"Equalizing outcomes" is exactly what they want to do.
They seek to accomplish this by pulling down those who would otherwise excel, not by solving the real problems that are preventing people from excelling in the first place.
Part of the problem is that outcomes can never be equalized. It's a fallacy to try to force everyone into the same educational mold. A statistical normal distribution will always occur.
Better to remove impediments that are keeping people from excelling -- things like poverty, crime, etc. would be a great place to start.
What's the fallacy in teaching everyone the same things? That seems like a good way to equalize life outcomes and give everyone the required skills for succeeding in contemporary society.
If all (e.g.) 7th graders must have the same knowledge of math, that knowledge of math cannot exceed the knowledge attainable by the dumbest (read: any) 7th grader. This is tautologically true.
Yes, thanks. That clears it up. You're right. We must teach no one anything otherwise there would be some people that wouldn't be able to understand. That was exactly what I was thinking and your example helped me understand. What you were saying was clearly tautological and I just didn't have the logical training to understand it.
Your interpretation of what I was saying was clearly adversarial and uncharitable so I just got tired of it. It's entirely possible to have high standards for everyone (including the "stupid") without reducing the quality of the curriculum. But you're not interested in having that discussion because you're grinding some other axe about what you perceive to be the ideological takeover of the educational system.
>What's the fallacy in teaching everyone the same things? That seems like a good way to equalize life outcomes and give everyone the required skills for succeeding in contemporary society.
My position is that kids should be taught math at an earlier age and schools should be properly staffed and funded to ensure positive learning outcomes for all students regardless of their socio-economic background because that will lead to more equal life outcomes.
What's interesting is that beyond a certain threshold (perhaps around the left-hand normal distribution inflection point), further reducing failure rate ends up also reducing the rate of super-success among students in the same classroom.
There is no way to fail in what I'm proposing because there are no grades. Everyone gets feedback on how to improve and students can receive all the help they need to keep up with the curriculum.
They seek to accomplish this by pulling down those who would otherwise excel, not by solving the real problems that are preventing people from excelling in the first place.
Part of the problem is that outcomes can never be equalized. It's a fallacy to try to force everyone into the same educational mold. A statistical normal distribution will always occur.
Better to remove impediments that are keeping people from excelling -- things like poverty, crime, etc. would be a great place to start.