to teach it. Also, what we thought was true some time in the past might not be true and we may come into new evidence that suggests otherwise, which increases the quality of education.
I think it is crucial to ask the question "what do we want to accomplish with our educational system?" If all we want is getting people ready to work for corporations, then the system doesn't need to make them "intelligent", just able to work at corporations. If we want to empower people and make them more intelligent, then we will likely have a different educational system that can accomplish those goals.
Also remember... a dumb population is easier to control then an intelligent one....
Jul 6 2011: hence the public school system that exists in the most well off country on the planet.Jun 15 2011: Neither.
The biggest problem with education currently is that there is way too much focus and hype around all things digital. Changing the tool does not make one smarter.
Education appears to be undergoing reform, which is a great thing. It isn't falling apart any more than the rest of the world. But even that isn't really falling apart, just changing.
As the people of the world become more connected, the flaws and holes and lies that have sustained our last 100 years are becoming obvious because people are talking, not just being fed propaganda.
The powers that be are scared, or at least trying to tackle a brave new century with the same old attitudes and approaches. They will fail.
So no, education isn't falling apart, but hopefully, the stupid, mindless bureaucracy that has dictated to it is.
Jun 28 2011: Hi Scott,
The tools in some communities have been broken for years, even decades (there is also a small population who has NEVER had access). Digital technology is making information fluid. Those of us who had little to no use of all those tools of antiquity are finally able to access information at a higher rate with the help of low cost technology.Jul 6 2011: I think it important to realize that knowledge and intelligence are two different things. You can put all knowledge into a computer but it will not have the intelligence to use the information. I believe the problem with education today is that we are feeding children knowledge and not feeding intelligence. For example; I know that with a gun, I can get what makes me happy. Intelligence tells me that I can be happy anytime I choose. Knowledge has increased but intelligence has remained almost unchanged.
I am very new to this type of media and I replied to a comment bellow but then decided to comment on the question itself, so that is why this appears twice. I copy/pasted my own comment.
David Chan
Jul 5 2011: Human knowledge is said to increase by 2/3 of the total accumulated knowledge every year. With these numbers please bear in mind that with new knowledge comes new applications for the knowledge. Every generation has its own advancements as well as its own challenges. To judge wether one generation is smarter than another is not very practical considering the different events and happenings as well as technological advancements in each generation.
- +1
On a sepparate note, different people learn in different ways. Some people are linguistic others are logic oriented. With today's world, people are more accepting of those who do not persue higher education. The problem is not that the education system is flawed, it's that the paradigm is different. People nowadays can choose not to persue a post secondary education and still make a decent living. So in conclusion the generation is neither geting smarter nor less intelligent than the generation prior to this one.
Jul 12 2011: I think that the education system IS flawed AND the paradigm is different. Different only because we change the environment and situations but use time old practices (and by that I mean outdated) in the classroom. We have too much information out there, most of which are more opinion than factual and most of which haven't been critically thought through yet will be taken at face value by students who use it. And not just critical thinking but actually seeing the bigger picture -we have too much information that connect to each other but aren't being connecte --just small blurbs and respewing repetitious information.
The mark of intelligence is someone who questions, and challenges what is presented. How many students are allowed to do that in a flawed educational system? There are special classes and honors classes for that but that's just ostracizing the students and putting them down before they even get a chance to discover the love of learning. I'll stop now, because I'm just ranting at this point.Jul 3 2011: As an example to your question I'd like to tell story and after ridding it you will conclude and get your answer. " I have a neighbor she is a smart woman, all her life (approximately 60 years ) she spend at school by teaching kids math , and so you understand that she is a teacher. One evening she came to me and ask to add some of her pictures to social network site (odnoklassniki.ru it's russian site) and I did it and she look carefully at the process (i think it's not difficult for her as a smart women )but every time she need to upload a new picture she bring it to me. but there is one little boy who doesn't go to school yet I show him one time that and second time he didn't ask me. and so who is smarter ?????????
Jul 5 2011: Exactly, we are in a period of transition. The Cyborg Anthropologist, Amber Case, asks what is the difference between storing the library of information we carry around in our handheld electronic devices and putting them on a microchip installed in the brain? The point being that it used to be common place for human beings to memorize vast amounts of information. But now, we don't need to memorize much of anything, we just need to become acclimated enough to the technologies so that we may access such information whenever necessary.
When our genus discovered how to cook meat to tenderize it, their strong jaw muscles began to shrink as they were no longer necessary to chew. This freed up a lot of calories in the diet, which were reallocated to increase brain capacity, ultimately evolving into us as the dominant species. I'm very curious to see how this new stage of evolution will result. For now, we do not need our considerable brain power to store trivia, what are we going to use it for now?
Because of this transition, emphasis needs to be placed on developing critical thinking abilities. It's not about what one knows any longer, but rather what one can comprehend. In this respect, there is a growing number of the global youth population who possess incredible and innovative critical thinking abilities. These people are the leaders of tomorrow, as they tend to be more determined to achieve, relying on collaborative techniques. On the other hand, and as per usual, there are likely more members of this population who know how to navigate the new technology, but focus lies not in collaborative achievement, but self-serving interests, i.e. entertainment. These are the people that watch Jersey Shore, and tweet about it, but never even heard about the Gulf Oil Spill. But we always see this, there are leaders and followers. It's up to the leaders to break the hold advertisers have over the followers, and teach them the importance of civic engagement.Jul 1 2011: Seeing the IQ plus the Flynn effect I can't see any substantial difference, but it seems obvious this generation is better on multitasking and worst on focusing on one thing. I think the first fact is positive and the second fact is clearly negative. I see an evolution but not necessarily an intellectual improvement. Focusing and deep thinking is very important to achieve all kind of knowledge and in all life aspects.Jun 27 2011: This question has a yes answer and a no answer.
Yes: When it comes to being self-sufficient without use of technology, our generation is dumber than the previous generation. Strip away the iphone, ipad, or the laptop from your typical 17-year old, and s/he would first go crazy and violent, and then slump down into a corner as if brain-dead. Our generation has outsourced a majority of the tasks from the brain to the digital technology. Our brains are only used at the "managerial level", at choosing, deciding or interpreting the outcomes from these digital devices. Our parents and grandparents would set about to work with all of their brain and body power, being very self-sufficient. They utilized their brains for a wider range of purposes than our generation - calculator, address/phone book, scheduling assistant, general-purpose machine, etc.
No: By being freed of using our brains for routine processing, MAYBE our brains are more conducive to come up with smarter ideas, bigger innovations, different ways of solving problems, efficient delegation of tasks to our digital "companions".
They are two different types of intelligences. The previous generation was smart in "production" while this generation is smart in "delegation/management".Jun 26 2011: i would think the opposite. The current generation is bombarded with so much information that they ask strange and unimaginable questions to the earlier generation and many times than not, the earlier generation has no answer. In that aspect the earlier generation is less intelligent. Added to it, the exposure to the different languages, cultures, ideas at an early age makes accumulation of knowledge much faster now. The children of today are much cleverer. The younger kids are much more street smart. The only area i can say the past generation was better was in social intelligence - with virtual / social networks, the current generation has sort of lost out on the REAL social intelligence.
Ben Jarvis
Jun 22 2011: unfortunately i have to say less. "brilliant minds" setting education policy such as incentives to schools for test performance and removing all scores, prizes, ticks and crosses are to blame. they've given us a generation of kids who've remembered a bunch of facts but have had to time after that to learn how to apply them, and who, never having had to face the shame of getting a D think they're wonderful and therefore have no motivation.
- +1
furthermore it's destroyed all the good teachers. if you've given the world a class full of well-adjusted kids able to work out the answers to problems on their own, able to handle the upset of getting second place, and motivated to work hard for their A and enjoy the feeling of success at reaching it, you'll be deemed an inept teacher by a panel of government bureaucrats, psychologists and school board members (none of which has taught a class in their life), who will then cut off your funding in favour of someone who can turn out a 'good' class of kids able to parrot the textbook.
Jun 28 2011: Hi Ben,
Minds are still brilliant, we've just used our primary socialization tool (public education) improperly. Good teachers have not been destroyed they've just gone underground.
Comment deleted
Jun 21 2011: Agreed. It seems at times as if we (society) really are being taken care of like a small child who doesn't know better and won't question his (supposed) higher authority.
jaeyun hwang
Jun 18 2011: If u talk about intelligence, i am the opinion that we have not had enough time to change the overall human intelligence from just a few generations back. What we are getting are schools that are doing less teaching and more Administration/ politics.
- +1
Schools should exist to give a rounded education to children nothing less and nothing more. Since when did constructing a stadium, getting new buildings, installing ipads in the library, paying millions for coaches, making back deals on textbooks putting up a security detail for teachers, making sure all kids are on the same level, teaching for exams, rote memorization, government oversight, child welfare e.t.c become a hallmark of teaching. Our schools (not the teachers), are reducing the collective I.Q.
Jun 17 2011: Intelligence is the same, the thing that differs is knowledge.Jun 16 2011: There is no doubt the intelligence of generations increase over time, our generation enjoys the comfort of exposure and the abundant availability of knowledge. But this has come for a price, due to the continuous and rapid influx of technology there has been suddenly a room created for absolute senselessness; example the various reality T.V shows, the entertainment gossips and other numerous social networking activities. This has dampened the creative skills of the current generation. But there is no doubt the direction of growth is clear and healthy. The few who lead the society are definitely of higher intellectual capacity.
Comment deleted
So i would say the education is defiantly getting more intelligent and people have become much smarter. There is room for improvement which is good because as long as there is room for improvement there is innovation.Jun 15 2011: I was once read a quote that went on about the feckless nature of today's youth, how they were only interested in drink and sex and that the level of violence amongst them was terrifying. The writer was Chaucer. So nothing changes especially the previous generation complaining about the present one.
I would assume that smarts have not changed massively only the context. How many of todays generation would think of banging the rocks together. And how many cavemen would know what to do with google.
context is everything.
next time your parents are asking you to sort out the technology they have just bought might be a good time to reflect on the low quality of todays youth :-)Jun 15 2011: http://pespmc1.vub.ac.be/flynneff.html
Each generation is on average smarter... at least higher IQ... It's called the Flynn ecffect
Chris Aldon
Jun 15 2011: But is an IQ test a good source of how intelligent someone is?
- +1
Jun 15 2011: yes
Jun 15 2011: Fair enough, that's your opinion. Have you seen the movie the IQ myth?Jun 15 2011: no need, it's my best answer when you ask it as a binary question.
Jun 16 2011: well consider it my suggestion next time you watch a movie.Jun 17 2011: @ Christopher Scheidler
There are many bad movies around, and a fairly reliable way to spot one is to see if it claims in the title already to expose a myth, blow a conspiracy or reveal a code. So as far as it concerns me, I won't watch it. But if you are really convinced that it has substance, why not present its core arguments? If they are convincing, I might overthink my attitude. Christophe Cop might have wanted to hint at that with his laconic answer...
Bob Shingles
Jun 15 2011: I believe that the world changes and people are forced to change with it.
- +1
Today, do children really need to learn about questions that can be easily Googled? How many children need to know how many gallons go into a bushel? Should we really link intelligence with the ability to memorize any and all facts? I do not think so and I think, on average, the generations of today are as smart as the generations of yesterday.
Now it is more important that people know how to analyze a situation, gather the correct data and extrapolate a well derived idea, innovation or conclusion from their analysis and data gathering.
I do think Education has failed to evolve with the times. (Though there is some change)
Jun 15 2011: I have to disagree with you. In the past one could say were guilty of over emphasizing memorization. The purpose of this is not, or should not be to just program kids with fact, but to teach them how to make their brains retain facts. Having the ability to memorizes is going to provide anyone with an advantage in life. Of course analyses is important, but the more raw data one has the more informed the analysis will be. Also having the ability to google something does not make you any smarter, than having a boat make you a better swimmer. Its a tool, but if children lack the ability to extrapolate info from the world without the google crutch then we will just have to accept them as our overlord.
I don't mean to imply that we are dumbing down, but we should be wary of trends. On a positive note, this generation seems much more promising when it comes to making social connections. This should not be underestimated.
Jun 15 2011: Totally agree Anthony.
And we can learn from the past;
Memorizing was the biggest thing in the past, now we realize we should not have kicked it so much out of the system. Exploring/discovery came in place, now this became to big with all effects we see.
So let's preach a 50-50 educational method. 50% memorizing/imitating, and 50% exploring/discovery...
Jun 15 2011: AgreedJun 15 2011: I agree with everyone who responded to the original poster. People keep coming up with the strange notion that thanks to the Internet,a person no longer needs to know things. But that is ridiculous! It is true that we did use to base most everything on strict memorization and that is what we were tested on, but times have changed and thank goodness it has! However, this does not mean that there is nothing that should be memorized even though it is the lowest form of intelligence. Memorization is still needed as part of our thought process, for what we retain not only forms foundations upon which common ideas can be discussed and shared and built upon, but also serves as a frame of reference that ties a people together and makes sense of history. Don't you think people should know when WWII occurred without having to look it up?? I am not saying that we need to know every single date that is studied in history, but the BIG ONES that changed one's country or the world is something that should be retained. In short, educated people just know certain things...and with the things they do not know, then Google can enter the picture....without it being a "crutch" as anthony aptly called it.
But besides this, memorization also makes us concentrate and focus more and that is something that is definitely needed today as we are finding out that all of this multitasking not really conducive to learning and truly understanding and remembering something. Let me leave you with this... how many times did you look up something but then get sidetracked as you found something else of interest or wondered what happend to 'anyone' on Facebook?? What happened to your focus??? It fell by the wayside. And what IF all of a sudden there was no net available, and you needed to know not necesarily how many gallons to a bushel, but how many pints in a quart as you were busy concocting up something delicious to drink?. If you had that in your memory, your smoothie would be done and YUM! ;-)Jun 20 2011: I understand that some of you are worried about my generation's dependability on the NET for easily searchable facts or information, but what the older generation has to realize is the fact that "INTERNET IS HERE TO STAY". It gives birth to a great conspiracy theory to imagine what would happen to my generation's ingenuity if the internet were disabled, and nothing more. It would be an immense problem for everyone young and old if electricity suddenly disappeared from our reality; and that is just as likely of a scenario. As a matter of fact, I read just a couple of days ago that UN now considers internet availability and usage as part of basic human rights that everyone deserves to have; and they will now prosecute any political leaders who disrupts internet service in their country for political reasons, as having committed crimes against humanity.
Having said that, I do agree that it highly annoys me when some of my friends cannot use a map to navigate strange roads because of their over-dependence on GPS. We certainly over depend on technology at the expense of losing the ability to use the fullest potential of our minds.
I have recently started a company to address this very issue, along with numerous other concerns that affect education in the digital age. A lot of my friends are working to improve the education process in their own ways as well, because we realize the colossal discrepancy between the values and skills that education is supposed to instill in us, versus our actual experience going through the american system of secondary and higher education. Please have faith in my generation,because we realize that although the NET has helped make our daily existence a lot easier with the illusion of fun, we also recognize the crippling effect it is having on our development. Just like all of the generations before us, we will figure out the proper boundaries of new technology in our daily lives. Please believe in our will to improve.Jun 20 2011: I have the feeling that it is worthy to have some trust in the new digitalgeneration, but at the moment it is an analogue generation that is putting up the rules. And I certainly do think that memorizing facts is still somewhat important. It is simply a matter of effecivity in thinking if I have to look up a fact twice until I really can relate it to the context, or if I can have a conversation without using the words "The name of this concept... it is somewhere, let me look it up briefly!" But how would he look it up effectively, if he even did not care about the name enough to memorize it, not to talk about its defining attributes? (That has happened to me too often, I had to teach myself memorization again)
Ah and one more thing: Memorizing is always good once it is related to ideas, alternatives and consequences, which is a good practice for problem solving, I believe.Jun 21 2011: Nevil, I am worried that common information/skills need to be looked up to be honest, for like we and even you have stated, they are needed for problem solving...and problems do still come up when there are no computers around; but I am not worried about YOUR generation and moving us forward. I do have faith in you as well as many of my former students.
Now as far as the net, I know it is here to stay, but I am afraid that at some point in time, even temporarily, that big plug in the sky will be disconnected. Or maybe because I still have a hard time logically understanding that air waves can carry sound and pictures and that airplanes can fly!!! ACK!
AND finally what is this?? You had written: "A lot of my friends are working to improve the education process in their own ways as well, because we realize the colossal discrepancy between the values and skills that education is supposed to instill in us, versus our actual experience going through the american system of secondary and higher education." Being a teacher, I would love to know not only the discrepancies that you have discovered, but what you are doing to improve education.:-)Regards....Jul 13 2011: Well, reading you're comment, I immediately identified with " people say that the generation after them are not as smart as they were growing up..." I have said it myself many times before... and a week ago, my brother, who is 20 years old, said the exact same thing, which made me both shocked and a bit amused as I think that his generation is the worst... Non of this is to say anything about intelligence though, its not that education is not doing its job, nor that people are getting less smart - I believe it should be attributed to our culture as a whole, the provocative music,the pursue of fame and fortune, the materialistic state of mind and many more distractions and "pseudo ideals" that we install our youth with... My parents listened in the house to music from the 50's and 60's, they took me out for camping and made me understand the importance of simple living (as long as you are with loved ones...), now, 10 year old children, listen to pop music which contain lyrics such as "let me sex you up". I am studying to become an English teacher, I can ensure you that my students would be exposed by me to different values than "let me sex you up"... alongside that, nowadays, we have teachers who are so jaded that they don't even realize what's out there... is it their fault? is it society fault? parents? youth? I'm not sure who's fault is it, or even if there's really someone to blame, and I don't claim that the 21'st century is "bad" for us, but maybe we left some important values behind without noticing...Jul 13 2011: The problem is not that education is failing, it is that SO MANY people have access to it now. This isn't a bad thing, but the result is more and more people that are just in the system because they can be, not for the intentions of a knowledgeable mind, but for the ranks of society and because that is what you DO.Jul 13 2011: The education today is undoubtedly awakening the smarter side of the brain, by implementingmore non conventional learning and teaching ways!
It is exciting to understand that a child today is nurtured not only to excel in academics but honed to progress in other development skills which, I believe plays very trivial but extremely cruicial role in days to come.


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Exactly correct!!
Exactly why Linux will NEVER be my main OS. They have broken stuff so many times with their untested updates, I can't count that high!!
I love Linux and still play around with it, but no longer as my main OS. It's not worth the trouble to me.


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chillicamper wrote:HaHaHa Del........that really made me laugh. Sorry
Exposing yourself in public - just about as bad as it gets. I once was cutting a tree down and got attacked by wood ants. They crawled up my legs and were biting places that really shouldn't be bitten. I dropped the chainsaw, and whipped down my trousers/pants to evict the little critters - only to find I was being watched by a little old lady walking her dog
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