A panel at a national meeting of historians I attended was devoted to the relation between the study of history and STEM – science, technology, engineering and mathematics. One speaker explained that practical skills were widespread early in our history. Those skills, like surveying, sailing, or building canals, required both hands-on skills and the ability to perform calculations and experiment. American surveyors, navigators and builders were doing what we now call science and math, though they rarely got the credit. One surveyor wrote to a Frenchman around 1814 that no one was paying for astronomy, and no one was paying him for his astronomical investigations and calculations. But the speaker then pointed out that this gentleman was in fact being paid by the government for surveying and that his surveys required the astronomical observations he was making. He was doing the work, though not being recognized for it as his French friend would have been. Read the rest of this entry »
Listeners and readers of my commentary know that I have spoken out against what I believe is Israeli misbehavior. So I get flooded with one-sided petitions condemning Israeli behavior. To make myself completely clear, I see merit and fault on both sides. I will not sign one-sided petitions.
I am reminded of my conversation with a Palestinian student who argued with me that Palestinians have the right to kill Israelis, any Israelis, military or civilian, and they have no right to shoot back, only to accept their fate. I questioned him to make sure I was hearing him accurately. What he was making clear was the attitude, or brain-washing, that dehumanized the other side. That is the attitude we have to fight against. Read the rest of this entry »
A recent headline read, “Slow Common Core.” For quite a long time there has been a backlash against anything viewed as “too tough” for our kids. That is a tendency of living in a democracy. Anything tough for our kids is bad but at the same time they have to get a fabulous education that will equip them for life’s challenges. So the solution is teachers who can make everyone learn painlessly. And therefore, if anything goes wrong it’s the teacher’s fault, not the student’s. Read the rest of this entry »
Should we care about the fate of prisoners?
A number of listeners have been raising that question in the wake of WAMC reports of lack of medical care in prisons, and my support for Cuomo’s position about educating prisoners.
Let’s assume that we don’t care about them at all. But we care about us. So what is the effect on us of what we do to them?
Actually the implications are huge. Read the rest of this entry »
People are angrily attacking Gov. Cuomo’s proposal to provide a college education for some prisoners in order to put them on a path toward more constructive, and law abiding, lives.
How much is anger worth? I understand the anger at funding an education for prisoners. They’re in prison because they have been adjudged guilty of a crime – some pretty minor but some pretty nasty. Read the rest of this entry »