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Culture War Roundup for the week of November 14, 2022

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A couple minor anecdotes about schooling, and some related thoughts.

Earlier this year I blew off Back to School Night, because it is just a litany of teachers slowly reading notes that really ought to be just a syllabus handout. One downstream consequence of that is that I commit to attending Parent-Teacher conferences so as not to seem negligent. My children are excelling (by the standards of high-tier blue state public schools), so the conferences were also a series of boring conversations in which I strove to appear Interested while teachers recited figures and handed me print-outs of details I already knew from the online system that tracks grades. No, there are no social or behavioral issues. Perhaps a lingering artefact of my own issues with diligence, the one thing I pointedly ask every teacher to confirm is the apparent total lack of homework.

When I attended this particular middle school in the 90s, the school day consisted of many 40 minute classes, with 3-5 minutes of shifting between them, and then an average of 2-4 homework assignments per night. These assignments weren't difficult but keeping track and on top of all of them was something I struggled with, especially bigger projects with distant due dates. There were token efforts to help with this, like every student being given a record-keeping journal, and teachers insisting that we make note of each assignment, but we were mostly left to our own devices as far as getting it all done and handed in. My parents made some effort to help, but they are blue collar types, and this sort of thing wasn't quite their wheelhouse either. I spent those years blowing out the competition on the standardized tests, and then getting Bs and Cs because I just couldn't manage to remember that tasks had been assigned, or worse, I'd do them and then forget to hand them in.

In retrospect, it seems probable that the only reason I got into college at all was because a certain PMC-princess developed a crush on me in high school, and drug me into social circles where people socially kept on top of assignments. This is a massive, often unnoticed privilege; if you had it, take a moment to appreciate it. This carried me though the first half of college, and there is a painfully obvious demarcation where my ability to wrangle the administrative parts of college vanished when that social circle did.

My kids, OTOH, in the new, post-pandemic set-up, have 75 minute periods for their main classes (math, science, English, history), and then repeat one of them at the end of the day in a mildly structured study hall, where they are encouraged to finish assignments. As a first note, longer classes and less time wasted swapping to different classrooms seem like obvious optimizations for the school day. But that extra period of guided study hall at the end of the day seems really useful for instilling the kind of mindset that recalls, organizes, and accomplishes tasks. Most days they don't have any actual homework, which is an improvement since it's mostly busywork. But even when they have an assignment that does spill over into homework, between those extra skillsets and the integrated technology for assignment tracking they are so much more on top of things than I ever was. As an HBD-disclaimer, maybe that's their mother's Jewishness shining through, but there seems to be a qualitative improvement compared to pre-pandemic.

I'd picked up a lot of scorn and skepticism for academic pedagogy over the last decade, to the point where I think the entire field is borderline hokum. It feels important to acknowledge sensible organizational changes that have yielded noticeable improvements, instead of just maximizing administrative cowardice. Maybe it shouldn't have taken decades and a pandemic to figure it out, but progress isn't obvious, and it's certainly an improvement.

And on the topic of administrative cowardice, the other anecdote. My son is one of a few dozen boys who stay after school most days to play pickup games of basketball and football using the schoolyard facilities and fields. There is a nearby playground that usually has small children with parents, but these boys (ages range from 9-13) are mostly unsupervised... until now.

There is a boy in that cohort who is diagnosed as autistic, the sort where he probably wouldn't have been diagnosed with anything 20 years ago. At one of those recent pickup games, he was beaten up to some unknown degree, and his mother happened to see the whole thing from her car while stuck in traffic. The mother approached the administration, and was essentially told "This is unsanctioned, after-hours play, we have nothing to do with it and will do nothing for you." So, she went and filed a police report. That kickstarted some action, specifically a ban on kids playing in the yard after school without parental supervision.

Now obviously, I feel for the boy. I wish he hadn't gotten assaulted; I am sure that was a horrible experience. But I also wish that a few dozen other boys hadn't gotten effectively banned from convenient exercise, independence, and peer socializing. And I can't even really fault the administration; they're probably justifiably worried about lawsuits. Or... at least that's how other parents are interpreting it. Reading the email that was sent out about it, all that's really said is a reminder that students are "expected" to leave the premises if they don't have a sanctioned activity or parental supervision. It's not phrased as a hard requirement. It actually seems like a fine needle-threading that absolves the school of responsibility, without actually accepting responsibility for enforcing the ban, the exact sort of "take responsibility for your own choices" that I would have insisted they should do instead of some cowardly, heavy-handed ban.

So, for a second time, I feel that this organization I have heavily criticized deserves some praise for responsible decision-making. Credit where it is due. I'd send the principal a congratulatory email... but that seems like the sort of autistic idiocy that might force his hand.

I'm a teacher in Canada. I'm not sure lack of homework is either a good thing or the result of advances in pedagogy.

I teach high school, and can say with full confidence that it has been decades since kids have been educated as poorly as they are now (and this in in Canada, where I say with much less confidence that average performance is better than the US). Less and less is expected of kids every year, everything operates in what Zvi Mowshowitz calls easy mode (https://thezvi.wordpress.com/2017/08/26/play-in-easy-mode/), when most of it should happen in what he calls hard mode (https://thezvi.wordpress.com/2017/08/26/play-in-hard-mode/) and grade inflation is rampant. All of this is caused by institutional cowardice, since angry parents call all the time to complain about their kids' grades. Because homework was often a mark-depressor (as you note in your own case, and as it was in mine), it has become unfashionable largely because, if people send their kids to school for any nobler reason than "day care" it's to have the kid's intelligence certified ("He's an A student"), rather than to have the kid actually learn things. So cutting homework raises grades and reduces teacher workload- it certainly isn't cut because people are reading well-designed studies and changing their practice based on the findings. But cutting homework also removes a ton of practice from the kid's life, which means the kid is absolutely worse at the subject than he would have been. Maybe it's a good trade-off, maybe it's not that important to be good at school when you're a kid, maybe school should be nothing more than day care, but the kids definitely know less and have weaker skills than they used to. And your taxes are increasing to pay for it.

Note also that places like Kumon exist to SELL homework to families. Since this homework is not connected to the school, they get all the benefits of the practice without any of the risk of mark depression.

I think it’s a problem of weakness of the underlying dogmas under scrutiny. If you have a dogma that absolutely falls apart on contact with reality, it isn’t good to create a population that is able to think carefully about reality. In fact, you’d want a population almost exactly like our own, in which people are taught trades and given university degrees, but aren’t actually taught to observe or think and who are basically scientifically illiterate and unable to read and understand complex texts.

It’s not hard to get right, as high levels of scholarship were achieved quite often before the modern era. Teach kids how to learn, give them tools to observe and interpret their own data, to think carefully about ideas. It’s borderline criminal that we aren’t doing that: teaching logic and statistics and philosophy would create a generation of thinkers with the tools to question narratives.

We aren’t doing that, and judging by how things are, it’s being torn down on purpose as anything that actually produces a good outcome seems to end quickly because of accusations of racism.

If you have a vision for building a better society, you would also be obsessed with improving competence.

This just begs the questions "better in what ways" and "more competent in what?" If the ideologues really do think that, e.g., racism, prejudice, and just plain old meanness are the cause of all society's ills, why wouldn't it make sense for them to honestly invest in educational systems that try to be more competent at not being mean to kids, and similarly try to be more competent in teaching kids to not be mean themselves?

I agree with you that technical skill and competence is quite important, and that modern education is not geared towards fostering it. In fact, I think that modern education is quite prepared to suppress competence when it tends to produce outcomes which do not appeal to modern progressive aesthetic or moral sensibilities, and that this tendency is extremely bad. However, I don't think that your criticism shows hypocrisy - to the contrary, it shows the dangerousness of the earnest belief in bad ideas.

Depending upon what you need people to accept for the first part, I’m not sure that you can do both. If I want kids to accept an ideology that says the earth is flat, then competent understanding of physics would work against that.

Most of the true believers were poorly-educated themselves, and usually have no extracurricular skills, so they have no frame of reference for what excellence would actually look like (except high marks in school). Therefore, they can believe truly without having any idea of what to actually do to achieve their goals.