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I’m going to do a write up of how I think education curriculum should be reformed. For context: I went through highschool in Ontario, Canada. The way it worked was from kindergarten to grade 8, we’d have a set curriculum every kid in the grade followed, with lots of english and math classes, some science classes, history, geography, French, and gym, and one each of art, music, and health classes a week. Then starting in grade 9, which is highschool, we are given two elective choices, where we choose a minimum of one between art, drama, and music, and the second may also be a general technology course or a general business course. Each year of high school there are more electives choices offered and fewer mandatory courses, with the priorities of what the school system requires us take being the same as elementary school. There were also choices between more difficult and easier options for some classes like math, english, and science as well. Universities and colleges would also require higher level math and sciences for STEM programs too, and there is a standardised literacy test needed to graduate.
I think a lot of people when talking about school want to just add more requirements without thinking about what to cut. It’s very easy to say “all kids should learn to program” or “all kids should have PE every day”, but if you’re adding you either have to keep kids there longer, or cut something. First, I think the elementary school program is basically good, I wouldn’t change anything there. Maybe take a little of time out of science and add it to more PE.
For highschool, I would start more drastically reworking it. First, I would basically replace English with history in the mandatory curriculum for everyone who is literate. Learning about Shakespeare and studying themes in classic novels, while not completely useless, is less useful than learning about real historical events. You gain the same “critical thinking” skills analysing what motivated the people in WWI to conflict as you do analysing what motivated the people in Hamlet to conflict, plus it actually happened, giving it substantially more value. The same english classes will be kept as optional electives, like how history is optional in higher grades now. Science will only be mandatory in grade 9, and computer science will be mandatory in grade 10.
Gym class will be mandatory every year. There is a crisis in how unfit people are today. I recently joined the military. They have drastically reduced requirements, shortening basic training from 13 weeks to 8 weeks, and the weighted march from 13km to 5km. Because people weren’t fit enough to pass. A great many jobs, even today, still require physical fitness, and gym class offers more professional preparement than just about any other possible class other basic literacy. On top of that, being healthy is just healthy, and that’s good for every single person.
There will be extra emphasis on making sure every single person who graduates is literate and numerate. I wouldn’t really require anything else to hand out a highschool diploma, but if they can’t do basic reading, writing, and arithmetic, they don’t get the diploma. They’re stuck in adult night classes until they can or they give up. Ontario high schools also require 40 hours of volunteer community service which I like and anywhere else that doesn’t have that should implement it.
It might be a good idea to have a class on how to get the most out of AI too because it’s looking like that’s becoming an ever more important skill, but it’s changing so fast I don’t know.
It is a bit interesting to me that very, very few educational reform proposals I hear ever mention that we should be teaching and implementing epistemics as a core, fundamental aspect of any well-rounded curriculum. It seems almost self-evident and yet...
It's cliche to say that "education should be about teaching you how to think, not what to think," but I think that's actually a pretty decent goal. I'm not say you completely excise the 'rote memorization' aspects, but perhaps also provide the tools that make that rote memorization useful.
Seriously. Shouldn't we be able to at least ensure that someone who graduates high school has the ability to consider the truth-value of a statement and at least weigh whether they should incorporate the statement into their beliefs about the world or not? That they're able to make predictions based on limited evidence and reject falsehoods when there are actual consequences on the line.
And working off the assumption that not many students will be capable of autistically applying Bayes' Theorem to every new piece of evidence they encounter, it would still be pretty useful to teach the variety of heuristics that have a proven track record and teach the more blatant fallacies to avoid, and provide them with ample opportunities to learn in a controlled environment how to detect when people are lying or when the evidence isn't strong enough to support the purported conclusions, and to notice when someone is just trying to manipulate them.
Epistemics is like the ONE truly useful branch of philosophy, so it seems like making students slog through Ethical, Political, and Aesthetic philosophers without addressing the foundations of knowledge is a backwards approach to 'classical' education.
I say all this already knowing that even if we taught all students how to ascertain truth, the real lesson of high school is how to navigate complex social environments and to identify where you are situated in the hierarchy and, from that, what beliefs you need to adopt and which signals you need to send in order to maintain or improve your status.
And that's a core of human psychology that has been engrained into us over millions of years, so any lessons about how to think better will, in most cases, be suborned to the innate need to fit in with and protect the tribe.
So it's not like I expect teaching epistemics to produce a generation of enlightened thinkers, it just seems like its a bare minimum that ought to be done to ensure education isn't merely brainwashing/propagandizing with some math and science tacked on.
(Yes, I know that from the perspective of the state and ideological actors, the brainwashing is in fact that point)
Bryan Caplan has a book on education, one of the things he found going through the research is that "transfer of learning" is very low. Like learning Latin does not help most students learn a Latin derived language.
Students tend to learn the thing for the test then quickly forget it.
The idea of teaching epistemics sounds nice, but I don't think it would have much practical effect.
I think just awareness of the existence of epistemics might be helpful.
It's like math. Most people can't remember half of what they learned in high school math classes. Many can't even do basic algebra, but they're at least aware that algebra can and probably should be done to explain why an answer is correct.
Sometimes I'll be in conversation with a person and they'll make an assertion. I'll ask them why they think that. How do they know? Suppose I didn't agree. How would they convince me? Then their eyes narrow and their lips curl. I can see the gears turning as they mentally brand me enemy and then they just assert the thing again, but louder and with edge to their voice.
My guess is that person will remain unchanged by an epistemics class.
And the people that might benefit from an epistemics class will hate the subject and think it is dumb, because the way it will end up being taught will be dumb. They won't be learning how to think. They'll learn the major philosophers in epistemics, they'll memorize some vocab words, and they'll do a few story puzzles.
This is my fundamental complaint with K-12 education. You sit in a chair for hours a day filling out worksheets. It isn't clear to me that actually teaches most people very much.
I spent years filling out Spanish language vocabulary and verb conjugation worksheets. At no point did I learn to speak Spanish nor was I on a path to learning to speak Spanish. I suppose someone learning Spanish could benefit from some of those worksheets, as a very small part of a larger effort.
I had a good language teacher in highschool. She taught German with full immersion. People would come from all over the state to observe this amazing teaching method. I'm terrible at learning languages, but after 4 years I can kind of have basic conversations in German. My thinking at the time was "yeah of course this is the only way to actually learn the language".
What I hadn't spent those four years of German class doing was learning how to pass a test that verified my German speaking skills. So when I got to college and tried to test into a higher level German, I couldn't get past the entry level requirements. I would have had to entirely start over. My frustration at that led me to never take a language class in college.
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