During the protests in Hong Kong, demonstrators carried placards of Timothy Snyder’s lessons about losing democracy.
On Tyranny: the Road to Unfreedom
Timothy Snyder – Yale University – Nov 15, 2016.
Americans are no wiser than the Europeans who saw democracy yield to fascism, Nazism, or communism. Our one advantage is that we might learn from their experience. Now is a good time to do so. Here are twenty lessons from the twentieth century, adapted to the circumstances of today.
1. Do not obey in advance. Much of the power of authoritarianism is freely given. In times like these, individuals think ahead about what a more repressive government will want, and then start to do it without being asked. You’ve already done this, haven’t you? Stop. Anticipatory obedience teaches authorities what is possible and accelerates unfreedom.
2. Defend an institution. Follow the courts or the media, or a court or a newspaper. Do not speak of “our institutions” unless you are making them yours by acting on their behalf. Institutions don’t protect themselves. They go down like dominoes unless each is defended from the beginning.
3. Recall professional ethics.
When the leaders of state set a negative example, professional commitments to just practice become much more important. It is hard to break a rule-of- law state without lawyers, and it is hard to have show trials without judges.
4. When listening to politicians, distinguish certain words. Look out for the expansive use of “terrorism” and “extremism.” Be alive to the fatal notions of “exception” and “emergency.” Be angry about the treacherous use of patriotic vocabulary.
5. Be calm when the unthinkable arrives. When the terrorist attack comes, remember that all authoritarians at all times either await or plan such events in order to consolidate power. Think of the Reichstag fire. The sudden disaster that requires the end of the balance of power, the end of opposition parties, and so on, is the oldest trick in the Hitlerian book. Don’t fall for it.
6. Be kind to our language. Avoid pronouncing the phrases everyone else does. Think up your own way of speaking, even if only to convey that thing you think everyone is saying. (Don’t use the internet before bed.
Charge your gadgets away from your bedroom, and read.) What to read? Perhaps “The Power of the Powerless” by Václav Havel, 1984 by George Orwell, The Captive Mind by Czesław Milosz, The Rebel by Albert Camus, The Origins of Totalitarianism by Hannah Arendt, or Nothing is True and Everything is Possible by Peter Pomerantsev.
7. Stand out. Someone has to. It is easy, in words and deeds, to follow along. It can feel strange to do or say something different. But without that unease, there is no freedom. And the moment you set an example, the spell of the status quo is broken, and others will follow.
8. Believe in truth. To abandon facts is to abandon freedom. If nothing is true, then no one can criticize power, because there is no basis upon which to do so. If nothing is true, then all is spectacle. The biggest wallet pays for the most blinding lights.
9. Investigate. Figure things out for yourself. Spend more time with long articles. Subsidize investigative journalism by subscribing to print media. Realize that some of what is on your screen is there to harm you. Learn about sites that investigate foreign propaganda pushes.
10. Practice corporeal politics.
Power wants your body softening in your chair and your emotions dissipating on the screen. Get outside. Put your body in unfamiliar places with unfamiliar people. Make new friends and march with them.
11. Make eye contact and small talk. This is not just polite. It is a way to stay in touch with your surroundings, break down unnecessary social barriers, and come to understand whom you should and should not trust. If we enter a culture of denunciation, you will want to know the psychological landscape of your daily life.
12. Take responsibility for the face of the world. Notice the swastikas and the other signs of hate. Do not look away and do not get used to them. Remove them yourself and set an example for others to do so.
13. Hinder the one-party state.
The parties that took over states were once something else. They exploited a
historical moment to make political life impossible for their rivals. Vote in local and state elections while you can.
14. Give regularly to good causes, if you can. Pick a charity and set up autopay. Then you will know that you have made a free choice that is supporting civil society helping others doing something good.
15. Establish a private life.
Nastier rulers will use what they know about you to push you around. Scrub your computer of malware. Remember that email is skywriting. Consider using alternative forms of the internet, or simply using it less. Have personal exchanges in person. For the same reason, resolve any legal trouble. Authoritarianism works as a blackmail state, looking for the hook on which to hang you. Try not to have too many hooks.
16. Learn from others in other countries. Keep up your friendships abroad, or make new friends abroad. The present difficulties here are an element of a general trend. And no country is going to find a solution by itself. Make sure you and your family have passports.
17. Watch out for the paramilitaries. When the men with guns who have always claimed to be against the system start wearing uniforms and marching around with torches and pictures of a Leader, the end is nigh. When the pro-Leader paramilitary and the official police and military intermingle, the game is over.
18. Be reflective if you must be armed. If you carry a weapon in public service, God bless you and keep you. But know that evils of the past involved policemen and soldiers finding themselves, one day, doing irregular things. Be ready to say no. (If you do not know what this means, contact the United States Holocaust Memorial Museum and ask about training in professional ethics.)
19. Be as courageous as you can. If none of us is prepared to die for freedom, then all of us will die in unfreedom.
20. Be a patriot. The incoming president is not. Set a good example of what America means for the generations to come. They will need it.

Trump’s sales pitch for his forthcoming executive order to cut Medicare, “saving Medicare from socialist destruction”.
To “hinder the one party state”- the lies/distortions of Fox can’t exist alongside a government of the people, by the people and for the people.
The unholy alliance of prosperity Catholics and evangelicals weaponized Christ’s teachings to destroy democracy.
The Clintons and Neo-liberals’ oversized influence on the Democratic Party led it in a direction that served the rich. Feel the Bern.
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“Follow the courts or the media, or a court or a newspaper.”
No, absolutely DO NOT follow “a newspaper” (or any one news source). It is imperative to get your news from multiple sources, left, right, mainstream, etc. All media outlets have agendas. The only way to figure out the truth is to get perspectives from all sides and figure out who’s playing what angle. It’s better to not be informed at all than to be informed by a single source. A steady diet of “The Bachelorette” is better than a steady diet of either Fox or MSDNC, er, I mean, MSNBC.
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Since you arewiser than Snyder, write a book about the subversion of America by Americans.
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I don’t think Snyder was writing just for an American audience, Dienne. He was writing rules that apply universally.
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But that doesn’t just apply to Americans. Everyone should be reading/watching multiple news sources from multiple perspectives.
You do know Rome fell from inside, not out, right? That’s how all empires fall.
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Trump is our greatest traitor.
Not a foreigner. The president and his assemblage of dunces and traitors.
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Listen to both darwinists and creationists? To both climate scientists and global heating deniers? To both pro-choicers and pro-lifers?
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Yes! Know thy opponent. It’s a lot easier for me to debate Trumpism with the Trumpists I encounter since I regularly read conservative newspapers, occasionally watch Faux News, and am a fan of certain sporting aspects of Southern and Midwestern culture. Learn more, not less. Absolutely, yes.
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And that includes reading progressive sites just as much as mainstream media sites. Both. Understand the differences.
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I suppose it’s ‘thine’ opponent, not ‘thy’. Old English is apparently Greek to me.
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I do not think that Snyder is telling you to get all your news from one source. He is telling you to pay attention to what is happening in the courts, in the news, in your town. Currently print media and small town newspapers are folding up one after the other. Without local news journalism keeping a watchful eye many bad deeds go on. They happen and there is no one reporting on these bad deeds. I cannot locate an article I read about how less and less people buy the local paper and the small town news media is nearly a thing of a by gone era. In one town the local councilmen and women had voted to give themselves five raises in a one year period. They were able to keep raising their salaries as there was no local journalist watching what they were doing! No one reporting what the council was doing at all! The citizens who had elected them were clueless. Without the 4th estate Democracy dies in silence. Support your local news paper or you will end up having ONe source of news. The news the total artist state gives you.
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I’m afraid that ship sailed. Almost all local papers are owned by two or three owners, all of whom get their news from the wire services. Local and investigative reporters are as rare as dodo birds. Democracy Died in Darkness long ago, we just haven’t realized it yet.
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Nonsense. I live in the outer reaches of Long Island. Local communities are well served by the Suffolk Times and by an online service called The Patch. Dienne, you are playing the role of Debbie Downer. Calm down with the constant negativity. Progress is never made by giving up, only by standing up for the values you hold dear.
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Once again, Diane, you think your experience is reflective of the rest of the country. You think Flint, Michigan or Jackson, Mississippi has flourishing local news? I can assure you Chicago does not, although affluent Oak Park does.
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Dienne,
I know local news has been disappearing. So have major dailies. NYC had multiple dailies years ago. Now it has only three. Between TV and the internet, people get news instantly.
That’s the point Timothy Snyder was making.
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The traditional media has also been reporting news and opinions online in addition to print.
And when the old ways fade, as when horses stopped being the principal means of transportation, often something new takes its place like the automobile did.
https://www.propublica.org/
“ProPublica is an independent, nonprofit newsroom that produces investigative journalism with moral force. We dig deep into important issues, shining a light on abuses of power and betrayals of public trust — and we stick with those issues as long as it takes to hold power to account.”
“Overall, we rate ProPublica Left-Center biased based on story selection that favors the left and factually High due to proper sourcing and evidence-based reporting.”
The key to ProPublica’s rating is “factually High due to proper sourcing and evidence-based reporting.”
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Top 15 Chicago News Websites (Chicago, Illinois)
https://blog.feedspot.com/chicago_news_websites/
A traditional news media site doesn’t have be owned by one person to be reliable.
You may also use this site to help you learn which one is considered the least biased.
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Local newspapers might be down but they are not out and while there are loses in newsprint circulation, there have been gains from digital copies.
https://www.pewresearch.org/journalism/fact-sheet/local-newspapers/
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“America’s Largest Independent Newspapers”
https://247wallst.com/media/2017/09/06/americas-largest-independent-newspapers/
“List of family-owned newspapers in the United States”
While this Wiki piece says it needs more verification, what’s there is interesting.
https://en.wikipedia.org/wiki/List_of_family-owned_newspapers_in_the_United_States
https://www.theguardian.com/media/2022/jun/30/newspapers-closing-us-rate-two-a-week
The digital ages is changing a lot but not everything.
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“Learn about sites that investigate foreign propaganda pushes.”
Learn about domestic propaganda pushes too. Or even more so. They are far more dangerous. It wasn’t foreigners who got us into Iraq.
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When I look at the media coverage of Hong Kong, I am shocked and saddened by their plight. I am also thankful that we have not descended into what the people in Hong Kong are going through. At least we have laws designed to check abuse from the top. We need to ensure that those laws are enforced and accurately applied. We need to be vigilant.
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thAnother thing that steals freedom is contrived complexity. Systems that are difficult to understand will ultimately lead to a public that throws up its hands and decides to, in the words of Voltaire’s Candide, “cultivate their garden.”
One of the problems with modern representative government is that citizens are too far from government. The figures of government are distant and misunderstood, whether they want to be that way or not. This makes the government more of an institution set apart from the people. Such government becomes corrupt naturally like the French Nobility before the revolution, which gathered in Versailles, far from the madding crowd that soon overtook that government. Violence follows from distance and complexity. Complexity that is contrived adds to this. The insurance policy that has so much legal fine print. The paycheck that comes with multitudes of deductions and additions. The loan or investment that is difficult to read.
When things get complex, people check out.
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The complexity is quite purposeful today.
Just look at the bills Congress writes, often written in conjunction with (or even by) lobbyists.
They are often written so that people will not understand them until it is too late.
It’s partly because they are written by lawyers who have a natural tendency toward opaqueness , but mainly because opaqueness is actually the goal.
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I agree with this assessment, but I think it goes much further in society. Almost every entity creates complex systems to do various jobs. To the creators of the system, everything seems easy, but to those engaged in the system, tiny aspects of it are hidden from them. This increases complexity for the user of the system.
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Ignorance lowers one’s threshold for complexity. One more reason we need to go back to teaching knowledge instead of “skills”. The skills crowd would say “We need to build up students’ ‘complexity handling skill’!” as if such a generic skill exists. The key to deftly dealing with complexity is having a knowledge-filled mind. Recent cognitive science shows why: the working memory, where most of our thinking happens, is very limited. It “short circuits” easily if it encounters too much new information. But long-term memory is unlimited and can supply working memory with relevant info at the speed of light. This reduces the burden on working memory and prevents short circuiting. But the long-term memory can only do this if it’s been stocked with vast troves of knowledge. Schools are failing to do this because of misguided ideas about what education is. Thus we’re setting ourselves up for dictatorship. Bad ideas about education are imperiling our democracy.
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Teach both skills and knowledge!!!!!!
Knowledge alone is facts, facts, facts.
Skills alone are empty vessels and enable ignorance.
Knowledge and skills are dynamic!
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“Bad ideas about ed. imperil democracy.”
Bad men defeat democracy. Recently, Zuck claimed even if a president is elected who pushes for anti-trust action against tech companies, the courts (Leonard Leo selected) will shut it down.
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Diane,
As a child John Stuart Mill learned tons of history from his dad on long walks. Then he started reading tons of history on his own, despite zero instruction on “literacy skills”. Then he started writing his own history books (at age 12) despite zero instruction on “writing skills”. Through learning content, one picks up what one needs to be a reader and a writer. This is the old fashioned way. The new, mutant way –of studying skills directly –doesn’t work. It’s wasting kids’ time and crushing all joy in schooling. (And before anyone says, “But JSM was a genius”, JSM makes a strong argument that his mind was pretty ordinary).
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When you come across another JSM, let me know.
Geniuses are not role models.
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Ignorance is a state of human existence. No matter how long you study, or how deep you go into a subject, learning is a process of opening doors only to find more doors.
While I have always concurred with your opinion that we have de-emphasized knowledge in recent years to our degradation, I do not see that as a panacea in this case. We cannot knowledge ourselves out of the complexity of society. The most erudite of scholars can be confounded with something new. We are told that Einstein always shaved with a straight razor and cold water. Once a young kid he had befriended bought him a tube of shaving cream. He was excited to find that he no longer cut himself, but went back to the cold water when the tube was empty.
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Diane,
You, I and every literate human prior to this generation –genius or not –became literate without learning one “literacy skill”. Kids who go through 10 years of writing workshop are usually still bad writers and need remedial writing class in college. The direct teaching of skills does not work. It’s ersatz education. (And I’m sorry you don’t believe JSM’s own sincere belief that he was not a genius).
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Ponderosa,
I don’t see the value of being “for knowledge” but “against skills.” I don’t approve of isolated skill instruction. I am a strong believer in content knowledge (I was the primary writer of the content-rich California History-Social Science Standards of 1988). I have met people who had tons of knowledge but were incapable of using it or connecting what they knew to other disciplines or of explaining why their knowledge matter. Yes, I believe in a well-furnished mind, but also the skill to use that mind well.
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If one cannot connect one’s knowledge to other disciplines, that may be because one needs more knowledge of those other disciplines. Is there a “connecting knowledge” skill that can be taught? Is it a “muscle” that gets stronger with practice?
I’m sorry if I’m annoying you, but I want us all to drill down and clearly understand what we’re doing as teachers. “Teach skills” is such a fuzzy term. So much nonsense is being committed under its banner. I’ll gladly advocate teaching skills if someone can explain to me precisely what that means and how it works. So far no one has. Teaching knowledge –now that’s crystal clear.
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Learning to speak and listen and write and communicate well are all skills. They are far better as skills when they are used by someone with deep knowledge.
When someone has deep knowledge but cannot write, speak, listen or communicate, they are in deep trouble.
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Roy,
I did not say teaching knowledge is a silver bullet. It will help, don’t you think?
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I am with you 100% about the importance of teaching knowledge. I don’t understand your opposition to linking knowledge and skills. I have met brilliant well-educated people who couldn’t get a job in any field, including one that required knowledge, because they were unable to express themselves well.
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Interesting you bring up Mill. The culture he came up in consisted of an atmosphere like the Paris Salon on steroids. He was subsumed in a culture of constant discussion that was stimulating not only to impart knowledge, but to give him an opportunity to exercise his use of knowledge in conversation, writing, and debate. I think teacher need to have both eyes on both skills and knowledge, for one leads to another. The prospect of a stimulating debate makes the future participant fix on a piece of knowledge just as the association of bits of knowledge fixes new ideas with old. The skill of writing this response (and I thank you) has now rewarded the reading about Mill I did last spring getting ready for my topic in a couple of weeks. They do go together
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They’ve been doing it for the last century.
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Please identify yourself, BA. You know so much more than the rest of us.
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Diane,
I am heartily FOR anything that genuinely improves the mind. If you can show me a “skills” lesson that clearly does this, I’m for it. My strange (to you, and probably others) mania for opposing skills is that most of what I see taught under that rubric is fraud. Writing skills workshops that don’t teach writing. Literacy skills lessons ad nauseam that don’t teach literacy. Finding the main idea skill lessons that don’t impart this skill. Social-emotional skills curriculum that… who knows what it’s doing to the mind. By contrast, there is zero question about a knowledge-focused lesson. It imparts knowledge. We slap the name “skills” on many mental feats or capacities that we don’t clearly understand and then we pretend we know how to teach those “skills”. “Skills” is used almost always used vaguely, sloppily. “Skills” is the cloak of every edu-charlatan out there. “Skills” is the justification for most of the awfulness we see in schools today. You would hate school today because of all the “skills” teaching. Maybe someday a teacher, on this blog or elsewhere, can demonstrate to me how exactly their lessons impart “skills”. I’m still waiting.
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Maybe someday a teacher, on this blog or elsewhere, can demonstrate to me how exactly their lessons impart “skills”. I’m (Pondrosa) still waiting.
I don’t think you know what you are waiting for.
It is possible to teach children skills like how to write. I know, because I did it for thirty years with “great” success, and I didn’t follow what the so-called experts told us to do.
I did what I felt was right. You see, writing is a craft and a craft can be learned. That is what I taught my students, how to write and think about what they were writing through problem-solving and critical thinking, on their own, based on what they already knew from the life they had already lived.
I never relied on any kind of tests to tell me if they were learning how to write. I let their writing show me as they improved and learned the craft of writing.
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Topic sentence –knowledge.
Definition of a paragraph –knowledge.
Models of good writing imprinted on brain –knowledge
Correct spelling –knowledge.
The skill of good word choice –fake skill. Totally dependent on knowledge of words.
The skill of having a voice –unteachable skill. A “skill” derived from decades of reading and writing.
The skill of writing a persuasive essay –a complex bundle of capacities, much of which is extremely knowledge dependent. We drag kids through the perennial persuasive essay on school uniforms and brag that we’ve taught them how to write persuasive essays. But can they now write a persuasive essay on whether Trump has violated the constitution, or that Hong Kong protesters should risk their lives to resist tyranny or that the Delta tunnels are a bad idea?
Let us end the vagueness. Let’s be clear about what we’re actually doing.
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Ponderosa, I have discovered that you do not know what you are talking about when it comes to teaching a child how to improve their writing skills. You are just spouted a bunch of BS that means nothing.
A teacher that knows what they are doing is not going to take a 9th grader reading at a 5th-grade level and turn them into a Hemingway in one school year.
Learning to write is a process that takes place one step at a time and starts with whatever skills the student brings to the teacher that knows what they are doing and takes them down the road of learning to write one step at a time.
It is possible to teach students to improve their writing skills including grammar, mechanics, spelling, and the craft of writing. How much they improve depends on where they started and how much effort they put into it.
A 9th-grade student that comes to the teacher with a college reading level is going to improve his or her writing skills to a higher level than a student that starts out at a 5th-grade reading level.
I know, because I did it for thirty years … at the same time that I was learning the craft of writing and I have never stopped learning the craft of writing even after publishing four award-winning books.
In the same HS classrooms, I had students reading below 5th grade sitting next to students already reading at a college level.
I was the teacher that guided them to start learning the writing craft. They were the students that cooperated to learn that craft. I was told by the district’s administration that even the students that failed my classes improved their writing skills.
“Writing Craft: What Nobody Ever Told Me … Writing is the art, editing is the draft” (link at the bottom)
I want to add to that last statement. “Writing is the art, editing and revising is the craft”
You see, the process I used was to teach my students how to edit and revise the rough drafts they started with and polish that writing into something better one revision at a time.
“It is the fusion of the two we must bring into balance for effective and meaningful storytelling”
https://writingcooperative.com/writing-craft-what-nobody-ever-told-me-e3d40eb0f1b4
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Lloyd, it seems to me a lot of what you call “teaching writing skills” was really teaching knowledge and then giving practice using that knowledge (which helps embed it in long-term memory).
I’m trying to get us to be more precise in how we talk about teaching.
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No matter how you define it, that process worked and will still work if teachers learn how to do it. But for that process to work, the high stakes rank and punish tests that eat up so much time must GO!
This process to teach students the craft of writing does not include teaching to any test.
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This is exactly the problem that good standards and good schools of pedagogy solve. Someplace else, in the kingdoms far, far away, there are organizations made of professors of education that decide what and how should be taught to the young generation of their country, including sciences, language, literature and of course, political and civic outlook. There are ministries that codify the curricula and pedagogy and distribute it throughout the country. And there are regular line teachers who have a degree n pedagogy plus a degree in their respective subject, be it math or history. And no one in their right mind sends a math teacher to sub for an ELA or chemistry teacher. While you may have taught your students with “great” success, you cannot expect the same performance from the rest 2.9 million teachers. But with the help of good program even a middling teacher can be productive.
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Can’t wait to see the Betsy DeVos national standards, with God as the center of all studies. Not my God, not your God, her God.
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I think I have to agree with Ponderosa here, although I would include fiction/ literature. Get a lot of narrative under your belt. You learn how people think, different ways to think, the myriad ways culture and events can shape one’s thinking, how one’s thinking results in choices that shape one’s life. There is no skill “how to think” that can be separately taught and applied to “data sets.”
This reminds me of the critique of US math-teaching methods that arose from a teacher-exchange project in the ‘80’s. The Chinese teachers observed that American students are taught formulas by rote, then spend most of their time “practicing,” i.e., applying them to data sets. The Chinese teachers’ method, starting young: divide kids into groups, give them the same problem to solve, then class discusses the methods different groups came up w/. The goal was to derive formulas, then compare & contrast for accuracy, efficiency, etc.
There is a faux “complexity” that is baked into the skills-upfront method. It’s parallel to Roy Turrentine’s observation on how complex govtl systems distance the people from their representative govt, so it gets seen as a separate institution – no buy-in. “Skills” like “how to find the main idea” are really just somebody’s idea on how best to do things [maybe even based on a misreading or unnecessary narrowing of the text]. Imposing the “skill” first & applying it to narratives means squelching your own observations as you read– even persuading yourself of something that doesn’t make sense to you– in order to “do it right” [it’s on the test]. Faux complexity that distances the student from the whole process.
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On a not unrelated note
https://www.commondreams.org/news/2019/10/01/fueled-teachers-and-average-donation-18-sanders-raised-record-253-million-third
Fueled by Teachers and Average Donation of $18, Sanders Raised Record $25.3 Million in Third Quarter
“Bernie is proud to be the only candidate running to defeat Donald Trump who is 100 percent funded by grassroots donations—both in the primary and in the general.”
//// End quotes
Our national media (Fox, MSNBC, CNN, NPR, Washington Post, NY Times and others) are trying desperately to dismiss Sanders as unelectable, but his fundraising says just the opposite.
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Regarding his bullet point/lesson #5: Is he suggesting that the 9/11 attacks were contrived by our own government to justify our wars on Afghanistan and Iraq? A false flag operation? We were certainly lied into many wars in this country, long before Trump: the war against Mexico, Spanish-American war, Vietnam War, the Iraq war. I believe the 9/11 attacks were done by Islamic extremists but that they did not justify the wars and occupations of Afghanistan and Iraq. Iraq clearly had nothing to do with 9/11 and there were no weapons of mass destruction on the level hyped by the Bush administration. Bush and Cheney should be tried for war crimes. Bush lowered taxes during a time of war, whoopee, the cherry on top of a toxic sundae.
Slightly off topic: I saw the PBS documentary last night on Franco and the Spanish inability to come to terms with his vicious and bloody tyrannical reign. One chilling scene shows thousands of Spaniards giving the Nazi salute at a memorial service for that vile scum dictator. Sadly, it appears that many Spaniards worship or admire this miscreant and are oblivious to all his crimes and massacres of “leftists” or “reds.”
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Joe,
I did not read bullet point #5 as a suggestion that the 9/11 terrorist attack was planned by our government. Certainly you know that almost all the terrorist were Saudis? Do you question that Bin Laden planned and executed the attacks? Why did he claim to have done so if he was working for the CIA? This is a madness rabbit hole. I also don’t think that FDR knew about the Pearl Harbor attacks and sat on his hands. Not every conspiracy theory is rational. Some are just plain nuts.
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I thought I made it clear that I thought that Bin Laden (an Islamic extremist) perpetrated and orchestrated the 9/11 attacks. I do NOT believe all the crazy conspiracy theories around 9/11. I thought that Tim Snyder might have been referring to 9/11, but I could have been mistaken. There are always crazy, wild conspiracy theories involving every major event in this country going back centuries. One crazy theory (amongst many more) is that LBJ orchestrated the assassination of JFK. I do NOT believe that is true.
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I do not read #5 that way at all. I think he was thinking of the Reichstag fire in particular. While it is true that we contrived reasons for wars in Mexico, Iraq, Vietnam, and several more places over the years, it is not true that this was used to destroy political opposition. Democrats, believing what they heard from the Bush administration about WMDs, voted for the war too, afraid that opposition would drive a nail in their political coffins individually or collectively. Few Whigs opposed the Mexican War. That opposition was left to geographic areas and sub-cultures in society. Opponents of the war in Vietnam were painted as communists, but to no avail. In the face of political reporting that highlighted some of the horrendous things that we were doing there, a real opposition arose.
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From worldhistory.us: Congressman Lincoln and some of his fellow Whigs had a very different opinion of the president, Manifest Destiny, and the war. (Polk was a Democrat.) Lincoln believed that Polk had started the war based on a lie. On two notable occasions, Lincoln questioned Polk regarding his motives for going to war. Lincoln once took the House floor and asked Polk to prove that the Mexicans had crossed national borders in order to draw first blood on U.S. soil. This is what Polk claimed was the reason for the Mexican War. Upon addressing the president, Lincoln said: “Let the President [Polk] answer the interrogatories I proposed… Let him answer fully, fairly, candidly. Let him answer with facts, and not with arguments. Let him remember, he sits where Washington sat; and so remembering, let him answer as Washington would answer… so let him attempt no evasion, no equivocation.”
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“Be ready to say no. (If you do not know what this means, contact the United States Holocaust Memorial Museum and ask about training in professional ethics.)”
It might not be a good idea to say NO if a significant number of police and/or military around you are armed and they are saying YES and doing what they are told, blindly and obediently. When you say NO and you are outnumbered, you will be shot or locked up to get you out of the way. Tyrants bait those that do not agree with them so they discover who to get rid of first.
Better to agree with them so you have time to escape their bear traps. That way you will live to fight another day and say NO with the bombs and bullets of those who fight to preserve the U.S. Constitutional Republican.
If a knock comes to your door at two in the morning, check to see who is knocking before you shoot them through your door. Don’t open the door and let them in.
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