Re: Mind's Eye Exams for schoolkids

The EU countries have different work and leisure models. It's more
about culture than greed, I think. So why did all that money wind up
in the British banking system?

On Sep 19, 3:57 pm, Allan H <allanh1...@gmail.com> wrote:
> I know the function o the EU was to allow the countries to work together
> taking advantage of the EU production.. but greed gets into place and those
> people don't give a damn.
> Allan
>
>
>
> On Wed, Sep 19, 2012 at 6:46 PM, archytas <nwte...@gmail.com> wrote:
> > Don has just repeated the parable of the grasshopper and ant.  Francis
> > Bacon put the bee forward as an example of industry to follow - though
> > they actually spend a lot of time incumbent (snoozing).  My grandson
> > is currently in grasshopper mode.
>
> > There's a lot to empathise with in Don's tale.  I doubt government is
> > the prime redirector of our savings - this is what the crooked
> > financial sector does.  The model is 'smuggling' - an activity that is
> > really about stealing tax.
>
> > I rather lie the industrious German model.  The problem with
> > Merkelisation is you get so good at producing manufactures it makes no
> > sense for anyone else to make them and thus have anything worth
> > exchanging for them and lots of Germans hogging the pool and prime sun-
> > lounging sites.  The old EU idea was that areas would focus on what
> > they were good at, achieving economies of scale and the diamond of
> > competitive advantage.  These products would thus be swapped between
> > these amazingly efficient areas.  You even hear idiots saying all our
> > food should be grown in Brazil because its cheaper there.
>
> > My question really concerns how much work we need to do in Don's
> > model.  My guess is not much.  In economic terms I wonder what could
> > be efficient about a financial sector doing more than just servicing
> > productive investment and being allowed to steal as though it was
> > government.
>
> > I must say I don't usually lump porridge, haggis and Gabby together in
> > my thoughts.
>
> > On 19 Sep, 09:11, Allan H <allanh1...@gmail.com> wrote:
> > > I was even reading that english is a variation of german,,  krauts are
> > > every where.. which is weird..
>
> > > what i don't like seeing is the wealth being pissed in to just a very few
> > > pockets and they don't even bother to pay taxes on the money it makes .
> > > Allan
>
> > > On Wed, Sep 19, 2012 at 7:39 AM, Don Johnson <daj...@gmail.com> wrote:
> > > > So the Germans are responsible for Haggis as well as all the
> > > > rest? Figures...
>
> > > > I always liked the idea of unearned income. In fact, I've really been
> > > > looking forward to it and it's why I've saved and invested so
> > assiduously
> > > > over the years. It angers me beyond telling to see my own government
> > > > pissing my hard earned savings down the toilet to "spread the wealth
> > > > around" to the multitudes that haven't bother to save a dime. It
> > infuriates
> > > > me if you want to know the truth.
>
> > > > dj
>
> > > > On Tuesday, September 18, 2012 12:55:45 PM UTC-5, archytas wrote:
>
> > > >> They start earlier in Singapore Gabby.  We had the knowing-how/knowing
> > > >> what debate here once, but as you can imagine any attempt to say the
> > > >> Germans had beaten us to the verstahen was met with xenophobia and
> > > >> references to Hans bombing our chip shop.  Bildung sounds suspiciously
> > > >> Germanic here too, so we avoided that in favour of cop shows, soap
> > > >> opera, advertising and thinking it smart of equate Einstein with E =
> > > >> MC2.  Imagine my disappointment at all the hard work in learning
> > > >> German on finding a country with advertising soppier than our own!
>
> > > >> One of my smart nieces could handle spreadsheets at 8.  Many of my
> > > >> adult charges would be better off with the Alheretic Abacus.  You are
> > > >> right, of course.  Knowledge, like government, needs to be in the
> > > >> right hands under the right control.  No doubt if we design the
> > > >> control, the wrong people would then simply change to its new
> > > >> rhetoric, as the apparatchiks became entrepreneurchiks.
>
> > > >> One could design a spreadsheet that showed where human effort goes in
> > > >> a real time trickle and historic flood to the rich through unearned
> > > >> income.  We could tinker with it or the rich might use it as a modern
> > > >> Domesday Book (which shows the English were basically German - imagine
> > > >> my horror on discovering we Scots and even porridge are basically
> > > >> German too) and rip us off even more.  I suspect spreadsheet literacy
> > > >> (which isn't knowing Excel) could put an end to vapid political debate
> > > >> on such matters as the welfare drain and that financial services
> > > >> contribute to GDP.  Suspicious minds might wonder less on the vapidity
> > > >> of Leibniz's desire for a social calculus and more on the absence of
> > > >> an objective spreadsheet on wealth and its creation and the ever-
> > > >> presence on television economics of rich prats in City braces telling
> > > >> us to be thankful we can follow rich rocking horses about to pick
> > > >> crumbs from their droppings.
>
> > > >> On 17 Sep, 23:17, gabbydott <gabbyd...@gmail.com> wrote:
> > > >> > I agree that Wissen+Können should work hand in hand.
> > > >> > Yet I don't see why this should start as late as by the age of 14. I
> > > >> > imagine it's easier to handle the spreadsheets from that age
> > onwards.
> > > >> > Each well-defined cell can then be accurately filled with the
> > specific
> > > >> > content to generate the best future as desired. Immediate
> > modification
> > > >> > option included and easily scalable.
>
> > > >> > On Mon, Sep 17, 2012 at 11:53 PM, archytas <nwte...@gmail.com>
> > wrote:
> > > >> > > We'll have to convert you to carbon dioxide as a propellant Allan.
>
> > > >> > > At one point I used to do remedial maths with engineers.  I rarely
> > > >> got
> > > >> > > through.  In the course f a class I could shift most of the class
> > to
> > > >> > > get stuff right, but they'd forget in a week.  These same people
> > > >> could
> > > >> > > perform reasonably well in jobs.  At higher academic levels I had
> > > >> > > people who could intercourse the inverse differential of Zarkian
> > > >> time-
> > > >> > > travel who couldn't boil and egg because they waited for the gas
> > to
> > > >> > > come on without a match.
>
> > > >> > > We could almost do with a control group who don't do school so we
> > > >> > > could see if it really does make much difference.  I suspect a
> > lot f
> > > >> > > it is learning to do what you are told in order to be employable
> > > >> doing
> > > >> > > just that.  My best students didn't learn much from me.
>
> > > >> > > On Sep 17, 7:14 pm, Allan H <allanh1...@gmail.com> wrote:
> > > >> > >> Kid are trained to read a book then answer questions based on
> > what
> > > >> they
> > > >> > >> read. Unfortunately that is what and how they have been taught to
> > > >> learn.
> > > >> > >> Creating and even bigger problem..  the computer games are not
> > any
> > > >> better
> > > >> > >> in creating creative learning.
>
> > > >> > >> I agree with you at 14 the education should split with 7 year
> > more
> > > >> > >> training available for on going training ..  everything goes,,
> > > >>  maybe they
> > > >> > >> will create a trade in computer programming??  I think they put
> > to
> > > >> much
> > > >> > >> garbage into the educational system.
> > > >> > >> Allan
>
> > > >> > >> On Mon, Sep 17, 2012 at 7:18 PM, archytas <nwte...@gmail.com>
> > > >> wrote:
> > > >> > >> > I'd like to see kids out of school at 14.  I'd give everyone 7
> > > >> years
> > > >> > >> > of further free training or education after that.
>
> > > >> > >> > In England we are admitting our GCSE exams were never worth
> > spit
> > > >> and
> > > >> > >> > that coursework is a dud method.  I suspect what we aren't
> > doing
> > > >> is
> > > >> > >> > admitting how useless education really is for most people.
> >  Having
> > > >> > >> > kids in school so they can commune with each other and be
> > minded
> > > >> until
> > > >> > >> > 14 is fair enough.  The few who can benefit from academic study
> > > >> need
> > > >> > >> > to be encouraged to both fit in with the rabble and be given
> > the
> > > >> > >> > chance to establish learning fellowship amongst themselves.
> >  Much
> > > >> of
> > > >> > >> > this could now be a university of the air.
>
> > > >> > >> > The plan in England is to go back to exams, strangely at 16
> > given
> > > >> the
> > > >> > >> > assertion school is to be forced on everyone until 18.  We had
> > a
> > > >> plan
> > > >> > >> > for grammar schools, technical and secondary moderns once.  The
> > > >> > >> > current lunacy is really just a reversion to that.  Our grammar
> > > >> and
> > > >> > >> > public schools broadly taught dross about classics and empire.
>
> > > >> > >> > From what I see walking the dog, our schools fail to do much
> > with
> > > >> most
> > > >> > >> > kids.  Litter is a big problem.  I tested three 101 classes for
> > > >> > >> > research purposes last year to see if any of them could write
> > > >> > >> > spreadsheet cells and do literature search.  That was 110
> > people
> > > >> and
> > > >> > >> > the results were zero.  Extending the test a bit into such
> > matters
> > > >> as
> > > >> > >> > which are the world's largest manufacturers (some of these
> > people
> > > >> have
> > > >> > >> > economics at A level) or the origins of world wars in trade and
> > > >> > >> > finance also zilch.
>
> > > >> > >> > In front of these know-littles was a 101 programme about
> > learning
> > > >> a
> > > >> > >> > few chapters of books in order to answer questions based on
> > them.
> > > >> > >> > Work makes more sense as education than this.
>
> > > >> > >> > --
>
> > > >> > >> --
> > > >> > >>  (
> > > >> > >>   )
> > > >> > >> |_D Allan
>
> > > >> > >> Life is for moral, ethical and truthful living.
>
> > > >> > >> I am a Natural Airgunner -
>
> > > >> > >>  Full of Hot Air & Ready To Expel It Quickly.
>
> > > >> > > --
>
> > > >  --
>
> > > --
> > >  (
> > >   )
> > > |_D Allan
>
> > > Life is for moral, ethical and
>
> ...
>
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