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Posts Tagged ‘Difference in views of Education Liberals and Democrate’s view not the same as Conservative’s’
Aftonbladet KAN inte skilja på vetenskapliga skolstudier och pseudovetenskap!
Posted in Education, Grundskola, Juridik, Okategoriserat, Partipolitik, Politic, Svea Rikes Lag, Theories of Science, Uncategorized, Utbildning, Utbildningspolitik, Vetenskapsteori, tagged "Skolpolitik" a la sandlådan, Basic Education, Daisy Christodoulou, Difference in views of Education Liberals and Democrate's view not the same as Conservative's, Education a la Rousseau from 1960's on, Gustav Fridolin (Mp), Kunskap faller inte som regn från ovan, Miljöpartiet, Politik, Pseudovetenskap, Seven Myths about Education...., Socialdemokraterna, Teori kontra verklighet, Vetenskaplig skolforskning skild från pseudoforskning, Vetenskapsteori, Welleducated teachers needed for every pupil and student on 01 februari 2015| 1 Comment »
Aftonbladets okunskap om vad som är vetenskapligt och vad som är pseudovetenskap är skrämmande låg……
Ta inte Björklunds strid, Kinberg Batra; Ingvar Persson Ledarkrönika 1 februari 2015För enkelhet skull en genomgång av grunderna för vetenskaplighet:
There are several Fallacies in argumentation to be taken into account when ever someone calls for “consensus”. Consensus is a political term with no connection what so ever to Theories of Science.Theories of Science, Basic knowledgesamt
Fallacy from usage of insound premisses
If an argument is valid and its premises are true, the argument is sound. If an argument is not sound it is unsound. An argument can be valid even if its premises are false—but such an argument is unsound. For instance, the following argument is valid but unsound:Cheese more than a billion years old is stale. The Moon is made of cheese. The Moon is more than a billion years old. Therefore, the Moon is stale cheese.
If all three premises were true, the conclusion would have to be true. The argument is valid despite the fact that the Moon is not made of cheese, but the argument is unsound—because the Moon is not made of cheese. Chapter 16, Propositional Logic, discusses validity and soundness in more detail.
The logical form of the argument just above is (roughly):
For any x, if x is A and x is B then x is C. y is A. y is B. Therefore, y is C. [+]
…….
An argument consists of a sequence of statements. One is the conclusion; the rest are premises. The premises are given as evidence that the conclusion is true. If the conclusion must be true if the premises were true, the argument is valid. A valid argument is sound if its premises are true. Valid arguments result from applying correct rules of reasoning. Examples of correct rules of reasoning include:
• A or not A.
• Not (A and not A).
• A. B. Therefore, A and B.
• A. Therefore, A or B.
• A and B. Therefore, A.
• A or B. Not A. Therefore, B.
• Not A. Therefore, not (A and B).
• Not (A and B). Therefore, (not A) or (not B).
• Not (A or B). Therefore, (not A) and (not B).
• If A then B. A. Therefore, B.
• If A then B. Not B. Therefore, not A.
Validity and soundness, Valid rules of reasoning paragraph in Chapter 2 Reasoning and Fallacies, stat.berkeley.eduFallacies vid argumenteringläs för säkerhets skull även vad Ad Hoc och sk. Cirkelbevis är. Dessa fallacies förekommer i SAMTLIGA sk vetenskapliga arbeten som refereras av de som är emot tidiga betyg. Tillåtet vara dum i Sverige, dumt att gång på gång visa vetenskaplig okunskap!
I helgen har Anna Kinberg Batra koketterat med sitt förflutna. Redan som 13-åring gick hon med i Moderata ungdomsförbundet för att hon ville ha betyg.
Och på den vägen är det.
Anna Kinberg Batra vill fortfarande ha fler betyg i skolan. I gårdagens paradintervju i Svenska Dagbladet menar hon att barn kan börja få betyg redan i fjärde klass. Därmed sluter hon upp bakom Jan Björklund som vill betygsätta landets tioåringar. En av hans sista insatser som utbildningsminister var just att sjösätta utredningen om betyg från fjärde klass.
Den utredningen har sedan sågats av en majoritet av remissinstanserna inklusive lärare och rektorer. Det finns ingen vetenskaplig grund för att tidiga betyg skulle ha någon positiv effekt på lärandet, konstaterade också en rad professorer i Vetenskapsakademien.Kinberg Batra vill inte lyssna, Eva Franchell på ledarkrönikan 18 januari 2015
Att Eva Franchell saknar vetenskapsteoretisk kunskap om skolforskning, det är inte så mycket…
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The Great Pause lengthens again
Posted in "Climate threat", Biologi, Education, Environmental Questions, Fysik, Geologi, Historia, History, Humaniora, Kemi, Matematik, Politic, Theories of Science, Uncategorized, Vetenskapsteori, tagged "Climate threat", "Vuxendagis", Alliansen, Arbetsmarknadens parter, Archimedes princip, Arktis, Ämnes- och stadiebehöriga lärare, Basic Education, CO2, CO2-bluff, CO2-myth, Difference in views of Education Liberals and Democrate's view not the same as Conservative's, Education a la Rousseau from 1960's on, Empiri not Computer Models, Empiri rules - IPCC not, Fotosyntes, Historia, History, IPCC, Istäcke Antarktis, Istäcke Arktis, Klimatbluffen, Klimathotet, Kunskapskrav/"duglighet", Noaa, Oceanografi, Olof Palme som skolminister, Palmes UKAS, Politik, s.k Klimathotet, sk. Klimatforskare, Teori kontra verklighet, Universitet och Högskolor, Vattnets kretslopp, Vetenskapsteori, Vulkaner, Vulkaners Historia, Welleducated teachers needed for every pupil and student on 04 januari 2015|
Empiri rules – IPCC not. Neither UN nor UN´s IPCC are in anyway a World Goverment. CO2-faith is on their agenda.
Consensus is a political term. Not existing in Theories of Science.
The answer is blowing in the windLack of knowledge needed sometimes is shown in ”high places”…. well often here in Sweden…. Omprövning krävs i båda lägren, Staffan Laestadius professor emeritus i industriell utveckling vid KTH SvD Brännpunkt 4 januari 2015
Omprövning? NEJ men det är dags även för inbitna rävar och gamla hundar att lära sig det de borde ha lärt sig för länge länge sedan!
Global temperature update: the Pause is now 18 years 3 months
By Christopher Monckton of Brenchley
Since October 1996 there has been no global warming at all (Fig. 1). This month’s RSS [1] temperature plot pushes up the period without any global warming from 18 years 2 months to 18 years 3 months.
Figure 1. The least-squares linear-regression trend on the RSS satellite monthly global mean surface temperature anomaly dataset shows no global warming for 18 years 3 months since October 1996.
The hiatus period of 18 years 3 months, or 219 months, is the farthest back one can go in the RSS satellite temperature record and still show a sub-zero trend.
As the Pope unwisely prepares to abandon forever the political neutrality that his office enjoins upon him, and to put his signature to a climate-Communist encyclical largely drafted by the radical Prefect of the Pontifical Academy of Sciences…
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The answer is blowing in the wind
Posted in "Climate threat", Education, Environmental Questions, Fysik, Humaniora, Kemi, Matematik, Partipolitik, Politic, Theories of Science, Uncategorized, Utbildningspolitik, Vetenskapsteori, tagged "Climate threat", "Vuxendagis", Alliansen, Arbetsmarknadens parter, Archimedes princip, Arktis, Ämnes- och stadiebehöriga lärare, Åsa Romson (MP), Önskeutbildningar, Basic Education, CO2, Difference in views of Education Liberals and Democrate's view not the same as Conservative's, Education a la Rousseau from 1960's on, Empiri not Computer Models, Fotosyntes, Göran Persson som skolminister, Grundskolan, Gustav Fridolin språkrör (MP), Historia, History, IPCC, Istäcke Antarktis, Istäcke Arktis, Klimatbluffen, Klimathotet, Kommunaliseringen av skolan, Kunskapskrav/"duglighet", Kursmål Grundskolan, Lärarhögskolor, Lärarnas Riksförbund, Miljöpartiet, Noaa, Oceanografi, Olof Palme som skolminister, Palmes UKAS, Politik, s.k Klimathotet, sk. CO2 hotet, sk. Klimatforskare, Skollagen, Socialdemokraterna, Speciallärare, Stefan Löfven (S), Svenska språket, Teori kontra verklighet, Universitet och Högskolor, Vattnets kretslopp, Vetenskapsteori, Vulkaner, Vulkaners Historia, Welleducated teachers needed for every pupil and studen on 27 december 2014|
There is one question ”walking” round the world: How come so many learnt to understand so little?
Below a quote from my blogg article: Comment re. need of good education in #AGU14 NASA’s Orbiting Carbon Observatory shows surprising CO2 emissions in Southern Hemisphere. Norah4you 2014/12/21
This summer a very intersting book was published in UK. The book might explain WHY so many never learnt basic facts nor was given the chance to understand basic first, deep understanding next in order to learn how to go on to understanding more than bits and pieces.
Daisy Christodoulou did a tough research in true Theories of Science-maner writing: Exploding Seven Myths about Education….
Guess what. In the 1960’s the wave of returning to Rousseau’s thoughts about Freedom and Learning started to have a major impact on teaching and learning in UK as well as US. (Sweden is an other example 1960-talet fortsätter skada den svenska skolan, SvD ledarsidan 20 december 2014
So what was the Seven Myths:
* Facts prevent understanding
* Teacher-led instruction is passive
* The 21st century fundamentally changes everything
* You can always just look it up
* We should teach transferable skills
* Projects and activities are the best way to learn
* Teaching knowledge is indoctrination.
——–
A typical example of the incompetens the myths has caused around the world is:
Hur löser man klimatproblemet, Ledarsidan SvD 27 december 2014 Lösa ett problem är en sak – när det FINNS ett problem. Det existerar inte något som helst klimatproblem! There are no ”Climate Threat” only Threats due to bad education methods!
97 articles refuting the 97 consensus on Global Warming Please remember There are no such thing as Consensus in Theories of Science. Consensus is a political term!
From När juldagsmorgon glimmar, Norah4you 2014/12/25
Hisingen förresten. Stor ö med lång historia. I förrgår hade var enda isbjörn i Arktis ensam större yta än vad 2 och en halv gånger Hisingens yta är….. så finns det CO2-troende som glömt bort att vi inte skall ha någon annan Gud vid Guds sida. Glömmande den heliga nattens värde och innehåll har de gått på myten om ett Arktis som skulle bli isfritt. Glömmande det de lärt sig i skolan om årstider och infallsvinkel för solen. Glömmande midvinternattens köld som nästan men inte riktigt är den natten som går mellan den allt mörkare tiden fram till Jesu födelsedag och den ljusare framtid i form av mer dagsljus som undan för undan rör sig norrut. Nu är det evigt mörker och kyla i Arktis. Precis som varje år växer isen respektive smälter med årstiderna. Men verkligheten är väl inte alltid det som faller alla på läppen
English text:
Hisingen a large island on the other side of bridges from main Gothenburg. An island with a long history. [area of 199 km2 (77 sq mi)] The day before yesterday was the only polar bears in the Arctic alone larger area than two and a half times Hisingens area … .. there’s CO2 believers who forgot that we shall have no other God beside God. Forgetting the holy night’s value and content they have gone in the myth of the Arctic would be ice free. Forgetting what they have learned in school about the seasons and the angle of incidence of the sun. Forgetting a midwinter chill that almost but not quite the night that goes between the increasingly dark time until Jesus’ birthday and the brighter future in the form of more daylight gradually moves north. Now is the eternal darkness and cold of the Arctic. Just like every year is growing ice and blend with the seasons. But the reality is well not always what comes all on the lip
Background to uneducated students. My opinion
How come this started in the 1960's? Well I myself found three major reasons:
In 1960's the first of the War Children and those who like me were born in 1940's grow up. A numerous number who started having children compared to days before WWII.
The well educated teacher my own generation had had, had to first be "dublicated" and from late 70's replaced so many more teachers had to be "found" and educated to make it possible to teach all the newborn children when growing up.
But the third factor I myself found is the same as what caused the revolts around the World in 1968 – too many people became lefties… (Need I explain?)
Thus when the children of 1960's and early 70's grow up believing not only in an unfairness when some had high grades and some low the answer seemed to come from Sociology Studies of Society. Life isn't always fair but some believed that it was a Human Right not only to have the basic school education that's written in Human Rights but to have it anyway and that no one ought to stop them from having that no matter if they didn't had proper understanding enough to go on to higher studies.
What we had, unfortunatly in my opinion is a less educated growing number of students at University’s from there on…. Quantity instead of Quality…
From a review:
But as Christodoulou is at pains to point out, what looks like a peculiarly contemporary antipathy to teaching knowledge, ‘this endless transmission of information’ as national curriculum architect Mick Waters disparagingly put it in 2012, actually has a rather long ancestry. ‘It is an intellectual legacy of the Romantic era’, she tells me, ‘with Rousseau its forefather. It’s not a recent phenomenon.’
Indeed, as Seven Myths makes clear, there has long been a tradition of thought in which teaching children facts, inculcating them, sometimes by rote, with particular areas of knowledge, has been viewed as detrimental to the child. As Rousseau put it in Emile, ‘What is the use of inscribing on [children’s] brains a list of symbols which mean nothing to them?’. Rousseau even went so far as to call such teaching methods ‘immoral’ on the grounds that fact-learning robs children of childhood. Again in the late nineteenth century, American philosopher John Dewey argued that teaching children maths or the dates of historical events, rather than letting them learn through their own experience, made them passive, the recipients of ‘a mass of meaningless and arbitrary ideas imposed from without’. And then, of course, there is Gradgrind, the Charles Dickens grotesque in Hard Times who, by famously insisting that ‘Facts alone are wanted in life’, left his pupils emotionally stunted – hardly a ringing endorsement of a knowledge-based education by that most canonical of authors.Exploding Seven Myths about Education, Daisy Christodoulou , a one-time University Challenge winner, UK secondary-school teacher, and now a researcher at ARK school. Review written by Deputy Editor Tim Black on spiked-on-line.com
—-
In Sweden we do have a lot of problems with roots in the Seven Myths mentioned above…. not only in re. of the CO2-faith instead of Basic knowledge re. our World….
More re. the book: Minding the Knowledge Gap, the Importance of Content in Student Learning, Daisy Christodoulou AFT.org periodicals
Comment re. need of good education in #AGU14 NASA’s Orbiting Carbon Observatory shows surprising CO2 emissions in Southern Hemisphere
Posted in "Climate threat", Education, Environmental Questions, Geografi, Historia, History, Humaniora, Journalistik, Politic, Theories of Science, Uncategorized, Vetenskapsteori, tagged Antarktis, Archimedes princip, Arktis, Basic Education, CO2, Difference in views of Education Liberals and Democrate's view not the same as Conservative's, Education a la Rousseau from 1960's on, Fotosyntes, Geografi, Geologi, Grönland, Grönlands historia, Historia, IPCC, Istäcke Antarktis, Istäcke Arktis, Jordens geologi, Klimatbluffen, Klimathotet, Kolets Kretslopp, Miljö, Miljöfrågan, Miljöpartiet, Miljöpolitik, Miljövård, MP, Noaa, Oceanografi, Politik, s.k Klimathotet, sk. CO2 hotet, sk. Klimatforskare, sk. Klimathotet, Teori kontra verklighet, Uppmätt temperatur Antarktis, Uppmätt temperatur Arktis, Vattnets kretslopp, Vetenskapsteori, Vulkaner, Vulkaners Historia, Welleducated teachers needed for every pupil and student on 21 december 2014| 1 Comment »
As I written in a comment below:
This summer a very intersting book was published in UK. The book might explain WHY so many never learnt basic facts nor was given the chance to understand basic first, deep understanding next in order to learn how to go on to understanding more than bits and pieces.Daisy Christodoulou did a tough research in true Theories of Science-maner writing: Exploding Seven Myths about Education….
Guess what. In the 1960’s the wave of returning to Rousseau’s thoughts about Freedom and Learning started to have a major impact on teaching and learning in UK as well as US. (Sweden is an other example 1960-talet fortsätter skada den svenska skolan, SvD ledarsidan 20 december 2014So what was the Seven Myths:
* Facts prevent understanding
* Teacher-led instruction is passive
* The 21st century fundamentally changes everything
* You can always just look it up
* We should teach transferable skills
* Projects and activities are the best way to learn
* Teaching knowledge is indoctrination.How come this started in the 1960’s? Well I myself found three major reasons: In 1960’s the first of the War Children and those who like me were born in 1940’s grow up. A numerous number who started having children compared to days before WWII. The well educated teacher my own generation had had, had to first be ”dublicated” and from late 70’s replaced so many more teachers had to be ”found” and educated to make it possible to teach all the newborn children when growing up. But the third factor I myself found is the same as what caused the revolts around the World in 1968 – too many people became lefties… (Need I explain?)
Thus when the children of 1960’s and early 70’s grow up believing not only in an unfairness when some had high grades and some low the answer seemed to come from Sociology Studies of Society. Life isn’t always fair but some believed that it was a Human Right not only to have the basic school education that’s written in Human Rights but to have it anyway and that no one ought to stop them from having that no matter if they didn’t had proper understanding enough to go on to higher studies.
What we had, unfortunatly in my opinion is a less educated growing number of students at University’s from there on…. Quantity instead of Quality…From a review:
But as Christodoulou is at pains to point out, what looks like a peculiarly contemporary antipathy to teaching knowledge, ‘this endless transmission of information’ as national curriculum architect Mick Waters disparagingly put it in 2012, actually has a rather long ancestry. ‘It is an intellectual legacy of the Romantic era’, she tells me, ‘with Rousseau its forefather. It’s not a recent phenomenon.’Indeed, as Seven Myths makes clear, there has long been a tradition of thought in which teaching children facts, inculcating them, sometimes by rote, with particular areas of knowledge, has been viewed as detrimental to the child. As Rousseau put it in Emile, ‘What is the use of inscribing on [children’s] brains a list of symbols which mean nothing to them?’. Rousseau even went so far as to call such teaching methods ‘immoral’ on the grounds that fact-learning robs children of childhood. Again in the late nineteenth century, American philosopher John Dewey argued that teaching children maths or the dates of historical events, rather than letting them learn through their own experience, made them passive, the recipients of ‘a mass of meaningless and arbitrary ideas imposed from without’. And then, of course, there is Gradgrind, the Charles Dickens grotesque in Hard Times who, by famously insisting that ‘Facts alone are wanted in life’, left his pupils emotionally stunted – hardly a ringing endorsement of a knowledge-based education by that most canonical of authors.Exploding Seven Myths about Education, Daisy Christodoulou , a one-time University Challenge winner, UK secondary-school teacher, and now a researcher at ARK school. Review written by Deputy Editor Tim Black on spiked-on-line.com
—- my comment also is the main reason why I myself, from beginning Liberal, became a Conservative voterMore re. the book: Minding the Knowledge Gap, the Importance of Content in Student Learning, Daisy Christodoulou AFT.org periodicals
Global atmospheric carbon dioxide concentrations from Oct. 1 through Nov. 11, as recorded by NASA’s Orbiting Carbon Observatory-2. Carbon dioxide concentrations are highest above northern Australia, southern Africa and eastern Brazil. Preliminary analysis of the African data shows the high levels there are largely driven by the burning of savannas and forests. Elevated carbon dioxide can also be seen above industrialized Northern Hemisphere regions in China, Europe and South America and Africa. Image credit: NASA/JPL-Caltech
The first global maps of atmospheric carbon dioxide from NASA’s new Orbiting Carbon Observatory-2 mission demonstrate its performance and promise, showing elevated carbon dioxide concentrations across the Southern Hemisphere from springtime biomass burning.
At a media briefing today at the American Geophysical Union meeting in San Francisco, scientists from NASA’s Jet Propulsion Laboratory, Pasadena, California; Colorado State University (CSU), Fort Collins; and the California Institute of Technology, Pasadena, presented the maps of carbon dioxide and…
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