Why are college students ever trusted to run their own lives?

I'm reading "Expecting Students to Play It Safe if Colleges Reopen Is a Fantasy/Safety plans border on delusional and could lead to outbreaks of Covid-19 among students, faculty and staff" by Laurence Steinberg (a psychology professor who wrote a book called "Age of Opportunity: Lessons From the New Science of Adolescence').

Most types of risky behavior — reckless driving, criminal activity, fighting, unsafe sex and binge drinking, to name just a few — peak during the late teens and early 20s.... Under calm conditions, college-age individuals can control their impulses as well as their elders, but when they are emotionally aroused, they evince the poor self-control of teenagers.... But it’s hard to think of an age during which risky behavior is more common and harder to deter than between 18 and 24....

My pessimistic prediction is that the college and university reopening strategies under consideration will work for a few weeks before their effectiveness fizzles out. By then, many students will have become cavalier about wearing masks and sanitizing their hands. They will ignore social distancing guidelines when they want to hug old friends they run into on the way to class. They will venture out of their “families” and begin partying in their hallways with classmates from other clusters, and soon after, with those who live on other floors, in other dorms, or off campus. They will get drunk and hang out and hook up with people they don’t know well. And infections on campus — not only among students, but among the adults who come into contact with them — will begin to increase....

[U]niversities must be informed by what developmental science has taught us about how adolescents and young adults think. As someone who is well-versed in this literature, I will ask to teach remotely for the time being.

We need to keep these little monsters locked up until they're 25. Who knows what they will do with their freedom? They might party in their hallways and become cavalier about wearing masks and sanitizing their hands. There's no end to the dangers of freedom. You really cannot trust people to put safety first, week after week, month after month. At some point, they will hang out and hook up.

"What does all of this mean for colleges suddenly forced to move online because of the coronavirus pandemic?"

"The only thing they can create right now is distance.... They do not have the time or resources necessary to map out the rest of their courses and build online versions on the fly that can accommodate large numbers of students. They will not be able to train their teachers how to teach or their learners how to learn. There will be little personalization.... [I]t’s a mistake to say that colleges will be 'moving to online education.' All they’ll really be doing is conducting traditional education at a distance. That will be hard enough."

From "Everybody Ready for the Big Migration to Online College? Actually, No/One consequence of coronavirus: It will become more apparent that good online education is easier said than done" by Kevin Carey (NYT).

Carey is the author of "The End of College: Creating the Future of Learning and the University of Everywhere" (2016). He's for on-line education.

"Singapore, which has been heralded for its response to Covid-19, decided that closing schools would do more harm than good."

"Political leaders and health officials there have addressed concerns about Covid-19 through clear, consistent and transparent communications about their response to the virus. If schools remain open, officials could enact measures to limit any potential spread among children and staff. All students could be checked daily for fever, a possible sign of Covid-19 infection. Even more attention should be given to hand washing and reminding children not to touch their faces. Children should be taught to sneeze into their sleeves. Schools can consider changing seating arrangements to keep children six feet apart.... Nonetheless, government officials may feel pressure to close schools. For true effectiveness... [c]hildren couldn’t gather in other settings, which would be very difficult to enforce. If schools close, child care programs will likely close too and working parents may have to stay home to watch their children. Health care and critical infrastructure workers would not be able to do their jobs for the same reason...."

Writes Jennifer Nuzzo, a senior scholar at the Johns Hopkins Center for Health Security, in NYT.

Are classrooms big enough to put all the children 6 feet away from any other child? That strikes me as absurd, but the main message I'm seeing from this column is that schools are better than families at keeping an eye on children and controlling them. And also schools are childcare facilities, and if they shut down, vast numbers of adults won't be able to go to work, and that will have a terrible effect not just on the economy but on the provision of health care services.

Smart kids

 

“The smartest kid in class, by contrast, is not an expensive problem. A boy or girl who finishes an assignment early can be handed a book and told to read quietly while the teacher works on getting other children caught up. What would clearly be neglect if it happened to a special-needs child tends to look different if the child is gifted: Being left alone might even feel like a reward, an acknowledgment of being a fast learner.”

When I came across that in a recent Boston Globe pieceon educating gifted kids, I had to laugh. Having once been the smartest kid in my public school class, I was anything but a cheap problem to fix; in fact, my parents ended up sending me to a private school to finish high school. I’m a great example of high intellect swamped by low expectations.

Fast-forward a generation to my own kids’ educations. You would think it would be better, but it’s not. Gifted and talented programs—all the rage before No Child Left Behind—have (if they still exist at all) become shock troops in the military boarding school approach to education we’ve adopted. More seat work, more homework, no time for things like art and music.

Busy work is the bane of the bright child’s existence. It teaches him to blow off his homework and rely on test-taking skills to get by. Moreover, it ignores developing the synthetic, intuitive parts of his brain, which are developedby studying art and music, and, yes, by daydreaming.

I have a friend who’s a classicist, living in penury as an adjunct professor. I’ve often thought that our school district should send three kids to her and pay her the roughly $65,000 it gets for educating them for a year. After four years, they would know history, music, the arts, Greek and Latin.

And before you tell me that’s not enough, America was built by people with exactly that education.

Message me if you want information about next year’s classes and workshops.

Education and Drug Rehabilitation Go Hand in Hand

 

Studying is an important part of life.  In a long term drug rehabilitation setting, however, it becomes even more crucial.  Drug rehabilitation programs seek to teach addicts a new way of life: one that is drug-free.

As a matter of fact, at some of the best and more modern drug rehabs, the majority of the program is conducted in the classroom setting.  So unless these rehabs teach their clients to recognize some of barriers with study and learning new information, the addict may hit a brick wall in his rehabilitation.

The information that the addict has available to him is potentially life changing.  It could help him or her confront problems and situations he or she has not been able to do deal with in the past.  But unless the addict can learn, he or she won’t make any gains.

The best long term drug rehabs include study and educational programs as part of their curriculum.  In these programs, addicts learn how to study the right way.  Many drug addicts are formerly failed students.  This was part of the difficulty he or she ran into before starting to abuse drugs.

In these programs, addicts become able to recognize and overcome barriers with studying and learning.  Practical drills and exercises are applied throughout the rehab program so that the addict is able to do this successfully.  In this way, he’ll be able to study the program curriculum fully and use this information throughout the rest of his life and retain any knowledge he learns.

The addict has a lot to learn before it can be considered that he has fully recovered.  Getting him off drugs is not enough, because if he hasn’t dealt with the underlying issues that caused him to go to drugs in the first place, it’s certain that he’ll go back to drugs again. 

This is the reason that most drug rehabilitation programs have a success rate of lower than 10%.  They do not teach the life skills that are necessary to maintain a sober, happy life.  And even if they do teach this, they are not able to provide the educational patch-up that helps the addict be able to receive the information.

It’s a problem of getting back to square zero.  And square zero, in a drug abuse rehab program, is the ability to learn.