Rebels: "Iron Squadron" (Ep. 3.08)

-- "The Iron Squadron doesn't run."

Ever want to see the Dunning-Kruger effect in operation? Well, in fictional operation, at any rate. This is a good episode for that.

What we have is a group of rebels evacuating from a planet that the Empire is coming to... cleanse...? of its rebelliousness. Most of the rebels do the smart thing and leave before the Empire's task force arrives. However, one group, Iron Squadron, refuses to leave. According to their leader, Martin, Iron Squadron doesn't run.

Of course, Iron Squadron doesn't really know what they're dealing with. When they manage to take out an Imperial transport ship -- a transport! -- Martin believes they've taken out a Star Destroyer and won't listen to anything that says otherwise. Not that he doesn't believe that it wasn't a Star Destroyer, he just doesn't believe there's any conceivable difference between the Star Destroyer and what he just destroyed. Until he runs up against a light cruiser and... loses. Only then does he begin to understand.

It's an interesting exploration into ignorance and touches on why some people don't flee from natural disasters. Or, well, vote for things that do they harm, like Republicans. They're so uneducated as to think that the transport ship they're facing is a Star Destroyer.

Anyway...
Good episode.

"Good luck with Iron Squadron..."

"Sounds like a ship full of Ezras!"

Make America Great: Building a New America

Many of the lessons we learn in life are inadvertent. They're just things we pick up that stick with us somewhat like the gum on your shoe on a hot summer's day that gets all the way up in the cracks and you can't scrape it out no matter how hard you try. One of those moments for me was from my mom.

We were having a... disagreement about something: I don't remember what and maybe it's not really important; after all, it's what she said that matters. Well, it is important to know that it had to do with my performance on something or other at church in relation to the youth group. She was telling me how I wasn't doing a good job or not doing it to my potential or some such. It was the kind of thing my mother never really said to me, maybe because she didn't need to or maybe just because we didn't have those kinds of conversations -- I don't know. We never had those kinds of conversations, but I don't know if it's because we never needed to have them or not. -- but on that day she was, I felt, berating me for some imagined shortfall, and it pissed me off.

There were two things going on here:
The first was that I was doing better than everyone else involved in whatever it was that was going on. By a lot. I felt it was entirely unfair of her to be getting on my back by telling me I wasn't doing a good job when I was ahead of everyone else.
The second was that I knew she was actually right. Whatever it was we were doing, I was only doing just enough to stay in the lead. I wasn't doing a good job, I was doing a "good enough" job. That was what was making me mad, getting called on the fact that I was coasting. And I knew I was coasting, but, if I could get by with coasting and still be doing better than everyone else, why shouldn't I?

So, you know, I did what teenagers do, I yelled at her. Right there in the hall outside of the kitchen at church, because that's where she worked, as the cook at our church. So I yelled at her at church and at work. At least there was no one else around, though, right? I yelled something like, "I'm already doing better than everyone else!"

And she said, probably also yelling, though I don't actually remember, "But you're not doing your best!"

And I probably yelled back, "I don't care," and stormed off down the hall. I do remember the storming part. Because I was mad.

High drama, I know.

But, man, I have never been able to get that out of my head, the difference between being simply better and being best. Not "the best," because that's relative, but actually being at your best. Period. And that it's not enough to simply be better than everyone else, especially if that means you're not making any effort to be in that spot. What's the good of that?

Let's put it another way:
If 10 is "Best," you don't get to claim you're the Best merely by being a 6 while everyone else is a 5 or below. You're just being better than them, not actually being "Best.".

That said, America has never been "Great;" it's merely been "greater."

Even that has not been a claim it could consistently lay claim to, and it's certainly not a claim it can make now when we lead the world in... hmm...
We lead the world in gun deaths.
We lead the world in military spending. So that we can promote more gun deaths.
We lead the world in bullying. Because we have an administration that believes that power should be used to push people around to get what you want.

We do NOT lead the world in education.
We do NOT lead the world in health care.
We do NOT lead the world in science research.
We do NOT lead the world in renewable energy research or implementation.

The point, then, is that we cannot "make America great again," because it was never great to begin with. Which, you know, hurts me to actually say, because I have spent a lifetime, my lifetime, believing in "America."

Of course, I've believed in the ideal of America, not the way it actually turned out. I suppose I just have always we believed, until two years ago, that we were closer to that ideal than we actually were. Which is not close at all.

Having said all of that, America could be great. It could be Great.

• It could aspire to the ideal of itself!
• It could believe in education again. Believe that education is the door to the future.
• It could quit focusing on a past that never existed and actually work on making tomorrow a better place instead of trying to make tomorrow into something that resembles an old b&w TV show.
• It could promote equality for all people, the way it has always supposed to have been.
• We could actually become a country of the people, by the people, for the people and quit letting rich old white men and corporations run everything.

Look, today is the day we celebrate stepping away from one egotistical, rich white dude who just wanted to boss people around for his own gain. Maybe we should look at whom we've replaced him with and quit being bossed around by the current egotistical, rich white dude who just wants to boss people around for his own gain.

It's time to make America actually great. It's time to build a new America, the one that should have always existed.

"We hold these truth to be self-evident, that all [people] are created equal, that they are endowed [through creation] with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness. That to secure these rights, Governments are instituted among [people], deriving their [powers] from the consent of the governed. That whenever any form of government becomes destructive of these ends, it is the Right of the People to alter or abolish it..."

Don't give consent to the current administration, the current administration which is destructive to Life, to Liberty, and to the pursuit of Happiness.

#resist

Life, LIBERTY, and the pursuit of Happiness (Part 3)

What is Liberty, anyway?

Probably something to do with being free has popped into your mind at just the thought of that question but, politically speaking, liberty and freedom are not quite the same thing. Let me give you an example:

Let's say you're driving down the highway, speed limit: 65. You're a little behind schedule and, after doing some quick calculations... Wait, who am I kidding? No one does the math to figure out if speeding is actually going to save them any time. [Like the other day when some dude on a motorcycle came weaving through tight traffic at something around 80 mph only to have me pull up next to him at the exit I was taking. So yeah, he save a LOT of time by almost causing two accidents (that I saw) as he zipped between cars.] You're running late, so you step on the gas and punch your car up to 80. Are you free to do that?

Well, obviously; you just did it, right? And this is where it can be confusing, I suppose, because, while you are free to do that (anyone is free to break the law if he so chooses), you do not have the liberty to do that. It's a bit like the difference between "can" and "may." You know:

"Teacher, can I go to the bathroom?"
"Well, I assume you can, but you may not."

So, whereas you have the freedom to relieve yourself (because no one can stop you from peeing right where you stand), you do not have the liberty to go to the bathroom to do it.

Why is this important?

One of the basic principles of the Declaration of Independence is that we have the unalienable Right to Liberty. In practice, this means we have Right to a Government which does not place arbitrary restraints, especially oppressive ones, upon its citizens and takes into account the Rights of all. And it takes those Rights into account for all equally, not favoring the wealthy over the poor, for instance.

Of course, it is natural to think of this idea of Liberty from the perspective that the Government should not be making laws that disproportionately favors one group over another...

Oh, wait, so that means that all of these voter ID laws and all that shit the GOP has been doing in places like North Carolina is a restriction of Liberty of its people. It makes it difficult in a disproportionate way for certain groups of people to be able to vote.

But I was saying: It's natural that we should think of this in the sense of passing laws that restrict the liberties of particular groups of people...

Oh, wait, like laws that make it difficult for women to get the kind of healthcare they need from places like Planned Parenthood or that straight up make abortion illegal, effectively taking a religious belief and imposing it upon everyone. I mean, not only does that restrict the Liberty of women, it's a direct violation of the First Amendment to the Constitution. But, then, the GOP doesn't seem to care about those kinds of things.

But back to what I was saying: It's natural to think of restrictive laws as being the kinds of things that restrict Liberty, but it's more than that.

Like, the GOP's refusal to raise the minimum wage amount to a restriction of Liberty (and freedom) for a huge segment of the population. It makes it so that people in low wage jobs have no choices. It removes their freedoms and, effectively, makes them slaves of the system, working for the profit of others with no hope of bettering their own lives.

There was this comedian, Jerry Clower, who used to tell this story about going 'coon hunting when he was a boy. One of the men he hunted with believed that a 'coon should never be shot of a tree; he thought that wasn't fair to the 'coon. He believed that the 'coon deserved a "fightin' chance" and that the 'coon should be set loose amongst the dogs (so he would climb the tree and throw the 'coon down into the dog pack). That way, the 'coon had the option of whoopin' all those dogs and walking away. It never happened, but at least the raccoon had the freedom to do so.

I'll let you make the connection.

Also, what DeVos and the GOP want to do to education, the funneling of money from the public education system into private and charter schools, is also a removal of Liberty from the non-wealthy. What they want to do will negatively impact something like 85-95%, at least, of the population. It's another of those things that actually takes away freedom from people in the same way that restricting their pay does. You might pay lip service to their Liberty but, when you take away people's access to education, you are removing their freedom to get anything other than low wage jobs. It's just another way to keep people trapped.

All of that to say, again, as I did in part two of this series, it is time for us to remove our consent to being governed in this way. The Government only derives its Power from the consent of the People; if it does not have that consent, it has no Power. The current GOP led Form of Government has proven, and has been proving for decades, that it is destructive to the unalienable Rights Jefferson points to in the Declaration of Independence; as such, we have Right to alter or abolish that Form of Government. It's time.

It's Come To My Attention

It's come to my attention that there are those of Trump supporters who wish I had never been born. To paraphrase what was said, "The world be a better place if you had never been in it." Which, you know, is ironically amusing coming from the side of the political line which wants to make abortion something that doesn't exist.

But the attitude is something I've come to expect from those on the Right, the Conservatives, the ones who believe that only they have the right to be full people. Yes, freedom of religion but only as long as everyone practices religion exactly as they do. Yes, freedom of speech as long as people never disagree with them. Oh, and if you have some other shade of skin than "white," you better be really rich and willing to contribute a lot of green to get to play in the club.

[A recent study has shown that insurance companies consistently charge minorities up to 30% more for car insurance than they charge whites within the same risk bracket. No, there is no reason for this other than that they are not white.]

For me, the thing that makes this situation so hilarious <he said, ironically> is that the person with the specific "complaint" that finally inspired me to write this post is someone who consistently came into my space to complain about the things I was saying. I wasn't going into his spaces and calling him names or saying bad things about Trump supporters at his house or anything like that. No, he was going out of his way to come to my place and, then, getting offended by it. Over and over again.

Because, you know, that's the way Conservatives like to do it: They like to get mortally (yes, mortally) offended by things that happen nowhere near them, have nothing to do with them, and will never affect them. It's like this:
When I was a teenager growing up in Louisiana (a horrible, Hellish place that I would never wish on anyone) [And I'm not just talking about the weather in regard to Louisiana or the mosquitoes. They have the highest incarceration rate of anywhere in the world! One of the worst education systems in the country. And the politics... Look, despite the fact that we currently have Trump as president, the politics in Louisiana are... well, I'll sum it up this way: Edwin Edwards, David Duke, and Bobby Jindal.]
But I digress... Let me start over:
When I was a teenager growing up in Louisiana, people used to fervently wish and pray for the day that California would suffer a catastrophic earthquake and fall off into the ocean. Why? Because California was filled with gays and hedonism and anyone who would live in California deserved... well, God's judgement, but God's judgement was always something along the lines of Sodom and Gamorrah, because Californians didn't deserve to live. When I was a kid, California was just about the last place I ever wanted or expected to live, not least because I didn't expect it to still exist the way people talked.

Of course, it was while I was a teenager that I started having... issues... at church because of my own views. Frequently, my own views had to do with my much more accurate interpretation of the Bible. Not even the youth pastor or pastor ever came away from a disagreement with me about the Bible in which they didn't at the very least say, "You're not wrong." And my other view which said, "Why does it matter what other people do in their own homes if it's not affecting you?" [This was something I most often said when someone was going off about homosexuality.] The response was always, "Because it's wrong!" And I would say, "So is adultery, but you're not advocating for cheaters to die." [That's kind of a personal pet peeve, that "Christians" spend so much time slamming people of other sexual orientations while mostly ignoring infidelity, which must be at least an equivalent kind of sin, and I would say it's worse.]

What Conservatives/Fundamentalists (of all types) need to learn is this:
The planet is not yours. You do not own it. You do not have control of it. You share it with other people and YOU (you fascist asshole) need to learn how to SHARE. That means you need to learn how to live with people who don't believe the same things you do AND you need to QUIT trying to control other people. Also, consider your actions before you take them: If they could hurt someone else (like, if, you're going to put an oil pipeline that could leak near someone's water source, DON'T do it), don't do that thing. Also, also, corporations are not people and shouldn't be treated as such. Also some more, reducing your profits when you are still making a profit is NOT hurting you, especially if it's making someone else's life better.

I could go on.

All of that to say this:
If Trump supporters are getting tweaked enough by the things I say that they are more than wishing that I wasn't saying them, GOOD! I'm going to keep saying them. Because, you know, at this point, if you are still supporting Trump, you're either just an outright asshole (uneducated, racist, -ist-ist) or you'r clinging to Trump out of stubbornness because you don't want to admit that you were wrong, which makes you an asshole. Either way, you're an asshole.
Oh, or you're a Republican congressman who has no spine or no morality. That also makes you an asshole.

And, sure, I get that if you're a Trump supporter that you, in all likelihood, think that I'm the asshole, BUT, you know what, you DON'T HAVE TO COME INTO MY SPACE. So, really, if you disagree with me, stop engaging with the things I say.

Education: The One Step To Improvement

If there's one thing everyone agrees with, it's that education in the United States is not what it once was. That, however, is probably not true. The truth is that education in the United States is precisely what it once was, mostly stuck in a 50s era mindset of how education ought to work.

Sure, things have been tried, but the basic model hasn't changed.

And, certainly, Betsy DeVos doesn't want to change that model. In fact, she wants to reinforce it by funneling the "right" kids into the Right kinds of schools so that we can get back to schools full of wealthy white kids to bring back excellence. With her model, that's what will work, too, because it will be select schools which are well funded by affluent white people, and everyone else... Well, everyone else can go to hell because, if you're not white and not rich, you don't deserve an education anyway.

So, while DeVos pushes vouchers and school "choice" (which, by the way, is just a code for affluent whites to get to put all of their kids in schools together in places where minorities can't afford to get their kids to (just in case you didn't get that from the previous paragraph)) and everyone else pays administrators huge salaries and experiments with programs, the education system is still missing the mark on how to fix itself. And so is everyone else. Except, maybe, teachers.

After all, there is only one real problem with education: teacher pay. That and the fact that we don't pay them. Well, pay for them to be teachers.

See, teacher pay is also, really, stuck in the 50s, so what we have now are babysitters. That's what we pay for, so that, on the whole, is what we get. A big, national system, state by state, of babysitters.

Before anyone starts taking umbrage, I don't mean any disrespect toward teachers. This is not a statement about "bad teachers." I've known some really great ones. But, having been involved in teaching, I also know the general state of teachers, which, actually, is most often tired. It is, beyond doubt, the most over worked, under paid "profession" out there. And, yes, the quotation marks are to indicate the lack of being paid to do the job they are hypothetically being paid to do.

I'm not going to try and break all of this down and make it into a numbers game to show just how little teachers are being paid per hour (and don't start yelling "summer" at me, either, because that doesn't balance anything, especially when many teachers have to pick up some kind of summer job to make it through the summer). What I'm going to say is this:
If teachers were paid more, there would be more teachers in the teaching profession. By that I mean that many people, especially men, who would be good teachers (and might have been a teacher at some point) don't teach (or quit teaching) because they can make more money somewhere else for far less headache and less time on the job. More money, fewer hours: Who wouldn't take that, right? Only those extremely highly dedicated to teaching.

I actually hate having to bring up men specifically, because that's part of the problem. Men are more likely to leave teaching because men are paid more than women just in general and men are more likely to find higher level jobs that pay more in and of themselves. All of that while teaching is seen as a woman's job so is inherently less likely to receive wage hikes. All of this is wrong and plays into why teaching suffers.

If teachers were paid competitive salaries, you'd find people, both men and women, competing for teaching positions, which would weed out those people who go into teaching because "anyone can teach." Come on, I know you believe that. That's what everyone thinks. "Well, if I can't get a job doing [X], I can always teach." And that is not what we want from our teachers, people who opted into it because they weren't qualified or smart enough or ambitious enough for anything else. We want people who want to be there even if that desire is spurred by a good salary. People who know they have to do good work because there is someone else waiting at least as qualified as they are will do better work, will be more invested in the job, than someone who knows they're not going to lose their job because there's no one else waiting to take it.

And, seriously, if you have good, motivated teachers, you don't need to focus on programs because one good teacher in a room with nothing more than a chalkboard will motivate even poor students to do well; while, one bad teacher, no matter what kind of programs you have in place, will kill the desire to learn in all but the best students (because they're already doing it on their own, anyway).

Look, I'm not saying anything new here. We've been, as a society, talking about teacher pay for... decades? Since I was in high school, at least. However, instead of just paying teachers more, we've been funneling money into programs and to administrators and, as a result, other countries, countries in which teachers are held in higher esteem, have continued to outpace the US in education. And that gap keeps getting bigger. So, if we're going to be serious about educating the next generation, and if we really want to "make America great" again, it starts with education, and that starts with paying teachers to be more than babysitters.

And all of that means we, as a society, have to start looking at education and being educated as something worthwhile again. We have to start looking at science as something more than just an opinion. It's time to quit with the whole Right wing/Conservative/Republican view of education and science as the enemy. We live in an information age where facts, real facts, are right at our fingertips. It's amazing, actually, and it's time to start making the most of it by grasping what is real and true and dumping disinformation and lies, and all of that starts with education.

"Freedom of Speech" and Why You Sound Dumb Saying It

One of the hallmarks of the ridiculously stupid and the inanely ignorant is that they will toss around words and phrases without actually knowing what they mean. Of course, they think they're using the words or phrases correctly and, sometimes, the people around them do, too, because they're under a kind of mass delusion of meaning. My favorites, right now, all have to do with the Constitution, and my very favorite are the Conservative jutnobs who keep yelling about their "freedom of speech."

So let's talk a little about "freedom of speech" and the 1st Amendment and what it means and does in regard to that freedom. But just a little, because it's a big topic with lots of small parts that we could talk about for... well, for far longer than I would hold your attention, I'm sure.

The first thing you need to understand is that the "freedom of speech" being granted by the 1st Amendment is a protection being granted to the individual. A protection from the government. See, in many countries, criticizing the government or a religion can get you thrown in jail. Or worse. Having just emerged from the tyranny of a government that had no problem punishing people for things they said, the founding fathers wanted to protect people from thin-skinned assholes who would abuse their power by throwing people into jail for saying bad things about them or just for disagreeing with them in general.

Here's the thing: "Freedom of Speech" does not mean you have the right to say whatever old thing you want to say. That was never the intent, and we have many laws dealing with the kinds of things that are not protected. Of course, the popular one is about how it is illegal to stand up in a crowded theater and yell, "Fire!" Then there's yelling "bomb!" in an airport. Your "freedom of speech" argument isn't going to get you very far in either case.

What the 1st Amendment does allow is that you can go out on any street corner and protest against the government or a religion or, actually, be as racist as you want, and you can't be arrested for it. Well, as long as you're not promoting violence. Because, see, the promotion of violence is not protected.

The problem with all of this is the misconceptions.

First, your right to say whatever it is you want to say does not in any way obligate me to listen to you. Also, it does not in any way validate whatever it is you're saying, meaning your right to an opinion does not make your opinion correct. People (mostly on the Right (though those anti-vaxxers from both sides are pretty bad, too)) seem to be under the misperception that they are having their "freedom of speech" violated if I don't want to listen to them, which is just another asinine assumption those people like to make. Further, if I tell them they are wrong (and from me, generally, that means their opinions are based on no facts whatsoever) and that I am no longer going to engage with them on the (or any) subject, they tend to froth at the mouth and tell me I'm violating their "freedom of speech."

But let's go back to that street corner I mentioned earlier. See, the 1st Amendment does indeed give you the right to stand on that street corner and pontificate as much as you want about "illegals" and "swinging dicks" and your right to own as many guns as you want (which is a topic for another time), but I don't have to stop and listen, nor does anyone else. We are all free to walk right on past you and leave you shouting at the air. Not to mention the fact that that same 1st Amendment right gives me the right to pause and tell you what an asshole you are and how all the things you're saying just prove how ignorant and uneducated you are. You use your freedom of speech the way you want; I'll use mine the way I want, up to and including letting you know just how big of an ignorant asshole you really are.

Second, the 1st Amendment does not give you the right to exercise your word vomit anywhere you want to. Which takes us back to the street corner. The public street corner. Because that's what's protected, public spaces. I'm not going to get into the nuance of how that applies to businesses because that can be very different depending on the type of business, but your freedom of speech does not extend to other people's private property. That means that if you are in my house and you start saying things I don't like, I can tell you to stop and you're pretty much obligated to do so. You are not protected by the 1st Amendment. You either stop or you leave.

And just to make the point: That extends to my blog and to my facebook page. For all intents and purposes, those are "my" spaces. What that means is that if you post something on my FB wall or make a comment on my blog and I don't, for lack of a better term, approve of it, I can remove it, and I have not violated your "freedom of speech." In fact, when you start telling me that I have, that, again, just shows how ignorant and uneducated you are. And, certainly, you should not start citing something that you actually have no clue about, because it proves you're talking out of your ass, and no one wants to see that. If you feel the desperate need to say the things you are trying to say in my space, please feel free to go to your own space and say them all you want. That's what your "freedom of speech" gets for you.

[Just to be clear: "My" space on this blog or on facebook is not actually my space. It is only my space insomuch as google and facebook have allowed me to use them. They own the spaces and could at any time decide that they don't like the things I've said and take them down. That goes for pretty much everyone using those spaces. But, still, as google and FB have granted me the privilege of using their spaces, it is an extension of me, and your "freedom of speech" does not extend into it.]

Not to go all Princess Bride here, but, when you start spouting off at the ass about your "freedom of speech" any time I say I'm not going to discuss a topic with you until you actually get educated about the subject, I want to say, "You keep saying that word. I do not think it means what you think it means." Which is to say, "I know that it doesn't mean what you think it means." Which is to say, "Here's another thing you should really go educate yourself on before you start making statements about it."

Not that education is going to remain something that is accessible to the "common man" if Trump and cohorts get their way.

The Education Divide, Not a Myth

Talking about education is not something I'm unfamiliar with. Aside from the fact that I've worked as a teacher both in the South and in California, I did a whole series about education as it relates to my younger son, my middle child.

In relation to the recent election and Trump's victory, there has been a lot of reporting about the uneducated, or under educated, white people who voted for Trump. Not to mention that Republicans, conservatives, tend to fall into that same group. Sorry, the data (science!) shows the truth: Conservatives tend to be less intelligent and/or less educated than liberals. Maybe that's why conservatives also tend to hate science so much.

Look, I'm not saying that there are NO smart Republicans/conservatives out there but, on the whole, they tend to be the duller knives in the drawer.

Yes, it's all well and good to talk about studies and data and science, but your opinion is just as good as my facts, right? Well, let me give you a practical example of how all of this plays out in the real world. What I'm about to talk about is NOT science; it is my personal experience and, while subjective, it's also an objective look back at my past.

As I've mentioned before, I grew up in the South, and I also grew up in the Church. Like all typical church kids, I had two groups of friends: the people I went to school with and the people in my youth group at church. In some ways, both of these groups were atypical.

First, church kids are always atypical. The real church kids, at any rate. I'm not talking about the ones who go on Sunday mornings because their parents (moms) make them; I'm talking about the youth group kids who are involved in all the stuff: Sunday morning, Sunday night, midweek youth group, even choir. Those kids are a fairly small population from any high school.

However, my high school, as I've mentioned before, was also atypical. It was one of the first magnet schools in the nation and was (and still is) the top ranked high school in Louisiana. So, yeah, Louisiana: That's not saying much. BUT! At a time when Louisiana was ranked somewhere around 48th in education (not that it's not still down there), my high school was one of the top ranked high schools in the NATION. Top 10 for years. I think it was #3 at some point, even.

Needless to say, I didn't have the typical Southern education, and neither did any of the other teenagers I went to high school with.

Surely I have a point beyond bragging, right? I do! And this is it:

Of the people I'm still in touch with (more than a few) with whom I went to church, the ones who went to regular high schools and received a typical Louisiana education, well, they pretty much all voted for Trump. The exceptions are all female. Every dude I went to church with, every under-educated one of them, voted for Trump.

Now, of the people I went to high school with... Wait, let me drive this point home: You had to be smart to get into this school to begin with and, even so, half of the freshman class EVERY YEAR failed out because they couldn't cut it. So we, at my high school, were both on the smarter end of the scale and receiving a superior education.

Now, of the people I went to high school with with whom I am still in touch (more than a few), nearly all of them supported Clinton. I know of two exceptions: one male, one female (but she was also a church kid, and that kind of conservatism tends to skew things (I say that from my own experience)).

I could go on with this, but I think it's pretty clear. And, sure, some of the people in my youth group went on to higher education, but many of them did not. Those that did didn't go to universities that anyone would consider top notch, and I'm pretty sure, for most people, if you haven't encountered an education that makes you think, requires you to think, before you're out of high school, college is too late.

The truth is that conservatism is based around accepting what you're told without question, Questioning is the enemy. Questioning things that come your way can overcome confirmation bias, and Republicans/conservatives are much more susceptible to confirmation bias than liberals. That's why 85-90% of the fake news during the election was pro-Trump/anti-Clinton. One of the biggest peddlers of fake news stories during the election said they tried, also, on Democrats but just couldn't get Democrats to take the bait.

Look, I'm not trying to offend anyone, not this time. If you feel offended, it's probably because you know this is you. That's not my fault. I'm not calling anyone stupid. [Okay, there is ONE person I would gladly call stupid, but I've already done that, and I don't think he reads my blog anyway.] To some extent, intellect is a choice, because intellectual curiosity is a choice. YOU can choose to not just accept the shit you're eating. YOU can choose to educate yourself.

Stop reading and listening to Right Wing propaganda. Find the news and information that is objective, the places reporting FACTS, not opinions, and follow that, instead. Listen, the only reason the media is "liberal" is because the Right is SO FAR RIGHT that everything else looks liberal. Facts and data and SCIENCE are not "liberal;" they just are. So...

If you don't want the "Coastal Liberal Elites" looking down on you and thinking you're stupid (and sometimes calling you stupid), start educating yourselves on the actual data. And, you know, maybe read the Constitution and look at the laws that Trump is already violating.

Make a difference.

Loving (a movie review post)

There are times when a completely appropriate title shouldn't be used, usually because it's misleading. Basically, a title should tell you something about the story being presented and, though Loving is appropriate to the story, the word itself is so generic that it tells you nothing about what the story is about. However, that's the worst thing I can say about the movie, which is a pretty minor thing, all things considered.

So what, then, is the film about?
It's about the supreme court case which struck down anti-miscegenation laws in the United States. Except it's not really about the court case, as would be the tendency for films like this. What you would expect is a courtroom drama focusing on the lawyers and the case itself, a movie making the lawyers the heroes. This movie, though, deals with the people: Richard and Mildred Loving. See the reason for the name?

I think, often, we forget about the people. This event in history was about people, brave people, not a court case. A white man who loved a black woman and wanted to marry her. Did marry her. Bought a piece of land on which to build her a house. A piece of land that, at least during the time frame of the movie (which covers many years), remained fallow... because they were arrested for being married then forced to move out of Virginia for refusing to get divorced. It was that or go to jail.

Ruth Negga and Joel Edgerton are both great in their roles. Richard, being a white man, is released from jail not too long after being arrested, but they wouldn't release Mildred without holding her for a weekend, first, and they wouldn't allow Richard to bail her out at all. Nor allow him to see her after she is released, not unless they wanted to go back to jail. The distress of Richard during this portion of the movie is palpable on Edgerton. He has no recourse. No money. No education. But he is being denied his wife.

Ruth Negga brings a quiet strength to the movie. She doesn't know what to do anymore than Richard, but, once the bridge has been crossed to take their case to court, Mildred is the one who stands steadfast in seeing it through. Negga brings that determination to the role.

It would be nice to think that the kinds of things, the kinds of racism, in this movie are things of the past, but I think it's clear from what has happened in the politics in the United States over the past year that this kind of racism is alive and well and that there are people who would, once again, persecute a quiet, loving couple like this for nothing more than wanting to be together. In that respect, this movie is very timely and highly recommended. It reminds us that this fight, this fight for racial equality, isn't over.

[And this will serve as my political post for the day, because, even without being so, it is a very political movie.]

How the System Failed My Son: Part Eight -- Breaking Out

Yeah, yeah. Just go back and read. Or don't. But don't complain about not knowing what's going on if you don't. No, I'm not providing all the links, because you're all smart people and can find the posts.

In the end, we were left with only two options: continue as we had been doing, the equivalent of throwing ourselves and our son against a large brick wall and hoping to make a doorway, or find some other way, something that was non-system. We figured we'd been bruised up enough by the wall and would look for a way around.

As an aside:
California has what is called the CHSPE, the California High School Proficiency Exam; it is exactly what it sounds like. It is a test to see if you possess the minimum requirements that they expect you to gain in high school. Passing the test is the same as a high school diploma. The only problem is that you have to be 16 to take the test. We weren't looking at that as an option.

But let me tell you a little bit about the test so that you can understand the extent of what I'm talking about when I say that the system is broken.

The CHSPE covers only two subjects: English and math. There's no history. No science. No arts or physical education. If you only need English and math to "pass" high school, why do we require all of these other subjects as part of graduating? And the math is pretty basic, algebra and a small amount of geometry. Stuff my son completed in middle school. The English, also, is pretty basic. That this is all that is required to pass this test tends to affirm my assertion that high school is mostly a waste of time.

Anyway...

We began looking at alternatives, because homeschooling was not an option. Homeschooling, in the general sense of it, requires that you enter into a certified program which, essentially, means you will be doing all of the normal things you would be doing at school but you'd be doing them at home instead. It is the same kind of drudge work we were trying to bypass.

This is an important thing to take note of. The reason for this, which I learned by talking to a few people at our school board, is because if you are not in a certified homeschool course then you can't actually get credit for any of it if you ever decide to return to regular school. You would have to start back where you left off.

The thing we eventually hit upon was something called "unschooling." I'm not going to explain it; you can click the link if you want to know what it is. What I will say about it is that the main guy I spoke to at the school board, the guy who deals with homeschooling and related "alternative" schooling methods, strongly counselled against anything that wasn't a certified program, and unschooling is not. It's not even a "program."

So we were all prepared for that.

Somewhere in there we discovered, though, that there was an exception to the age qualification on taking the CHSPE. The student must be 16 years of age OR must have completed 10th grade. So, well, my son has completed 10th grade. We signed him up to take the test.

I want to reiterate that he is 15 years old.

As I write this, he took the exam this past Saturday. His reaction to it was that it was easy. Granted, we don't know that he passed, but I'm going to operate under the assumption that he did (by the time this posts, we should have the results of the test). Which brings me back to the point of high school being mostly superfluous. Even within the parameters of the test for an average teenager, it is implied that a student should be able to pass the test by the time s/he has finished her/his sophomore year of high school, which is age 16 for most students.

Why, then, do we do high school at all?

Because it's tradition. And, sure, you could expound on all the conventional reasons for doing high school, but all of those come down to tradition. This is how it's done and, therefore, this is how you should do it. However, that's only true if you let it be true.

So we're proceeding, at the moment, with what is basically the unschooling path although we're also assuming that my son has passed high school. He is already hip deep in a (free online) Harvard programming course and having a lot of fun with that. At some point, probably sooner rather than later, we'll be looking into classes at the local community college for him.

All of which brings me to my point:
If my 15-year-old son can take and pass the CHSPE, then there's something very wrong with the system. That there were no avenues for him within the system shows that there is something wrong with the system. That there is this test and it is not presented as a viable option for every student shows that there is something wrong with the system. That the vast majority of what students are required to do in high school is considered nonessential by the state shows that there is something wrong with the system.

In fact, I would say that there is everything wrong with the system.

Right now, the plans for fixing the system mostly have to do with pumping money into it. And, while it's true that there are parts of the system that are in dire need of funds, that general response is about fixing the system by doing it harder. By banging yourself up against the wall over and over again hoping to break through. What we really need is a new system. We all need to be unschooled.

"Unlearn what you have learned."

[I also want to point out that everything with my son is better now. Since we decided back in January to explore other avenues for him, he has come back to himself. Rather than the constant battling over homework and the forcing him to buckle under and do what he "needs to do," we have our old, pleasant child back who is affectionate and jokey and fun to be with. We can do things as a family again. It is all well worth it.]

Update: We received the results of his test last week, and he passed. Not just passed; he totally aced the test. I want to point out, specifically, that he got a 5 on the essay part of the exam (the highest you can get on their 0 to 5 scale). I also want to reiterate that my son is 15. And, now, a high school graduate. So tell me again: What is the point of traditional high school?

How the System Failed My Son: Part Seven -- The System Is Broken

[If you're not caught up, go back and read. Just do it.]

We thought we had everything taken care of. Or, at least, we hoped we had. We had good systems in place and they had worked well during Phillip's freshman year. Or, at least, we thought they had. But, basically, his sophomore year began much as his freshman year had, an email from his English teacher (honors English) telling me that Phillip lacked the requisite intelligence and skills to be in her class and that I should move him to the academic class where nothing would be required of him. [You also have to admire the disdain that the teachers of the honors classes have for the academic classes. (Yes, that's sarcasm, because how is it okay ever for a teacher to have that kind of attitude?)]

Look, I get that there is some burden on my son in all of this. I'm not ignoring that. But the burden on my son was this: "Get with the system and do what you're supposed to do. Quit being difficult." And, well, that's the problem. Get with the system, the only system. The system that was not designed for you and, actually, cares nothing for you other than that you comply.

It's bullshit.

I say that as someone who flowed fairly easily through the system until I got to the part when I was in college working on an Education degree and realized that I couldn't stomach it. That I would never be able to work within that system because the system is shit and cares nothing about the students individually but only about them as a collective that is able to score well on standardized tests.

The system was built for people like my daughter, people who are very achievement oriented and competitive. And, for her specifically, someone who wants to accomplish her tasks quickly so that she can go on to other things. [That's a mindset that makes sense to me, because that's how I was. My goal was always to have as little homework as possible to do at home, so I worked hard during the school day (and on the bus) to get all of my homework finished before I got home; that way, I could do whatever I wanted once I was home. (Of course, my homework load was nothing like what any of my kids have had.) That's exactly how my daughter works. It's also how I wanted my son to be, and I spent years trying to convert him to that approach, pressuring him to work in a system that didn't work for him. It's just not the way he works. It's about like putting a fish on land and trying to talk it into breathing air instead of water.] For instance, her 2nd grade teacher, the same teacher my son had in 2nd grade, loved her. Because she was fast. Even though my daughter made mistakes from working too fast, the teacher thought she was brilliant. The teacher thought she was the "smart one."

[Now, I don't want to make it sound like I have boxed my kids into labels, because that's not the case. My daughter is exceedingly smart, quite above average, but she is not as academically talented asher older brother. If you want to call it that, he is the "smart one;" she is the "sporty one." Those things are just objectively true. Labeling is really for ease of reference, but we don't consider our daughter not smart just because she's into sports. My son, however, is completely un-sporty.]

Anyway...

Our initial reaction to the email was to set up another conference with his counselor and this teacher... only to find out that he had a new counselor, too, and she was also questioning whether he ought to be where he was, not just in that class but math and even the school. I just wanted to scream. I mean, don't these people look at anything other than what's right in front of them? Could they not see that he'd made honor roll the previous year and see his standardized test scores and see everything or anything that came before that one moment? To accomplish anything, we were going to have to start completely over again with everything we'd done the year before.

Was it even worth it?

School, regular school, was clearly hell for my kid. It wasn't getting better. There was no routine that was working for him that involved him getting up and sitting through classes all day, classes he couldn't see any point to (or me, for that matter (but that's a different topic)), and doing hours of homework every night. And, honestly, it had worn us out.

It was time for other alternatives. If the system doesn't work or, more specifically, work for you, you should get out of it. It's like that what I've said about tradition in the past: If it's not working for you, change it. And, face it, school is mostly about tradition at this point. That's why we keep increasing the homework load on kids despite the fact that study after study shows that homework (other than reading) is counterproductive.

But change is hard and stepping outside of the system is, um, more hard. More harder. Look, it's difficult to look at this thing that is the way everyone does it (not counting homeschool (which we were NOT going to do), because homeschool is still within the system even though it might not look like it) and to decide to go some other way. But that's what it's come down to, finding another path because, honestly, there's not anything else he's going to learn at school, anyway, and he's already farther along, by far, in pretty much every subject than most high school graduates.

See, this is the part where you quit trying to do the same thing over and over and failing every time but doing it again anyway in the vain hope of a different result.

How the System Failed My Son: Part Six -- Get with the System

[Just go back and read the other posts if you haven't done so already and you want to know what's going on.]

High school didn't get better. It almost did, but, then, it just didn't.

The first problem was that taking drama as a class was not like working on a production. Working on a production, while fun, had a purpose. There was a goal, something everyone was working toward and, while there were production aspects of drama class (they had to perform short one-acts at the end of the school year), mostly it was just playing games. So it was fun, but it had no purpose. It got boring.

Because he got into the arts program through drama, he was required to take two periods of it a day, and he couldn't drop it without dropping the whole program and leaving the school. Not that there were any thoughts of that, because we didn't know drama was an issue.

No, the thing that came up first was English. I got an email from his freshman English teacher telling me that they had had an in-class essay to write as part of a test and that Phillip had sat and stared at his blank paper through the whole class and not written anything. She went on to tell me that she should have contacted me sooner because Phillip had been having some issues for a while, mostly that he seemed disinterested in the class and, therefore, was not participating. He was not passing, especially with the blank essay. This was an honors class, and her suggestion was that we move him into the "academic" class because, obviously, he was not capable of performing in the honors class.

The problem here was that she also had never addressed the issue with my son. She had not ever once said to him, "Hey, what's up? I'm noticing that you're not turning in any work. Is there anything going on or anything I can help you with?" No, her first response, her belated response to the situation, was to contact me and tell me that my son was not cut out for her class. (More on that in a moment.)

Now, we already knew that Phillip was having an issue with timed writing assignments. That had been something that had started during 7th grade. It's just not the way he works. (It's also not the way I work, either, but, then, I never had to write any timed essays when I was in middle school. Or, for that matter, much in high school, either. Essay questions are one thing, but the idea of sitting down and writing an essay on a topic in 45 minutes is something else entirely.) I mentioned previously that he's a perfectionist, so he has to work out the whole paper in his head beforehand. I have literally watched him stare at blank paper for six hours then write the entire three-page assignment in less than 30 minutes. Asking him to sit down and write an essay RIGHT NOW is about the same as throwing him off of a building and telling him to fly. The same kind of panic takes over his mind and, rather than being to figure out what to write, he's consumed by the ground rushing at his face.

When this started happening in middle school, he had a teacher who cared about his success as a person, not about the success of her class; and she worked with him to find alternate solutions for timed essays.
[I want to point out here that the idea of timed essays as preparing you for life or your career is bullshit. There is no time in your life after you get out of school that you will be asked to sit down and write an essay, timed or not. Sure, there are some careers that require writing at a high level, but it's not essay writing. The essay is a very specific form of writing that is almost exclusively used within the boundaries of school. And, while there are deadlines for the things you may need to write, none of those are SIT DOWN AND WRITE THIS RIGHT NOW kind of things.]
His freshman English teacher was not interested in working with him to find any solution other than him sitting down and writing the in-class essay. "Get with the system."

We had a conference -- the teacher, my son, his counselor, my wife and I -- wherein we worked out some strategies, within the system, for my son to use to find some success in his English class. And in his Algebra 2 class, as it turned out, which wasn't going as poorly as his English class, but it wasn't going at the level of his ability, either (the math issue was completely around the issue of homework (have I mentioned how much I hate homework? (but you can't pass a class with As on all of your tests if you aren't turning in the homework (which is RIDICULOUS)))).

I learned some things about his teacher during that conference including why she had never spoken to my son about the fact that he wasn't participating in the class or turning in his work. During the conference, his English teacher never once looked at anyone, either when she spoke or when anyone else spoke. She kept her eyes focused off at the floor to her left. Every once in a while, she would flick her eyes up at the group, but she was completely unable to make actual eye contact with anyone. It was disconcerting, to say the least. And off putting. Her level of introversion made me wonder how she was able to teach at all, but, also, made it obvious as to why she had never spoken to my son one-on-one. She was incapable of it. In effect, he was being punished for her inability.

The other thing that became obvious was that his teacher still didn't believe he belonged in her class. She expressed some vague belief that he couldn't write and that he should be in a class, i.e., the "academic" class, where writing wasn't required. I told her that she only thought that because she hadn't read anything that he'd written. She, basically, blew me off when I said that. It wasn't quite a "yeah, whatever," but it was close enough.

However, the next unit they were doing was fiction writing, and they were required to write a short story for that. That's my son's area of expertise, so to speak. I got an email from his teacher after she read his story, read it during class while the students were doing something else, letting me know that she had burst out into laughter during class while reading it, something that never happens with her. She apologized to me and told me that I was correct in my assessment of my son and his abilities. Not so amazingly, the relationship between my son and his teacher got better after that.

I think, in the end, that that is what made the difference, her view of him. Once she offered him some amount of respect and appreciation, he was able to come around and perform in the class, and that affected all of his school life. Of course, he was also following all of the strategies he had been given, so I missed the importance of what happened with the teacher. I think we all did, including my son. We chalked it up to him doing the things he was supposed to be doing. Not only did he make it through his freshman year, but he made honor roll. We thought we had it all figured out...

That is until he started his sophomore year, the school year that is, as I write this, just now drawing to a close.

For an example of my son's writing, you can visit this post. He wrote the short story "Into the Trench" when he was 10, and it was that story that initially alerted me to his ability. At the end of this series, if my son is agreeable, I will post the story he wrote for his freshman English class.

How the System Failed My Son: Part Five -- The Horse He Rode In On

[Seriously, you need to go back and read the other parts of this before reading this one. There's no recap, just full speed ahead.]

This is the period full of second guessing for us. Middle school was... Well, it was problematic, to say the least. Homework was a nightmare. We quit being able to do anything as a family, because my son would spend all night, every night, doing homework. There was never time left for anything else.

Sure, some of it was his fault. He did have the ability to work faster but, from his perspective, why was he even having to do it at all? I can't even think of a good analogy for this, because, other than school, there is no part of life that requires this kind of thing. Which is not to say that there aren't some jobs which require you to take your work home with you, but those are by choice. I mean, you choose those jobs, and you can un-choose them if you want to. School isn't like that.

Look, it was kind of like this:
It was like having to drag your horse to water because it refused to walk there. Once there, you had to force its head under to make it drink but, instead of drinking the water, it would just hold its breath until it couldn't, at which point it would breathe in a bunch of the water, so you had to pump its chest and do CPR just before holding its head under again.
Oh, wait, this sounds like some torture technique...
And that's what it was, familial torture.

It was at this point we were just trying to power through middle school with the hopes that high school would be better.

Let me back up a moment:
For one thing, middle school is miserable for virtually everyone. I hated middle school. I mean, I loathed middle school. Not that my parents ever knew. My mom, despite how many times I've told her to the contrary, is still under the illusion that I loved middle school. But high school, which I had dreaded, once I acclimated to it, was pretty great. Okay, well, it was pretty okay. I mostly enjoyed high school.

We had had issues with his older brother in middle school; not the same kinds of issues, but we'd still had issues. When he got to high school, everything had turned around for him, and he loved high school

This may have been part of the issue that was created...

For years, Phillip had wanted to go to Tech High, a local area high school that specialized in math and, you guessed it, technology. Phillip really likes to build things, and they have a robotics program. It seemed like a good fit. He even applied there and was accepted. (You have to be ahead of the curve to get into that school, and Phillip was certainly that, being two years ahead in math when he got out of middle school (if you count the year he skipped, he was actually three years ahead).)

But, see, math... We had been struggling with him over his math homework constantly, and we couldn't see how it would be better if he went to a high school centered around math.

The thing that had turned everything around for his brother had been drama and choir, and, as I mentioned last post, Phillip developed a real love for acting and, specifically, musical theater during middle school, and he had decided that he wanted to follow in his brother's footsteps and go into the same program his brother had been through.

Trying to find the thing that Phillip would enjoy and give him some joy in school again, we let him make the decision. There was some ambivalence on his part because he had wanted to go to Tech High for years but, when he went to shadow there (if you don't know what that is, ask in the comments), it was a horrible experience where he was pretty much just left to sit alone for hours while the students worked on some project on their computers. He did get accepted there, but he chose the arts program and to go do drama. His shadowing experience there had been very positive considering everyone knew his brother and welcomed him right away.

He's really good, by the way. A natural actor and able to do character parts really well. He also has a great ear and voice. Basically, he's a natural.

So we made it through middle school, got him into the high school he wanted to go to, and we held our breaths. Just like that horse with its head being held under the surface of the lake.

How the System Failed My Son: Part Four -- A Moment of Hope

No recap. Just go back and read the previous posts here, here, and here.

4th grade was better. He had a good teacher that year, a teacher we had been looking forward to him having because of what we knew about him from when his older brother had had the same teacher. He began to enjoy school and quit asking if he didn't have to go. Not that he was being challenged, but it was at least interesting. He also started 6th grade math that year, which was still too easy, but at least it wasn't depressingly easy.

Well, it wasn't depressingly easy at school, at any rate. At home was another story. See, going into middle school math meant a certain amount of homework to go along with it. Unnecessary homework. It's not that he hadn't already been having unnecessary homework (and I would argue that nearly all homework is unnecessary (in fact, I have)), but it had been relatively small amounts of unnecessary homework. 6th grade math stepped that up to levels that became depressing, because, again, it amounted to busy work for him, and he hated doing it. Because he hated doing it, it became a huge ordeal every fucking day. Every fucking day that has lasted for years. That year to this one, in fact.

This homework thing is part of the system that has failed not just my son but is failing pretty much all students in the United States, right now, and we refuse to give it up because, well, it's how we do things. If there's one thing Americans are good at it's taking something that is failing and doing it harder and more intensely and hoping for a better outcome. Homework is a system that has proven to be a failure and, yet, we just continue to give students more and more of it.

As an aside, my kids' school, many years ago, now, did actually take a look at homework and considered doing away with it. That's what the research shows: Homework should be so minimal as to be almost non-existent. Except reading. Reading should be assigned and promoted, because kids need to be reading. However, when it came down to it, the teachers couldn't agree to drop it. Why? Because assigning homework is what they knew.

So... He did better at school, but the homework he was having cancelled all of that out and, rather than his level of dislike for school going down, it just sort of simmered there at the same level. But, other than spending hours on homework every night, the year went well.

About a week before school started the next year, the year he would have been in 5th grade, we got a call: The school had just received back the results from the STAR test from his 4th grade year and he had, essentially, scored a 100% on it (like a 99.5% or something). He had always had high STAR test results, scores in the high 90s, which is why they had done an academic review in 3rd grade, but they couldn't ignore the 100, and they wanted to skip him to 6th grade. Of course, we said "yes."

>sigh<

I mean, of course, we said "yes." Along with the request to skip 5th grade was also an apology for not having listened to me about him for the last several years. Yeah, the principal said something to the effect of, "We should have listened to you. We're sorry. But we'd like to move him up to 6th grade this year." And, actually, they had to know right then because school was going to start in a week.

In hindsight, that was probably the wrong year to have done that. Not because he wasn't ready but because we had finally found a teacher he enjoyed, and he would have had the same teacher in 5th grade as he'd had in 4th grade. We did, briefly, consider that, that he would have to leave that teacher's class, but we figured it would be better to get him more closely aligned to where he was academically.

But the 6th grade teacher, as nice as she was and as much as he liked her, was not engaging in the way his 4th grade teacher had been, and it wasn't long before he'd moved back to being bored with school because nothing interesting was happening, and they weren't doing anything that he didn't already know. Not in the core classes, at any rate. There was some history he wasn't familiar with, but there was nothing in math, science, or English that he didn't already know.

There were two saving graces for him in 6th grade:
1. He was in the middle school musical production of Alice in Wonderland, and he discovered a love of musical theater.
2. I went in once a week to teach creative writing, which he loved. [I discovered that my son is a brilliant writer, which was a surprise. Not that it was a surprise, but just how brilliant was a surprise. At 10, his writing had a fullness to it that most high school students never achieve. It was way beyond what I was doing at 10, that's for sure.]

The problem with all of this is that once the perception becomes a belief, it's really hard to shake. My son's perception of school was that it was a waste of time, and, by the end of 6th grade, that had become a belief. A solid belief. He couldn't see a point in it and found nearly all of the work beneath him. But, still, he had a successful year in 6th grade and, probably, other parents would have been unconcerned with what was going on. People tend not to worry about their kids' performance at school when they're bringing in A's.

How the System Failed My Son: Part Three -- Experts

Having already been to the administration in an attempt to have my son promoted when he was in 1st grade, I knew not to try that again; there was no way his 2nd grade teacher would recommend him to be skipped to 3rd grade. Not that that would have mattered, because he would have had the same teacher. I did go talk to them about having him switched to the other 2nd/3rd grade class. That the woman, his teacher, could tell me that my son was "slow" because he did things at his own pace showed a complete lack of perception on her part (see last post). And, to be honest, she had already demonstrated (and would go on to demonstrate repeatedly) her own lack of actual intelligence. I didn't want my son in her class.

What I found out was that there was no place to move him to. The other 2nd/3rd grade class was the lower level class; he was already in the advanced group. Sure, I could move him to that class if I wanted to, but it would have made the issue of him already knowing all of the material even worse.

And there was no way to advance his progress beyond where he was without support from the teacher. It always came down to teacher recommendation. From the school's perspective, that's what they had to go with, and I get that. I would have had the same kind of standard had I been in their place. Most people have unreasonable and irrational expectations.

I'm just not most people. And neither is my son.

It's like this:
When my wife was pregnant with him, we got up one morning, and her water broke. We were about two weeks away from his due date. We, of course, went to the hospital. The admitting nurse was, shall we say, skeptical that my wife was correct in her assessment of her condition, including asking my wife if possibly she had just peed on herself. My wife, having actually worked in health care for a while, was understandably insulted. The nurse was not at all contrite when it turned out that we were correct and that my wife's water had, indeed, broken.

The thing here is that the nurse was right to be skeptical. She wouldn't have asked my wife about urinating if there was not a proven need to ask women in the same condition about urinating.

So, you know, I understand that the school needed to be skeptical with parents proclaiming the brilliance of their kids. I'm sure it was something they had to deal with all the time. The problem here was the refusal to even really listen or to look at the evidence. They just dismissed me out of hand because, you know, the teacher was the "expert" and surely she would take the appropriate action if it was called for.

It's a good thing the hospital actually checked our claims and didn't resort to the same "the nurse is the expert" way of operating.

In retrospect, it probably would have been better for us, for him, if we'd put him in some other school, maybe even any other school, but he had an older brother and a younger sister in this school, and we liked the school. We figured we could tough it out. It was only 2nd grade, right?

Right?

At the beginning of his 3rd grade year, I put in another request for him to be promoted. I think that one didn't even get a response.

Things got worse, and my son started asking to not have to go to school.

After a few months, I put in another request. At some point, they actually did a review of my kid's performance, including his standardized test scores, and they wavered, but, in the end, the principal told me it was policy to go with the teacher's recommendation, and that is what they were going to have to do. He stayed in 3rd grade, and he stayed in that horrible woman's class. By the end of that year, he hated, really and truly hated, school.

[Many years later, the school would actually "invite that teacher to leave," which, while satisfying, was much, much too late to make any kind of difference for my kid.]

[I just want to add in here because I forgot to mention it earlier:
My son taught himself how to use a computer... at the age of two. In fact, we couldn't keep him off of it. His older brother, who is five years older, had a bunch of educational games, and Phillip wanted to play them, too, especially the Sesame Street one with Elmo. It's not that we had something against him using the computer; we just hadn't even considered the possibility that he could use the computer. So he figured it out on his own. At two.]

How the System Failed My Son: Part Two -- Confirmation Bias

The real problems began in 2nd grade...

I just want to point out here that no child should be having problems with school in 2nd grade, at least not problems arising from school itself. Or from the teacher. The kids are just kids. I mean, they are really just kids, and the teachers... Well the teachers should be the adults. [Including when dealing with obnoxious kids in 1st grade. You don't dump them out of your class because you don't want to deal with them. (If you missed the first post, go back and read it.)]

This part is actually very difficult for me to write:
1. Because my inclination is to go into all of the details, both about how the school works (it's a charter school, so not a "regular" public school) and about all of the things that happened while my son was in this woman's class (a 2nd/3rd class group, so he was in there for two years), and that would take too long. That would have to be many, many posts.
2. Because the teacher was not just a horrible teacher but a horrible person, and a large part of me wants to delve into how horrible she was.
3. Because this teacher is directly responsible for my son hating school, something he's never gotten over.

For context, though, undermining a teacher's authority is one of the worst things a parent can do when working in their child's classroom. Usually, it's just the teacher's authority with their own kid, but I've seen it where particular parents have undermined entire classes. As such, it's something I'm keenly aware of and take special pains not to do. Because of this, and because it was at the beginning of my son's first year in the class, I didn't say anything when the teacher began teaching about the "original 12 colonies of the United States."

Honestly, the first time she said it, and because I didn't know her yet, I thought it must just be a slip of the tongue, and I figured she'd correct herself. The second time, I was still in the mindset that it must be a slip, because why would anyone say that? Any adult, that is. By the time I'd realized that she was actually teaching the class that there were 12 original colonies, it was much too late for me to say anything. As it turns out, that was probably actually a good thing, because she was one of those "I'm right because I'm the teacher" kind of people, and nothing good would have come from me trying to correct her in the middle of class.

Instead, on the way home, I explained to my kid all of the correct information. Also, I let him know that he should always ask me if he had any question at all about what he was being taught, which, upon occasion, he did.

But none of this was the problem.

The problem was that he was bored. Not bored of being in school, bored of the work. He was bored of the work because he already knew everything they were doing, and he was tired of doing the same old repetitious stuff every day. We had a long conversation about it so that I could be sure that that's what he meant and not the typical "I'd rather be outside playing" that you'd expect from a kid. The truth was that my kid would have rather been inside doing scholastic-type material or reading, but he wanted something interesting and something challenging to do. He hated "busy work," and everything they did felt like that to him.

Before I go on, there are two things you should know:
1. He's a perfectionist, so he's willing to keep working on something until he has it the way he wants it. Nothing is "good enough" just because someone else says it's good enough.
2. Also, he tends to be rather slow and deliberate with the things he does, even eating. He's almost always the last person to be finished. He doesn't believe in speeding through anything just to get it finished.

And did I mention he was bored?
He didn't want to do the work, and getting my son to do anything he doesn't want to do is like trying to stuff a cat into a toilet. He's willing to just sit and stare, lost in his thoughts about things he'd rather be doing, than do busywork or stuff he sees as a waste of time. [We've spent a good portion of the past eight years or so, everyday, trying to stuff him into a toilet.] Everything they were doing in his 2nd grade class, he saw as a waste of time.

One other thing of note that you should remember in relation to what I am about to say:
Whenever the teacher needed someone to read aloud in class, she always relied on my son because he was by far the best reader. By far. He didn't just read the individual words (as did most of the kids in the class); he read the sentences and was able to read with appropriate emotion.

Now, I knew that he was well beyond the material they were working on in class, but I hadn't known, until he told me, that it was an issue for him. After we talked about it, though, I went to the teacher. I didn't go to her with a request for him to be promoted to 3rd grade, though, because that wouldn't have affected any change in his situation. He was already doing 3rd grade math and already in the most advanced reading group in the 2nd/3rd grade class. All I wanted was for him to be given some more challenging work.

Look, I get how difficult it can be to deal with one kid who is different in a class of 20-30 kids. One child with special needs. It can disrupt the entire class dynamic. The problem is that there is no provision for children on the upper end of the spectrum. If it's a child on the lower end of the spectrum, we have provisions for that... when they can be identified, not that that always happens, but the help is there for kids with disabilities or behavioral issues or whatever. I knew I was asking something difficult, asking that my kid be given special consideration.

I also believe that that is the job of the teacher.

I say that as someone who has spent time in the classroom, not someone with some vague idea of what ought to be happening.

But I wasn't prepared for the response I got...

I explained that the work was too easy for him and that he was bored in class and that he needed more challenging work and... well... she stared at me then told me I was wrong. Not only did she tell me that I was wrong, she explained to me as if I was dense or a little on the dumb side that my child was learning disabled. Somewhere in there she dropped the word stupid. She cited how slowly he worked and that he was almost always the last kid finished with his work. I'm sure by the time she was finished I was staring blankly because I was having trouble comprehending that she was telling me the utter shit she was spewing in all seriousness.

Completely ignoring that he was the best reader of the 40+ kids in the 2nd/3rd grade block, completely ignoring that he was already in 3rd grade math, completely ignoring that he never needed help or further instruction on any of his work, completely ignoring that his papers were always 100% correct; she stood there and told me that my kid, because he worked slowly (and she didn't like slow workers), was developmentally disabled.

And that's where the real problems began...

How the System Failed My Son: Part One -- What's Love Got To Do With It?

It's no secret that the education system in the US is in trouble. It has been for decades, study after study showing the decline in performance among millennials in the United States as compared to millennials in the rest of the developed world. The PISA has shown a steady decline in US results going back to when the OECD first started doing the testing more than a decade ago. You can visit their site here if you're really interested.

But this is not really a post about the education system and what I think, after being involved in it in three different states, is wrong with it. Nor is it a post about how to fix it. Or a post about who or what caused it or who or what should fix it.

No, this is a post about my son, my younger son, and how the system has failed him, specifically.

Now, let me make one thing abundantly clear, my son is smart. Brilliant, even. And I know that's what all parents say about their kids and they probably even believe it, but I'm not saying this from any point of bragging, and the things I'm writing about here are facts, not beliefs. Look, my kid is probably smarter than me, and I don't say that lightly. To put this in perspective, if we're talking about the 1% of smart people, I'm that. I also don't say that to brag. It's an objective, testable thing, and I want you to understand what I'm saying about my kid in this post.

Which is to say that if there's anyone the system should not have failed, it's my son. Smart kids, really smart kids, not the ones who are just a bit above average, should not have to struggle through school the way they so frequently do.

So what happened?

It all started in 1st grade.

[Note: Much of what I'm going to talk about throughout this post is stuff I personally witnessed while working in the various classes at my kids' school.]

There were three smart kids in my son's 1st grade class.

The first one was very obnoxious and a know-it-all. When given assignments, he would flat out refuse and say that he didn't have to do the work because he already knew how to do it. He would also make comments about how smart he was and that the teacher was dumb. Remember, this is a 1st grader. It didn't take long for the teacher to get tired of dealing with him and transfer him up to 2nd grade... just to get him out of her hair.

The second one was also obnoxious and, actually, a troublemaker. His mother was on staff at the school, and he was frequently sent to her classroom to sit because he was in trouble. His strength was math, but he was a poor reader, and the teacher actually gave him over to my son to tutor in reading. And my son, a 1st grader!, was really good in that capacity. But, then, my son was already independently reading Harry Potter in 1st grade.

After the first boy got bumped up to 2nd grade, the second boy's mother put in a request to have her son, also, get bumped to 2nd grade, and it was granted. I can only assume that that happened because she was on staff. That and the boy was a troublemaker whom the teacher was glad to be rid of. But, remember, he was only advanced in math and was actually a bit behind in reading.

Now, I found it a bit annoying that the first kid got promoted, but he was actually smart enough for it. He might have been obnoxious (and, actually, that boy got better as he grew older), but he was a bright kid and was telling the truth when he said he already knew how to do the work they were doing. He's probably on about the same level as my son, math wise, but he never rose to the same level in other areas as my kid.

That the second boy also got promoted, though, made me mad. Both we cases of kids being rewarded for their bad behavior, but the second boy didn't actually deserve it academically. (And to draw a comparison, he did not grow out of his obnoxious behavior and remained a troublemaker all the way through middle school.)

So I went to the principal and requested that my son, also, be promoted. She said it had to come at the recommendation of the teacher. So I went to the teacher one day after school when I was picking my kids up. It went something like this:
Me: I'd like to have Phillip promoted to 2nd grade.
Teacher: Why do you want to do that?
Me: Phillip is at least as capable as <student 1> and more capable than <student 2>. Phillip was tutoring him in reading, after all. If they are going to be promoted, Phillip deserves to also be promoted.
Teacher (at this point, she pulled Phillip to her and hugged him against her): Oh, no, I could never promote Phillip this soon; I love him too much. He's the sweetest boy in the class.

I kind of stared blankly at her, because how do you respond to that? You want to think that teachers have the best interest of the kids at heart but, although it was great to hear her say how much she liked my kid, it was clear that she was more interested in her own well-being than what was good for the kids in the class. It didn't take her response to me to show that because she already had when she promoted the other two kids because she was tired of dealing with them.

To make matters worse, there was a boy with Asperger's in the class, and Phillip was the only kid he felt comfortable with. In fact, my son and that boy were best friends all the way through elementary school. Basically, until the other boy left the school and it became too difficult for them to maintain their friendship.

The long and the short of it is that, after my wife and I discussed it, we decided that it wasn't worth a fight to get him moved up to 2nd grade. It was, after all, only 1st grade, and it would all work itself out, right?

Right?

Reading Is Power

I was having one of those thought things recently, and I want to point out that it was just a thought thing. A thing like "I wonder if there's a connection here" kind of thing. Of course, since I'm about to talk about it, I think there is a connection, but my wife tells me I'm wrong about this one. But, hey, it's my thought, and she's just telling me that because I don't have any data to back it up. And, it's true, I don't have any data to back it up (she's a real data person), but, what's more, I'm not going to do the research, right now, to figure this one out, because it was just a thought thing.

However, it all makes sense to me, so I'm going to go with it. I mean, I'm going to go with it at least as far as I'm going to talk about it as an idea. It's not like I'm putting this forth as law or, even, as any kind of fact.

It does make me wonder if there's any data out there about this, though, or, even, how one would go about figuring it out. It doesn't make me wonder enough, though, to do the research.

So, anyway, here's where the thought began:

Reading Is Power

As someone who reads, this seems like a pretty obvious statement to me, but let me re-frame it by walking you through a bit of history.

For centuries (at least) only the wealthy have been able to read. Well, the wealthy and the priests, but there was wealth in the priesthood even if not controlled by the individual priests. And not just the wealthy but, more specifically, wealthy men. I'm not just talking about European culture; this has been prevalent across all cultures for thousands of years.

Now, an argument could be made that it's the wealth that created the power, but I think it was the ability to read. I think the reading created the wealth and the wealth was used to maintain the power. Books were expensive, so it was, then, easy to keep reading out of the hands of the "common man."

Over time, the power base expanded as reading was taught to those few who became successful enough, or wealthy enough, to be able to buy the knowledge. Remember, for hundreds of years, schooling only went to those who could buy it.

Eventually, though, education had to become more widely available because of a growing need for skilled professions (doctors, lawyers, even skilled laborers). And, then, an American guy had the startling idea that education should be available for all, and thus was born the public education system.

An interesting thing happened after that: Women started reading. I'm not trying to suggest that no women ever read prior to that, but, after public education, reading became available to women en masse. And, not long after that, women began to demand the right to vote. With the ability to read, women gained power.

Likewise, when under privileged minorities have learned to read, they have gained power.

When people in countries of oppression have learned to read, they have gained power.

It's through reading where ideas like "freedom" and "democracy" are spread.

Ideas are power, and ideas come from reading.

And here is where my thoughts lead me:
It is often widely bemoaned how boys don't read anymore and, when I say "boys," I mean white males in the USA. Reading has fallen out of fashion for white males and, as such, the white male power base has been eroding for years. Or decades. White men in power are gnashing their teeth about all sorts of things that are undermining their power. Like women. And "minorities." And "gays." And whoever else they complain about.

Well, I think it's their own fault. The white males, that is. It's their own fault that power is slipping from their grasp, because they have largely given up on reading and learning and are doing all they can to foster a society that thrives on ignorance, "faith," and a lack of education (the ability to read). White male leadership continually undermines the power of reading and science by clinging to... well, all sorts of things that have no factual basis.

Why?

Because they don't read.

So I don't feel bad for them that they are all fearful of losing their grip on power, because people who cling to ignorance don't deserve to lead.

Math Is Dumb (and Why)

Okay, so to be fair to math, it's not math that is stupid. I mean, math is just math, after all. Math, regular math like addition/subtraction, multiplication/division, algebra, doesn't change. 2+2 will always be 4. Always. The quadratic formula will ALWAYS be the quadratic formula:

Am I giving anyone flashbacks? Or nightmares? Or flashbacks to nightmares?

So it's not math that's the problem; it's the people who write and/or produce textbooks.

There's been stuff in the news recently about how some school districts have been offering classes for parents who need help with their math skills in relation to the new common core math standards. Every one of the news stories I have heard or read make it sound like there is some issue with these adults. They're having to go back to school because they're just dumb. Smart parents don't need help with the math. I don't think this is necessarily the case.

Granted, I don't think a lot of adults have retained much of their high school math and, really, that's okay, because you don't need, in general, much math to get by on. Heck, if you have any kind of cell phone or tablet (and who doesn't? I mean, even I have a Kindle at this point), you can get free calculator apps and stuff, so all you need to know is when to add or subtract or whatever, not actually be able to do it. But I don't think the issue with the new common core stuff is lack of ability or knowledge; I think it's because it's full of made up crap that didn't exist thirty years ago.

And, yes, I mean made up crap because, as I said, basic math doesn't change. There is nothing new to add to it, because, guess what, 2 + 2 = 4! Period (okay, exclamation point). End of story.

So, a few weeks ago, my daughter asked me to help her with her math. This not an uncommon occurrence, nor has it been an uncommon occurrence with any of my kids. I mean, I have spent time teaching both algebra and calculus so getting asked to help with BASIC MATHEMATICS should not be an issue, right? RIGHT? Except what she said was, "Hey, Dad, I need help with this neutral table."
...

...

...

Neutral table? What the heck? I'd never heard of a neutral table. Which is kind of what I said except it went more like:
"What are you talking about? There's no such thing as a neutral table."
"Well, I have to do one for my homework."
Great, my kid had to do some thing that wasn't even real for homework. So I had to take her math book and figure out what the heck she was talking about because, guess what, neutral tables are SO made up that you can't conveniently find them online.

Are any of you wondering, now, what a neutral table is? Well, I'll show you.
Pretend you need to figure out the answer to 7-3 and you can't work that out in your head and you don't have any fingers. Guess what! You can use a neutral table! It looks something like this

+ + + + + + +
-  -  -

only with a box drawn around it. You match the +s to the -s and remove all of those pairs. Whatever you have left is the answer to your problem, so the answer to this one is 4+s. The problem here is that doing it like this does not address something like 7 - (-3), because you still have to know to make that into 7 + 3. To be fair to my daughter, the problem she needed help with was slightly more complicated although not much more. My question was, "Why aren't you just using a number line?"
Remember those?

That, actually, is still my question. And she didn't have an answer for it.

But I actually know the answer. It's an answer I don't much like.
You can't sell new textbooks without "new" math in them. There's no incentive without new material, after all, other than to just replace books that are falling apart, but how often do schools really need to do that? Judging by the texts I used when I was in school, not more than once a decade at best. But if there's new material... Well, that changes things, so you have to make up brand new "math" to convince schools to re-invest in new texts.

The problem is that it's not really math. I'm sorry (okay, I'm really not); neutral tables are not math. There should not be a section in a math book about how to use neutral tables. They are not a THING. At best, they are an example of a thing, a way of showing a kid who isn't getting adding and subtracting a way to figure it out. So, maybe, you give this info to teachers of 1st and 2nd graders (to the teacher) as a way to explain adding and subtracting, but it does not belong in a 6th grade math text as a THING that you need to know how to use to algebra.

Neutral tables are not the only thing my kids have asked me about that didn't exist in math a couple of decades ago; they are just the most inane thing they have asked me about. And they are inane. It's a waste of teaching, a waste of class time, a waste of brain space. And, now, it's a waste of my own brain space just knowing that these things exist.

Seriously, that our education system is tied up with textbook publishers is one of the reasons that our education system is suffering so much. The education system should not be allowed to become like the military, paying for gold-plated toilet seats and the like. But, again, the education system and what's wrong with it is another topic entirely.