Buddha Smoker said:
Is it really getting that bad back there? It's been a long time since I've been in the States?
No, it's nowhere near that bad.
While the "slippery slope" arguments about free speech are not necessarily without merit--vigilance is certainly required on the part of citizens in any democratic nation if they are to ensure that the government doesn't overstep its bounds--many people are overreacting.
I heard a discussion on CSPAN Radio ("Washington Journal") earlier today about the political polarization of the United States. The guest was a NY Times reporter who had been researching this phenomenon. He concluded that the polarization really began with the 1976 election and has gotten steadily worse over the ensuing 30 years. You can watch the televised show
here, if you wish.
I didn't hear the entire program, but it seems logical that this polarization plays a significant role in determing how people interpret and react to governmental actions and current events. Such polarization leads to bias, and the bias sadly leads to both blind support for whatever the president does and blind criticism of whatever the president does.
As for the quality of schools in the United States, it's a mixed bag, of course. There is no single centralized educational system--this authority belongs to the states, not to the federal government. Even within individual states, and sometimes within individual school districts, there is great variation.
Some of the factors affecting the quality of education are fairly obvious:
1. The importance of education to the parents of students and the degree to which this importance is emphasized at home.
2. Students' ability and willingness to learn and behave in the classroom.
3. The amount of stress placed on developing--and supervising the implementation of--solid curricula in states, counties, and individual schools.
4. Teacher education and certification requirements (determined by state), which reflect teachers' professional knowledge and ability to both teach and manage student behavior in the classroom.
I was educated primarily in the U.S. (I spent 4th, 5th, and 6th grade at St. Mary's International School in Tokyo) and I found my education to be excellent. As a teacher, I'm fortunate to teach in an educationally-focused state, county, and school. (Actually, two schools. For the last 5 years, I taught mathematics at a middle school but I'll be teaching mathematics at an International Baccalaureate high school next year.)
I've found the overwhelming majority of my colleagues to be well-educated, bright, enthusiastic, and pedagogically competent. Likewise, though middle school kids are an interesting and varied group, I've found that my students were, by and large, capable and greatly encouraged to learn by their parents.
But I've no illusions that my experiences as a student and teacher are necessarily representative of education in the United States. In fact--and this is the point of my post--there
is no single way to represent education in the U.S. It would be no more accurate for me to say, based on my experience, that "Education is top-notch in the States!" than it would be for anyone else to claim that "Education is poor in the States!"
Regards,
Dan