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0 pointscamgunz9y ago0 comments

Yeah I don't have a strong preference about when they're taught. I think college is probably best because the 17-23 age is probably the earliest that most people are equipped to start learning stuff like this, but then again if you can vote when you're 18 maybe it should start a lot earlier.

I think there's too much siloing between, say, STEM majors and Liberal Arts majors. You get Philosophy majors who are pretty good with concepts like confirmation bias (just for example), but super bad when it comes to things like "why is the sky blue" and "just what is the Internet, anyway". Conversely you get engineers who are pretty good programmers or EEs, but really don't understand things like "Affirmative Action isn't racist" or "taxation isn't government theft or class warfare".

I... mostly think high school is useless? I guess it's more accurate to say I think middle school (6-8th grade) should be more like high school, and high school should be a lot more practical, applied learning. If you're interested in cars, do that. If you're interested in chemistry, do that. Do them both at the same time, and do some music too, whatever.

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literallycancer9y ago· 1 in thread

>Conversely you get engineers who are pretty good programmers or EEs, but really don't understand things like "Affirmative Action isn't racist" or "taxation isn't government theft or class warfare".

You can't teach opinions. What you can teach is how to talk to people with a differing opinion.

Let's take this statement: "Affirmative Action isn't racist"

The disagreement probably wouldn't be about affirmative action at all, but rather about the definition of racism and whether both parties define it the same way.

camgunzOP9y ago

> You can't teach opinions.

I mean, you can. Basically every parent does this.

> The disagreement probably wouldn't be about affirmative action at all, but rather about the definition of racism and whether both parties define it the same way.

Yeah classes about race in the US define the difference between isolated cases of discrimination and institutional discrimination against a racial minority. They go over the history of racial discrimination in colleges and universities and other public institutions as a method to disenfranchise and disempower minorities. They illustrate that college admissions or job positions aren't zero-sum quantities, and that the state goes to great lengths to increase the capacity of universities and add jobs every day so that there are enough for everyone. Finally, they point out that failing to enact policies to level the playing field entrenches privilege: without something to break the cycle of institutionalized racism (and other institutional discrimination), minority groups remain trapped in a cycle of lower opportunity and higher risk.

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