Inspirational quotes with standardized.
The most erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues and other such mountebanks, and that is its aim everywhere else.
There is something deeply hypocritical in a society that holds an inner-city child only eight years old "accountable" for her performance on a high-stakes standardized exam but does not hold the high officials of our government accountable for robbing her of what they gave their own kids six or seven years before.
There is a deeper point to be made here, however, having to do with the specificity of everything. One of the great failings of our culture is the nearly universal belief that there can be anything universal. We as a culture take the same approach to living in Phoenix as in Seattle as in Miami, to the detriment of all these landscapes. We turn wild trees to standardized two-by-fours. We turn living fish into fish sticks. But every fish is different from every other fish. Every student is different from every other student. Every place is different from every other place. If we are ever to hope to begin to live sustainably in place (which is the only way to live sustainably), we will have to remember specificity is everything.
Once compulsory systems of state-run schools were established, they became increasingly standardized, both in content and in method. For the sake of efficiency, children were divided into separate classrooms by age and passed along, from grade to grade, like products on an assembly line. The task of each teacher was to add bits of officially approved knowledge to the product, in accordance with a preplanned schedule, and then to test that product before passing it on to the next station.
...a school's worth should be measured not by how its students perform on standardized tests but by how well they function as adult graduates of the school...
Above a certain size and level of prosperity, regional cities in Japan look alike. To discover what makes each one different, one has to sample the food and the sake, and stay long enough to see the patterns of life under the surface. Otherwise it can be hard to tell them apart. Wealth tends to smooth out the differences in the way people live. Life becomes standardized.Only in nature, in the mountains and valleys beyond the hand of man, are the real differences, the real uniqueness, preserved. There is something about the air in Hokkaido, a kind of richness that will never change. For better or worse, the only thing that really changes is people.
Sometimes, the most brilliant and intelligent minds do not shine in standardized tests because they do not have standardized minds.
FLATOW: So you would - how would you treat a patient like Sybil if she showed up in your officeBRAND: Well, first I would start with a very thorough assessment, using the current standardized measures that we have available to us that assess for the range of dissociative disorders but the whole range of other psychological disorders, too. I would need to know what I'm working with, and I'd be very careful and make my decisions slowly, based on data about what she has. And furthermore, with therapists who are well-trained in dissociative disorders, we do keep an eye open for suggestibility. But that research, too, is not anywhere near as strong as what the other two people in the interview are suggesting.It shows - for example, there's eight studies that have a total of 11 samples. In the three clinical samples that have looked at the correlation between dissociation and suggestibility, all three clinical samples found non-significant correlations. So it's just not as strong as what people think. That's a myth that's not backed up by science." Exploring Multiple Personalities In 'Sybil Exposed' October 21, 2011 by Ira Flatow
Thanks to the nation's testing mania (which I like to call 'No Child Left Untested' rather than 'No Child Left Behind'), children are being barraged with a nonstop volley of standardized tests. From kindergarten to graduate school, students are subjected to an unprecedented number of high-stakes tests
We want not only life but an intense awareness of being alive. The large tendency of our mechanical and standardized civilization is to blunt that awareness by surrounding us with ideas and forms that require the lowest degree of consciousness. One lives in it less by reflection than by reflex. The effect of the uniform blows with which the environment strikes us is to make us insensitive to any but the most violent stimuli; two-thirds of life ceases to exist for us because the valves of attention require cataclysmic upheavals before they will open. Lacking the capacity to be excited by any but the most gross and violent stimuli, we spend our lives in a frantic race with boredom.
All subjects are the same. I memorize notes for a test, spew it, ace it, then forget it. What makes this scary for the future of our country is that I'm in the tip-top percentile on every standardized test. I'm a model student with a very crappy attitude about learning.
Perhaps behind our occasional hostility toward the artist and writer there may be a slight tinge of jealousy. The man or woman who for the sake of family life, children, takes up work he does not like, disciplines himself, sacrifices some fantasy he had once, to travel or to paint, or even possibly to write, may feel toward the artist and writer a jealousy of his adventurous life. The artist and the writer have generally paid the full price for their independence and for the privilege of doing work they love, or for their artistic rebellions against standardized living or values.
Finally, I would like to point out that now in the age of English, choosing a language policy is not the exclusive concern of non-English-speaking nations. It is also a concern for English-speaking nations, where, to realize the world’s diversity and gain the humility that is proper to any human being, people need to learn a foreign language as a matter of course. Acquiring a foreign language should be a universal requirement of compulsory education. Furthermore, English expressions used in international conferences should be regulated and standardized to some extent. Native English speakers need to know that to foreigners, Latinate vocabulary is easier to understand than what to the native speakers is easy, child-friendly language. At international conferences, telling jokes that none but native speakers can comprehend is inappropriate, even if fun. If native speakers of English – those who enjoy the privilege of having their mother tongue as the universal language – would not wait for others to protest but would take steps to regulate themselves, what respect they would earn from the rest of the world! If that is too much to ask, the rest of the world would appreciate it if they would at least be aware of their privileged position – and more important, be aware that the privilege is unwarranted. In this age of global communication, some language or other was bound to be come a universal language used in every corner of the world English became that language not because it is intrinsically more universal than other languages, but because through a series of historical coincidences it came to circulate ever more widely until it reached the tipping point. That’s all there is to it. English is an accidental universal language.If more English native speakers walked through the doors of other languages, they would discover undreamed-of landscapes. Perhaps some of them might then begin to think that the truly blessed are not they themselves, but those who are eternally condemned to reflect on language, eternally condemned to marvel at the richness of the world.
Radio and television speech becomes standardized, perhaps better English than we have ever used. Just as our bread, mixed and baked, packaged and sold without benefit of accident of human frailty, is uniformly good and uniformly tasteless, so will our speech become one speech.
Clichés, stock phrases, adherence to conventional, standardized codes of expression and conduct have the socially recognized function of protecting us against reality, that is, against the claim on our thinking attention that all events and facts make by virtue of their existence.
Doctors know nothing. Well. That's kind of unfair. Let's just say the world is unpredictable. Science is unreliable. It can't tell you who you are or what you'll want or how you'll feel. All these researchers are going crazy in their labs, trying to fit us into these little boxes so they can justify their jobs, or their government funding, or their life's work. They can theorize and they can give you a mean, median and mode but it's all standardized guesswork, made official by arrogance. You have to be pretty into yourself to think you can play a part in defining the identity of a bunch of people you don't know, of human beings with complicated shit going on in their bodies. They still don't know what certain parts of our brains do, they still don't know how to cure a common cold, and they say they know about sexuality, about gender. Well, you're not a man because you like football and you're not a woman because you're attracted to men and you're not a chick because you like to be the one who gives and you're not a dude because you like to receive or because sometimes you cry at dumb movies.
Love: a hybrid emotion made up of various other emotions collaged by some weak individual's mind to try to quell a particular horror that's not been wiped out by more standardized symbols like Christ, etc. Nietzsche, right? Whatever.
To begin with, there is the frightful debauchery of taste that has already been effected by a century of mechanisation. This is almost too obvious and too generally admitted to need pointing out. But as a single instance, take taste in its narrowest sense - the taste for decent food. In the highly mechanical countries, thanks to tinned food, cold storage, synthetic flavouring matters, etc., the palate it almost a dead organ. As you can see by looking at any greengrocer’s shop, what the majority of English people mean by an apple is a lump of highly-coloured cotton wool from America or Australia; they will devour these things, apparently with pleasure, and let the English apples rot under the trees. It is the shiny, standardized, machine-made look of the American apple that appeals to them; the superior taste of the English apple is something they simply do not notice. Or look at the factory-made, foil wrapped cheeses and ‘blended’ butter in an grocer’s; look at the hideous rows of tins which usurp more and more of the space in any food-shop, even a dairy; look at a sixpenny Swiss roll or a twopenny ice-cream; look at the filthy chemical by-product that people will pour down their throats under the name of beer. Wherever you look you will see some slick machine-made article triumphing over the old-fashioned article that still tastes of something other than sawdust. And what applies to food applies also to furniture, houses, clothes, books, amusements and everything else that makes up our environment. These are now millions of people, and they are increasing every year, to whom the blaring of a radio is not only a more acceptable but a more normal background to their thoughts than the lowing of cattle or the song of birds. The mechanisation of the world could never proceed very far while taste, even the taste-buds of the tongue, remained uncorrupted, because in that case most of the products of the machine would be simply unwanted. In a healthy world there would be no demand for tinned food, aspirins, gramophones, gas-pipe chairs, machine guns, daily newspapers, telephones, motor-cars, etc. etc.; and on the other hand there would be a constant demand for the things the machine cannot produce. But meanwhile the machine is here, and its corrupting effects are almost irresistible. One inveighs against it, but one goes on using it. Even a bare-arse savage, given the change, will learn the vices of civilisation within a few months. Mechanisation leads to the decay of taste, the decay of taste leads to demand for machine-made articles and hence to more mechanisation, and so a vicious circle is established.
But the Turing test cuts both ways. You can't tell if a machine has gotten smarter or if you've just lowered your own standards of intelligence to such a degree that the machine seems smart. If you can have a conversation with a simulated person presented by an AI program, can you tell how far you've let your sense of personhood degrade in order to make the illusion work for you?People degrade themselves in order to make machines seem smart all the time. Before the crash, bankers believed in supposedly intelligent algorithms that could calculate credit risks before making bad loans. We ask teachers to teach to standardized tests so a student will look good to an algorithm. We have repeatedly demonstrated our species' bottomless ability to lower our standards to make information technology look good. Every instance of intelligence in a machine is ambiguous. The same ambiguity that motivated dubious academic AI projects in the past has been repackaged as mass culture today. Did that search engine really know what you want, or are you playing along, lowering your standards to make it seem clever? While it's to be expected that the human perspective will be changed by encounters with profound new technologies, the exercise of treating machine intelligence as real requires people to reduce their mooring to reality.
An endless series of gambits backed by gigantic investments encouraged young people entering the online world for the first time to create standardized presences on sites like Facebook. Commercial interests promoted the widespread adoption of standardized designs like the blog, and these designs encouraged pseudonymity in at least some aspects of their designs, such as comments, instead of the proud extroversion that characterized the first wave of web culture.Instead of people being treated as the sources of their own creativity, commercial aggregation and abstraction sites presented anonymized fragments of creativity as products that might have fallen from the sky or been dug up from the ground, obscuring the true sources.
ultimately, the long-term goal is to have a critically informed public vote out of office representatives that are sacrificing children to the corporate bottom line with prepackaged teacher-proof curricula, standardized tests, and accountability schemes.
What kind of men, then, does our society need? What is the "social character" suited to twentieth century Capitalism? It needs men who co-operate smoothly in large groups; who want to consume more and more, and whose tasks are standardized and can easily be influenced and anticipated. It needs men who feel free and independent, not subject to any authority, or principle, or conscience - yet willing to be commanded, to do what is expected, to fit into the social machine without friction.
The overemphasis on standardized tests forces teachers to teach the same restricted, unintuitive curriculum. Longtime educator Brent Evans has said that today's schools are organized as assembly lines, "(running at a set speed) and with each worker (teacher) at designated places (way levels) on the assembly line performing predetermined actions on products (students) considered to be somewhat generic (one-size-fits-all) and passive (waiting to be filled or formed to the desired shape).
The only inexplicable aspect of the process was that economic theory (which is, after all, what economics students were supposed to know) served almost no function in an investment bank. The bankers used economics as a sort of standardized test of general intelligence.
The thesis that DID is merely a North American phenomenon has been refuted in the past decade by research reports based on standardized assessment from diverse countries, such as from The Netherlands, Turkey, and Germany (Boon & Draijer, 1993; Gast, Rodewald, Nickel, & Emrich, 2001; S ̧ar et al, 1996). Clinicians and researchers should be careful to avoid categorizing a universal human condition as culture-bound.
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