Discussion about this post

User's avatar
SUPER7X's avatar

Parts of your story resonate with me deeply—I remember that exact same busywork feeling in 1st grade; I could have been given much higher-level work then on all fronts—but I also clearly had a different experience too. In 3rd grade I was moved to an advanced program, Rapid Learner, and while I still could've been pushed much harder in Math, I think I was much more satisfied in the other subjects, and I wasn't overworked, to my memory. But then in 6th grade, I entered International Baccalaureate, and frankly, it was awful. Yes, it was higher level material, but they gave a crushing amount of homework, to a stupid degree. I hold no doubts that it was deeply unhealthy, both in the sitting required and in the sleep deprivation caused. I slept <4 hours/night 5 days/week for 6+ years (summers excluded). It was not good! And Math. Was. Still. Easy! (Even tho I was in the 1-year-ahead class.) Of course, the unhealthiness of it all wasn't entirely IB's fault. Some % of it was my fault for being a perfectionist nerd and some % goes to my parents for not forcibly sanding off those perfectionist edges and otherwize allowing it, but the majority definitely lies with the schools. You didn't need to do what I did to pass, but to get perfect straight As (as I did for all 7 years)? Most if not all of the top students were not sleeping well. As implied, 12th grade was different tho. Because of a combination of us getting trained for so many years and them simply giving us less work, 12th grade *was* easier. Significantly less sleepless nights (tho still some) and more fun. Also, Math finally got hard! By my choice, I chose Further Level—the only one in my class to do so—and struggled! Now, much of that struggle was because that class at my school was mostly self-taught, and I just, y'know, didn't self-teach, but that isn't the point! Also, Trace, you'll love to hear that Further Level, formally Further Mathematics Higher Level, was discontinued that very year because so few people took it! (Only ~300 people worldwide each year to my understanding.) Ahaha. I was in the last batch.

Anyway, all of the above is to say: I absolutely agree that students need to be and should be challenged, but the predominant portion of that challenge should not simply come from the greatness of the time required.

Also, seperately, how do you think that your educational excellence meshes with libertarian/rightist school choice? Are they perfectly compatible? Complementary even? (If people get to choose their schools, then they can choose the excellent ones.) Obviously you want excellence from non-religious private, religious private, charter public, non-charter public, and all else, but private schools are easier to effect, right? Or just small schools (which tend to be private)? Curious about your thoughts.

Expand full comment
B.C. Kowalski's avatar

I'm incredibly excited about this new project. I experienced the same myself. And there is an interesting clip of Joe Rogan speaking with Brett Weinstein about the same experience I had in school. I got the "bright, doesn't apply himself." Sitting in a chair doing rote work wasn't what I was designed for. I had a teacher in fourth grade say I would never amount to anything. Today I am the editor of a weekly newspaper, the founder of my own publication and a relatively successful YouTuber.

When I get really into something, I can dive in and focus for hours. I did incredibly well at university when I went back as an adult. Today that allows me to focus on long-form journalism pieces. In fact, when I am in the midst of working on one of these pieces I almost get a feeling of guilt, like I'm slacking off because I'm so happy in the midst of deep research and writing.

I'm putting in my two weeks notice in two days at the day job because I was able to build this publication into a sustainable living, allowing me to focus on deep dive journalism and data analysis.

In journalism, I adhere to a very important fundamental - it's up to me to convince the reader why they should care about what I'm writing about. It has occurred to me that school rarely ever felt that need. It's just "do this because." When I care about something, I will put in 110% effort. But I've also built my life around minimizing doing things that I don't see value in. It doesn't have to be fun. It does have to be valuable. (I finally learned spreadsheets when I wanted to easily track my personal and business financials.)

Lastly, to something in the center's post: I had a similar experience in Japan. I taught English for a summer with the Guy Healy program. Part of the Guy Healy philosophy was to group individuals based on ability. But one school couldn't be convinced of this, an insisted on group mixing. It was the worst of the summer sessions we ran. Ability ranged from one kid who lived a couple of years in New York and who I could speak to like a child from America - to kids who could barely speak a few words. Both were extremely frustrated, for opposite reasons.

It was also the only school that was disappointed with the results. Everyone else saw a tremendous amount of growth in speaking ability (it was less teaching than fostering language use and fluency). The teachers refused to see that their own insistence on mixed groups caused the problems.

Anyway, I am extremely supportive of this and subscribed to the center and the discord. I plan to watch for other ways I can help in the future. So excited about this!

Expand full comment
32 more comments...

No posts