Tag Archives: školstvo
Not every American kid is cut out for college, kaže Profesor X., kojeg NY Times proglašava Assangeom visokog školstva.
Članak iz njegove nove knjige ovdje, a recenzija knjige putem ‘In the Basement of the Ivory Tower’ by Professor X – Review – NYTimes.com.
Ponudu da pišem anonimno o hrvatskom visokom školstvu ponudio sam jednom prilikom jednom našem tjedniku, ali ideju nisu prihvatili (kao: kod nas se autori moraju potpisivati – možda nam je istraživačko novinarstvo zbog toga tako divno…)
Korupcija na LSE? Poznati politolog, demokrat, David Held, ravnatelj London School of Economics objašnjava zašto je uzeo novac od Gadafijeve fondacije…
For those who knew Saif Gaddafi in a different context, this creates a most disturbing paradox. How could we, who saw in him the potential to project a credible reformist agenda, reconcile this with the man he has become? In this context, I have been at the eye of a storm and accused of many things, including naivety or even complicity. The media has raised important questions about the role of engagement in regimes that are autocratic.
Razvila se polemika…
I trust you will let me ask you further questions about the wider significance of what you have done and how you might handle the trouble that has come your way… Your resignation spared your conscience from facing the painful irony buried in these words, especially after your acquaintance began talking of fighting ‘to the last bullet’ and ‘rivers of blood’.
What is the right way to fund our universities? It is appropriate to pay for healthcare and school education out of general taxation because everyone is entitled to benefit from them?…
The proportion of young people going into higher education has risen at an astonishing rate, especially among women. In the early 1960s only about five per cent of the population went to university. Even when Oxford graduate Margaret Thatcher came to power, only ten per cent of women were benefiting from higher education. By the time John Major turned the polytechnics into universities, that figure had doubled. In the academic year 2008-09, 51 per cent of female school leavers entered higher education, up from 49 per cent the previous year. The overall figure also showed an all-time high, with 45 per cent going to university, including 40 per cent of young men. A system originally designed for a small elite was now serving half the nation, at huge cost. ..
Considered as an attempt to answer these demands, the Browne Report is a lean and coherent piece of work. Its premise is that the students who benefit from higher education should make a substantial retrospective contribution towards the cost of it. Why should the binman and the dinner lady subsidise the cost of educating the lawyer and the surgeon?…
The debate between those who look for the “economic impact” of universities through the prioritisation of science and engineering, collaboration with business, the development of spin-out companies and so forth, and those who appeal to the pursuit of knowledge as a civilising virtue in itself replicates a dichotomy identified by John Stuart Mill in the early Victorian era, in his pair of essays on Jeremy Bentham (written in 1838) and Samuel Taylor Coleridge (1840). Mill contended that Bentham and Coleridge were the two “great seminal minds” of the age. Britain, he proposed, was indebted to them “not only for the greater part of the important ideas which have been thrown into circulation among its thinking men in their time, but for a revolution in its general modes of thought and investigation”. Bentham and Coleridge, he argued,
were destined to renew a lesson given to mankind by every age, and always disregarded — to show that speculative philosophy, which to the superficial appears a thing so remote from the business of life and the outward interests of men, is in reality the thing on earth which most influences them, and in the long run overbears every other influence save those which it must itself obey. The writers of whom we speak have never been read by the multitude; except for the more slight of their works, their readers have been few: but they have been the teachers of the teachers; there is hardly to be found in England an individual of any importance in the world of mind, who (whatever opinions he may have afterwards adopted) did not first learn to think from one of these two…
A certain smaller number were to remain at the fountain-heads of the humanities, in cultivating and enlarging the knowledge already possessed, and in watching over the interests of physical and moral science; being likewise the instructors of such as constituted, or were to constitute, the remaining more numerous classes of the order…
University courses in the humanities are of value to the state if and when they sustain a Coleridgean clerisy.
Porast akademskog interesa za filozofiju, ali sve manje za analitičku…
Philosophy is among the fastest-growing A-level subjects in Britain. This suggests that despite the pressure from governments to increase the teaching of technical, career-oriented subjects, a lot of sixth-formers have a stubborn interest in more traditional enquiries about the meaning of life.
But frustration often ensues as the aspiring philosophy student climbs higher. The university study of philosophy in the anglophone world now offers little by way of a grand synoptic vision of human life and our place in the scheme of things. Instead, the subject has fragmented into a host of highly technical specialisms, whose practitioners increasingly model themselves on the methods of the natural sciences. By the time they reach graduate studies, most students will be resigned to working within intricate, introverted “research” programmes, whose wider significance they might be hard pressed to explain to anyone outside their special area
Cash-strapped cities threaten to close schools and fire teachers, Mar 10th 2011
Neither Providence nor Newark has plans to close as many schools as Detroit may have to. The beleaguered city has seen pupil enrolment plummet by more than 50% in the past decade, as residents move elsewhere in search of jobs. Falling state aid and dwindling local property taxes have only reinforced the trend. The school system needs radical restructuring.
There just never seems to be enough money to fund public education.
Teachers with a master’s and 30 years on the job make nearly $118,000 in Bronxville and are entitled to retire with an $80,000 a year state pension, or more than two-thirds his or her final salary. Try finding that deal in the private sector. Bronxville teachers don’t have to worry about saving their own money for retirement, or about doubling as investment analysts, combing through the fund choices a 401k plan might offer, hoping to make the right picks to ride the booms and avoid the busts so enough will be there for their golden years.
This is a simple math problem. Paying the 150 teachers that are on the job is one thing, but taxpayers are paying retired teachers at the same time who aren’t teaching anyone. And… Taxpayers vs. Teachers — Mises Economics Blog.
The debate over teacher pay is nothing new. And neither are the arguments about assumptions and methodologies. How do you assign a value to pensions and health benefits? How do you count the time teachers spend working outside the classroom or during summers? How do you factor in job protections and possibilities for advancement?
If you want a lengthy, detailed version of the debate, I highly recommend a 2005 exchange between economists Larry Mishel of the Economic Policy Institute* and Michael Podgursky of the University of Missouri-Columbia. But, writing in the Washington Post last week, he made the case for paying teachers more rather than less:
…we’ll never attract the kind of talented young people we need to the teaching profession unless it pays far more than it does today. With starting teacher salaries averaging $39,000 nationally, and rising to an average maximum of $67,000, it’s no surprise that we draw teachers from the bottom two-thirds of the college class; for schools in poor neighborhoods, teachers come largely from the bottom third.
Miller didn’t pull those numbers out of thin air. They come from a report that McKinsey & Company published last year…
On the whole, one has to say that the relative autonomy of the American university has been far more beneficial than the contrary. American higher education is a nonsystem that is messy, reduplicative, unfair—just like American society as a whole—but it has made genuine commitments to quality and to a greater degree of social justice, to the extent that is within its control, than most other institutions of the society. It has brought new blood into old elitist institutions, and indeed has thoroughly scrambled the hereditary caste it began with. You have simply to walk the paths of any reputable American university today to see that the student population looks like the range of American ethnicities—far more than many other institutions. Universities have taken seriously calls for inclusiveness and affirmative action. The large expenditures on their admissions offices that bring sneers from Hacker and Dreifus have promoted diversity in ways unimagined fifty years ago. Given the long and continuing history of American anti-intellectualism—which today takes the form of a vicious know-nothingism—I am often surprised that America has universities of the quality it does.
As budgets shrink and tuitions rise, a recent report from the National Center for Education Statistics shows how public, private and for-profit institutions are spending their money. Check out the expense breakdown of four year public institutions in 2009, and compare it with that of two- and less-than-two year institutions. See how private colleges and universities spend their money here.