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If We Taught English the Way We Teach Math

by Leland McInnes
The Narrow Road

Imagine that your only contact with “English” as a subject was through classes in school. Suppose that those classes, from elementary school right through to high school, amounted to nothing more than reading dictionaries, getting drilled in spelling and formal grammatical construction, and memorizing vast vocabulary lists. You never read a novel, nor a poem; never had contact with anything beyond the pedantic complexity of English spelling and formal grammar, and precise definitions for an endless array of words. You would probably hate the subject.You might come to wonder what the point of learning English was. (more…)

Regina Schaefer, Press Of Atlantic City - Kareem Elnahal learned a lesson Tuesday night - even in graduation, the school still rules. The class valedictorian surprised administrators and his fellow 2006 graduates at Mainland Regional High School when he opted to give an unapproved speech criticizing the school. Mainland, Elnahal said, does not encourage intellectual thought and the exchange of ideas. . . The speech was interrupted by the principal, and Elnahal cut his remarks short and left the ceremony.

The Speech
Four years ago, we gathered here for an education… (more…)

I think that intelligent design should be taught in schools. I also think that creationism, religion, and the Bible should be part of every school curriculum. Furthermore, I think that theories such as Astrology, Phrenology, and the Flat Earth should be addressed along with UFOs and other conspiracy theories.

They shouldn’t replace the hard (and soft) sciences, but should be taught parallel to the hard sciences. I suggest they be taught within the realms of history, comparative religion, and philosophy. The teacher should teach using the methods of critical thought. Students should be able to explain why these fields deserved to be replaced or what about them should be retained for further study. They should compare these discarded theories or teachings with established or commonly accepted teachings and be able to point out their strong and weak points. They should be aware of the limitations inherent in any human attempts at explaining the universe. They should become comfortable with scientific rigor and with critical thought.

And lastly students should understand and be able to identify the psychological and monitary motivations of the people espousing these theories. In other words they should know what they are doing when they parrot the statements and theories of “authorities.” They must know the meanings and differences in the concepts, science, theology, and dogma.

However, should students want to experience quality, beauty, and truth, they should take art classes or engage themselves in Zen.

Educational television should be absolutely forbidden. It can only lead to unreasonable expectations and eventual disappointment when your child discovers that the letters of the alphabet do not leap up out of books and dance around the room with royal blue chickens.

~ Frar Lebowitz