And by Normies, I mean quiet, reserved, immigrant egghead mathematics professors at the best schools in these United States:
Notice the beginning of paragraph 3:
"First, and most obvious, is the deplorable state of our K-12 math education system."
This is one of a few quotes from this article that had me sit up and take notice. Incredibly, this essay is filled with real talk, not the least of it is that sentence. I personally gave them 10 extra points for using the word 'deplorable'. The authors don't know the half of it. In the Bad Neighborhood, not only is the curriculum watered down, but we are also told that basically everyone has to pass. Especially now that we're in Covidistan, we have to 'remember we're in the middle of a pandemic!' and that it's so debilitating that we 'owe it to them' to be aware of the difficulties they 'face every day'.
In other words, everyone passes the crappy class. That's exponentially destructive.
These three authors see it, even from their elite perch. They're also brave. They are all risking serious pushback from the campus diversity crazies with this article.
Mark Crispin Miller (NYU) has been in the crosshairs of the SJWOKE animals at NYU, simply for saying, in a dispassionate way, look at the mask studies before and after March / April 2020.
Michael Rectenwald (NYU) is another professor who
criticized safe spaces and political correctness, and while he had some initial victories, is no longer at NYU. Percy Deift, one of the professors who wrote this article, is at NYU as we speak. As I mentioned before, he's a brave Professor and deserves our support.
Here is one of two key paragraphs in the essay. They pin down the problem as they see it:
"The second reason for concern is that the nationwide effort to reduce racial disparities, however well-intentioned, has had the unfortunate effect of weakening the connection between merit and scholastic admission. It also has served (sometimes indirectly) to discriminate against certain groups—mainly Asian Americans. The social-justice rhetoric used to justify these diversity, equity, and inclusion (DEI) programs is often completely at odds with the reality one observes on campuses. The concept of fighting “white supremacy,” in particular, doesn’t apply to the math field, since American-born scholars of all races now collectively represent a small (and diminishing) minority of the country’s academic STEM specialists."
They don't understand that the Woke movement isn't 'well intentioned' at all. The leftist / progressive / SJW mindset is fanatically focused on destroying everything good, beautiful and true, while placing themselves in power. Nothing else matters. They show their naiveté by saying that fighting "white supremacy" doesn't apply to math. I had to chuckle at that. Fighting white supremacy! applies to everything. Logic and dialectic don't matter to these people. They don't understand it. Facts are amorphous things that 'get in the way' of achieving the perfect woke society (with them in charge of course). Ironically, these three professors are deep in the campus, yet they don't see the water in which they swim.
This is shown further in the essay:
"The authors (of California's proposed math education framework) write that “a fundamental aim of this framework is to respond to issues of inequity in mathematics learning”; that “we reject ideas of natural gifts and talents [and the] cult of the genius”; and that “active efforts in mathematics teaching are required in order to counter the cultural forces that have led to and continue to perpetuate current inequities.” And yet the research they cite to justify these claims has been demonstrated to be shallow, misleadingly applied, vigorously disputed, or just plainly wrong. Even the specific model lessons offered in the proposed framework fail to withstand basic mathematical scrutiny, as they muddle basic logic, present problems that can’t be solved by techniques described as being available to students, or list solutions without discussing the need for a proof (thus developing a false understanding of what it means to “solve” a problem—a misconception that university educators such as ourselves must struggle to undo)."
Underlining is mine.
The authors come up with solid solutions, fact based, cogent, and rooted in reality. What they don't understand it that it isn't that complicated. The solution is simple: don't be afraid of being called a name. That's it. When they call you a: racist, sexist, homophobe, islamophobe, cisheteronormative nazi, QAnon supporter, Republican ... you laugh in their face and continue. I don't know what the Universities will do in these professors' cases. But the SJW mob can neither understand nor handle people who aren't afraid of being called a name. If you're really bold and angry, then you go tell them to go F themselves. At some point, this has to happen, or what the authors so effectively explained here will continue.
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