This is what the former Director General of the Ministry of Education, Prof. Shimshon Shoshani, who also chaired committees to save education, said in a session dealing with the topic "Why are our children failing" at the Herzliya conference. Calls for taking in math teachers with personal contracts from any possible source
"The international tests that check our situation in the field of math and science reading comprehension showed that our position is low - 24 out of 49, and that it decreased compared to the previous test that was in 2003, and this despite the fact that 23% of Israeli students did not participate in the tests - mainly the ultra-Orthodox, small schools, The special education students. Even if we exclude the Arab sector that lowers our average, the State of Israel will only be in 19th place (in mathematics for example).
"Even the internal tests - the placement test show a deterioration, and if still in the fourth grade the situation is reasonable in the eighth grade more than half of the examinees get less than 40. Even when you compare our strong ones against countries like the USA and Great Britain, you see that we lag behind them, and even if you compare the bottom five percent, you get dismal results."
"We have to overcome this because our self-image is going down. Can we not meet the comprehensive general knowledge at the level of England which has made an unusual leap. And not only our self-image, but also our position in the world is damaged. The education system in Israel was a symbol and an example of a system that you can be proud of in its educational achievements, today we discover that we are simply not good at tests. We are harming the future of the State of Israel if we do not address this matter."
"The problem is focused on middle schools. The international tests are in the 100th grades, must focus on the middle schools from 300th to XNUMXth. Our age group is XNUMX thousand students. You have to dress for XNUMX students out of a million and two hundred."
"Unfortunately, there is impotence because there is no focus on this matter. If we do nothing, we will deteriorate year by year. The 2007 test scores were worse than the 2003 scores. There is no improvement here. There is a drop here. They are similar to the scores of 1996. The goal of focusing on several age groups will be to improve the overall and comprehensive knowledge of all these groups with their ability to meet international standards is the goal of the education system. If computing as a means can help, we will use it."
"First we have to deal with the curricula. Eight of the items in the international tests are not included in the curriculum. The last program was approved in 1990, a new program has no approved textbooks. Even in the upper divisions, the program was written in 1975. I hope it has been updated. Today in the upper divisions the curriculum is the matriculation exam program. We must give immediate approvals for new study programs, especially for middle school."
"At the Herzliya conference in 2007, members of the McKinsey consulting company appeared and wrote in their report that the best people must end up teaching. It is not possible to find teachers who will teach, for example, mathematics or any other subject, who are not graduates of the discipline, who do not have a degree in the field, who are general teachers who did not specialize in mathematics. Even those who specialized in mathematics and are a mathematics graduate must master the curriculum and must constantly be updated.
"We must immediately take out good teachers who teach in these levels, pull them out of the system and allow them to enter the classrooms. And if there are no teachers - personal contracts, recruit immediately from wherever possible and pay teachers in the subjects required by personal contracts a high salary."
To this, the Minister of Education, Yuli Tamir, responded: "We have been involved in cultivating the model of personal education in Bat Yam which has become a national model in middle schools for investing in the training of students and teachers and also for additional hours because we know that the divisions are the weakest links. We established a school for administrators, curriculums, yesterday (Monday, 2/2/09) we completed an interesting phase under the leadership of the chairman of the Pedagogical Secretariat at the Ministry of Education, Anat Zohar, of the transition from memorization to research because where we fail in the international exams are the questions that deal with research. We dealt with the important points of failure through personal education and a new horizon."
Education Minister Yuli Tamir: Every two years, a thousand smart classrooms will be added
"In the twenty-first century, computers and electronic communication are an integral part of our lives, teenagers live in online environments and make daily use of laptops/personal computers, cell phones and other personal ICT devices. The school must integrate into these processes and allow every student to acquire learning skills appropriate to the era." This is what the Minister of Education, Prof. Yuli Tamir, said yesterday in a session that dealt with the topic "Why do Israeli students fail and does the digital revolution have the power to change the educational reality?"
According to Tamir, international studies show that the computer and communication are important in improving the learner's performance; Increasing accessibility and the informed use of computerized learning environments that stimulate thought challenge; And therefore it is necessary to combine the expansion of time and the learning framework through the use of ICT technologies for learning purposes at school and at home and the deployment of a national ICT infrastructure for education, accessible to every student, teacher and educational institution. Tamir also suggests increasing the use of information technologies to manage the education system, and called for reducing the digital divide.
"The Ministry of Education (in cooperation with the Ministry of Development of the Negev and the Galilee and the World Ort) will complete the installation of 1000 smart classrooms this year. The classrooms provide all the necessary technological aids for experiential interactive learning. The classrooms are equipped with a technological and interactive smart board, a computerized teacher's station and a projector, which are connected to the laptops that each student receives as part of the project. The Ministry of Education accompanies the installation by training teachers and preparing learning materials"
Minister Tamir also presented the Ministry of Education's large portal: it is a "wide-ranging portal" that includes a variety of links to learning, teaching and assessment materials developed by the Ministry of Education, educational bodies and institutions over the years. The details of the information in the large portal include: curricula, teaching and learning materials, educational activities, databases, assessment tools, articles, presentations, lesson plans, tests, worksheets and more. The large portal on the variety of materials in which a wide database of knowledge and teaching aids is used and is an essential aid in the teacher's work, while sharing the broad knowledge of each teacher with other users.
"An abundance of learning materials is available in the system and can provide answers from Kindergarten to XNUMXth grade. including preparation for matriculation. Teachers are starting to become aware of this tool. They accept the tool, hear about it, begin to be familiar with it, and therefore its use is increasing. We see a huge demand from teachers to get the tools that will allow them to teach on a computerized phone. And the third stage we started - equipping the schools. I assume that after we finish the thousand hot classrooms, a thousand smart classrooms will continue to be installed at this rate every two years."
Gila Ben Har, foreign exchange manager: The computers at home are more sophisticated than the ones at school
The director of the Center for Educational Technology (CET), Gila Ben Har, reported on the results of a survey conducted by the center among a thousand households where children aged 6-18 live in all sectors. The vast majority over 80% have a computer at home, both in the center and in the periphery and in the Jewish and Arab sectors, and most of them are connected to the Internet.
12% of the Jewish public do not have computers and 8% (meaning two thirds of this number) are ultra-Orthodox. With a computer program for each student, I hope we will reach them as well. In the Arab sector 15% do not have a computer, 85% of parents' homes in the Arab sector have at least one computer. 43% of the Jewish public has 2 or more computers."
"The State of Israel is one of the leaders in everything related to ICT in homes. We see children at the age of 3-4 are as if they were born with the computer. We see more and more that ICT can improve student achievement in schools. Research also shows that the TIMS 2007 survey says that ICT both at home and at school improves student achievement. Just one of them is not enough. We must fill the gap between homes and schools and in the last year we see a radical change between the computerization of homes and schools.
"Also in the survey, a large group of parents answered that they believe that the home is more advanced than the school. If they accept the national plan that we will offer to the next Prime Minister and Minister of Education, within two or three years we will see a change that the school environment will become a rich environment. The majority talk about a school-home continuum, and the meaning of a technology-rich environment at home and at school. A high percentage of parents believe that the students learn too little using computers."
A laptop instead of textbooks
"Thousands of teachers are in demanding environments when they have sources of information, educational situations need to be brought to the teacher's desk. and provide them with digital content, databases. I see that in two or three years the student will arrive with a laptop that will contain the scanned and digital textbooks with additions by teachers on those books, with databases, simulations and activities instead of a test." Ben Har says.
"Wireless communication networks must be established in all schools and smart classrooms must be added. A beautiful project of a computer for every teacher started, which has already reached 110 thousand teachers, and teaching and evaluation management systems and a school portal were introduced. If all this is widely implemented, we can achieve quality teaching. The issue is not complex. The cost of the 5-year program is NIS 3 billion for 3,000 schools - not including the ultra-orthodox schools that do not want it. This is one million shekels for five years for each school - 200 thousand shekels per year per school for both the technological infrastructure and the digital content."
63 תגובות
http://danisnice.com/nahari/lapid.html
http://danisnice.com/nahari
http://www.ynet.co.il/articles/0,7340,L-3672206,00.html
You probably don't understand that the last thing the country's government wants is a public that doesn't behave like a herd.
A little about the situation today
I graduated from high school in 1977.
The average score of the top students (I'm not among them!) Some of them are gifted in the field of mathematics and physics was 90.
Today, students who received a score of 90 are eligible for the second term exams. The score is not high enough!
I let some of them solve problems from the matriculation exams of the 70s. I'll be content and say no, they get 90.
What happened ?
I would sum it up like this.
In my time, the teachers taught to broaden our horizons.
At that time, the teacher is given freedom of action to educate the boy not only according to the way of the student but also according to the way of the teacher.
Today teachers are forced to teach to please. (the education system, the parents, the students...).
I state, categorically, that studying out of the desire to please causes a decrease in the level of learned knowledge.
In a constant process, the education system lowers the amount and level of the material taught, dulls the theoretical knowledge and educates for mental laziness and the use of calculators as a substitute for mental effort.
The system replaces the intellectual effort with a device that costs a few shekels.
In the short term, lowering the bar causes an increase in grades. In the long run, we have to go back and lower the bar. And the floor is getting closer.
Our children are gifted, the parents are happy and the system is satisfied.
The process is clear, the result is miserable.
The story is like this. Middle school students currently have three readings called a variety. Variety XNUMX, XNUMX and XNUMX. These books are fixed and cannot be changed, in contrast to the high school books where there is at least one company that publishes variable books. And pay attention to Shus!!! The Ministry of Education subsidizes and participates in Bibles for middle schools!!!! And thus he was prevented from updating the list of works every year or years. In addition, Maalot, which belongs to Maalot publishing, owns some of the copyrights to certain stories that the Education Rebellion included in the curriculum, that is, the Ministry of Education has chosen stories that Maalot publishing owns the rights to, thus preventing other bodies from entering as competitors to its readings, which are called "Maalot".
Let me make a simple formula for you:
The Ministry of Education is a partner in the Bibles = The Ministry of Education only selects works that belong to Ma'alot Publishing = The literature curriculum for middle schools does not change = Students do not progress = Failure is known in advance.
I don't know if anyone will read this comment but if so I would love to hear any comments at all about my comment and if anyone has ever heard of the story. And with the commitment that all the things here are correct and true, I decide for now to keep my sources of information with me.
Thank A'
lion:
Regarding the requirements today - it is a combination of a psychometric score and a matriculation score that gives a weighted score.
As you have seen - here is the relevant link regarding Tel Aviv University:
http://www.ims.tau.ac.il/md/Ut/Smdp007_L.aspx
I started studying in Tel Aviv in 1970, so I didn't even meet your friend as an exercise examiner.
Michael
Regarding screening for math studies, I don't know how it is today, but during your time and after you, there were indeed no screening tests and already in the first year there was a natural selection (not in the sense we are used to) of people dropping out voluntarily.
Possible reasons for not having entrance exams - there are no laboratories and other costs as in the requested faculties and a conscious reliance on voluntary dropouts.
Do you know the requirements for mathematics today? (Well I know, you must say - you can find it on the net or just put a link that gives the answer).
Where and when did you study? I know someone who studied in Tel Aviv first year in 73/74 and left (and not because she was not good or didn't like it) to study law - and she regrets it to this day.
Roy:
This is a decision of the Knesset that could actually decide the decisions that would create an ideal situation and even take care of their implementation.
A decision that can be accepted and implemented is a realistic decision even if it is not realistic on my part to expect members of the Knesset to decide it.
The meaning of the criticism is that I do not agree with the decisions made - not necessarily because they do not create a situation that is better than the current situation, but because they are not optimal and even increase our sindol for mistakes that have already been made.
By the way - in the long run, I am afraid that the decisions made will indeed create a worse situation than the current one because of the scenario I described of an increasing replacement of useful study material with that which is not useful and because of the erosion of the predictability of the tests.
The predictability of the tests is extremely important for two main reasons:
One is that with all the heartache that a bad result in these tests can cause the intended student - it is less painful in terms of a match that lasts a year or even more.
When I enrolled in math studies, there were no aptitude tests, so about four hundred other students started - along with me - (this is no joke! Each lecture was given by two lecturers at the same time in two huge halls).
Only 30 out of those four hundred graduated successfully.
The second is that as the number of unfit students in the class increases, pressure is created to lower the level of education.
The ideal is indeed perfect (by definition), but I prefer to be a little more realistic. It is not possible to close the psychometric study institutes from a practical point of view.
No 🙁
And do you think our legislator will do something as we would like?
lion:
I think it is possible to ban the existence of such institutes.
After all - the laws are under the control of the Knesset.
It is true that the high demand makes enforcement difficult, but if it is illegal there is already a problem with advertising the service and offering it at reasonable prices (in places that anyone can get to, etc.).
Although escort agencies manage to bypass this limitation, their profits are stretched accordingly.
I don't see institutes that train people to lie successfully in front of a lie detector or succeed in tax fraud and I assume that if an institute of this type is opened, a way will be found to close it.
Michael is right.
The ideal situation is that there will be no preparation for the psychometric test and of course no results will be published. The examinees will face unfamiliar questions and the test results will classify the examinees. So the result of the geniuses will be 500 and not 800, but it does not matter at all that the distribution of the results will be lower on the scale, provided that the results will validly and reliably predict success in the academy.
On the other hand, I don't see any practical and legal way to ban the preparation. And maybe it's worth going back to the old method where each university and faculty has its own entrance tests (apparently there's no need for a mathematician to know all the "difficult" words), but it seems to me that this won't be done in practice either, due to the fact that the universities have gotten used to the efficiency and savings of psychometrics, with all its shortcomings.
In other words - we are on the road to making the psychometric test have the same predictive ability as the matriculation test, the studies for which - in contrast to the studies for the matriculation - do not impart any skill that is required in life.
Roy:
I think this is a step in the opposite direction. Creating equality should be achieved by closing the preparatory institutes.
I can already see before my eyes how they will gradually eliminate all the study material of the last years in high school in order to devote the time to preparing for psychometrics by dealing with questionnaires that will accumulate over the years into a huge amount of worthless material and how the very invention of new questions (instead of a collection of questions from tests that have already been) will become a time-consuming challenge for the test writers.
Michael,
I believe that this is actually a positive step. When the correct answers to the psychometrics are not published, the only people who can study for the tests effectively are those who go to courses for the psychometrics. These courses cost a lot of money, with no guarantee of success.
When the correct answers to the psychometric test are published, it will be possible for more people - even those who do not have a lot of money - to prepare for the psychometric test in a more efficient way.
They continue to destroy:
I opened my 6th response with the words "The level of education has gone down because that's what "the people wanted".
It turns out that the people continue to want.
Today, in light of the inflation that caused the value of the matriculation certificate by making it "equal to every soul" - even the most stupid and idle soul, the various workplaces require some kind of university degree.
For years, for this purpose, all kinds of grass science faculties have been opened and all kinds of subjects are taught that give empty degrees, but these very days another step is being taken in the direction of emptying the university degrees as well.
Recently a law was passed that requires the publication of the correct answers in the psychometric test so that people can study better for the next test.
The university accepts students based on two criteria - their knowledge (which should be expressed in the matriculation certificates and various professional tests) and their intelligence (which should be expressed in the psychometric test).
Apparently - the knowledge that the student has accumulated so far is also an expression of his intelligence, but because of the inflation I mentioned and because of the big difference between the schools and the study programs as well as the fear of unfair help that students received in the matriculation exams, a separate intelligence index is needed that neutralizes these effects.
Intelligence is the ability to orient oneself in unfamiliar situations and therefore the psychometric tests are based on questions that the education system does not usually deal with because their solution is not required in any real life setting.
The idea is that a student who manages to solve questions that he has never encountered before is indeed able to find his way in unfamiliar situations.
As a "vaccination" against the predictability of the psychometric tests, all kinds of institutes have sprung up in recent years that prepare students for them.
In my opinion, the education system should have banned the existence of these institutes because they - as expected - harm the predictive ability of the psychometric tests by making the types of questions asked in them familiar.
Beyond harming the ability to predict - these institutes also create a preference for those who are able to finance the preparation for the exam and also waste the students' time studying material that is useful for nothing except the ability to pass a psychometric exam (as opposed to the normal study material that imparts skills that are necessary in life).
So that's it - the education system not only does not prohibit the existence of psychometric preparation institutes, but it continues to prohibit a war on its effectiveness and today it requires the publication of the correct answers of the tests in order to allow those who in the first test turned out not to be intelligent enough to pretend to be intelligent in the next test.
It is anti-repeal of the stupidest kind imaginable but very senior people I heard this morning on the news are already going to war against any sane factor that delays its activation.
http://www.blacklabor.org/?p=7305
I am a former teacher, with a degree in mathematics (not math education) and a teaching certificate, who left the system after 13 years of work. Unfortunately, there is nothing important in what all the writers say in the aforementioned editorial. In my opinion, the real problem is that we teachers have become babysitters and fail to teach properly, and most of the time it is nonsense and not proper teaching. The day students arrive at school without Cell phones and with a real willingness to learn and not just pass the time idle (because the parents don't want them at home), maybe I'll come back.
In the meantime, someone will think about how much money the state wasted on me (and many other teachers who left) for training, and maybe they will finally wake up and realize that there is a real problem here, which can only be solved by talking.
For the little brother:
According to what I remember from Yehuda's own words - the article he prepared on the matter was indeed published - even if after deliberation.
The technology he proposed is not the one accepted today and I also learned this from his responses - he suggested equipping each spaceship with its own satellite.
When he wrote the words, the technology (which is in use today) was already deep in the open stages and many publications about it were already available. The technology that Yehuda proposed - no one intends to implement to this day.
The article "stressing the galaxies" is a huge collection of mistakes of every possible kind and even if it finally introduces the dark mass into the world of Judah, it does nothing for the world of science.
to Michael and a point,
One article for example is Rakaz - Yehuda proposed to attach to spacecraft a small robotic vehicle that would diagnose and possibly repair in space. The article was rejected by Avi and Tal. So, today the technology is a consensus!
"To stress the galaxies" this opinion has scientific importance. In my personal opinion Yehuda put the dark mass in the back door - he saw it as a shell of particles around the galaxy (according to most scientists). The importance that Yehuda found (in my opinion) is that it is possible to learn about the dark mass indirectly by assuming that it is normal gaseous behavior. This is an interesting point of view that I have not heard of and it is possible that from this point of view it will be possible to extract more information about the dark mass.
So who is the ostrich here? ? ?
To Judah:
You just claim that we are camels and you don't bring a single evidence of the things.
I offered you to bring an example of a serious topic that was disqualified for publication here and you did not do so.
I suggested that you stand behind your claims and point to a newspaper or a scientific website that publishes a theory that it is certain is wrong without criticism and you also do not respond to it.
In short - you have not provided any basis for even one of your claims.
There's no way we're going to invent a hump just because you say there is one but refuse to show even one hint of its existence.
The data I have is more appropriate to the claim that you are a girl.
Hugin:
It's hard to know what exactly you want to say, but it's clear that in your description of the failure as an attempt to be like all the nations, you're wrong, because as the installation shows - we managed to go from being much better than all the nations to being much worse than all the nations.
In my opinion, no one thought of the nations here. It was simply a socialist approach accompanied by the populism of the government that succumbed to the pressure of the mob that demanded that every person be entitled to a high school diploma.
This was accompanied by the recklessness and irresponsibility of some idiots who decided that they knew how to educate differently even though the education they had before worked properly.
I can vouch for myself that I predicted these results in advance. Your words indicate that you are not.
That's why I'm angry at the stupidity and you're not.
Whatever it is - in addition to describing the problem and its causes - I also described possible solutions.
You didn't refer to them in your words, but it's not really important to me. After you wrote first that I didn't actually say anything, I already understood that something in your approach to the subject is not aimed at the matter but at me.
Michael and point
I thought I would see an interesting reaction from the camel about the condition of his hump but the camel prefers not to see his hump. Maybe in a certain evolution he will agree to observe.
Until then, dear camels, keep talking about Judah if you like it.
I'm done with the argument here.
Let's go back to football, where at least there is an excellent game.
Good night
Sabdarmish Yehuda
Michael:
Well, that's how I see it.
A. Once upon a time there was a common homeland vision and the ability to inspire the children and youth to that breakthrough vision that touched each and every one according to the inclinations of his heart and mind.
There was no shame in earning a living in any field and we were brought up in such a way that 'every craft respects its owner' the vision of establishing the country was at the top of the matter and everyone saw themselves as part of that 'vision of establishment:
At a certain point the shared vision exhausted its centrality/core.
B. Then, as I understand it, the waves of privatization began in all sectors of the population, and all that this implies is the entry into the international game and the world market, which captured the central ideology.
Educational systems by their nature are swept along by a wave of 'training' according to the will and demand of the 'considered' future/or profit bearers.
third. The desire of many people in general (according to you: the people chose) to be and resemble everyone else, the issue is as if a 'considered social brand,' even if they do not match and truly respond to their inner personality, has raked the entire education system into uniformity which should be adequate (an ugly word,,) for all strata the population.
What we saw today (in terms of the installation) is a tower of Babel shattering into pieces of a mixture of false desires that 'wanted to please' the false multitude of false ambitions: and to provide the required 'goods' (at any price and at any level) also to Hallelujah: 'They wanted-but they couldn't' and their place could have been respectable
in niches and other trends in life.
This is where the era of Enoch's bag of lies for the people according to his way, with all its consequences, ended for me.
****
From here on, I have no idea where the next generation will go, who today, as mentioned in the intermediate divisions, and the weight of the system is exhausted to the point of exhaustion, in my opinion about 60 percent of them, if not more, and have found their refuge in computers,
And in short: you have written here some 'Hamurabi Laws'/'Michael's formula' to solve the problem,,,
It is possible that with some of your decisive conclusions in part A, it is possible to agree, but not exactly to blame.
And I have no desire and desire to enter into 'judgment and speak in condemnation' with you,,
It is possible that there is a reason to be flawed in your views which represent only a tiny part of the population and dismiss with disgust other views that have no answer for some (and maybe yes and I didn't understand your refinements), especially if they want to go their way and not yours.
You have to remember that not everyone has a realistic inclination (with and without the Getniu-Hadidim method?) Not everyone has a humane inclination,, (few understand Hebrew, including the teachers:))?
And perhaps there are many good and kind trends that do not come to light and the ability to maneuver to reach them is too complicated and without any substantive justification.
As mentioned, it is about the tender ages of high school and the process of building their 'internal' vision/or according to some centrality,,,
??
at https://www.hayadan.org.il/syllabuses-didnt-chage-for-tewnty-years-0802096/#comment-170579
Education is a matter of budgeting.
As long as we at the top of the government continue to waste our money, there will be no reform.
The interest of those in control is to keep the people stupid and uneducated so that it will be easier to control them.
Greetings
A group of people interested in apolitical reform in the education system is organizing.
We will be happy if you contact us by phone 050-7710149
Yehuda, I'm talking about the subject and the matter. The problem is with you, you only have one thing. And he is: "Judas" and his theory. Nothing else interests you, and it gets annoying.
Yehuda:
You try to create a representation as if it is not you but it is simply a false representation.
Although I wrote my words before the comment was published in which you explicitly wrote that you are not talking about yourself, but I was already able to guess that this was the presentation you were trying to present, and so I addressed that as well - even though I knew it was a misrepresentation - and gave you a chance to answer seriously and also understand that I understood what you were trying to do.
Re-read the last paragraph of my response in question.
I quote here:
"In my opinion, what is wrong with you is that they refuse to publish theories that have been proven wrong and that for some reason you still stick to them, but you know what? My opinion is not important. Maybe you will tell us about a serious theory that my father refused to publish?"
Is it a coincidence that your entire response is trying to obscure the very existence of this paragraph?
Is it a coincidence that you didn't respond to the challenge she puts before you?
In my opinion, none of these facts are accidental, but you are still welcome to try to respond to the challenge.
Hugin:
First of all, you should understand that the failure in Mitzva is in relation to the whole world, so it is not about the children of today or those of the night - it is about the children of Israel.
Besides - there is no justification for the teachers to be narcissists.
If students have good teachers - they will be good students and indeed everyone I have ever taught has been successful - even if I wasn't their mother or father.
I don't know how you managed not to notice that my response about which you complained explained (among other things) why the teachers are bad and what can be done to bring about that there will be good teachers. Of course, this response also talked about other things that you did not touch on in your words.
I also talked about the experiments being done in the education system that are mentioned in your response to Yehuda (did you say that I didn't say anything just so you could copy my words and claim that you said them?).
You are seriously mistaken in understanding the effect of these experiments. Their effect is not in transferring the ambitions of the sick people who planned them to the students but in the fact that these students do not learn the material.
Those who studied calculus using the discrete method did not learn calculus and those who learned to write using the "whole words" method do not know how to write without spelling errors.
A person who falls victim to these experiments does not develop any ambition - he develops feelings of inferiority and helplessness. He may also conclude that he will never succeed in the real fields of knowledge, so he should move to the fields of charlatanism such as card reading and coffee.
The first line should say I said and you didn't say
Tl
I'm sorry Michael, you filled in a point and didn't understand my words, but you specifically said that the whole article has nothing to do with me and my theory, what's so hard to understand here. You repeat and repeat the dark mass.
Apparently, in the secret of your heart, she is also very disturbing to you? So maybe something has crossed your mind after all? But it's in parentheses because you will again answer the educational and scientific approach on the site that I am uploading!
It is sad that you understood what was said and that you are able to rise above your fixation. You are not able to answer without thinking about my private opinions, so I feel sorry for you and woe to science and education that people like you want to upgrade.
Father, maybe you understand my words?, maybe you perceive that it is not about me?,
Does anyone accept that this is not about me?
Otherwise, I gave up.
Forgive me, but I'm going out to several clients and won't answer until tonight.
Good Day
Sabdarmish Yehuda
Yehuda,
I don't think today's children need the teacher in the education system to convey your approach, in this case the cosmological one, or someone else's.
Today's children are more exposed than ever to the world wide web and they sift through it any information that intrigues them. Thus, if you wanted to take a ride on the openness of 'scientific thought' in the system in your use of the word 'education' then as mentioned there is no need,, thank you, there is saturation,, and I will elaborate :
For many years it seems that every person who 'influences the system' who believes in a certain theory or an innovative/ or 'original' approach as his own, tries his teachings on the children of the schools.
The children of the last generations have become experimenters of different and different methods of competitive and ambitious adults, this has nothing to do with 'value-education' but a product of children that resembles/or imitates the competitive world of 'adults' and all that comes out of it,, as expressed,, Confusion and 'over-over-absa'.
And Michael:
Today's children indeed rebel in their own special way against all the 'important people' who have nothing behind them.
They understand very well and quickly what world they belong to, are exposed to communication, are exposed to information and are not at all blind to the world of contradictions they find themselves in. (Therefore, there is no point in selling them 'hardware' or 'digging' them, as they say,).
In the end, as the beginning: everything starts at home and ends at home, and no education system or 'politicians' change in the system will not change much.
But,, who am I to change, and who am I to neutralize the desire of others to change,,
At the very least, global trends change from moment to moment and it is not only about the local/Israeli infrastructure, but world influences that we can no longer or do not want to be different from, and personally I have no competitive/national pretensions in front of them.
As mentioned: I am only a 'marginal' party in the panel. (independent,,,)
Hugin:
You're just rambling.
All my involvement in education in the past was in repairing the damage done as part of private lessons I gave as a student. What is this age group nonsense?
Why do you choose age and not height as a characteristic?
My children (bless me) received an excellent education and so did the children of all my relatives.
I admit the failure of the education system for generations.
To me, you are proof that even the previous generations did not do who knows what work.
I am not living under any illusions and as for the "remedial" it is true that I have corrected the corruptions of the education system on the right and the left.
All my first response (like all my responses in general) is purposeful, clear and understandable to any reasonable person.
If you do not understand a specific paragraph, you are welcome to ask.
If you continue with general hand gestures whose entire purpose is to discredit, I will stop answering you.
Yehuda:
Now it's really not clear what you want.
I'm sure that my father would be ready - just to win "industrial peace" - to publish an article called "Judas disbelieves in the existence of the dark mass" all of which contained "What is this - have you gone crazy? 10 times? 100 times? 1000 times? Any number wins?!".
I'm just afraid you wouldn't want to publish such an article.
The same goes for an article about "In Yehuda's opinion there are no black holes" whose content was "What is this? are you crazy Do you think you know the rules in places you haven't been to? Are you so naive that you believe in the cosmological principle? Grow up!"
The same goes for the moralizing article on dark energy.
In my opinion, what's wrong with you is that they refuse to publish theories that have been proven wrong and that for some reason you still adhere to them, but you know what? My opinion is not important. Maybe you can tell us about a serious theory that my father refused to publish?
I am quoting here the words of Avi Blizovsky who told me that he was aware that his actions might result in giving up the publication of new ideas and he probably would not have published the idea of dark mass, the accelerating universe and even the big bang and the theory of relativity if they had been brought to him for the first time. And I'm very close to that!
I want a scientific website that I will know in advance that these ideas will not be thrown away even at the cost of discussing hundreds of other "nonsense" ideas.
And Mr. Point, maybe stop already, don't you realize that this is about science and education in Israel and not the existence of Judah at all? Enough, answer the topic.
And as for Roy, does the little that the scientist does in publishing things summarized from publications in the scientific newspapers satisfy you? Remember about Einstein and the Big Bang and even about the dark mass that will happen to you, you would not know from the scientist. You would always lag behind the knowledge of others, and that, if I'm not mistaken, is called lagging. I'm sure that if it were known to the team of writers he would have managed to build a less censorious system that good ideas would not have been thrown away (at least some of them)
So when you are in the know, who talk arrogantly about the state of education in Israel, remember that the camel can't see its own hump and it should look in the mirror sometimes. And sorry to be a bit blunt, but it's better than sitting quietly and seeing the mistakes in the scientific approach being made here.
I say mine and with pain, it is still one of the best scientific sites in Israel and every day I go in and eagerly read the publications and comments.
Don't blame me for wanting more, because that's the essence of science.
Good Day
Sabdarmish Yehuda
Yehuda,
There are unconventional ideas (for example, the physics of the wave surfer), and there are ideas that have been rejected after scrutiny by the scientific community (such as the LaSage theory and the like).
The Scientist certainly publishes unconventional ideas and new theories, after he verifies that they have a reliable scientific basis, but refrains from publishing disproved theories, such as creationism and the La Sage theory.
Is it really so hard to accept that the world of science, and the 'Hidan' site in particular, are open to new theories, but not to theories that have already been hidden?
Judah, why does it seem like your existence is defined by others knowing your opinion on the dark mass?
To Avi Roy and others
Maybe I shouldn't have brought my opinion on the dark mass as a censored example, because what's important here is the principle, I'm sorry my father, but with all the blessed scientific work you do, you are part of the fossilized system. point. As soon as you decide to curb originality, you are no different from the others because of which education in Israel is the way it is!
I understand your problems with all the collection of nonsense that is brought to you, but you are sinning against science if you dismiss them all outright and then you are probably throwing the baby out with the bath water.
I also don't understand why I should stop trying to convince people of my views. Like if two years ago I talked about it then I'm not allowed to talk about it anymore. I understand that you, who are confident in the dark mass and Newton's formula for cosmological distances, see me as disturbing. But, I am sure that there is no proof of Newton in distances, therefore everything that is deduced from this - mass and dark energies, is completely unfounded.
I repeat again, I know, father, that everything you do is precisely to promote science and not to mislead students entering science, but I fear, father, that you are actually harming science with your selective approach.
I suggested that you make a section for all kinds of conspiracies so that anyone could bring unconventional ideas there. But apparently you don't feel like it.
You must have a part in scientific innovation.
So far
Good night
Sabdarmish Yehuda
In order to improve the education system, the first thing is to abandon the false assumption that all children are equal.
The catalog of all children in a limited number of groups (for example genius, normal, autistic) is incorrect and hurts all children.
It is necessary in the very early stages to identify the special qualities of the child, in which to invest mainly.
That is, instead of geographical division, faculties of schools for different professions should be established.
(As a first step, the majority of Knesset members should be sent to schools for disabled children and then salvation will come.)
Michael:
Please, don't pretend about things you are no longer close to.
All the attempts of the educational system have been flawed for many years, and do not exclude yourself from the same age group that influenced the prevailing trend today in systems that are in general embarrassment.
At least you will be honest to admit the failure of our contemporaries and those who preceded us.
But apparently you are also many,, still in a 'corrective' illusion,,
But, if you still want to summarize straight and interesting the main points of the content you posted in your first comment.
Unlike you, I do read your words carefully and with the utmost attention and I don't declare them outright nonsense, if you don't touch the main point!
Hugin:
What's this nonsense?
Are you trying to present the failure in the tests as a rebellion in the lexicons?
You probably really don't understand anything.
sonic the hedgehog,
With great regret, I have to admit to you that we are the aging generation, by and large? We have failed.
We have nothing to offer but a 'bag of prejudices poisoned with arrows of criticism', similar to 'Punkut', an expert on this matter, and Michael, the ultimate 'boss' who is trying with the rest of his powers and fertile brains, to impose a new order on the wonderful generation of children who have long rebelled in 'Lokash' ' that they sell to him.
Our Yehuda, retired to the nice blog 'Science and Nature' a long time ago, and maybe he will join us again from time to time,
But if you want a glass of beer in the pub, you should still ask Mr. Higgs for the blessing of hospitality. (He's nice, when you treat him with respect,)
But,, maybe you have fresh ideas on how to improve the education systems in the long term,, (a little tip: the global employment market is changing directions a bit/see Obama,, and it seems to me that the youth of this time 'smell' the matter and therefore they are more inclined to specialize in directions These and others and less are carried away by the systemic/competitive 'push' that tries in vain to pump them needs that are not to their liking at all),
Beyond that, as you can understand, I'm petty compared to the genius of the site,,,
Yehuda:
Your requirements are a bit surprising.
Can you point to even one scientific newspaper or website that uncritically publishes things that it is sure are wrong or that the existence of such a practice in science is also a false theory that you are trying to get the science website to publish?
Yehuda, no one is censoring you, you can write whatever you want in the comments, but I cannot deal with theories that claim there is no dark mass, with a theory that there is a secret way that cannot be told about removing bacterial genes from the human genome. Others are sure that the drugs for ADHD are the enemy of the people, and as you saw yesterday, there are those who are sure that vaccines are a bad thing (at least Roy tried to deny the claim), and there are endless other theories that claim to be scientific in such a late degree, that different people stand behind them, some of them are good people like you . Since I don't have the resources that Nature and Science have, it's hard for me to deal with such opinions, and since there are endless websites in Hebrew that publish everything without any criticism, why should we care about a website that tries to introduce some kind of standard.
It is true that your theory is not similar to, for example, creationism, which is completely outside the rule, but it is still outside the consensus, and no one is stopping you or preventing you from presenting it in responses to other articles. I try to rely on conventional sources, if I start publishing all the theories that are outside the consensus, the science site will have no legitimacy. How will it differ from the New Age channel on NRG for example?
Yehuda,
Haven't you and Michael been talking about this theory for almost two years, over the pages of the site?
To the best of my recollection, the great anger came when my father refused to publish your article on the website without also adding to it the opinion of a qualified physicist, or that of Michael. You are offended and demanded to publish the article even without a backlash attached to it.
Let's clarify a few things:
1. Your opinion is contrary to the common opinion in the scientific community.
2. The 'Hidan' website publishes the usual news in the scientific community, which does not rest on its guard and continues to publish innovations every day (see, for example, the theory of the wave surfer on the essence of the universe).
According to these two, it must be concluded that
3. If the site publishes your opinion as an article by itself, we open another front of 'non-scientific opinions'. Accordingly, why don't we also publish the theory of creationism, Oren Zarif's psychokinesis theory and the 'flat earth' theory?
Contrary to conventional wisdom, I actually agree with Michael's words. The pain from the education system and its situation is shared by both of us. How long can we last in the warring Middle East if we lose our educational advantage.
But this is the agreement between the two of us.
Because on the other hand, what do we have here on the site of the science because Nelin?, after all the site of the science and its appearance against the "unacceptable", "unconventional", conveys a message according to which it is better to flow with the current. The scientist will show that he allows unusual statements to appear on his pages even if he is "sure" of their error.
How pathetic, one of the leading science sites in Israel uses censorship in the face of unacceptable ideas.
And again, how poor.
After all, what is important is analyzing things and drawing conclusions, the enrichment conversations that follow, and not freezing on yeast.
If a strange person named Yehuda says that the spiral galaxies with hundreds of percent of the strange dark mass in them prove that something is screwed up in cosmology, something serious in Newton's gravitation formula, - isn't a debate about this and an in-depth discussion of this kind the fuel that can advance us a few degrees in understanding?
I still hope that a day will come when the censorship in science will be reduced by at least 90 percent!
Please respond in our favor, and not censor.
Good Day
Sabdarmish Yehuda
Sonic:
Things are incredibly simple.
For some reason you skipped the part of the ideas, so I suggest you go back to comments 6 and 7 and see that the whole argument started because there are people who are bothering him who come up with ideas.
Hahaha, how is it actually, that every article I read on this site ends between three main characters: a point, Michael R and Q and I've already managed to read about Yehuda Sabradmish or something.
Friends: the principle here is not to slander each other in intelligent or sophisticated language.
I have been reading these very interesting articles for several months now and I would love to witness them. So get to the point! You are genius people, give ideas how to implement a better curriculum.
Michael, it seems to me that Hagin is beginning to discover a new world, foreign and estranged to her, a world where language is used for communication and the transfer of information between two different people.
Give her the time for initial stupidity, in the end she will get used to this new reality.
Hugin:
The things are written in a concise way and everything that is written in them are main points. Unlike you, I do not use too many words when there is no need.
If you really don't understand something - say at least which of my two responses you are talking about.
Summary of main points.
Vee! It went over you again. I don't know what to do about it.
Michael: Did you say something?
Hugin:
Not everything that passes over you is really high.
Michael:
I'm sorry, you spoke high and high. I was not able to touch on any principles, or a central guiding principle. (If you still wanted to convey certain insights).
It is possible that a similar type of experience goes through the school children in the middle grades??: a lot of words, and nothing.
By the way - in relation to the computerization of schools:
In the State of Israel, about 15 students (on average - there are places where it is more than 30) are forced to crowd in front of one computer station.
In the enlightened countries the standard is 5 students in front of a computer.
In the past, this could be seen as a budgetary problem, but for several years this is no longer the case.
With the budget that the education system spends on computing in one year, the entire problem can be solved for generations - if only they take the right steps.
There are now software tools that make it possible to set up many independent computer stations based on one physical computer.
One of these tools was even developed in an Israeli company that I am associated with.
You will not believe how difficult it is to drag people out of the education system to even test the solution and this at a time when in much richer countries (like England) the Israeli product wins prestigious awards.
Somehow we managed to staff the entire system with people who really don't care - neither about money (which is not their money) nor about the students' achievements.
Consider, for example, the following absurdity:
The lottery only funds the purchase of computers for schools. It does not finance software purchases. The product I'm talking about is software, so the lottery does not finance its purchase.
The person responsible for the computerization of a school has, therefore, two options:
One is to purchase virtual computers (those created by the software) cheaply - but from his money;
The second is to purchase real computers with full money - but with lottery money.
Of course he chooses the second alternative.
It is also understood that the lottery company has not yet seen fit to even look into the matter and change its budgeting rules so that they fit the spirit of the times.
Someone might think that this is a lack of information and it is not: each and every one of the functionaries in all the relevant systems already received a letter from me more than a year ago.
The level of education dropped because that is what "the people wanted".
For many years now, the education system has tended to give up on the demands from students and teachers.
A certain type of socialism instilled in her the belief that everyone deserves a high school diploma - regardless of their talent.
Since objectively not everyone is smart - the only way to reach this goal was to lower the level of education.
This has been going on, as mentioned, for many years when amazing inventions like the "Mikok" make it possible to lower the level more and more.
I assume that most of the readers of the site, for example, studied at a time when problems known as "construction problems" were no longer included in the material studied in geometry.
Of course, lowering the level of education also produces matriculation certificate holders who know nothing.
These can go to teacher seminary and become teachers for nothing.
Teachers of this type have no alternative in the industry because real knowledge is needed there.
As a result, they cannot put pressure on the system to raise wages (because they cannot threaten to move to another place and the system knows this).
This, of course, only increases the trend of the deterioration of the entire system when the status of the teacher is also damaged and even talented people who see education as a mission for which money can be given up do not want to attend so as not to be labeled as unsuccessful.
Added to all this are the results of experiments on humans that our educational system has found appropriate to do - such as the Gatineau method - I still remember the shock that gripped me when my little brother (who is 15 years younger than me) began to study mathematics using this method. I knew in advance that those who study this way did not know anything and I was really amazed that the architects of the education system did not understand this.
The "samatuha" cooked up here is almost unsolvable - especially since in our political environment - only something that can be completed within the term of one Knesset can be considered a solution. We have not yet found a minister of education who would dare to make a proposal along the lines of "let's invest now so that in the future we can see the fruits of the investment". He is afraid of being perceived as someone who just wasted money. It hurts him no less that someone else will reap the fruits of the investment.
All this, of course, even before the deliberate ignorance that we allow and increase from generation to generation within the ultra-Orthodox education (for example through crazy laws like the Nahari Law). The victims of this education are not even counted in the installation, but budgets are also going there.
The only solution I can think of is painful, expensive, and lengthy.
Over time:
Every educational institution financed by the state must be obliged - without any compromise - to transfer the core curriculum.
The core program must be returned to its natural dimensions and ensure that those who know its content can function as productive citizens (yes - and also successfully pass international tests).
The power of "natural selection" must be instilled in the education system through competition for (financial) resources and this by creating a differential salary scale that expresses the quality of the teacher.
The budgeting method based on vouchers that has already been mentioned here and that I have previously mentioned in other discussions should be adopted (search Education Vouchers on Wikipedia).
The principals of the schools should be given a budget based on the number of vouchers they received (provided they meet the requirements of the core program) and their principals should be given complete freedom in choosing the teachers.
Parents should be given the freedom to choose the school of their choice, but their influence on the curriculum should be limited and they should not be allowed to harm the core curriculum.
It is much more difficult to say what can be done in the short term to reach the long term with minimal shocks, but here are some ideas that might be able to be integrated into the plan:
It is forbidden to hire new teachers according to the old employment contracts. Every teacher who is accepted will be rewarded according to his achievements and if his achievements are zero, his salary will also be reset.
Teachers should be allowed to convert their existing contract into the new contract (according to which, of course, good teachers will receive much more than the average salary of a teacher these days)
what? Students are failing because our generation has become lazy! I speak as one who has not long since graduated (19). It's just that other things became more important to us, like thinking less and accepting more the simple way. If the teachers were more supportive and less stuck in the butt, there would be a chance.
This does not mean that there are no genius and good teachers. It just means there are some of them.
Mistake: The students 'fail' precisely because they are brilliant and the educational materials that try to feed them in the educational frameworks are not transferred to them in the same interest/or educational joy they strive for on their way.
Unpleasant, but true.
The students fail, because the stupid public follows the commercial channels that do whatever they want. And with the backing of the politicians who prefer idiot children who do what they are told.
Maybe the education system will introduce some freedom of educational choice into the broken system?
What do you think about creating incentives for schools to act effectively? Let parents and children choose the schools and change the curricula? P
Has anyone here heard of the successful voucher program in the world or is all there is in Israel bureaucratic dealings that are not interested in improving the future of our children?