Comic Book Plus Forum
All And Everything => General Discussion => Topic started by: tbdeinc on June 29, 2009, 04:07:34 AM
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And I found a bunch of cool reference books ranging from Manga, to insects and animals to Pulp and lots of stuff, including comics inbetween...
And as I excited-ly picked them up and had a quick flick thru them I found myself asking the same question I have been asking myself for the last 3 years...
Do I really need this book? Do I really want to spend the (insert cost of book) money?
Can I google this book or this subject and get the reference off of the internet? What is not internet available?
And 90% of the books were placed back on the shelves.
Anyone have this situation in mind when shopping?
George
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It depends, you need to also allow for "is the information convenient even if it's online?" It makes a difference but there are times when a book is just the better choice. Different tools; the fact that the net is great doesn't make books obsolete. It just means you can be more selective.
Besides, I love books for books sake. Scans are WONDERFUL but getting a real comic is still something special.
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I don't know the ages of everyone here but I suspect many of us formed our shopping/research habbits before the internet became a reality.
I still enjoy going to cons, perusing print ads and rummaging around in used book stores even though there is often a cheaper or easier way to get what I'm after. "The thrill of the hunt", don't you know!
Still, George, you should be commended for your good sense in this situation.
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There are also different reasons for different formats. I get far less benefit from paper comics, for example (and a lot of the times, there's just as much of "the hunt" on the Internet), especially when you factor in the price, so I'm happy to mooch here instead. On the other hand, there are books I buy because I don't want to sit in the park with a hot laptop in my lap (or craning my neck) on a humid day, or because I'll be staring for so long that I don't want to strain my eyes.
Then there's the mess of stuff I buy (usually CDs and DVDs, but quite a few books as well) to encourage the business to expand the product line. Heck, it's a bit of a dirty secret, but I actually own several costly books of public domain, widely accessible fiction because the publishers' lists of upcoming books included things I wanted to read but couldn't fiind.
But yeah, at the other end of the spectrum, by book (and CD and DVD) shopping has been reduced substantially as more material has started appearing where I can (legally) get at it for free. I almost (and I realize I'm gonna lose my street cred, here) bought the Time-Life "Scarecrow and Mrs. King" DVDs, but the episodes are available at AOL Video, so no, there's no chance of my shelling out the obscene piles of money I don't really have. I'll also probably never buy a programming book again, and I'm starting to reconsider the textbooks I use for classes based on cost. So I definitely sympathize as well.
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I was in my early 20s when my rule of thumb became "I'll get it next week". Sure enough, most of the time, "next week" became "never" as I usually found something else to spend money on. Nowadays, my approach is different. I'll pick things up that interest me, but as I continue through a store and find other things that grab my attention, I'll start putting some things back. It's always based on "the most value for the least amount of money".
I don't take the internet into consideration when buying anything in a store. As great as computers are, they're not convenient enough for me. I love being able to read all the Golden Age comics available here that I'll never find or be able to afford, but nothing beats having the stories in a printed format, whether it's the actual comic, a reprint or pages I print-out for selective stories. It's no fun trying to balance a laptop on my lap when I'm laying in bed at night, trying to relax after a long day. It's far quicker to simply close a book, toss it off to the side and go to sleep, than it is to close all the programs I'ld have open, wait for the computer to shutdown, get up out of bed and put the laptop some place where I won't roll over on it in my sleep.
John C -
I almost (and I realize I'm gonna lose my street cred, here) bought the Time-Life "Scarecrow and Mrs. King" DVDs
That wasn't such a bad show, although I wouldn't spend a dime to watch it again.
Powder Solvang -
I still enjoy going to cons, perusing print ads and rummaging around in used book stores even though there is often a cheaper or easier way to get what I'm after. "The thrill of the hunt", don't you know!
I agree. It is more fun to hunt-down & find something that isn't easy to come by. How exciting is it to tell someone "I was searching for that file for what seemed like five minutes"? And while internet shopping may take the leg-work out of the equation, getting a hard-to-find comic still depends on a certain amount of "right place, right time".
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Text books are a racket! They are now obsolete but will not go away because they are in cahoots with colleges and politicians. It would be far cheaper to give each student a laptop and use PD programs and old pd textbooks. The teacher should teach the class any suplemental can be found elsewhere. I do not use the text book in my Algebra class. If students could understand the algebra mumbo jumbo in the book then they would not need the teacher. They can't understand the book but at least a good percentage can understand me.
I do buy the few new comics I like enough to support them even though I usually have it downloaded first.
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Whoa Narf, the 'Text Book Police' might hear you!
;)
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The great text book conspiracy is part of my education book
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I've always thought it was a scam.
God bless the teachers who photocopy and hand out needed text for classes!
They are rare but I've seen it happen.
:)
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The teacher should teach the class any suplemental can be found elsewhere. I do not use the text book in my Algebra class. If students could understand the algebra mumbo jumbo in the book then they would not need the teacher. They can't understand the book but at least a good percentage can understand me.
As a matter of fact, my first-night spiel usually runs along the line of "you just paid over a hundred bucks for the book and are laying out another four thousand to listen to me. If I just tell you what the book says, one of those are wasted, and I'm not forty times more entertaining than even the worst textbook." I love reading, even technical material, but I've never found a textbook I thought was worth the effort.
Sometimes I catch crap from the department because I'm not teaching "the official syllabus" (which is, in fact, usually the book's table of contents), but I'm an adjunct and they need the coverage, so tough luck, guys.
And yeah, Yoc, textbook people are even getting nastier. Forget about the endless new editions that never add anything useful to the discussion (I've got a programming languages textbook--the Sebesta book, for those who care--that gets a new edition every other year, and it's always for the worse). Thank goodness my office manager gets my review/instructor copies for me, because I do NOT have the patience for the endless interrogations they put her through to prove that I'm a real person.
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The colleges contract to get new books every two years so they can not buy back and reuse perfectly good books. It IS a racket
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What, you've got to have some 'secret handshake' just to get a teacher's copy???
Wow, I smell a John Grisham novel in all of this! No Joke.
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As someone who has actually written a text book (which I'm pretty sure no one here save Ontology whom I gave a copy to has read) I'll give you my own personal beefs with textbooks.
Copy editors do not understand what you wrote and so often cannot edit it. They often make it worse. One time I wrote about "basis risk." It matters not if you know what that is or not as the copy editor, but if I use the phrase 50+ times including in the title, can you maybe guess that it wasn't a typo for "basic risk" and at least ask before you edit it out?
In this day and age, why doe so much have to be retyped into your program for layouts or whatever, certainly there must be some interface that would allow you to pick up at least the text of what was written. And don't typsetting programs have spell check? How can words like iiis get past the in-house checking?
I understand (barely) why technical material needs to be re-input though I'd think with Tex and its derivatives not to mention Word's equation editor or embedded OLEs even retyping those shouldn't be needed. But if you need to re-key in technical material, can you at least hire someone who knows what an equation looks like. I'm not asking they understand the equation, but know, for example, where and where not to break a line. E.g., do not set an equation like
blah blah a(x + y
) blah blah = 2
The right parenthesis simply cannot start the second line
Sorry I'll go back and quietly scan JVJ's books, again.
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As I understand the process (and I, y'know, don't, thank the stars), once you know the very specific person you need to talk to (apparently, this is non-trivial), you need to convince them that (a) the school is real, which I imagine is now more complex, now that we've merged and changed names, (b) that the class really exists and isn't just some kid trying to scam a free textbook, and (c) that I'm really a real professor on the real school's payroll.
Then you have to take the torch and go south, east, south, south, south, north, east, east, and northwest to get the chest, and...no, hang on, that was something else. Hm. I wonder if shouting "XYZZY" on the phone repeatedly would make the process go faster...
(Yeah, I've been using computers THAT long.)
But yeah, if it weren't for keeping the department quiet, I'd probably never order a textbook for my classes. As it is, I don't require them.
I agree with Jon, too, by the way. The editors clearly don't know what's going on. I have a "trophy" from my undergraduate days, which is an operating systems book whose table of contents lacks existing chapters and suggests the presence of things unrelated to the field. It's like someone hands them a manuscript, which then goes through a shredder, and then they spend the weekend piecing the book back together from confetti. Then they cross out all the supposed typos and replace them with wildly inappropriate English text.
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I teamed up with others in highschool and photocopied the needed pages from the BOOKS-WE-SHOULDA-PURCHSED and it was glorious!!!!
Why was it glorious you may ask... because by the end of the year, we realized only 25% of the books (math, science, physics, etc...) where actually used. The rest was in class spur-of-the-moment teachings.
The teachers actually got involved with the lessons (back then), they didn't slap a list of pages we had to do while they sit back and have their coffee...
I fear, my picky-ness to books verses the internet may be something of an increasing situation.
What it comes down to is: money verses knowledge.
Can I get the knowledge from the internet or elsewhere for cheaper or free?
If no, buy the book.
If yes, then leave the book on the shelf and move along.
I have books on insects, manga, science, history, archeticture, how to's, COLEs NOTEs (anyone remember those jems?) making of (insert movie title), etc... the list goes on...
That was then and to a lesser degree is now... ex. history of world war 1, airplanes through out the ages, European hardcover Comics, Oversized Comics... Collected Manga etc...
Google has slowed the exodus of my money from my pockets.
George
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John thank you for not requiring the text book. How often a class has more than one text book "required" that may not be used or one little thing used. Can you imagine buying a classic literature book? WHY? You could buy each individual story needed cheaper than the cost of one new book. There is no justifiable reason to require new literature books. I remember a high school science teacher being qouted on the need for more money for new up to date science books. Let me clue you the facts of high school science have not changed that much do to new knowledge. The level of info for high school is the same as it was 25 years ago. Math books get worse every adoption. I would much rather use a 35 year old algebra book than one published now.
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Then you have to take the torch and go south, east, south, south, south, north, east, east, and northwest to get the chest, and...no, hang on, that was something else.
Yes, but ONLY if the dwarves have stolen YOUR treasures...
(me too) Peace, Jim (|:{>
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Wow, this has certainly turned into one 'hot-button issue' eh?
I'm quite enjoying the exchange.
Now up here in Canada some universities are requiring (supplying maybe?) that notebook computers be used and that homework assignments only be submitted via email or something like that.
Is this moving ahead or another example of the 'text book swindle'?
One question that popped into my mind was 'can you supply your own cheap notebook or do you have to use an "insert name here' brand?
-Yoc
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I tend to shop Border's and Barnes and Noble about once every ten days. I pick up the comic-pulp-media stuff I like from the bargain racks. The price is usually right, and I can justify it in my mind because of the off-retail savings. I did buy "The 10-cent Plague" (which I recommend highly) at full pop, tho.
Nothing will ever replace the feel of a book, an easy chair, and a beverage. Although I am really tempted by buy that new Kindle.
I use as many pulps, comics, radio shows, and anything else I can find in my high school classroom. My principal laughed at me my first year at the school because of all the paper I used making copies. Thankfully , there were two others who made more copies, so I didn't get "the lecture."
I am lucky to be one of those teachers who gets to use Krigstein's Master Race for in-class analysis.
--Dave
--Dave
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Nice choice there Dave.
What class are you teaching?
I know of a biology teacher that love to use obscure Atlas books for teaching examples and I know of a couple of librarians that have used comics to help teach young people the joy of reading.
And anything that can teach people that reading is COOL/FUN/Etc. is a Good Thing!
-Yoc
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Yoc,
The class I use the 20th century pop culture media is called Basic Skills. This is a class taught to mostly high school freshmen who have not been engaged in the normal process of learning English "by the book."
We did a unit one time on Matheson's I Am Legend where we read selections, watched all three movies for a compare/contrast essay. We explored the subtle bits of the genre from all directions. Very cool stuff
I've used the original Classics Illustrated Pit and Pendulum along with the text. We had an interesting time with the text, EC comic, and X Minus 1 radio show of Bradbury's "Soft Rains" story.
Kids seem to like detective fiction from the pulps. I've used back ups from Shadow pulps (thanks to those facsimilies from a few years ago) as well as stuff culled from the Yahoo pulp groups I belong to.
Shakespeare just doesn't grab em.
--Dave
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Hi Dave,
True, Shakespeare might not grab them as fast but considering how many modern 'treatments' old W.S. has gotten it wouldn't be hard to repreat your 'I Am Legend' technique with any number of his stories. Don't high-school kids still respond to Romeo and Juliet?
EC did a large number of Bradbury adaptions. I believe Soft Rains was one of the first I ever read.
Poe has been adapted by different artists as well. But he's certainly an acquired taste. But if Black Cat doesn't get you....
I remember getting to hear Jeff Wayne's record adaption with Richard Burton reading HG Wells' War of the Worlds (http://tinyurl.com/n8fmwz) from the late 1970s. What a great record! Very visual and well done. AND it ties in nicely as a modern example of the Old Time Radio shows of yesterday. Hey, if your students like pulp mysteries they might enjoy some old "Suspense" or "The Shadow" radio shows. Just a thought.
It sure sounds like you teach a fun course. Congrats on finding ways to get into their heads. :)
-Yoc
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Here is something along the lines of the discussion...
http://comicsintheclassroom.net/
One of my comics were featured on the site a while ago.
G
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Thanks G!
I'm adding this link to our Reference Links post.
:)
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I'm just a humble cog in the machine of knowledge... soon, oh yes very soon I will take over the world!!! BWAHAahahahahaha! Hick Snort... Ahem... where was I?
Oh yes...
So I was in another book store... this one had cheapers of cheap books... you know the type of store that is going out of business sale... for-the-last-3-years!!!
Well, I found books that have been out of print for well over 30 years.
This really put my thinking to a test... Old books, books that progress and technology would not possibly consider re-printing or putting up in googles or archive.org's vast library...
Like books which have Brontosaur-iz... etc...
G
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The reason math is one of the most difficult to teach is you can not use a lot of fun things. I have taught other things. Algebra is NOT fun. All the contivences to make it fun or relevant don't help the learning. I have tried but it boils down to you have to sit down, shut up and do the work. Practice, Practice, Practice is the only answer. I will say that I am an ambulatory teacher working with the students at their desk and allowing a lot of peer tutoring. I normally teach the at risk Algebra students but I found that all benefit from my teaching each lesson as if they do not remember anything previously taught. I also take the time to explain the reason behind the steps and break it down to the basics. Since I do the at risk I can not say I lose many because they were already lost before they got to me but I have to feel good about those who I help make it. Students who never thought that they could do algebra doing algebra is a good feeling. Then there are the kids who are doing algebra and doing it well but insist that they can not do it. They are so used to not being successful they can not accept their success. I get so sick of hearing idiots talking about competition to improve schools. Yeah take all the kids with parents who care and cheer because your charter/private school does better than public schools that have to take every kid. Like the NBA vs Jr College that's real competition now isn't it.
Gotta get my book written and hopefully published.
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I don't envy your job Narf. Not at all.
Good luck with the students and the book!
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Narf,
A little off topic, but I had to add my agreement with you. It's not the kids--they can be influenced and molded. The parents are the key to education. If a kid comes to school with a respect for learning and supportive parents who check homework and ask questions, you'll have a success.
I taught Spanish for a couple of years. Little Johnny tells me he can't get it. His parents tell me he can't get it. Bulls#&t. What's there to get? Memorize a bunch of words and some rules and your done! Little Johnny doesn't want to do the heavy lifting and the parents let him get away with it. Pity
Don't get me wrong. I like teaching my English classes based off popular culture. I proposed the approach at first just trying to find something that kids could understand. They can't read Poe, or even Conan Doyle. They'd have to look up every other word! But that's public education that I'm speaking about here. There are private, parochial, and charter schools that are doing a wonderful job teaching classical education without the tricks because the parents, students, and teachers are all on the same page.
You have to understand, I'm and old geezer-geek. When I was a kid back in the 1960's, I couldn't wait to get together with my friends on weekends and jump the bus headed to the book store. We'd go there, leave for a while to eat, and go back again. We'd spend hours just browsing. Now at 55, I still do the same thing! Once every ten days I run to Borders, then Barnes and Noble, then Half Price Books, then I hit the local used book dealer, and after several hours return home to justify why I need all this stuff to my wife.
I think I was trying to make a point here, but I've lost my train of thought. It sucks to get old.
--Dave
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LOL, I'll go out on a limb here and guess Dave has more than a 'few' books in his collection!
;)
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It seems the most active comic poster are over 50 me included. It was the wonder of growing up in the SA. We got captured. Now if the kids get captured it is by the movies not the comics. I still remember 23 years ago turning a non reader into a big reader by showing him cuss words in a scifi book. There was a series of "action" books called The Rat Bastards. Extreme violence that turned some other boys on to reading. My Lancer Conan series fell apart not just because of poor binding but I shared it with the students. Granted I knew enough about the community to get away with this and it was a different time. Yes it was a different time because it would not work now. The language and violence on TV and video games is so bad that the shock value of seeing it in print would not be there. Once again no need to read because of a quicker easier fix.
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I still remember 23 years ago turning a non reader into a big reader by showing him cuss words in a scifi book. ... Extreme violence that turned some other boys on to reading. ... The language and violence on TV and video games is so bad that the shock value of seeing it in print would not be there.
Whatever happened to getting people to try comics because of the quality of the stories or artwork?
My feeling has always been that people who are able to appreciate comics for what they are don't need to be "sold on them", they need to be EXPOSED to them. When my wife and I started dating, I was a big comic geek and she had never picked-up a comic in her life. Nevertheless, she would tag along as I went from one comic store to another nearly every Saturday, and to my favorite store every Wednesday for the new books. She didn't ask why I loved comics and I didn't pressure her to start reading them, but eventually, on her own, she would check them out until one day she started buying them. She didn't buy books that I got, she was buying titles that she liked which I didn't read.
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Narf raises a great point concerning the current substitutes for reading.
I have, on many occasions, wondered whether teaching 20th century pop culture is presenting our shared culture to high schoolers as subject or trick. I am comfortable saying that we here are readers, but it is much more than that. We absorb books, comics, movies, TV, radio, and pulps. We compare styles. We analyze content. We admire craft. We respect the past and those who have gone before us. We have passion that we communicate to each other. It's Geek culture that I'm happy to be wrapped in.
The kids I see everyday don't have a grounding. They have their toys and diversions, which I must point out were given to them by our generation! In our zealousness to give our children happiness, we've dulled their curiosity and trained them to desire flashy, transient diversions with very little substance. There are plenty of kids who still read and get involved in things of more significance. The bulk, or the "average" kid just moves from trend to trend. Talk to a kid who is headed for drop-out status and they'll tell you they just don't care. They have no idea how they'll survive or what kind of minimum wage, dog poop job they'll get, but they still don't care. They've been trained by their parents to not care.
It's sad. Believe me folks, it's abolutely true. Our generation let this happen. I think we did it while thinking we were being nice and kind.
Is there an upside? Sure! There are plenty of young people who read, who respect, and who learn. They're busy people. They don't live the way we lived all those years ago. It's neat to see them paging through manga, listening to their tunes on ipods. High school boys reading Twilight because all the girls are. Interesting stuff.
If you ever doubt the effect that parents attitude has on the molding of a child's belief system, I submit to you that there are Chicago Cub fans who are under 18.
--Dave
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Very well put Dave. I agree. YES the parents have created the problem in trying to be nice. They did not create a sense that everything will not be all right if they do not do something to make it all right. It goes back to always allowing the kids to win at games and using bumpers on the alleys of bowling lanes. It has created a false sense of winning. The upside is also that kids mature. I dropped out of high school. I eventually matured. I have seen that many kids do mature enough to make something of themselves and it often has nothing to do with how they did in school.
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Minor disclaimer: I'm in a peculiar spot, in this discussion. I teach graduate courses, so I'm not at a "real school." I'm also near enough to New York City to get regular news from there, but far enough that my schools were blissfully untouched by their idiocy. So it's arguable that I don't really know what the heck I'm talking about.
Minor warning: I'm jumping from topic to topic almost at random. I'll try to edit it together, but chances are that'll make it even more confusing. And I apologize for that in advance.
That said, beyond parents, there's also usually the school board. They seem to hate the idea of parental interaction. I've even heard Columbia (where all hare-brained educational theories arise--it's like Buffy's Hellmouth, but for stupidity, I think) people suggest that the increased focus on homework and after-school activities is to keep the parents' activity to a minimum. And don't forget training the parents early by claiming the kids for earlier and earlier preschool!
I disagree a little with you, though, Jim. My parents were very much the precursors of today's "let's wrap everything in Nerf so nobody can possibly ever be hurt" helicopter parents. My mother would--I kid you not--try to change nursery rhymes on me (and later my sister), because she didn't want me hearing about kids falling down or guys being thrown down stairs. And of my peer group, I'm the only one really willing to fail at things. I'm not saying that your completelly wrong, but I'm not sure it's as easy to put our fingers on the specific reason.
(Incidentally, regarding algebra, I haven't specifically tried it on a class, but have you considered making use of an engineering perspective? Y'know, bringing ideas in specifically to solve a problem? When I used to tutor the "pre-pre-calculus" course, I generally worked off of John Roebling's notes from his design of the Brooklyn Bridge and similar things. Granted, I was at an engineering college, and only catching the students after they were taught the topic, but I generally found that it was more useful and even fun to teach the concepts as they arose in the course of solving the problems than trying to build/bridge from arithmetic to calculus.)
But for reading, BChat has it right, I think: Exposure is the key to any desire to learn. My parents read constantly on every topic, and they would read along to me (y'know, primitive phonics-like, with the finger pointing to the word being spoken). The result was my reading history books and novels (and the occasional computer book--I'm a bit younger than many of you) by kindergarten, and I still tear through books of all sorts regularly.
Incidentally, my parents are both high school dropouts with no interest in going back.
After all, why did kids pick up on Harry Potter when, just a year before, very smart people were predicting the end of the written word? Why are those kids still reading the Twilight books and other things? Somewhere along the way, reading became "in," with nary a celebrity-starring poster or even a single taxpayer dollar spent to do it. Sure, they're crappy books, but is "The Scarlet Letter" any better? "Billy Budd"?
(Sidenote: Whatever you think of Hester Prynne and company, go find anything else by Hawthorne. His entire output is fun and interesting, and almost entirely kid friendly. You'd never know they were written by the same guy.)
I would, by the way, encourage anybody interested in these issues to check out John Taylor Gatto's work, particularly "The Underground History of American Education." I don't agree with his specific conspiracy theory scenario (in which he blames key gatherings of people for dumbing us down and partitioning us for some elitist dystopia), instead favoring a more systemic approach (i.e., nobody has responsibility, so of course the goals have gone down the toilet), but the details and analysis he provides are amazing.
And in honor of the original topic, I see that he even released the (enormous) book online:
http://johntaylorgatto.com/underground/toc1.htm
If you're wondering where you remember the name, he was New York City's teacher of the year a kabillion times, including the time he made national news by using his acceptance speech to condemn the school system for failing so many students and then resign.
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Never heard of him but you gotta like his sense of timing and passion for the subject if that's how he ended his career!
-Yoc
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If you don't have time to read the book, here's basically the centerpiece:
http://www.educationrevolution.org/iquit.html
The New York Times ran the speech as a fairly prominent article, as I recall. And yeah, passion fits the bill. "I teach how to fit into a world I don
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I believe I got that link and checked it some awhile back. Still it was not in my bookmarks so I bookmarked it. Pat Robertson suggested the dystopian conspiracy theory for education 20 years ago. I can not say I completely disagree. I think the possibility of it actually being planned hit me when I read the MICRA comic book maxi series. That and having been raised where many of my mothers side of the family fit the mold make me wonder. There is a "desirable/undesirable" subculture that requires intoxicants and sex and little else. This group gleefully populates and creates more worker drones. It is well established that the ignorant do populate fastest. When society has evolved to "highly skilled" and "unskilled" as the only forms of labor with no need for a middle class you have the dystopian society with its inherent benefits to the aristocrats. To hell with the rest. Is it planned or just happening on its own. Either way it does appear where we are headed. The states keep increasing the requirements to force social promotion without an education or dropping out without an education. Either way we are creating an uneducated masses. I would like to hope my book could help stem the tide but if they ignored Gatto what chance do I have.
John the current Tech Geometry and Tech Algebra course are built around that premise. The kids just are not well behaved enough to tackle this type of thing as a group/class. To many that are not interested disturbing the rest. The nature of those types of classes. Whenever something "fun" or active is tried there are those who ruin it and little is gained. Have to resort to sit down, shut up, and do your work. Fewest distractions. Sad but true.
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Pat Robertson suggested the dystopian conspiracy theory for education 20 years ago. I can not say I completely disagree.
I agree that we're heading way down the wrong path (though I don't actually find anything particularly "deficient" about the various subcultures), but the conspiracy doesn't hold water for me when I look at someone like Henry Ford. He's as much a robber baron as the rest of his industrialist peers, and would certainly be part of any such conspiracy, but he also encouraged (demanded, in some cases) his employees educate themselves, be part of their community, and go to church.
My impression instead is that we did too good a job (especially post-war) building an industrial economy, but no longer have any industry. So instead we have layers of useless bureaucracy (managers, receptionists, assistants, and so forth, which in many cases is just a welfare check where you dress up during the week--I say this having been two out of those three things) just to make the population seem busy.
Of course, now we have new problems, as every behavioralist can latch on to a school and use the kids for social engineeriing experiments. With no target in mind, where's that going to end up? Nowhere good.
I would like to hope my book could help stem the tide but if they ignored Gatto what chance do I have.
It's probably a matter of finding the audience and (I hope) pushing out solutions. As I mentioned, I think that's where Gatto's failing is. Having exposed the problems inherent to the system...how do we fix them? And by "fix," I really mean "replace," but that sounds too scary.
I see it as similar to the economy. We can see the problem: The private banks create money for little (or no) cost, and lend it to us at interest, so there's never enough money in the system. But short of "wait for the collapse of civilization and hope there's someone smart but not greedy waiting for us" isn't a solution.
(Incidentally, you'll give us a heads-up when the book's available, I hope.)
John the current Tech Geometry and Tech Algebra course are built around that premise. The kids just are not well behaved enough to tackle this type of thing as a group/class. To many that are not interested disturbing the rest. The nature of those types of classes. Whenever something "fun" or active is tried there are those who ruin it and little is gained. Have to resort to sit down, shut up, and do your work. Fewest distractions. Sad but true.
Definitely look through Gatto's book. I desperately want to know what his classes were like, because he's had the supposed worst of the worst of New York's school system, and never faced a long-term discipline problem.
It's true that there are kids (and I do believe that schools are designed in a way that cultivates those kids) who want to break the process and avoid learning. But on the other hand, what happens when there's no big mean disciplinarian to rebel against?
Heh. It reminds me of a friend, a little tiny blonde girl, who was a city teacher for a year, and they assigned her the "special education" classes. On the first day, some gigantic cretin threatened her, so she walked right up to him and dared him to hit her. The kid bolted, then apologized the next morning.
(Actually, the story's less striking if you know that she's a well-trained fighter in numerous arts, so the kid wouldn't have had a chance, so I certainly wouldn't suggest a plan like that to anybody else. But he certainly wouldn't have known the trouble he was in.)
I guess at this point, I'm just rambling, but it's definitely an interesting topic, and I really do want to see an improvement in the field. Consolidation and layers of bureaucracy certainly isn't it.
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Maybe I'm being naive here, but I don't think very many people have intellectual epiphanies in the classroom. Mastery in a given field may occur after the traditional school experience as one finally has the time to devote, unemcumbered by the continual cycle of presentation-memorization-testing in other areas, to that high interest subject.
That young people often turn their backs on "learning how to learn" academically is probably my hot-button issue.
I'm not a fan of the layer of bureaucracy present in American education, but I still feel the focus of reform is on the wrong target. For example, as teachers, we are given the mantra that urban school children do not find educational curriculum engaging or relevant. Rather than insist that urban ghetto culture be held to account, educators attempt (ultimately in vain) that programs and alternate instructional models be inplemented. As drop-out rates keep rising and students turn their backs on education, the cycle of remediation continues, never having the courage to stop and demand accountability from the parents and caregivers.
Yesterday, 7 summer school children were shot at a Detroit bus stop, apparently by gang members. Detroit officials responded to the community by saying that school would be in session as normal today. This tells the community that there is nothing we can do, that we must act like everything is normal because gang culture can not be brought under control. Those drop-out gang members are someone's children, for God's sake. Someone who failed in every way as a parent and guardian.
How can we even begin to "blame" education when we tacitly allow gangs, drugs, and murder as a cultural alternative to education? Gatto taught the worst of the worst? How did those children come to be the worst of the worst?
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Yes Yes and Yes
Yes I offer solution and yes it does mean replace what we have. It is time to throw the baby out with the bath water we have already drown them.
Yes real education seldom happens in the classroom. I continue to promote that you can learn all the math/algebra you need for auto mech/shop/etc in auto mech/shop/etc