You're absolutely correct.
One may be well educated, yet have no common sense.
One may be well educated, but be immoral.
One may squeek through high school due to any of a variety of reasons, yet
do well with what was retained (like me).
An education is a necessary tool.
An education is non the only necessary tool.
One may own the best of carpenter's tools and be skilled in using them, but
have no lumber.
One may have lumber, be skilled in carpentry, but have no tools.
One may have carpenter's tools and lumber, but not be skilled.
With all three, the house is built.
To be successful, one must have:
The appropriate education.
Common sense.
A decent morality.
A modecum of bravery.
The first is (generally - hopefully) taught in schools.
The second is arrived at through trying, failure is often the teacher.
The third is instilled (hopefully) by parents and moral peers.
The forth comes from the capability of believing in something. This is
spiritual and may perhaps be arrived at in a variety of ways.
An education is only a part of the picture. I greatly value mine. From the
way you talk, it would seem you - not so much.
There's a lot to nitpick here. In fact, you can do it so much that the point
is completely lost.
Regards
Bob...
---------------------------------------------------------------
"I don't mind if you don't like my manners.
I don't like them myself. They're pretty bad.
I grieve over them long winter evenings."
-- Philip Marlowe (Humphrey Bogart)
----- Original Message -----
From: "frank theriault" <[EMAIL PROTECTED]>
To: "Pentax-Discuss Mail List" <[email protected]>
Sent: Thursday, September 25, 2008 2:18 PM
Subject: Re: Seriously OT - school system shenanigans in Pittsburgh
On Thu, Sep 25, 2008 at 2:44 PM, Bob Blakely <[EMAIL PROTECTED]> wrote:
1. The mandate of any school system, public or private, is to
EDUCATE our children.
2. The level of education MUST be such that our children have
what
is necessary to compete in the REAL world.
3. It is NOT the job of ANY school system, public or private, to
"adjust the truth" concerning student performance to meet some local
curve chosen using rather dubious assumptions.
The standard is the REAL world.
3. After the students graduate, they will automatically be judged:
- in the community, - in their search for higher education,
- in their school of higher education - if they can get in,
- in their competition for employment, - in their
performance on their job
by a curve that represents not just their community, but the
entire country and also the best of many other countries.
4. It's just not ethical to cheat students, their parents and their
community out of a realistic assessment of their preparedness for
adult life.
5. FYI, the REAL curve is often bimodal.
The result of cheating students out of a real assessment of their
preparedness for life is to fill the world with dependent fools. The just
desert for those who cheat them and for those who abet in this
process is to later be governed by the fools they've created.
Do you really think that school prepares students for "the real world"?
I've known idiots who still graduated with outstanding marks.
I've known people who barely got through school (or didn't!) that have
succeeded mightily in the "real world".
While "real marks" may in some way, in some cases, be predictors of
performance in the workplace, the fact is that school grades or class
ranking only give HR execs something to hang their hat on when their
hireling fizzles: "Hey, he was top of his class, great GPA, who knew
he'd swindle the bank for millions? Please don't fire me, I covered
my ass!"
cheers,
frank the cynic
--
"Sharpness is a bourgeois concept." -Henri Cartier-Bresson
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