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ClassIsInSession -> RE: Looks like no child left behind is going down (9/28/2011 1:44:49 AM)
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Well actually, I don't see a problem with teaching creationism as one theory of life on the planet, anymore than I do evolution, for the simple fact that none of us were here to witness the event, we haven't so far recreated it, and therefore, the reality is that pretty much anything could be true. It's a theory, and not a proven one. I've never understood really why anyone would spend an inordinate amount of time trying to figure out how we came to be, because from a very practical standpoint, does it really matter? What good can come from actually knowing definitively one way or the other? The fact is, we are here now, and I personally think it's far more important where we are going than where we came from.
As to the Department of Education and taking teacher's bargaining rights away, I think the main perspective that justifies discussion on it is that very factually, we spend more on education than any other country in the world, and get far less out of the money we spend. Clearly, if that is the case then a serious analysis of how we are delivering education and who is doing so is in justifiable order.
My son is a conservative, and he understands at even a grade school level proper money management which seems to be elusive for many who describe themselves liberal. That said, he like me, takes a very libertarian view of social issues, and we both agree that people should be left to their own decisions when it comes to who they want to partner with, what religion they choose to believe in if any, etc.
You are painting with a broad brush if you are basing your assessment of all conservatives on the posts of a handful of people who post here. Just as liberals vary in their viewpoints on many aspects of law, culture and life, so do conservatives.
One thing I can most assuredly tell you is that my son's level of intelligence has had far more growth from the input and attention of his parents than he ever gets at school. His greatest assets in early childhood development included learning to read before kindergarten, being taught deductive reasoning by 1st grade, and learning how to research by 2nd grade. This has allowed him to proceed at his own pace, rather than being held back by the performance of the lowest common denominators in his class room. He also knows the fundamentals of accounting, of sound business practices and of intellectual property law, from his daily discussions and activities with me.
Most amusing to me is the fact that his irritation with taking the TAKS test led to his discovery of at least one question on it that had no correct answer. He pointed out himself that the only true statement that would have been a right answer was the single sentence in the paragraph preceding the question/answer that was not included in the answers. That speaks volumes about the "No Child Left Behind" program.
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