ryan costa wrote:The Canterbury Tales are on their short list. The Canterbury Tales are full of promiscuity, adultery, raunchy jokes, and lust-fuelled violence. This was the literature men of letters wrote for themselves when most of the population was illiterate. but...promiscuity, adultery, raunchy goings-on, and lust fuelled violence were common in that era. even though western Europe was most wholly Christian.
I read the Canterbury Tales in high school and enjoyed every word. As I recall I wasn't one bit bothered by the promiscuity, adultery, raunchy jokes and lust fueled violence. I think there was also a bit of cuckholdery.
http://en.wikipedia.org/wiki/Cuckold
some words live forever.
Anyway...
I don't have any problem with teaching core standards, testing those standards and holding people responsible. There are a lot of schools out there who will be in for a surprise.
On the other hand I don't have any doubt that Common Core will ultimately be hijacked by left wing ideologues (because the teaching colleges are dominated by the left wing) and that the standards will be so diluted as to become meaningless. All that will be left will be the ideology.
The Socialist Worker disagrees:
http://socialistworker.org/2013/12/03/f ... ommon-core
The "left" wing critique is that testing students to find out what they know takes so much time that there is little time to teach students what they need to know. The underling fear is that parents will start asking why $500,000 per classroom isn't enough to teach Johnny to read.
What do students need to know? Do they need to "know" anything? Many educators are opposed to rote memorization and the teaching of facts.
Which begs the question: If you don't remember anything what do you know?
Someone penned this to illustrate the evolution of education in the USA:
1. Teaching Math In the 1950s:
A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price. What is his profit?
2. Teaching Math In the 1960s:
A logger sells a truckload of lumber for $100. His cost of production is 4/5 of the price, or $80. What is his profit?
3. Teaching Math In the 1970s:
A logger sells a truckload of lumber for $100. His cost of production is $80. Did he make a profit?
4. Teaching Math In the 1980s:
A logger sells a truckload of lumber for $100. His cost of production is $80 and his profit is $20. Your assignment: Underline the number 20.
5. Teaching Math In the 1990s:
A logger cuts down a beautiful forest because he is selfish and inconsiderate and cares nothing for the habitat of animals or the preservation of our woodlands. He does this so he can make a profit of $20. What do you think of this way of making a living?
Topic for class participation after answering the question: How did the birds and squirrels feel as the logger cut down their homes? (There are no wrong answers, and if you feel like crying, it’s ok.)
6. Teaching Math In the 2000s:
If you have special needs or just feel you need assistance because of race, color, religion, sex, sexual orientation, age, childhood memories, criminal background, then don’t answer. The correct answer will be provided for you. There are no wrong answers
