In a previous blog post, I shared the case for teaching philosophy to children. In the almost two years since, the idea of having such a seemingly esoteric and irrelevant subject as part of grade school curricula seems to have gained traction.
One case in point is an article in The Washington Post by , who not only advocates for more philosophy in school, but stresses that such courses are as important now than ever, given recent sociopolitical developments. Continue reading
With English serving as the dominant lingua franca for everything from commerce to academia, Americans, as the world’s largest native Anglophones, are generally far less inclined to learn foreign languages than their European and Asian counterparts.
Indeed, as The Atlantic recently reported, cutting back on foreign language courses is not only a long-running — and steadily increasing — trend among elementary and middle schools, but it was even touted as a viable solution for freeing up time for more important lessons. Continue reading
In the 1932 U.S. Supreme Court case New State Ice Co. v. Liebmann, Justice Luis Brandeis made the point that a “state may, if its citizens choose, serve as a laboratory; and try novel social and economic experiments without risk to the rest of the country”. Thanks to the federal structure of the United States, all fifty subdivisions of the country have considerable leeway in how they manage all sorts of economic, political, and social policies and institutions (though the extent of this power is a matter of perennial debate and jurisprudence.)
A recent report by the Economic Policy Institute (EPI) has validated this idea, arguing that the best way to improve America’s educational outcomes is to look not abroad, as is so often done, but within, at the many individual states, counties, and cities that have managed to attain high results.
It is a long read and dense read, I unfortunately have not the time to reproduce its most salient points with my commentary. Suffice it to say, it is well worth giving a look, especially as it raises many questions whether the international rankings that are relied upon by performers are truly as accurate, and thus informative, as many believe. Continue reading
I couldn’t agree more with the following observation by The Atlantic‘s Amanda Machado, whose article “Traveling Teaches Students in a Way Schools Can’t” explores the often-neglected experiential side of education.
During my time traveling in these areas, I often traveled without access to hot water, Internet, air conditioning, or even basic electricity. I slept in rooms with spiders, mosquitoes and bedbugs. I rode on public transportation that rarely left on time and often broke down suddenly in remote areas. Stripped of my daily habits and expectations, I was forced to surrender the idea that I have a right to anything—including the luxury of convenience, or days when everything I’ve planned actually happens. And my minor travel hassles seemed even more petty when I realized that they represented larger systemic problems that locals must deal with every day.
But these trips didn’t only teach me to appreciate what I had; they also moved me to consider why I had it in the first place. I realized that much of what I thought was necessity was, in fact, luxury and began to realize how easily I could survive off of much less. I didn’t necessarily need hot water or a timely bus or a comfortable bed to be happy for the day. I didn’t necessarily need a jaw-dropping landscape or a famous archeological ruin or a stunning beach to make my travels worth it. Instead, most of the time, that fulfillment came from the people I interacted with—not the things I had or did. It came from eating soup with locals at a rest stop on a 12-hour bus ride, sharing a meal with Peruvian soccer fans while watching a match, or chatting with the owner of my hostel during his lunch break. Discovering that my best travel moments came from these subtle, personal moments instead of the grandiose, materialistic ones made me understand that living contently required little. What I originally thought I “took for granted”, I now rethought taking at all.
Before traveling, I also assumed people from developing countries would all want the advantages I had as an American. And yet, I discovered that the people in these countries didn’t necessarily feel like their lives were lacking. During my last visit to South Africa, I worked with John Gilmour, the executive director of LEAP schools, a charter network for low-income students. Gilmour told me about an encounter he had visiting a Cape Town township community before he decided to open his first school near there. A local showed him a street corner and told him, “This is my favorite place in the whole entire world”. Gilmour was skeptical and argued, “How could you say that? Look at the graffiti, look at the trash covering the floor, look at the unpaved road”. The other man responded, “No, look at the people”.
Stories like these are what continue to whet my appetite for more travel. Even if it is just exploring a neighboring town I had never visited before, I always find myself learning something new — especially when I take the time to engage with fellow humans. Continue reading
I haven’t the time nor inclination to get into this increasingly fraught topic (it has been too rough a day to give the apparently big issue its due focus and assessment); let’s just say I was a bit on the fence about the issue.
But the following excerpt of a New Republic article by Aaron R. Hanlon offers what I think to be a pretty sensible and balanced take on the matter. Continue reading
I have shared arguments for why philosophy should be made a greater part of public life, including primary school curricula. But what would teaching kids philosophy look like? Would it really be feasible for such young and still-developing minds? Freelance filmmaker and philosophy teacher Giacomo Esposito thinks it is both desirable and perfectly manageable to teach philosophy to primary school children.
A member of The Philosophy Foundation, which advocates for and facilitates philosophy courses in school, he makes his case in The Guardian, first by outlining how he goes about it.
…While the number of jobs with the word “philosophy” in their title may be limited, the skills and techniques I learned at university have continued to benefit me since I left – hence why the idea of teaching them to children appealed.
The sessions I run usually begin with a story or short “stimulus” which draws on a traditional philosophical problem, but reframes it to make it more engaging for a younger audience. The story then ends with a question, and a discussion ensues. Throughout the class, I try to take a backseat; I’m there to help draw out the children’s thoughts, but it’s really for them to decide where the discussion goes and, crucially, what they think. In fact, rather than teaching philosophy, a more accurate description of my job is “doing” philosophy with children.
And contrary to popular belief, children are far better suited to embracing and understanding philosophy than their ages would suggest. Indeed, the subject is a natural fit. Continue reading
That is the provocative question posed by Vice to Professor Andrew Ross, who teaches Social and Cultural Analysis at New York University. As one of the founders of debt resistance groups like Occupy Student Debt and Strike Debt; a member of the Debt Collective; an advocate for the rights of debtors; and an author of Creditocracy and the Case for Debt Refusal, he is clearly something of an expert on the subject. His answer?
A strike of any kind is a tactic. It’s not a solution. It’s a tactic towards a goal, and the goal here ultimately is for the US to join the long list of industrialized countries around the world that make it their business to offer a free public higher education system. None of these other countries are as affluent as the US; there’s no question that this country could afford to do so. In fact, we produced an estimate not that long ago about how cheap it would be for the federal government to cover tuition at all two and four-year colleges. There are several estimates in circulation, and a few years ago that kind of proposal was dismissed out of hand. But now we’re beginning to see it pop up on Capitol Hill in various forms. It’s a proposal that’s part of Bernie Sanders’ campaign for president. It’s a proposal that pushed President Obama in the direction of making community colleges free, at least for two years. It’s becoming a little more respectable to talk about [solutions for student debt], on Capitol Hill and in the public sphere in general. None of that would have happened without a student debt resistance.
Read the rest of this illuminating interview here. Given the mounting economic and social consequences of this issue, one can expect the public debate about student debt and the cost of higher education to only intensify.
Sex ed in the United States is fraught with controversy and discomfort. Left to the discretion of each U.S. state — of which fewer than half require teaching of the subject — the subject is subsequently still overwhelmingly focused on minimizing the risk of pregnancy and STDs from conventional heterosexual intercourse, leaving out the many other dynamics of sexual relations (how to handle feeling of intimacy, the importance of granting as well as accepting consent, etc.). Little wonder why almost 40 percent of young Americans report that their sex education was not helpful, and why so many people remain uncomfortable about so much as discussing the topic, let alone the act itself.
The U.S., among other countries, should take lessons from the Netherlands on implementing a comprehensive and results-driven approach to sex ed. Granted, it would be a tough sell, given that students start learning about it as young as age four. But as a PBS report notes, the nature of the class is not what one would think. Continue reading
These recommendations may seem commonsensical, but given how kindness and compassion towards others is often treated as a secondary concern at best, it is important to reaffirm the importance of cultivating an ethical, empathic mindset among future generations. Given what is in store in our future, it is more important than ever.