Lets remember I'm the one who brought that book to your attention in the first place.
Back to local politics: a lobby of Silicon Foresters (including Software Association of Oregon) wanted to resurrect Discrete Math, for which standards had already been written, brush it off, and make it more computer friendly. August 2009.
We've been watching developments in New Zealand, South Africa, Singapore and other places for clues and cues.
Also the UK, which recently celebrated the BBC Micro (their TV company has a different relationship to education than USA companies do). Our PSF chairman was there for festivities -- python.org has been big into OLPC as well, another much maligned initiative which so-called grownups love to disparage).
Did this discrete math proposal fly?
There's not much sense of a classroom teacher base with the necessary experience. What about returning military? Retired engineers? Always the same old questions, never seems to go anywhere.
In the meantime, Oregon's education system is starting to go down the tubes in its present format. Liberal moms are out picketing in favor of a casino where the dog track used to be, things have gotten so bad. Are they on strike in Gresham already?
South Africans with the least to lose (really low TIMMS) are resorting to more peer-to-peer models (ubuntu), given the lack of adults with the needed skills willing to share them with eager hordes. That's what's happening over YouTube and such too.
Waiting for teachers, grownups in general, to get their act together seems like a waste of time. Waiting for superman in general is a poor substitute for taking some personal responsibility.
> Or do you subscribe to the myth that kids can just play with calculators (or computers) and fathom the significance of these things without mathematical training, thought or reasoning? You never really say where you are going with all this flimflam. What is your goal for the student? Seems like if you really thought digital math was an option that students should have, you would build a case that doesn't turn 99% of the people against it. That is essentially what destroyed OWS, they turned out to be the 1%. Personally, I would create a class designed around Maria's and Gary's book. I don't think you'll have much luck displacing AP Calculus, but the students that are actually successful with AP Calculus usually need something their senior year. >
OWS inspired thousands of similar experiments, one of which was OPDX, with its Alpha and Beta Camps. That experiment ran for a number of weeks, was publicly visible and taught us a lot (especially about Smedley Butler, who was quoted everywhere).
The credibility of that event helped patch us in to the global matrix of young / youthful leaders who use smart phones and social media to coordinate stuff -- lots of art colonies. This is not a new pattern. "Student activists" have been on the scenes since the University of Bologna got going.
The connections to Arab Spring are real, but then that's a moving target as well. All this terminology has a fairly short half life, although the emphasis on camping, as in Bar Camp, seems destined to stay.
The Washington High School (WHS) building some of us have adopted for a Ministry of Education headquarters is where Linus Pauling went to school and where Earth Day has been staged. In Cascadia politics, the Earth Day, Rainbow Gathering, and Occupy subcultures have many overlapping roots.
(I know many of the people mentioned in the above article, including D.W. Jacobs, J. Baldwin)
There's a DIY / outdoors flavor that blends in with our (Cascadia's) commercial businesses.
Silicon Forest and Valley have close relations, are in some ways an alliance against Wall Street, which messed up in the dot com bomb chapter.
> Bob Hansen > > On Apr 18, 2012, at 6:48 PM, kirby urner wrote: > >> On the other hand, we can develop our sense of discrete number types >> and break them out more. IEEE floating points are different from >> integers with a fixed number of bits.
Message was edited by: kirby urner (hoards -> hordes just now)