History of the Global Now
Current Event Reflection
Terese Howard
8/18/09
An article in the New York times on August 17, 2009 entitled Dangling Money, Obama Pushes Education Shift discusses the Obama administrations recent proposal to send $4.3 billion to states education departments under the conditions that they uphold certain rules including using standardized tests to judge teachers. The article states “Holding out billions of dollars as a potential windfall, the Obama administration is persuading state after state to rewrite education laws to open the door to more charter schools and expand the use of student test scores for judging teachers.”
Under the law schools are required to have a direct tie between students standardized test scores and their eligibility to receive the $4.3 billion. New York Times states, “The law requires schools to bring all students to proficiency in reading and math by 2014 and penalizes those that do not meet annual goals.” Standardized tests serve the main form of judgment in order to earn the $4.3 billion.
Now, may I ask, how is learning/education commodified into data that can make a school more or less worthy of getting stimulus money? Are children the Federal government’s project to create into super stars? Should the Federal government have the right to control states via bribing them with money to get them to apply to the Federal government’s ideals? One representative of California education said that “We’ll do everything in our power, to make sure that California is in compliance with the expectations of the Obama administration.” Is this not federalizing education? Whose education is this anyway – the kids or the governments?
All quotes come from: http://www.nytimes.com/2009/08/17/education/17educ.html?pagewanted=1&_r=1&sq=Aug%2017%202009&st=cse&scp=10
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a non-institutional school dedicated to the intellectual betterment of Terese Howard
Spring 2011 Classes
Personal Political Prolegomona
This course is basically an intensive in overviewing personal political interests and stateing personal political ideas in a cohesive fashion. After spending a couple of mounths focusing on developing political ideas and language the course will culminate in writing a personal statement of the politics the student currently advocates. The paper must cover all significant political issues such as, economics, decision making, food, education, governming, law, policing, and borders.
The paper should be around 20 pages and will be due before things get busy in May.
The Intellectual in Society
This course asks What is the role of the intellectual in society? The student shall look at historical and current examples and theories. They shall read s ources from identified intellectuals, non-intellectuals, and anti-intellectuals. Questions shall be asked such as, what is an intelectual, how do they fit into politics, and what is the future of the intellectual in society.
This course is itself a research project which will culminate in a paper written near the end of the semester. The paper will draw on matterial read through out the semester and address current issues around the intellectual and society.
This course is basically an intensive in overviewing personal political interests and stateing personal political ideas in a cohesive fashion. After spending a couple of mounths focusing on developing political ideas and language the course will culminate in writing a personal statement of the politics the student currently advocates. The paper must cover all significant political issues such as, economics, decision making, food, education, governming, law, policing, and borders.
The paper should be around 20 pages and will be due before things get busy in May.
The Intellectual in Society
This course asks What is the role of the intellectual in society? The student shall look at historical and current examples and theories. They shall read s ources from identified intellectuals, non-intellectuals, and anti-intellectuals. Questions shall be asked such as, what is an intelectual, how do they fit into politics, and what is the future of the intellectual in society.
This course is itself a research project which will culminate in a paper written near the end of the semester. The paper will draw on matterial read through out the semester and address current issues around the intellectual and society.
The Graduate UnSchool of Howard Mission Statment
The Graduate UnSchool of Howard is a non-institutional school dedicated to the intellectual betterment of Terese Howard. GUH is run, organized, and attended by Terese Howard. GUH works every semester toward a graduate degree in Teresehood. A wide variety of classes are offered, all based on the interests of Terese. At this point most of the classes are within the fields of philosophy and politics. Classes are either research-based independent studies or courses audited from existing institutions. Research-based classes follow syllabi laid out by Terese and can be assisted by the expertise of someone within the field as well as by dialogue groups with others interested in the topic.The academic focus of the Graduate UnSchool of Howard also includes active engagement in other sectors of society. The student is a student of the world. The GUH student graduates prepared to continue being a student of the world.100% of GUH graduates secure positions in the prestigious position of Teresehood. GUH tuition is the lowest in the country, costing nothing but the price of books and possibly an expert for help.The Graduate UnSchool of Howard is the perfect place to pursue the interests of Terese Howard.
Spring 2010 Classes
The Historical Development of Ancient Political Theory From Homer to Augustus
(Syllabus largely derived from Richard Billows http://www.columbia.edu/ccu/history/pdf/anc/w3006.doc)
Course Description:
This course is a review of Greek and Roman political theory as it developed through events from the Homeric age of Greece to the Augustan principate at Rome.
One of the principle contributions of the ancient Greco-Roman civilization to the western tradition is the rich and varied legacy of political theory developed over many centuries. It is the aim of this course to place ancient political theories in their historical contexts. Much ancient political theory can only be recovered from a close analysis of actual practice, since a good deal of ancient writing on the subject is lost. Even in the case where great works of political theory survive, however, the historical context must always be emphasized. … It is a truism, no doubt, that political theory can only be fully grasped and understood within a historical context: this course will apply that truism, and also the reverse notion that theory influences practice and hence history.
History and Economics in three-parts (done through Great Courses)
Course Description:
This three-part class will cover American political thought, US relations with the middle east and basic economics. Each component will be studied through listening to Great Courses on these topics and by doing additional research on a chosen sub-topic.
Gardening and Plant Life
Course Description:
This course is a basic introduction to gardening and permaculture. Gardening theory and practice will be studied through Gaia’s Garden: a guide to home-scale permaculture, and through hands on experiments in gardening. The focus will be on soil building and early crops.
Philosophical Problems in the Social Sciences
I will be auditing this class at University of Colorado Denver.
Hegel Reading Group
I will also be reading Phenomonology of Spirit with a Hegel reading group.
(Syllabus largely derived from Richard Billows http://www.columbia.edu/ccu/history/pdf/anc/w3006.doc)
Course Description:
This course is a review of Greek and Roman political theory as it developed through events from the Homeric age of Greece to the Augustan principate at Rome.
One of the principle contributions of the ancient Greco-Roman civilization to the western tradition is the rich and varied legacy of political theory developed over many centuries. It is the aim of this course to place ancient political theories in their historical contexts. Much ancient political theory can only be recovered from a close analysis of actual practice, since a good deal of ancient writing on the subject is lost. Even in the case where great works of political theory survive, however, the historical context must always be emphasized. … It is a truism, no doubt, that political theory can only be fully grasped and understood within a historical context: this course will apply that truism, and also the reverse notion that theory influences practice and hence history.
History and Economics in three-parts (done through Great Courses)
Course Description:
This three-part class will cover American political thought, US relations with the middle east and basic economics. Each component will be studied through listening to Great Courses on these topics and by doing additional research on a chosen sub-topic.
Gardening and Plant Life
Course Description:
This course is a basic introduction to gardening and permaculture. Gardening theory and practice will be studied through Gaia’s Garden: a guide to home-scale permaculture, and through hands on experiments in gardening. The focus will be on soil building and early crops.
Philosophical Problems in the Social Sciences
I will be auditing this class at University of Colorado Denver.
Hegel Reading Group
I will also be reading Phenomonology of Spirit with a Hegel reading group.
Fall 2009 Classes
Continental Political Theory
Course Description:
This class will study the political theories and musings of continental philosophers in the last century. Primary works from philosophers such as Arendt , Foucault, Deleuze, Derrida, Habermas, Benjamin, and Zizek will be read and analyzed. Issues such as the State, violence, authority, human rights, and more will be addressed through this course.
Anarchism
Course Description:
This course is intended to provide an overall understanding of the theories, practices, and history of Anarchism. In this class issues of Anarchism such as its definition, its branches, historic states or instances of Anarchism (primitive and modern), Anarchism in conflict to Marxism, Anarchist movements today, and critiques of Anarchism, will be addressed. All of these topics will serve to provide a basic grasp of Anarchism from multiple perspectives.
History of the Global Now: Global Relations Leading to the Present Situation
Course Description:
This class will delve into events, organizations, laws, technology and the like that have been formative in shaping the present global situation. Theories of globalization will be addressed in their historical manifestations. Current events will be studied under the lens of the larger historical global situation. This class will also focus on developing proficiency in the language, resources, and methodology of the field of political science.
Geography
Course Description:
This class will cover basic political and natural geography of the globe. Most of the countries in the world will be memorized along with some of the important cities, as well as the climate, major landscapes, and other natural conditions of the regions.
Course Description:
This class will study the political theories and musings of continental philosophers in the last century. Primary works from philosophers such as Arendt , Foucault, Deleuze, Derrida, Habermas, Benjamin, and Zizek will be read and analyzed. Issues such as the State, violence, authority, human rights, and more will be addressed through this course.
Anarchism
Course Description:
This course is intended to provide an overall understanding of the theories, practices, and history of Anarchism. In this class issues of Anarchism such as its definition, its branches, historic states or instances of Anarchism (primitive and modern), Anarchism in conflict to Marxism, Anarchist movements today, and critiques of Anarchism, will be addressed. All of these topics will serve to provide a basic grasp of Anarchism from multiple perspectives.
History of the Global Now: Global Relations Leading to the Present Situation
Course Description:
This class will delve into events, organizations, laws, technology and the like that have been formative in shaping the present global situation. Theories of globalization will be addressed in their historical manifestations. Current events will be studied under the lens of the larger historical global situation. This class will also focus on developing proficiency in the language, resources, and methodology of the field of political science.
Geography
Course Description:
This class will cover basic political and natural geography of the globe. Most of the countries in the world will be memorized along with some of the important cities, as well as the climate, major landscapes, and other natural conditions of the regions.
Tragedy of Birth
1 comment:
This looks like Bush's No Child Left Behind Act turned inside out, or liberalized, if you will. Instead of a negative approach (Bush: Everybody score well or I'll spank you [fire all your teachers and liquidate your district]), it's a positive approach (Obama: Everybody who scores high enough gets a candy [money]). I don't believe there are any real education reforms that come from the government. They come from individual parents (such as your own) or groups of parents taking advantage of our relatively permissive system and making micro-reforms as they see fit. Public school DOES belong to the government. It is one of the chief organs of government, decidedly a sibling of the military. This is why there is always so much hooplah over what teachers, as government employees, can and cannot say in the classroom. Interestingly, in some (many?) developed/more socialized countries (Netherlands and Germany, that I know of) homeschooling is not allowed. Everyone is expected to express citizenship by attending school. This is one reason to like America, anyway: here we express our citizenship by raising hell over any and every attempt to temper our autonomy.
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