blue bits. red rocks.


Allowing students ownership of the text – allowing them to take their proper place as part of a complex relationship between the text, author and the world – is so much more engaging an experience than just being an authorial archeologist. When we insist on strict adherence to the author’s message – and only that – we create a false objectivity. Language Arts is a subject that is at most times open to interpretation. But Coleman makes it a guessing game to get the “right answer.” Literature is not math. We shouldn’t try to turn it into something it isn’t. The Best Evidence Against Common Core

Our black political class of politicians, preachers, business drones, academics and empowered wannabees are jelly makers, not tree shakers, selfish and short-sighted jelly makers at that. Their definition of an opportunity is something somebody in authority has already put on the table. This ain’t on no table they know of, it’s not even discussed in the building where they have that table, so for them it’s not worth thinking about. Germany Just Made College Tuition Free? Why Won’t Our Black Political Class Fight For Free Tuition Here?

I would just like to study. I mean ranging study, because I have a wide-open mind. I’m interested in almost any subject you can mention. I know this is the reason I have come to really like, as individuals, some of the hosts of radio or television panel programs I have been on, and to respect their minds—because even if they have been almost steadily in disagreement with me on the race issue, they still kept their minds open and objective about the truths of things happening in this world. Malcolm X

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I applaud anyone who takes a stand against oppressive speech in any sphere, especially important public debates like this. But let’s also remember to call out the oppressive actions of more powerful members of our society, including public figures like Campbell Brown. Their actions are the root cause of much of the anger that characterizes the education debate, as besieged defenders of public schools find ourselves on the wrong side of multi-million dollar attacks on our children, our rights, and one of our most important public institutions. Don’t Let Distractions Erase Genuine Critiques Of Rhee And Campbell

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Models and Authorizations: An Interview with Walter Brueggemann.

  • Micky Jones: For seminarians, or for myself as an African American seminary student, it has been difficult to focus on study. I feel like, “What am I doing here taking classes when there is work to be done on the ground?”
  • Walter Brueggemann: There is also work to be done in study. Every revolutionary movement needs people who think and study and write and analyze. A revolution is not sustainable if there are only people on the street. You have to have what the great Italian sociologist called “organic intellectuals”. You have to have intellectuals doing the homework and background work that will sustain the movement. For people like you, who are in seminary, that is an important part of your work. Do that homework and hard head work that will sustain.
  • As you know street protests often do not succeed. Then it becomes a question of, “How do you stay at it in the face of failure?” You stay at it in the face of failure if you have some intellectual underpinnings that will keep interpreting why we do this and how we do this. The purpose of study is to keep the movement from running out of steam.

Public funds in the form of federal student loans has been called the “lifeblood” of the for-profit system, providing on average 86% of revenues. Such schools now enroll around 10% of America’s college students, but take in more than a quarter of all federal financial aid—as much as $33 billion in a single year. By some estimates it would cost less than half that amount to directly fund free higher education at all currently existing two- and four-year public colleges. In other words, for-profit schools represent not a “market solution” to increasing demand for the college experience, but the equivalent of a taxpayer-subsidized subprime education. Education With a Debt Sentence

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Today, the combination of extreme economic inequality, technological change, and pessimism about the future have fueled forces that would like to see some people have only a technical education that will serve them in the short term. The expense of higher education also motivates those who are looking for short cuts. But we can find more cost-effective ways of creating environments that teach a broad, contextual curriculum even to those who have specific needs for skills of a certain kind. All Americans should have an education that prepares them for citizenship and for continuing to learn after their formal schooling stops. Michael S. Roth

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Imagine corporations that intentionally target low-income single mothers as ideal customers. Imagine that these same companies claim to sell tickets to the American dream—gainful employment, the chance for a middle class life. Imagine that the fine print on these tickets, once purchased, reveals them to be little more than debt contracts, profitable to the corporation’s investors, but disastrous for its customers. And imagine that these corporations receive tens of billions of dollars in taxpayer subsidies to do this dirty work. Now, know that these corporations actually exist and are universities. Education With a Debt Sentence

It seems to me that educated people should know something about the 13-billion-year prehistory of our species and the basic laws governing the physical and living world, including our bodies and brains. They should grasp the timeline of human history from the dawn of agriculture to the present. They should be exposed to the diversity of human cultures, and the major systems of belief and value with which they have made sense of their lives. They should know about the formative events in human history, including the blunders we can hope not to repeat. They should understand the principles behind democratic governance and the rule of law. They should know how to appreciate works of fiction and art as sources of aesthetic pleasure and as impetuses to reflect on the human condition. Harvard, Ivy League Should Judge Students by Standardized Tests

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