The Dunning-Kruger Effect

Posted June 25, 2010 by Philip Waring
Categories: Idle Thoughts

Why did I never hear about this before now? What is it? According to Wickipedia

“The Dunning–Kruger effect is a cognitive bias in which “people reach erroneous conclusions and make unfortunate choices but their incompetence robs them of the metacognitive ability to realize it.”

“Metacognitive,” that’s knowing about knowing. People are not aware, all people, of their incompetence. And with all due respect to Steven Weinberg there is and will be no final theory. We’re destined to continue stumbling along, and some of us while doing so thinking that we’re the smart ones.

Over Hamburgers at Ray’s

Posted June 25, 2010 by Philip Waring
Categories: Idle Thoughts

Last week BP’s embattled chief executive, Tony Hayward, was criticized for attending a yacht race (while, of course, his oil continued to gush into the Gulf waters).

This week, in the picture below, we see President Obama at Ray’s Hell Burger in Arlington, Va.  enjoying a hamburger and fries with President Dmitri Medvedev of Russia.

While the two presidents chatted, clearly enjoying themselves and the burgers while gently readying themselves for the G-20 Summit meeting this weekend in Toronto, wars in the North Caucasus and Afghanistan continued to rage.

Of the three, the millions of barrels of oil spewing into Gulf waters, the fighting verging onto civil war in Chechnya, Dagestan, Ingushetia, North Ossetia, and the other North Caucasus republics, and in Afghanistan the seemingly inexhaustible Taliban fighters tying down some 100,000 American troops onto bloody, inhospitable lands, while simultaneously  terrorizing the long brutalized (and terrorized) Afghan population, — the oil may well be the least destructive.

In any case the leaders of our world probably do just as well to enjoy themselves, at yacht races and at Ray’s Hell Burger. For there’s probably nothing they can do, no steps they might take, by what, by remaining on the job, —by Tony’s remaining on a BP platform in the Gulf, to improve either these sores of our civilization, or any number of others.

La Douce France

Posted June 24, 2010 by Philip Waring
Categories: Idle Thoughts

The French are again on strike. Here they are, in Marseilles, protesting, that which, along with cheese and wine production, they do as well or better than anyone else.

And why are they striking? In order to bring down spiraling budget deficits Sarkozy has proposed raising the retirement age from 60 to 62.

The Unions say additional monies for the pension system should not be taken from their present benefits but rather from new charges (taxes?) on those who are still working. Yes, they did say this.

Email to a Friend

Posted June 22, 2010 by Philip Waring
Categories: Evolution

H…

From: Despair.com

Did you happen to read a Times “opinionator” piece by Errol Morris, “It Was All Started By A Mouse,” in January of this year. Now he has just begun a new Times series called: “The Anosognosic’s Dilemma: Something’s Wrong but You’ll Never Know What It Is.”

Interesting. I thought of you, and what you might have to say about all this, perhaps at a moment between your bike rides, lake sails, and the weight room.

Morris, or rather David Dunning, whom Morris is interviewing, cites the famous words of Donald Rumsfeld about unknown unknowns:

“Donald Rumsfeld gave this speech … It goes something like this: ‘There are things we know we know about terrorism.  There are things we know we don’t know.  And there are things that are unknown unknowns.  We don’t know that we don’t know.’

He got a lot of grief for that.  And I thought, ‘That’s the smartest and most modest thing I’ve heard in a year.’”

In a comment following someone pointed out that engineers called unknown unknowns “unk unks.” What could you possibly say about them, let alone talk about them?

Now, in case you’ve forgotten, anosognosia is a condition in which a person who suffers from a disability seems unaware or denies the existence of the disability.

So my question, are we all anosognosiacs? And if we are how have we survived as long as we have? And are we increasing, or decreasing the number of unknown unknowns out there as we proceed along the evolutionary path laid out for us by Darwin and followers?

Philip

Job Creation

Posted June 20, 2010 by Philip Waring
Categories: Idle Thoughts

Economists, politicians, President Obama, my next door neighbor, people of all stripes talk about job creation, and how important this is. And it’s true. It is important, especially when nationwide unemployment is at a generational high and people without a job, or without steady employment are losing first their savings and then their homes.

Also, it’s no secret that more people employed means more people with more money to spend, more consumption, more productivity and more government tax revenues.

And it’s probably also true that all together all this might even mean more happiness as things get closer to just how the Declaration would have it, — our being in possession of life, liberty and the pursuit of happiness (read property if you’re a follower of John Locke, and a good job).

However, the mediocrities who frequent the halls of Congress, while they may have their constituents in mind when they talk about job creation, probably have much more in mind their own job security. For a rise in employment numbers means a corresponding rise in government revenues, resulting in their having more tax payer monies to spend, that giving a substantial boost to their own job security.

Not often mentioned in the constant chatter about job creation, especially not alluded to by the politicians, is the fact that any new jobs created result from just one of two processes, the one public and the other private.

Governments are the public source of jobs. Governments create jobs, as in the thirties by the various New Deal work projects, as in more recent times by increasing the numbers of our service men and women sent to wage war in Iraq and Afghanistan, as now and always by adding to the rolls of the present millions of federal, state, and local office workers, and as at the present time by injecting huge amounts of stimulus dollars into the economy intended to fund shovel ready and other federal and state work projects (the latter being the means most often favored and promoted by leftward leaning economists).

In the private sphere individuals can and do create jobs. They may do so either by expanding old or starting new businesses, and in the process producing additional products for market, products that people will want to buy, thereby bringing about additional hiring as greater numbers of workers are needed (somewhere, but not necessarily in this country) to meet the new demand.

Most important, and what is not often mentioned by the politicians including the President, is that the public jobs created produce no new wealth. For all the money going to finance the new positions, —mostly government positions needed to manage and maintain the new and/or expanded government programs— all of this money must either be borrowed or come from the private sphere in the form of new taxes.

This sort of job creation represents not a growth in, only a redistribution of the country’s wealth.

Now this situation is not new. For most of the country’s history this has been the normal and non-threatening way of doing things —the private sphere giving up just enough of its wealth to insure that the government is able to maintain, and when necessary create, the desired government services.

And in fact, as long as the number of people employed by the government was considerably less than the number of people privately employed things went swimmingly.

For most of our history government tax revenues did not represent a significant amount of monies taken (and not without representation) from the people, monies that might have been used for important investments and often job creation in the private sphere.

For most of our history the private economy was both large enough to go on growing itself and thereby creating new wealth as well as subsidizing without risk to itself the costs of government.

But this may no longer be the case. And hence the growing amount of chatter regarding budget deficits and out of control entitlements, the principal cause of the deficits, endangering the lives and livelihoods of future generations by leaving them huge burdens of debt.

Things have gone even further in the European Union. In these countries, many of them, the public or government created and funded positions now outnumber newly created positions in the private sphere. And more and more one looks to government to solve the problem of high unemployment.

That fewer and fewer individuals are accounting for new job creation in the private sphere might not in itself be an impossible situation. For there is no absolute limit to the number of people that one highly inventive and productive individual might support. Witness the “robber barons” of the 19th. century, and the tech giants of our own time.

Also, this is what happens in most families where only one or two members are working and bringing home whatever now-a-days is the bacon, and where the many in the family, as in society at large, eat the bread provided by the few.

The problem arises when the majority who are not growing the country’s wealth band together and use their majority position in respect to numbers not to support and grow the entrepreneurs or job creators who are out there, but to protect their own non-productive positions and entitlements.

We see this today in Greece and France when unproductive majorities demonstrate in the streets and use, or threaten to use their majorities in the polling booths to bring down the governments that try, given the size of their budget deficits, to limit if not take away entitlements, having realized finally, unlike the population, that the private sources of public revenues on which they had always depended were not inexhaustible.

Just the other day the French center-right government of Nicholas Sarkozy proposed raising the retirement age two years, from 60 to 62. That which was, as it seemed to me, a thoroughly reasonable step given the high French debt to GDP ratio and the bleak economic outlook for future GDP growth. And right away we heard that a super majority of French citizens was adamantly (violently) opposed to the proposed government action, placing Sarkozy’s initiative, as well as his government, in jeopardy.

Does all this mean that now most people, in this case in the country France (but we’ve seen that this is also true in any number of other European Union countries) rely principally on the government for their economic well-being? Furthermore, if government subsidies and other benefits and entitlements  represent a growing, now perhaps the largest and certainly the most secure portion of the people’s income, why would the people ever do anything to limit the size of their government that which would bring along with it a reduction in their own benefits?

Let me conclude my comment regarding jobs and job creation with an observation along the same lines by Arthur Brooks from an opinion piece in the Wall Street Journal of June 5th.

Today, the average federal worker earns 77% more than the average private-sector worker,…. To pay for bigger government, the private sector will bear a heavier tax burden far into the future, suppressing the innovation and entrepreneurship that creates growth and real opportunity, not to mention the revenue that pays for everything else in the first place.

If these trends are not reversed, it is hard to see how our culture of free enterprise will not change. More and more Americans, especially younger Americans, will grow accustomed to a system in which the government pays better wages, offers the best job protection, allows the earliest retirement, and guarantees the most lavish pensions. Against such competition, more and more young, would-be entrepreneurs will inevitably choose the safety and comfort of government employment—and do so with all the drive that is generally thought to be “good enough” for that kind of work.

What will happen as our increasing number of state employees confront a shrinking private-sector tax base? Just look to the streets of Athens.

Schooling is not education

Posted June 11, 2010 by Philip Waring
Categories: Education

To no small degree what’s wrong with “education” in this country  is that too many of those who should know better go on expounding on the nature and value of the liberal arts as if clarification and greater understanding of that would stem if not reverse the failure, or at least widely held perception of failure, of our schools to effectively educate our young people.

Writers who should know better are these — Leigh A. Bortin in his book: “The Core: Teaching Your Child the Foundations of Classical Education,” Martha C. Nussbaum, in her book: “Not for Profit: Why Democracy Needs the Humanities,” Diane Ravitch in “The Death and Life of the Great American School System: How Testing and Choice are Undermining Education.”

Then there are the writers of recent op pieces in defense of the liberal arts —Michael Roth, President of Wesleyan University, in “Coming to the Defense of Liberal Education,”, David Brooks in his piece, “Race to Sanity,” and Stanley Fish writing about his own high school education in “A Classical Education: Back to the Future.”

Instead, these same individuals, and countless others, past and present, ought to be writing about the schools as they are, not as they would like them to be in some ideal world. For if they would really build something better they must build on what’s there. And that means writing about what’s there, and what’s there is not what they’re writing about.

In fact, the liberal arts are no more in our schools, no more in the hearts and minds of our students (there may still be a remnant of the liberal arts in the textbooks, especially in those no longer used), than they are in the life of the country, in the hearts and minds of the citizens.

And they probably have never been in our schools, probably not even in the Classical high school in Providence, RI, that Stanley Fish attended and over which he gushes, other than in the minds of the teachers, the best ones anyway.

Yes of course the liberal arts are threatened, as is the best of all that we possess. The arts have always been threatened, as is now our Western civilization threatened by fundamentalist religions. But the answer to this threat is probably something else entirely from continuing to “teach” the liberal arts to young people who are not ready to learn them.

In any case the greatest threat to the liberal arts is not from what is going on, or not going on, in the schools. For now no less and no more than in the past, the greatest threat comes from the way we live. For bread and circuses, not Socratic questioning and dialogue, are still for most of our people the norm.

In the way we live, more even than in the schools, one finds few of the values that the liberal arts would promote, little of the truth, beauty, and goodness that ought to be the final product distilled and extracted from their proper study.

The writers I refer to, but also many others I have not mentioned, all sensitive and intelligent people who themselves clearly possess a real understanding of the liberal arts and of even what might be the nature of an education therein, have all announced in their books and op-ed pieces that traditional education in the liberal arts is, if not absent in our schools and colleges, in steep decline.

They claim that in our schools a narrow curriculum emphasis on word and number skills has left little room for broad curriculum emphasis on such subjects as history, the humanities, science, foreign languages, and the arts.

No less important, they say, is the fact that an inordinate amount of classroom time given over to testing or measuring whether or not the desired word and number skills have been learned, makes thoughtful classroom discussion (the sine qua non of a liberal arts education) more and more unlikely if not impossible.

There is a lot to say about all of this, and in the recent past Mortimer Adler, who died at age 99 in 2001, has probably said and written more about this than anyone else. He was probably the first to say (that which was not unusual, his being the first to say something) that education is not schooling, or in his words that schooling is not education.

I ask myself if schooling could ever be the same thing as education and usually I answer no. Adler, before anyone else, pointed out that if the schools, and colleges, ever did provide a real education in the liberal arts it would not be today or tomorrow, —why? because of our not being ready, — but only in some distant future, hundreds, if not thousands of years away, at a time when men would have become substantially different from what they are now. Better? I think Adler would say yes.

A controlling insight into Adler’s own educational philosophy was the recognition that “no one has ever been — no one can ever be — educated in school or college.”

I wonder what the writers I mention above would have said in reply to Adler.

In any case they don’t seem to have read Adler, nor do they seem to have ever had similar thoughts of their own. They don’t even seem to be standing on the ground when they write, for they don’t speak of what actually goes on in the schools and colleges, only about what does not go on and, according to their view, what should go on.

They’re really talking about something else, something which I will readily admit is much more important, something that gives gravitas to their words, much as talk about God does to the words of the preacher.

They’re talking about an educational ideal, but one that doesn’t come close to the reality of our schools and what goes on in the schools. They ought to have realized this and again, like the preacher, not confused a wished for and better life with the actual lives of the kids.

In fact, they’re talking about learning, and what learning should be all about. But didn’t it ever occur to them that the kind of learning they are describing is not limited to the school years, and may even be out of place in school. The kind of learning they describe is much more what life itself is all about, or should be. That’s my view anyway.

Once again, what we know as school and schooling are something else entirely.

I wonder what it would mean for the rest of us, and for the schools, if these writers about the liberal arts were to come down from their high perches and talk about what actually goes on in the schools? That might be a first and giant step in changing the schools into something that actually helps the kids. For at the present time the schools are not doing that.

More on the calculus as the language of mathematics

Posted June 7, 2010 by Philip Waring
Categories: Mathematics

I know I don’t have a right to say this, that calculus is the language of mathematics. I’m not a mathematician, nor am I even good at math. Whatever it is that I’m calling mathematics, I do like, and have at various points in my life, all in the times since my own schooling, not during it, been fascinated by mathematics, math problems, and especially the calculus, which I’m now calling the language of mathematics because it now seems to me to include most everything else.

My own experience, no more than glimpses of the beauty of math through a dark glass as sit were, does makes me think that everyone could profit from some experience of the calculus, no less than of Shakespeare’s language, Franz Schubert’s Piano Trio in E-Flat (Notturno),  the geological history of the earth, Charles Darwin’s theory of evolution, and any number of other of man’s achievements.

But this will never happen, as in my own case, until the content of a liberal education, math, music, art, science and the humanities, is no longer considered the substance of the school curriculum, but the on-going substance of our lives. for at the present time we have most of all we have impoverished the experience of the liberal arts by turning them over to the schools, and allowing popular culture to replace them as the principal content of our thinking and feeling lives.

As a civilization we lost the true path when we confined, at least for the young, their learning to their time in school. It wasn’t always that way. For most of man’s 100,000 plus years on earth learning was always the fixed and not dislodgeable accompaniment of life itself and never over except at death.

The calculus if beautiful. But it’s the rare kid in school who is able to appreciate this beauty. It takes time, as in my own case a lot of time. In school kids are rarely influenced, let along impressed or “knocked over” by the very best that has been thought and said (and done).

And if we insist too much on their grasping the beauties and truths of our lives, of some of what we have grasped only from many years of life experiences after school, we probably risk turning them even further away, insuring their falling even more tightly into the grip of the more comfortable icons of popular culture.

What to do? What to teach young children? I’m not going to write about this, other than to say that schooling should be most of all about acquiring skills, once with the bow and arrow, but now with any number of the countless instruments at our disposal, including pen and brush, measuring and mapping devices, computer programs, string and wind instruments, not to mention reading, writing, and arithmetic.

Knowledge will only come with time and experience. In any case what they “learn” in school they will forget unless they go on to use it in their lives. Whereas this is less true of skills, and if the skills taught have been well chosen for the individual learner it will be these skills that they will take with them no matter what they go on to do.

The tragedy of our public schooling, at least for a good number of kids, perhaps more than half if the critics are right, is not that the kids have acquired little knowledge and understanding of the liberal arts, but that they have dropped out of school entirely, or may have even graduated, but in possession of few or no skills.

But I’m getting away from my subject, which is calculus as the language of mathematics. Just today two experiences seemed to support my position. Earlier this morning I was watching a u-tube video of David Jerison’s Single Variable Calculus class on the Web via MITOpenCourseware.

His subject was implicit differentiation and inverses, but the language he used was mostly the language of trigonometry. He even said at one point that the “trig identities” etc. had to be learned and memorized, one had to achieve fluency in their use, as (he didn’t say it but I said it to myself) with acquiring vocabulary while learning a foreign language. So much of the earlier school mathematics seems to me now only to be a preparation for the calculus later.

The other experience was my discovery of Steven Strogatz’s 2009 Book, The Calculus of Friendship. Strogatz is the author of a recent series written for the New York Times,  He says it best

Steven Strogatz is a professor of applied mathematics at Cornell University. In 2007 he received the Communications Award, a lifetime achievement award for the communication of mathematics to the general public. He previously taught at the Massachusetts Institute of Technology, where he received the E.M. Baker Award, an institute-wide teaching prize selected solely by students. “Chaos,” his series of 24 lectures on chaos theory, was filmed and produced in 2008 by The Teaching Company. He is the author, most recently, of “The Calculus of Friendship,” the story of his 30-year correspondence with his high school calculus teacher. In this series, which appears every Monday, he takes readers from the basics of math to the baffling.

Christopher Hitchens and Peter Singer

Posted June 7, 2010 by Philip Waring
Categories: Idle Thoughts

Yes we do, most of us most of the time, suppress our expression of certain attitudes and our use of certain terms in the belief that they are too offensive or controversial. For example as a general rule we avoid talking about, following a freer toddler period in our lives, our bodily functions, including by and large much of our routine sexual activity.

And we avoid no less, even among friends, talking about some of our most cherished beliefs, religious or otherwise, if we feel that they’re not shared, by those friends among others. In all this we are succumbing to a kind of correctness, or at least an unwillingness to arouse unpleasantness, if not anger, in our readers or listeners.

Just within the past day or two, however, I have read two writers, not known for their political or other correctness, who do freely express their opinions regarding subjects that for most of us are taboo, or at least judged by us to be better left unsaid.

Christopher Hitchens in a Sunday Magazine piece based on the  interviewer’s, Deborah Solomon’s, reading of the writer’s recent memoir in which he has a lot to say about his male friends, but little about his wife and children, has this to say regarding his own sexual preferences, if not sexual activity:

“There are still people who want to criminalize homosexuality one way or another, and I thought it might be useful if more heterosexual men admitted that they are a little bit gay, as is everyone, and that homosexuality is a form of love and not just sex.”

I find myself agreeing with Hitchens, but probably wouldn’t have been the first to say it. Now, however, following his lead, I would add, “it might be useful also if more heterosexual women admitted that they too were a little bit gay.”

And furthermore I would ask all those of my generation, and perhaps even of my children’s generation now well into middle age, that they quietly abandon their attachment in their own lives to the “Don’t ask, don’t tell” policy of the armed services.

For there is, just as in so many other present and past separations imposed upon people who mostly are all alike in the essentials, no valid separation to be made, no line to be drawn (or wall to be built), then or now. There is no valid separation between them and us.

The other writer, Peter Singer in an op ed piece in today’s Times, asks the question, “Should This Be the Last Generation?” In other words, should we cease to reproduce in order not to subject new lives to what for too many of us are lives of pain and suffering? Or is it right to go on having children whose destinies we know from our own experiences will not be happy ones?

I would never have asked this question. It arouses thoughts that I would prefer not to have. I wonder if Peter Singer has grandchildren? About the only thing I don’t question about life is the inherent worth, and beauty, and yes goodness of children. To question their even being here, to wish them away, seems to me the ultimate sacrilege.

Singer concludes his piece by asking us, the reader, five questions:

If a child is likely to have a life full of pain and suffering is that a reason against bringing the child into existence?

If a child is likely to have a happy, healthy life, is that a reason for bringing the child into existence?

Is life worth living, for most people in developed nations today?

Is a world with people in it better than a world with no sentient beings at all?

Would it be wrong for us all to agree not to have children, so that we would be the last generation on Earth?

I would answer no to Singer’s first question, although not because I believe in God, or that all creatures are his creations. Rather because I find myself unable to judge such things as the extent of my own pain and suffering, let alone that of others.

To the other four questions I would answer yes, although in each case I would be unable to support my answer. Is life worth living? Is the world better for our having children? Is it wrong not to have children? I really don’t know.

Most of the things that Singer questions we had best not question but simply accept. The acceptances make us what we are, and if there’s a black hole among subject matters out there, one to be avoided at all costs, this is it, — the denial of the links between the generations, and the absolute importance of the preservation of these links or connections.

To neglect the children, both having them and caring for them, is to neglect who we are. Our having children (at least enough of us to insure that the species continues) is still probably the best answer we have to the question why we are here.

Mail to Michael Goldstein

Posted May 31, 2010 by Philip Waring
Categories: Education

Michael,

Sometimes I pass my time reading articles stored on my laptop. The most recent one was: “Where is American Education Going, Report on a Convocation.”  If you skim over it a bit yourself  you will recognize most of the voices and be already quite familiar with most all of what is being said.

Many of the participants are still with us, still saying pretty much the the same things they said at the 1995 Convocation (Gardner, Csikszentmihalyi, Merseth, Elmore, Darling-Hammond, Linda Nathan et al. And many others have passed on (Shanker, Sizer, Howe et al.), although perhaps still repeating the same things from up there somewhere.

As I read Holton’s (my Harvard Physics teacher of over 50 years ago!) and Goroff’s admirable summary report of the Convocation I said to myself that nothing has really changed, — plus ça change plus c’est la même chose. Educators today are saying today pretty much what they were saying some 15 years ago, and probably, even, many years before that, going back at least to the time of James Bryant Conant and the comprehensive high school of the 1950s.

I also thought of my writing, and yours. Do you ever get the impression that you’re speaking, writing primarily to and for  yourself? For that’s the impression I have when I write, and also I’m pretty much convinced that what I write has zero influence on anything out there. (That, of course, may not be your impression.)

And even when you are someone with influence, or at least someone who is read, and even more important listened to, someone like the Times’s Paul Krugman or Thomas Friedman, does anything really change, anyone’s thinking, as a result of what these two, or any of the other tens of thousands of Blog and op-ed writers, have said?

Anyway, most of what is summarized in the Holton/Goroff Report could have been said today, with few if any changes.

So what’s going on? Is it that the whole education elephant while out there somewhere, for it has to be, is never seen in its entirety by those looking? Also, perhaps what is being said by the  Convocation participants is so divorced from reality that it has no effect on reality?

Sure, we have to agree with Madeleine Kunin, that “We are dealing with the most important responsibility of any society—of any species for that matter. The primary responsibility is the education and rearing of the young in order to continue the life of the species.”

But this “rearing of the young” is happening in spite of us, going its own way, almost regardless of those of us who think we’re instrumental in shaping it. We’re not. The interesting question is who, what is…

Philip

MR. GORBACHEV, TEAR DOWN THIS WALL! Mr. OBAMA DON’T BUILD THIS WALL!

Posted May 29, 2010 by Philip Waring
Categories: Education

Reading William Finnegan’s Letter from Mexico one wonders why more of them, more Mexicans don’t come here, illegally if necessary. We should be surprised that so few citizens of this failed, or nearly failed land (not yet a nation) do remain at home, do not try to cross our border.

If you’re not convinced read what Mr. Finnegan writes in the New Yorker of May 31:

“…the dismembered body of a young man was left in the middle of the main intersection. It was an instance of what people call corpse messaging. Usually it involves a mutilated body and a handwritten sign. “Talked too much.” “You get what you deserve.” The corpse’s message—terror—was clear enough and everybody knew who left it: La Familia Michoacana, a crime syndicate whose depredations pervade the life of the region….

“Although large-scale trafficking had been around for decades, the violence associated with the drug trade had begun to spiral out of control. More than twenty-three thousand people have died since President Calderón’s declaration [in 12/09 of a war against the drug traffickers]. La Inseguridad, as Mexicans call it, has become engulfing, with drugs sliding far down the list of public concerns, below kidnapping, extortion, torture, unemployment, and simple fear of leaving the house.”

We ought to forget about trying to stop  them from coming here. Their wanting to leave is a sign of their mental health. And why would we want to stop them? They are right to want to come here at any cost.

And they come here to work. We should rather turn our efforts to making sure that what’s here for them makes their coming here worth it to them, and to us.

It’s really unimportant how they come here (just as it always was in the history of this American nation), legally or illegally. It’s what they do when they do come, it’s what they’re able to do when they do come, it’s their coming here and being able to work and make a life for themselves and their families.

What’s important today, no less than in the past, is our making sure that the American dream is still alive for them. This is what has been all but forgotten in the mean and childish debate that we’re having, actually mostly not having over immigration.

And this non-debate is analogous to the just as irrelevant, non-debate over the continued failure of our public schools to substantially educate, help, and propel forward into positions of strength and leadership the majority of the children who attend these schools.

And just as it’s only important what the immigrants do when they get here, so it’s only important what the students do in school. As things are too many of them are doing little or nothing while the educators do little or nothing but talk, talking incessantly about standards and choice and teacher preparation, indulging themselves in one toothless reform initiative after the other.

The educators ought to be talking about the kids, and how to motivate them. Here the immigrants are at a great advantage, being for the most part motivated when they arrive. Not true of too many of the kids who attend our public schools.

Furthermore, it’s probably true that the percentages of immigrants, even illegal immigrants from Mexico, who succeed here are higher than the percentages of impoverished and disadvantaged children who succeed in the classroom and school.

Again, we seem to have forgotten what’s important. That the immigrants who come here want to work, and we should help them to do so, and that the kids in our innercity schools by and large don’t want to be there, or at least don’t know why they’re there, and we ought to be most of all in the business of motivating them.

The irony is that in regard to the motivated immigrants to our shores, we would throw them out, and/or put a wall between them and us.

And in regard to the tens of thousands, if not hundreds of thousands of unmotivated kids we would hold onto them no matter what they do, or rather don’t do, keep them there in school while almost never making them fully realize that they, no less than the immigrants to our shores, have to work and earn a place for themselves.