> So every time some idea is put on the table that > proposes changing the status quo in math education, > we have people squealing like stuck pigs that these > new ideas have no "track record," and at the same > time that using them on real kids in classrooms would > be mad scientists run amok amongst our precious > youth. Far better to stick with what we know works at > best marginally well (for the enough of the "right" > kids to preserve the status quo, of course). >
I'd add that this squealing helps with marketing i.e. it's fun for students sometimes, to have the grownups doing the squirming in their chairs for a change. Put another way, opposition and/or resistance is how we get a leg up, per Hegel's dialectic etc. Those less proficient at political philosophy think "dialectic" refers to Marxism somehow, yet capitalism thrives on the same dynamic. It's actually fun competing with the various brands of luddite, a guilty pleasure sometimes (the guilt comes from how easy it gets to be -- sometimes we give the candy back to the baby). The other aspect of competition is encouraging defectors, i.e. "why not leave that hell hole of a silo and jump into ours instead?" The die-hards might not, but we attract a lot of fence sitters to our ranks, once the sense that we're winning.