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    Joined: Jul 2011
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    Originally Posted by Dude
    History in general is imbued with this narrative of things moving in a steady progression from primitive to sophisticated, nevermind that the steam engine was invented first in Alexandria by a Roman. It's also imbued with an overwhelming Western bias, exhorting the superiority of Western culture, when it was far inferior to various other cultures for most of recorded history.

    It's the universe that's imbued with the narrative of things moving in a steady progression from primitive to sophisticated. Well, more specifically from interstellar soup to people.

    History didn't even start recording itself until a few millenia ago.

    Now, that being said, I agree that it would be pretty funny if The Archdruid Report was added to history textbooks:

    "The structure of empire anatomized in last week’s post is a source of considerable strength for any imperial nation that manages to get it in place, and a source of even more considerable difficulty for anyone who opposes the resulting empire and hopes to bring it down. Nonetheless, empires do fall; every empire in history has fallen, with one present day exception, and for all its global reach and gargantuan military budgets, the American empire shows no signs of breaking that long losing streak. Thus it’s important to understand how empires fall, and why.

    It sometimes happens that the fall of the last major empire in any given civilization is also the fall of that civilization, and a certain amount of confusion has come about because of this. The fall of Rome, for example, was the end of an empire, but it was also the end of a civilization that was already flourishing before the city of Rome was even founded—a civilization that had seen plenty of empires come and go by the time Rome rose past regional-power status to dominate the Mediterranean world. The example of Rome’s decline and fall, though, became so central to later attempts to understand the cycles of history that most such attempts in the modern Western world equated empire and civilization, and the fall of the one with that of the other.

    That’s the principal blind spot in the writings of Oswald Spengler and Arnold Toynbee, the two great theorists of historical cycles the modern Western world has produced. Both Spengler and Toynbee argued that the natural endpoint of what Spengler called a culture and Toynbee a civilization was a single sprawling empire—a Universal State, in Toynbee’s phrase—in which every previous movement of the culture or civilization that preceded it reached its completion, fossilization, and death. A barely concealed political subtext guided both authors; Spengler, formulating his theory before and during the First World War, believed that the German Empire would become the nucleus around which Faustian (that is, Western) culture would coalesce into the rigor mortis of civilization; Toynbee, who began his A Study of History in the 1920s and saw its last volumes in print in 1954, believed that an Anglo-American alliance would become that nucleus. In each case, national aspirations pretty clearly undergirded scholarly predictions."

    The Archdruid Report

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    The Times has an editorial on these studies:

    http://www.nytimes.com/2012/03/03/opinion/a-better-chance-to-succeed.html
    A Better Chance to Succeed
    New York Times
    March 2, 2012

    The Obama administration is rightly pushing colleges to raise graduation rates and to make sure that more students graduate on time. To help achieve those goals, the community college systems that enroll about 11 million students need to end the practice of shunting students who are prepared for college into non-credit remedial classes that chew up financial aid while making it far less likely that they will ever graduate.

    This problem is underscored in two new studies from the Community College Research Center at Columbia University’s Teachers College that examine remedial education policies at two unnamed systems: one large urban community college system and one statewide community college system. The studies, which look at tens of thousands of students over several years, found that more than a quarter of those assigned to remedial classes based solely on standardized test scores could have passed college-level classes with a grade of B or better.

    What makes this especially disturbing is the fact that remedial courses are often a dead end. According to federal statistics, less than a quarter of students who start out there go on to earn two-year degrees or transfer to four-year colleges. This is sometimes because of poor skills, but frustration likely plays a significant role.



    Some discussion at Inside Higher Education is at http://www.insidehighered.com/news/...re-placing-remedial-classes-studies-find .

    The papers are at http://ccrc.tc.columbia.edu/Publication.asp?UID=1030 and http://ccrc.tc.columbia.edu/Publication.asp?UID=1026 .

    Colleges are being pressured to improve graduation rates, but if most people are not college material, as I believe, the only way to greatly increase graduation rates is to lower standards.


    "To see what is in front of one's nose needs a constant struggle." - George Orwell
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