Here for the first time we see a possible explanation for the explosion of Obesity, and the connection between the rampant overuse of antibiotics and our deeply sick industrial agriculture system. Once again it demonstrates the profit of the few over the wellness of the many. Our society is dying because we either cannot or will not commit to social policies that prioritize national wellness.
Phi Beta Iota: Obesity is a cultural outcome of social decay and a mix of corporate and government irresponsibility. It has many causes. What does not exist today in accessible form to the public is a true cost analysis of corrupt agriculture, corrupt energy, corrupt water, and corrupt everything these — obesity is symptom of a society that has lost its mind and soul.
For several years, the importance of continuous education has been stressed by several governmental and non-governmental institutions (Janssen & Schuwer, 2012; Marshall & Casserly, 2006). Education is seen as important both for personal growth and empowerment for one’s personal wellbeing and for developing the professional capabilities needed in today’s society. In his 2011 State of the Union address President Obama put emphasis on the government’s ambitions to “out-innovate and out-educate” the rest of the world. Almost at the same time, at the Davos World Economic Forum (2011), the urgency of appropriate education was stressed, observing that the current lack of adequately educated people hinders prosperity and economic growth in the near future. The OECD is preparing a proposal to translate these intentions into a concrete policy.
Keywords: Open education resources; business model
Juárez Correa didn’t know it yet, but he had happened on an emerging educational philosophy, one that applies the logic of the digital age to the classroom. That logic is inexorable: Access to a world of infinite information has changed how we communicate, process information, and think. Decentralized systems have proven to be more productive and agile than rigid, top-down ones. Innovation, creativity, and independent thinking are increasingly crucial to the global economy.
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And yet the dominant model of public education is still fundamentally rooted in the industrial revolution that spawned it, when workplaces valued punctuality, regularity, attention, and silence above all else. (In 1899, William T. Harris, the US commissioner of education, celebrated the fact that US schools had developed the “appearance of a machine,” one that teaches the student “to behave in an orderly manner, to stay in his own place, and not get in the way of others.”) We don’t openly profess those values nowadays, but our educational system—which routinely tests kids on their ability to recall information and demonstrate mastery of a narrow set of skills—doubles down on the view that students are material to be processed, programmed, and quality-tested. School administrators prepare curriculum standards and “pacing guides” that tell teachers what to teach each day. Legions of managers supervise everything that happens in the classroom; in 2010 only 50 percent of public school staff members in the US were teachers.
The results speak for themselves: Hundreds of thousands of kids drop out of public high school every year. Of those who do graduate from high school, almost a third are “not prepared academically for first-year college courses,” according to a 2013 report from the testing service ACT. The World Economic Forum ranks the US just 49th out of 148 developed and developing nations in quality of math and science instruction. “The fundamental basis of the system is fatally flawed,” says Linda Darling-Hammond, a professor of education at Stanford and founding director of the National Commission on Teaching and America’s Future. “In 1970 the top three skills required by the Fortune 500 were the three Rs: reading, writing, and arithmetic. In 1999 the top three skills in demand were teamwork, problem-solving, and interpersonal skills. We need schools that are developing these skills.”
That’s why a new breed of educators, inspired by everything from the Internet to evolutionary psychology, neuroscience, and AI, are inventing radical new ways for children to learn, grow, and thrive. To them, knowledge isn’t a commodity that’s delivered from teacher to student but something that emerges from the students’ own curiosity-fueled exploration. Teachers provide prompts, not answers, and then they step aside so students can teach themselves and one another. They are creating ways for children to discover their passion—and uncovering a generation of geniuses in the process.
I published this article in October of 2002. At the time, it was the most widely read piece I'd written and posted on my site. Its basics still hold up.
What I didn't mention at the time was the corrosive role school-food distributors and their allies on boards of education play in the health of children.
These are the people who operate a corrupt system and mandate the feeding of toxic and nutritionally empty junk to students across the country.
As the cost of higher education mounts, debt-laden students, cash-strapped parents and members of the media are asking: is traditional college still the answer? Correspondent Mona Iskander reports on Enstitute, a two-year apprenticeship program that matches 18- to 24-year-olds with some of New York's top entrepreneurs.
Only four percent complete massive open online courses: setback or growing pains?
Massive open online courses (MOOCs) have relatively few active users, and user engagement falls off dramatically, especially after the first one to two weeks weeks of a course. Ultimately, only a handful of users persist to the course end.
That's the gist of a recent study from a University of Pennsylvania Graduate School of Education (Penn GSE) study. The study's authors, Laura Perna and Alan Ruby, analyzed the movement of a million users through sixteen Coursera courses offered by the University of Pennsylvania from June 2012 to June 2013.
