This Live Science article, “How Children Learn About God and Science,” by Robert Roy Britt, summarizes a new survey of scientific studies about the way children learn. It seems that an interesting conclusion has surfaced from these studies: “Among things they can’t see, from germs to God, children seem to be more confident in the information they get about invisible scientific objects than about things in the spiritual realm.”
For Catholics, few doubt the importance of quality Catholic secondary education. However, many know that the current state of Catholic secondary education in America leaves much to be desired. The question that naturally rises is “what can concerned people do to enact serious improvement?”
For the past several decades in the United States many parents have gravitated toward one extreme or the other in terms of allowing religion in public schools. It is generally understood these days that our public school system is not a religious organization, and should not promote one religion as a state religion, over others. Of course, this does not mean that morality or other ideas that call on the revelation of religion cannot be taught, but we try to keep things as secular as possible. Yet, many would call down a secular version of fire and brimstone on the teacher or administrator who brought students to pray at the local cathedral on a field trip.
For those of you who do not keep up with Japanese politics (I grew up there and so keep one eye on current happenings) the current government recently issued a bill proposing an amendment to the basic laws of education. This is the first revision of this sort that has been put forth since the Allied Forces, occupying Japan following World War II, drafted the Japanese constitution and laws. The current law requires the education system to “respect individual dignity, aim at raising people who will aspire for truth and peace, and seek universal and characteristic culture.” The changes to the law propose “the teaching of values such as patriotism and respect for Japanese culture and tradition.”
While the changes may sound innocent enough, especially to Western ears, this is a very loaded phrase. Many of you might be aware of the yearly controversies surrounding Prime Minister Koizumi’s visits to Yasukuni Shrine to worship the war dead of the Emporer. It usually enters the news because of demonstrations, especially in China and Korea. The problem with the shrine visit is that it is a state event, not merely personal, and that among the war dead are many convicted war criminals from World War II. This “cultural” event is in fact state-sponsored Shintoism. Other “cultural events” include the worship of ancestors and idols at various shrines and temples; “cultural events” that even President Bush (gasp) has participated in by clapping his hands and bowing in prayer. While this is not a massive problem for those Japanese who are Shinto (it should be a problem, even to them), imagine the message that this sends to Japanese, and other, Christians around the world. Read more on Religious Liberty in Japan…
Here’s an abstract of some recent NBER research:
“Why Does Democracy Need Education?,” by Edward Glaeser, Giacomo Ponzetto, Andrei Shleifer
“Across countries, education and democracy are highly correlated. We motivate empirically and then model a causal mechanism explaining this correlation. In our model, schooling teaches people to interact with others and raises the benefits of civic participation, including voting and organizing. In the battle between democracy and dictatorship, democracy has a wide potential base of support but offers weak incentives to its defenders. Dictatorship provides stronger incentives to a narrower base. As education raises the benefits of civic participation, it raises the support for more democratic regimes relative to dictatorships. This increases the likelihood of democratic revolutions against dictatorships, and reduces that of successful anti-democratic coups.”
Citing a recent OECD report, the EUObserver says that European schools are falling behind their counterparts in the US and Asia.
The main reason: a governmental obsession with equality that prevents investment and innovation in education, especially at the university level.
Yesterday I recommended Professor Plum’s EducatioNation, and I’ll do so again today.
Here’s a tidbit from a recent post titled “We Need More Unions” on Prof. Plum’s blog: “Once again, America’s teachers unions reveal that all their blather about being child centered, about being stewards of America’s children, and about social justice and diversity, is nothing but a disguise for their real interest—which is self-preservation via monopolistic control of the means of education.”
This story in the UK’s Education Guardian is remarkable for its links to a number of issues.
In contrast to the American system, Britain’s permits “faith” schools that are part of the government system. Thus, this Scottish “Catholic” school is, in the American usage, a “public” school. Now that 75% of its students are Muslim, some Muslims are demanding that the school switch its faith allegiance.
Following Michael Miller’s recent Acton Commentary, “Why Johnny Can’t Compete with Sanjay”, and the resulting comments, two of America’s best political commentators have also weighed in on the subject.
First there’s Charles Krauthammer’s Time article, arguing that America is doing fine, partly as a result of less dependence on government-funded research.
The math and science skills of American high schoolers and college students continue to erode. Michael Miller looks at the implications for U.S. economic competitiveness and offers some suggestions for fixing what ails the schools.