“Heaven” by Cathy Song

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Was anyone here scheduled for one of those 1,000 flights today that got cancelled by American Airlines?  Want to complain, vent, and share stories of your pain and frustration without hurting yourself or your loved ones?  I’d love to send you to a “Suggestion Box” for American, but I can’t.  So instead, post your problems here.  Me, I always fly Delta.

City Journal did some very unscientific research into how many education colleges and schools around the nation focus on teaching fundamental courses, like “how to teach math,” versus teaching more fundamentalist courses, like “how to teach multiculturalism.”

The average ed school, we found, has a multiculturalism-to-math ratio of 1.82, meaning that it offers 82 percent more courses featuring social goals than featuring math. At Harvard and Stanford, the ratio is about 2: almost twice as many courses are social as mathematical. At the University of Minnesota, the ratio is higher than 12. And at UCLA, a whopping 47 course titles and descriptions contain the word “multiculturalism” or “diversity,” while only three contain the word “math,” giving it a ratio of almost 16.

Some programs do show different priorities. At the University of Missouri, 43 courses bear titles or descriptions that include multiculturalism or diversity, but 74 focus on math, giving it a lean multiculturalism-to-math ratio of 0.58. Penn State’s ratio is 0.39. (By contrast, the ratio at Penn State’s Ivy League counterpart, the University of Pennsylvania, is over 3.) Still, of the 71 programs we studied, only 24 have a multiculturalism-to-math ratio of less than 1; only five pay twice as much attention to math as to social goals.

Read the rest here.  It’s important to remember that education schools aren’t failing.  They aren’t bad, ineffective places.  They’re very successful, very effective at teaching what they intend to teach, which is ideology.  Not Reading.  Writing.  Or Arithmetic.