On Jun 10, 2013, at 7:07 PM, kirby urner <email@example.com> wrote:
> You mean high school students were already doing construction? Or do you mean they were already tracked into construction such that their choice to pursue so-called "blue collar" jobs was already made (perhaps for them).
No, I mean that they were attracted to construction as a profession, in high school, like I was attracted to engineering. You have something against construction?
> On the contrary, today's machines tend to run self-diagnostics and include many "chips".
Nope. I was just down at the shop last week. They were full of grease. I love grease. The saddest part of running out of fossil fuels is a world without oil and grease. I really don't see me staying up till the wee hours of the morning rebuilding an electric motor.
Either you think students should have options or you don't. You can't have it both ways. You can't say "Yes, they should be able to choose a curriculum they are interested in as long as it involves algebra and calculus."
> Biz math ended up along with typewriters on the ash heap of history.
Nope. Biz math equals spreadsheets plus the basic principles of accounting and finance. It is a huge requirement of practically all professions from vocational to technical. It is the "rithmetic" in the three R's. Yet, it got displaced by algebra and calculus, which are used by only a handful of quants.
Your doctrine is no different than these others' Kirby. You want the students to study what you want them to study, not what they want to study.