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Tony Martelli’s The Sleepwalker has generated a large number of protests about its patriarchal nature. Journalists at Slate and The Wall Street Journal have more coverage.
Students at Wellesley College have complained about how the statue triggers in them fears of sexual assault, white privilege, male privilege, oppression, and other very bad things.
Feminism should be about empowering women — teaching them and the rest of us that women can lead corporations, participate in Olympic wrestling, and become politicians who go toe-to-toe with authoritarian governments around the world.
Yet these young women cannot handle The Sleepwalker. The contemporary “feminist” rhetoric they have absorbed announces their weakness and vulnerability. Imagine what a statue of the wrath of Achilles would do to the poor dearies.
This is not feminism. It is infantilism. Or, rather, since it is a product of academic theory, we should give it a proper label such as Learned Infantilism, with all its faux distress and passive-aggressiveness.
Posted 3 weeks, 2 days ago at 9:11 am. 3 comments
Hal Gregersen, co-author of The Innovator’s DNA (Harvard Business Review Press, 2011), identifies the often-shared traits of innovators, but then makes this striking point about how the innovative became innovative:
“‘It’s fascinating when we interview these famous entrepreneurs to realise that they grew up in worlds where adults paid attention to these innovation skills.’ Most often these adults were parents and grandparents, but in about one-third of the cases they were master teachers at Montessori or Montessori-like schools” [italics added].
Nicholas Bray, “The DNA of the World’s Most Innovative Companies.” INSEAD. July 21, 2011.
My Montessori Education page.
“What Makes Entrepreneurs Tick.” Part of CEE’s Entrepreneurship and Values series.
Posted 1 month, 1 week ago at 8:18 am. 2 comments
A survey asked students: What obstacles prevent your academic success? “The number one reason, which was given by 33% of the students, was that they simply didn’t know how to study.”
More obstacles and solutions at The Art of Manliness site.
Posted 1 month, 2 weeks ago at 10:41 am. Add a comment
Two data points and a question:
1. This graph showing the dramatic 80% reduction in the world poverty rate over the last 40 years:
2. This Gapminder survey showing that 95% of Americans asked believe that poverty rates have stayed the same or increased:
The question: What explains the great discrepancy between reality and belief?
AEI’s Mark Perry.
Question 8 on this Gapminder survey by Hans Rosling [pdf]. (Via RSE’s Michael Strong.)
See also NBER’s Maxim Pinkovskiy and Xavier Sala-i-Martin’s “Parametric Estimations of the World Distribution of Income”: “We use a parametric method to estimate the income distribution for 191 countries between 1970 and 2006. We estimate the World Distribution of Income and estimate poverty rates, poverty counts and various measures of income inequality and welfare. Using the official $1/day line, we estimate that world poverty rates have fallen by 80% from 0.268 in 1970 to 0.054 in 2006. The corresponding total number of poor has fallen from 403 million in 1970 to 152 million in 2006.”
Posted 1 month, 3 weeks ago at 8:46 am. 1 comment
When Mstislav Rostropovich was already an accomplished cellist at age 19, he began teaching at the Moscow Conservatory:
“But it was also obvious to me that the most important priority was to educate my pupils to love music. And parents should aim to stimulate in their children a love for music and not a love for exercises. Sergey Sergeyevich Prokofiev always said that he was eternally grateful to his mother because she didn’t force him to practice the piano, but, being a good pianist herself, she played marvelous music for him, and a lot of Chopin in particular. As a small boy, he composed his opera The Giant out of love towards music, and not as a revulsion to forced practice and study.”
What is true for music education is true for all education.
Elizabeth Wilson, Rostropovich, The Musical Life of the Great Cellist, Teacher, and Legend (Chicago: Ivan R. Dee, 2008), p. 57.
How great artists became great (Beethoven and Michelangelo).
More on how great artists become great (Liszt).
Yet more on how great artists become great: Rodin.
Objectivism and Montessori education.
Posted 2 months, 3 weeks ago at 8:45 am. 2 comments
Forbes columnist Michael Noer has a nice feature on the Acton MBA — “Startup School: An MBA Designed For Entrepreneurs, Not I-Bankers.”
Acton is unique because of “its relentless focus on a single goal: educating aspiring entrepreneurs. The curriculum discards the traditional M.B.A. silos of finance, accounting and marketing to revolve around the entrepreneurial cycle of creating, growing and selling a business.”
My Kaizen interview with Acton’s founder, Jeff Sandefer, is at the Center for Ethics and Entrepreneurship’s site. The Acton method is now also in place at the Universidad Francisco Marroquín.
Posted 4 months, 4 weeks ago at 8:11 am. Add a comment
My 38-minute overview of Montessori education, excerpted from my lecture on Objectivism, which is part of my Philosophy of Education course. Maria Montessori (1870–1952) was an Italian educator and theorist whose system of “scientific pedagogy” led to the development of Montessori schools worldwide.
More Montessori information and recommendations at my Montessori Education page.
* Please note that in the biographical introduction I say that Montessori graduated in engineering and in medicine when I should have said she studied both engineering and medicine and received her degree in the latter. Thanks to Peter Longfield for pointing that out.
Posted 5 months, 3 weeks ago at 8:01 am. 1 comment
My 2.5 hour video lecture on Objectivism, including its relation to Montessori education. The lecture is Part 12 of my Philosophy of Education course. Other “isms” in the series include Pragmatism, Behaviorism, Idealism, Realism, Existentialism, Marxism, and Postmodernism.
Rand's entrepreneurial philosophy
Value philosophy — Romanticism, Liberalism, Egoism:
The Romantic sense of life
Metaphysics and Epistemology:
"The Primacy of Existence"
Consciousness as Relational
Cognitive tabula rasa
Francis Bacon's “Nature, to be commanded, must be obeyed”
Mind/body integration, volition, reason and emotion, tabula rasa morally
Ethics and social philosophy:
Individualism: self-responsible living and the virtues
Egoism versus the false alternative of altruism or predation
Optimism: philosophy and history
Ayn Rand on education:
The purpose of education
Howard Roark’s expulsion as example
Critique of mainstream education
Rand on Montessori
Montessori practices and principles
The compatibility of Objectivist philosophy and Montessori education
[Further reading: Ayn Rand, "The Comprachicos" (at ebookbrowse.net). Quotations from Rand on philosophy and education (pdf). Quotations from Maria Montessori on education (pdf). Montessori Education page.]
View all of Part 12 at YouTube.
Posted 6 months ago at 7:35 am. Add a comment