You folks who are going on about "Rabbits" and "Jettas" and suchlike are
missing the point.
THE Volkswagen, the Type I, aka the Beetle, aka the Porsche Type 60, was in
continuous production for over 60 years with more than 20 million built,
both the longest and largest production runs in automotive history.
Uh, you might want to actually get drunk with a few teachers sometime before
you blame them. They have to do what they can with what they've got and
what they've got these days isn't much (and I'm not talking about the kids,
I'm talking about the rules they are required to work under). Wanna fix
education, first shoot all the professors of education and all the school
....as is the overwhelming contradictory feedback in this thread to
your premise that vee-dubs are reliable.
I'll concede that VW has a lot of great things going for it. I'd even
consider buying one, again. I'd like to try the later model turbo
diesels if diesel fuel in the US would stabalize. But, your zealotry
for all things Euro is just plain wrong and does not reflect my real
world experiences with all brands, worldwide. VW is no more reliable
than MANY other brands I've owned and, in fact, doesn't even rate in the
You can resort to name calling or you can discuss in a rational
discourse. The former is grounds for dismissal
I would agree with you if it was workable but, unfortunately, its not. There
would be many people that could not afford it thus not sending their kids to
school. This is for k true 12. If college is what you meant, I completely
agree with you. Yes, far fewer people would go to college but a college
degree would mean something. I attended two colleges. The first one was
private. It was quite good. No restrictions from government control,
instructors were hired for their knowledge and experience. When hiring, they
put no stock whatsoever in a teaching degree. All instructors had experience
in the fields that they were teaching,rather than just reading about it.
Students were there to learn, not just to spend time. This was maintained by
strict policies If you were a troublemaker or in any way interfering with
others abilities to get the education they were paying for, you would be
expelled, If you could not maintain a reasonable grade average, you would be
given the chance to either transfer to something you could handle or you
would be asked to leave. They would not tolerate an underachiever dragging
the rest of the students down. You were given every opportunity to excel. A
fair amount of their funding was in the form of donations from local
business that saw it as an investment in future employees. No donations were
excepted with conditions attached. Kept everyone honest. The second one was
a government funded local college that was considered one of the best in the
area. If that was the best, I would hate to see the worst. Very few of the
instructors were top rate. In one class, people would come to me instead of
the instructor as I new more about the subject than he did. Trouble makers
were tolerated and failing grades were upgraded to passing to ensure that
the student would continue to go there as their government funding was
attached to body count rather than academic achievement. There was, of
course, students that came from other government programs, such as
vocational rehabilitation, that were virtually granted a diploma.
Yep. If universal education is felt to be a worthwhile goal, give out
Oh, and before you shrug off John Silber as a disgruntled ex-employee, you
might check his Wikipedia entry. I just did and I see I made a mistake: He
was president of Boston University, not College.
FWIW, I have a friend who has a PhD in education, and is retired, not fired,
so one can't claim that he is "disgruntled", who shares the opinion that the
flaws in the system are inherent in the educational philosophy currently
being taught in the colleges of education, and in the poltical tendency to
require the schools to provide more and more social functions that are not
rightly part of education.
It's worse than you think.
In America, we do not have a single living Nobel laureate or Fields
medalist, not even the president, who is qualified, by law, to teach in the
schools of my state. No winner of the Pulitzer, Booker, Hugo, Edgar,
Newberry, Caldecott or other literary prize. Nor can any of the justices of
the Supreme Court stand in front of a classroom as a teacher.
In my state, one can be certified to teach mathematics at the high-school
level without ever having had a college course in Calculus.
Does anyone doubt that a retired Civil Engineer could teach geometry off the
top of his head? Would you expect a retired nurse to be able to instruct in
high school biology? And so on. Well, they can't.
Makes one want to weep.
There is a notion popular in the colleges of education that the teacher's
skill is teaching and that the teacher doesn't actually have to know
anything about the subject matter, and that expertise in a subject is
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