Whatever happened to Junior High Schools (grades 7 and 8)? Why is the educrat-tional establishment all in for Middle School instead (defined these days as grades 6-8?) The main result of this would seem to be turning the worst two years of kids’ lives into the worst three years of their lives. Continue reading
Erik Loomis has a great post at Lawyers, Guns, & Money on adjunct professors. As many of you probably know, Loomis is a U.S. labor historian. Here’s his perspective:
But long-term adjuncts is a harder phenomena for me to understand. It’s not like this is glamorous or particularly rewarding work. Teaching 4 intro level college surveys is no one’s idea of what they want to do with their lives and while you might occasionally get the student where the light bulb comes on when you teach them, that’s a mighty rare moment at that level. And with all the grading and class prep–not to mention traveling around an entire metro area to make this work, there’s no time for any other part of the job. . . .
I think so much of it is the idea that the person has achieved this degree and now wants to use this degree because they don’t want to see the time they spent as wasted. And I get that from a psychological standpoint. Making $20,000 a year on the other hand is actually wasting your life, or at least the earning potential part of it. . . . [C]ontinuing to delay that income earning for years after your degree by holding on by your fingertips to the dream of a tenure-track job is just a bad idea because pretty soon you have a lifetime of doing this and no retirement income. . . .
I’m really glad that SEIU is organizing adjuncts. I know many people within the labor movement hate SEIU, but what other union is going to put real resources into organizing a no-wage sector where returning union dues will be small? Almost no other union. I completely support the National Adjunct Walkout Day and I wish more had participated. Adjuncts should probably go on a general strike to force improvements in their conditions. But to be honest, most adjuncts should also quit their jobs and find something else to do. Working at Starbucks would pay just as well.
They say that having a daughter is something that makes most men feminists, sooner or later. Read here to see what happened when Curt Schilling sent a congratulatory Tweet when his baby jock won a college softball scholarship and included the name of her future school. At first, it was the usual further congratulations, but then:
Tweets with the word rape, bloody underwear and pretty much every other vulgar and defiling word you could likely fathom began to follow.
Now let me emphasize again. I was a jock my whole life. I played sports my whole life. Baseball since I was 5 until I retired at 41. I know clubhouses. I lived in a dorm. I get it. Guys will be guys. Guys will say dumb crap, often. But I can’t ever remember, drunk, in a clubhouse, with best friends, with anyone, ever speaking like this to someone.
Just go read, and weep. Gabby Schilling is seventeen years old. Curt Schilling makes a point I’ve been making here for years and years and years. And years: Continue reading
This was a small-ish school, and I spoke to the 3-8 grades. It wasn’t until I was partway into my presentation that I realized that the back rows of the older grades were all girls.
Later a teacher told me, “The administration only gave permission to the middle school girls to leave class for your assembly. I have a boy student who is a huge fan of SPIRIT ANIMALS. I got special permission for him to come, but he was too embarrassed.”
“Because the administration had already shown that they believed my presentation would only be for girls?”
“Yes,” she said.
I tried not to explode in front of the children.
Timothy Egan is the kind of guy you’d think I could agree with: He thinks history is important! He thinks we should write history to engage and fascinate our readers! He thinks assaults on high school Advanced Placement history classes are foolish, as he states in his recent essay on the misguided attempts in Oklahoma to control the A.P. American history curriculum!
I agree with him on all of the above, but then he goes and writes something just as dumb and as dishonest as any opportunistic Okie legislator would write:
With the latest initiatives, the party of science denial is now getting into history denial. On the academic front, they have a point, indirectly. Much of the A.P history framework is boring, bland, and sounds like it was written by committee, which it was. There’s little narrative, drama, heroics or personality — in other words, the real-life stuff that makes for thrilling history.
Here’s a sample “learning objective” from the current national course and exam description from the College Board: “Analyze the role of economic, political, social and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the 19th century.” And you wonder why the humanities are in trouble.
That’s right: “a sample ‘learning objective'” apparently must be just as thrilling and as full of “narrative, drama, heroics [and] personality” as Barbara Tuchman’s The Guns of August, otherwise it’s just further proof that historians and educators are just as bad as the Oklahoma legislators who want history to be all happy talk about the Founding Fathers.
Egan pretends not to know that there’s a difference in the ways that educators communicate with each other, and the ways in which they communicate with their students, readers of history, or the general public about their work. He writes as though an internal process document or a sample exam question exactly describes what is taught in A.P. high school classrooms. He writes to suggest that classroom educators aren’t smart enough to know how to talk to their own students about history, and implies that they’re smart enough to communicate in professional shorthand with one another about the boring (but necessary) stuff. Continue reading
Via an amie on Twitter, we read of Ryan Boudinot’s “Things I Can Say About MFA Writing Programs Now that I No Longer Teach in One.” More accurately, this would be called “Things I Can Say About MFA Writing Students Now that I No Longer Teach Them,” and implicitly he offers excellent advice to anyone contemplating an advanced degree of just about any kind. To wit:
If you complain about not having time to write, please do us both a favor and drop out.
I went to a low-residency MFA program and, years later, taught at a low-residency MFA program. “Low-residency” basically means I met with my students two weeks out of the year and spent the rest of the semester critiquing their work by mail. My experience tells me this: Students who ask a lot of questions about time management, blow deadlines, and whine about how complicated their lives are should just give up and do something else. Their complaints are an insult to the writers who managed to produce great work under far more difficult conditions than the 21st-century MFA student. On a related note: Students who ask if they’re “real writers,” simply by asking that question, prove that they are not.
(Portions bolded in blue are highlighted by Historiann.) Right on! Either you have time to devote to professional training and development, or you don’t. If you don’t, then wait until you have the time to prioritize your education. (And please, for the love of God don’t take out loans for an education you can’t prioritize!) Sadly, universities (like mine!) are encouraging the fantasy that college or graduate school are things you can do in your jammies at home on your own time while also raising a family and holding down a full-time day job, and presumably getting the laundry done, keeping everyone fed and kitted out, and staying physically fit. (Good luck with that!)
However, a degree like that, however honestly and earnestly pursued, is not the equal of a degree pursued as your number one priority. Life is long, and graduate school is short, so make the time you spend there really count.
Here’s another bon mot that seems specific to MFA students, but is in fact useful for grad students and scholars everywhere: Continue reading
Over the last few days, I have been able to see my life as from a great altitude, as a sort of landscape, and with a deepening sense of the connection of all its parts. This does not mean I am finished with life.
On the contrary, I feel intensely alive, and I want and hope in the time that remains to deepen my friendships, to say farewell to those I love, to write more, to travel if I have the strength, to achieve new levels of understanding and insight.
This will involve audacity, clarity and plain speaking; trying to straighten my accounts with the world. But there will be time, too, for some fun (and even some silliness, as well).
. . . . .
I cannot pretend I am without fear. But my predominant feeling is one of gratitude. I have loved and been loved; I have been given much and I have given something in return; I have read and traveled and thought and written. I have had an intercourse with the world, the special intercourse of writers and readers.
Above all, I have been a sentient being, a thinking animal, on this beautiful planet, and that in itself has been an enormous privilege and adventure.