Gyms are a great example actually because tractors exist to do the economically useful work. You now optionally go to the gym to benefit from fake labor that used to be the side effect of useful work. The fake labor is now what colleges are trying to sell, and it's going to kill them.
3,000 years ago, physical labor was a component of most jobs. Today gyms are for people who can afford to attend them and don't have a day job that naturally exercises them through labor. People exercising purely for health benefits, and not because the strength benefits them in their job and in other facets of their life, is new.
Huh? The gym analogy doesn’t even make sense. People didn’t go to gyms when they were farming with oxen. Gyms are popular now precisely because tractors exist and you don’t need manual labor to farm anymore but people still need the physical exercise for their health. Society has adapted to the arrival of new life-changing technology. Our education system needs to adapt to new technology like AI too. You can probably uplevel a lot of courses and cover a lot more interesting topics than before and teach real application of things you learned aided by AI. Just like when I was doing a CS major 20 years ago, they didn’t spend too much time teaching me assembly programming beyond 1 or 2 lectures (they let me use a compiler for programming assignments!).
> more and more engineers are merging changes that they don't really understand
You cannot solve this problem by adding more AI on top. If lack of understanding is the problem, moving people even further away will only worsen the situation.
Using the term "toxic" to describe things is an issue because people have an immediate negative reaction to it and go on the defence. Wording matters a lot and I'm unsure why there's such an insistence on calling things "toxic" when other words would both better describe issues and cause a less visceral reaction.
Most people don't make a conscious decision in how they react to something emotionally, it just happens. If you want people to take what you say seriously you have to consider the PR side of things.
> what is the point of teaching anyway when fundational knowledge are becoming obsolete?
1. It isn't
2. As you acknowledge, you need some 'foundational grounding', but the amount needed is quite a lot
3. The best way to teach metacognitive (and all other) skills is within a context
> the balance shifts from memorization to retrieval, iteration, verification
This has been trumpeted with every poorly-thought-out educational change, and it's a marker of unfamiliarity with the space. Memorisation hasn't been the focus ever; it's always about the other skills, and (some) memorisation is useful as part of that.
The educators keep making blunders like in this case. Hundreds of years of teaching and sorry but looks like your field is still trying to figure out the very basics of your discipline.
USA was founded well after the Pilgrims. I don't think anyone in 1776, or even in the Pilgrim days, was thinking a foreigner should have the right to vote for instance.
Most people in the US did not choose to become citizens until the mid 19th century. The process was much easier than naturalization today, though, presuming you were white and in some cases might be required to own property.
US also didn't have Jus soli citizenship until the whole civil war and slavery debacle. You had to go into a local court and show you lived in the US for a couple years, who would swear you in as a citizen. But most people didn't care about voting or holding office enough to bother.
> US also didn't have Jus soli citizenship until the whole civil war and slavery debacle.
Actually, my understanding is that the US did largely follow jus soli. What it wasn't was unconditional jus soli, but the principle was birth in the bounds of the US conferred citizenship except if positive law existed not conferring citizenship.
What are you saying, the US Constitution is bogus because people were racist in 1776? It's undergone amendments and clarifications by the Judicial branch. It's been consistently obvious that foreigners don't have the same rights as citizens here, and tourism or immigration law wouldn't really work otherwise.
You didn't answer my question, but here's what I'm saying:
> If you have to work your way round to "they are not people" for the law to be consistent, consider that it might be a bad law.
I disagree that the law (which has been changed, amended and clarified) has been 'consistently obvious', and I still maintain that the conclusion of 'immigrants aren't people' invalidates the law.
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