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Textbook manifesto (2016)

greenteapress.com

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Re: Textbook manifesto (2016)

#111

Earlier quoted context omitted.

Poor people are lifted out of poverty when they get jobs. Jobs are created by incentivizing job creators.

Poor people are lifted out of poverty when they get jobs. 1) A bit over a third of poor people (in the US) do work: https://www.bls.gov/opub/reports/working-poor/2014/home.htm 2) Reducing poverty can work by either raising the baseline (stronger social safety net, maybe higher minimum wage, better overall vocational education, etc) or by moving individuals into other economic classes (getting people (better) jobs). I…

The problem is obviously complicated.

There just isn't the avalilibity of jobs that were once were.

Yea--I know that goverment unemployment rate looks good, but when I look out my window, it just doesn't look/feel right. People living in a shared home, or watching that bank account dwindle. The only people I see making real money are the rich kids. (Donald Jr. killing a tiger, or Elephant just screams the how the deck is stacked. Those bastards would be homeless, or dead without that family support net.) The occasional Horato Algier pops up, but it's huge when they make it.

Yes you can go to welding school, and join Mike Rowe in the middle of nowhere for six months of solid work. Then what?

Yes you can pick fruit for a few months--then what?

Yes, you can work for "Letgo.whatever", and hope it competes with one of the big boys. Then talk about the good ole days in Starbucks.

It's the lack of jobs that scares me.

I really believe we need to seriously consider a basic income.

At the same time, we need to make living less illegial.

If a guy wants to live in a boat, and he doesn't pollute; leave the guy alone. If a guy wants to sleep in his car, or in a park, don't bother him unless he's causing trouble. (I was listening to our latest Supreme Court justice. He a proud member of The Federalist Society. He stated he's tired of a law for Everything. I couldn't agree more. A man loses a job, and doesn't have a network of support to fall back upon; within weeks he's doing something illegial? If Jesus reappeared.

He would most likely get a ticket, or arrest his first night. Fishing in the wrong stream--ticket. Fishing without a license--ticket. Peeing in the wrong area--ticket. Taking a nap in the park--ticket. Loose Robe that exposed a testicle--jail. Picking a Apple--most likely on private property--ticket. Turing water into wine--DEA spontaneously appears. I'd give him a week before being having a cop run their fingers over every inch on his body. It's gotten crazy?

We are seeing less, and less jobs by the decade, and I don't see a solution.

Oh yea, "An Infrastructure bill will provide jobs?" With such great machinery; I just don't see it pulling the poor into the middle class. We will have nice roads, bridges, and airports, but the real money will go to the Contractors. And it's a sin to go back to shovels.

I feel blah. I guess that affects my view lately. I hope I feel better tomorrow.

Re: Textbook manifesto (2016)

#112
post #27

"If you can’t find one, write one." What would be the best way to write a free book please? Any pointers? Experience?

In education they are calling free textbooks OER: Open Educational Resources. As far as I know there isn't a single go to resource for OER books but wikipedia's article has some resources https://en.wikipedia.org/wiki/Open_educational_resources

Re: Textbook manifesto (2016)

#113

Textbooks are flat out unnecessary. The notes on the board should be enough to understand the material, and the teacher can either write their own problem sets or copy them from somewhere and put them online. There's just no excuse to require a textbook for a class - it means the teacher is unable to communicate the material effectively and needs the students to read it on their own, can't be bothered to write or cop…

So classes on something like British Literature shouldn't have textbooks?

Re: Textbook manifesto (2016)

#114

Textbooks are flat out unnecessary. The notes on the board should be enough to understand the material, and the teacher can either write their own problem sets or copy them from somewhere and put them online. There's just no excuse to require a textbook for a class - it means the teacher is unable to communicate the material effectively and needs the students to read it on their own, can't be bothered to write or cop…

So classes on something like British Literature shouldn't have textbooks?

No, I said in the post that those kinds of classes should just use downloads of the material. If some still-copyrighted books are substantially necessary then the college library should get digital copies. Are there cases where a book is substantially necessary to a course like that but publishers refuse to give college libraries digital copies?

Re: Textbook manifesto (2016)

#115
post #54

Earlier quoted context omitted.

Being opposed by elected officials is one thing. What truly baffles me is being opposed by the very people that are adversely affected. Many policies are literally convincing poor families that it is in their best interests to help support the frail legacy of billionaires. How!?

Poor people are lifted out of poverty when they get jobs. Jobs are created by incentivizing job creators.

No. Jobs are created from demand. There will be no cars sold in a neighborhood, and therefore no car dealerships, unless the people there have money to buy a car.

If there are people there to buy a car, or a gallon of milk, then "job creators" will compete against each other to hire enough people to satisfy that demand, and take a cut of the revenue.

No one creates a job. They satisfy a demand. Steve Jobs supposedly said something like we didn't know we wanted iPhones until we saw them. That may be true, but lucky for Apple that there are enough people with disposable income to buy those iPhones.

Demand comes first, then jobs to satisfy the demand. And if a "job creator" could satisfy that demand without creating jobs, he'd do it. "Job creators" are not in the business of creating jobs, they're in the business of making money, however the current economic environment allows and demands.

The only person who creates a job is the guy buying a pack of cigarettes while filling up his car.

Re: Textbook manifesto (2016)

#116
post #25

Earlier quoted context omitted.

I personally work with one of the authors of this book (Malik). He has mentioned that the book optimizes simplicity and brevity, and that when the authors were writing the book they constrained themselves to an exact number of pages to force themselves to make decisions on what was important or unimportant. Another interesting tactic they employed was an indicator on the page that the reader could skip ahead to anoth…

That is excellent. Do the authors have any articles about their process? Sounds like something that should be replicated in other educational material. Textbooks have gone off the rails in terms of price (high), information density (low) precisely because the goal is profit and not education.

I don't know of any articles they've written about the process, they do maintain a forum where they post extensions to the book (on things that change often, e.g. neural networks) for free.

I agree, though I do think that professors evaluate each textbook to make sure it has the information they'd like to teach within it so the issue becomes more of a professors preference- should they provide a reference textbook or a book that perfectly matches their course.

In the case of Malik, (I believe) he writes books to fit how he thinks the material should be learned then teaches the courses to match the books. Attending the class would usually give answers to some of the example problems and go through the concepts.

Re: Textbook manifesto (2016)

#117
post #54
post #50

Earlier quoted context omitted.

Having been a US citizen for all of my 60 years, and often wondering "why things so f ked up?", I've come to understand or believe this about the US: If it makes money, it's good, regardless of whether it's good or bad for people or the environment. Once something is making money, it becomes a god-given right (cheap labor, insurance companies as health-care middlemen, etc). If you propose something that inhibits the…

Being opposed by elected officials is one thing. What truly baffles me is being opposed by the very people that are adversely affected. Many policies are literally convincing poor families that it is in their best interests to help support the frail legacy of billionaires. How!?

Many policies are literally convincing poor families that it is in their best interests to help support the frail legacy of billionaires. How!?

In the US, poor people don't see themselves as poor. They see themselves as not-yet-rich (or, at least, not-yet-middle-class). Therefore people oppose taxes on "the rich" because they think that those taxes might one-day affect them, even if that expectation is unrealistic in the extreme.

Re: Textbook manifesto (2016)

#118
I recommend "The no Bullshit guide to Math and Physics". It is about 300 pages, but goes along with what this article is about. This book is such a different approach (combines math with engineering and physics principals) so as to give validity to the maths you're reading. Also, it is written in a casual tone. Highly recommend it.

Re: Textbook manifesto (2016)

#119

Textbooks are flat out unnecessary. The notes on the board should be enough to understand the material, and the teacher can either write their own problem sets or copy them from somewhere and put them online. There's just no excuse to require a textbook for a class - it means the teacher is unable to communicate the material effectively and needs the students to read it on their own, can't be bothered to write or cop…

> I've had lots of classes that worked like this, particularly my Calculus I/II classes where there was a textbook but homework from it was just suggested, not collected, and the lectures were entirely sufficient to understand the material and do well on the exams.

I'm guessing the exams were easy but you didn't learn much calculus.

Re: Textbook manifesto (2016)

#120

I agree with the main point that students should read and understand textbooks. But disagree with some assumptions and points. 1. Many textbooks are written to be understood, but they vary a lot by field and class level. Generally, I think lower level textbooks best meet Downey's standards. As you get into what is junior/senior (300-400 level) classes, there is not always a neat textbook available. 2. I disagree with…

10 pages a week might be fine and well in a mathematics course and related fields, as it's a field famously characterized by it's use of a concise notation. You can state lots of things in a 10 pages. You can spend several hours working with a proof that you can fit on one page. The softcover edit of Rudin's Real and complex analysis is a small book of 400 pages, and and is supposed to a full-year course.

What about a less-mathematical course, say, history or philosophy? Well, lots of depends how dense and difficult the text is, and how many courses the student is assumed to be taking the same time.

But on the other hand, looking the bare page count, that's not much higher than the reading assignments we had when I was in high school (Finland, 00s), and there I was absolutely bored with the slow pace and had enough free time to read approx. 1 - 1.5 full-length / short-ish novels in a week. (edit. in retrospect, this feels like an overestimate, but I also read the Potters in less than 48 hours / one weekend when they were published, so maybe not.) Because the article mentions "professors", this is supposed to be about university level students: the selected few who actually are academic inclined and moreover, have chosen their field of study out of their free will. I have habit of reading books on my daily commute train trip, most recently Kahneman's Thinking Fast and Slow: I average around 4-5 pages per 20-30 minute trip. I'm mediocre student in internationally mediocre university, so I assume my mental faculties are not exceptionally high.

If there's is a problem of students simply not being able to find enough time to study (because they are working 2 jobs), this is an external problem which is not solved by changing curriculum but introducing financial support. If the problem is that students are not willing to find time to study preferring other activities, this is a problem solved by having different students.

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