Live data from Hacker News

Escaping High School

skunkledger.substack.com

141–150 of 276 posts

Re: Escaping High School

#141

Earlier quoted context omitted.

>Parents love to think that because they have had one child (or maybe a couple), they know how to educate children writ large. They don't care about how to educate children writ large. They care to the extent that they think you are failing their child, specifically. You would do well to remember that as an educator, you have a responsibility to the public. If you really find parents concerns to be beneath your digni…

Personally I teach adults, so in my capacity as a teacher, parental concerns are not my concerns. In my capacity as a citizen of this country and as a taxpayer, I also don't care about busybody "concerned parents" who feel the system is failing them personally. My concern in this capacity comes down to how the system is building a better community for everyone. Individual parental concerns shouldn't turn into culture…

What I'm trying to say is that when it comes to their own children, they are not being "busybodies". It is their right to voice their concerns, and it is the duty of educators to listen to these concerns and take them seriously. You can't just brush them off. Even if the parent is being unreasonable, it is part of your job description to make them see reason.

Re: Escaping High School

#142
post #90

Earlier quoted context omitted.

Anyone who is interested in programming will learn about it regardless. It's especially easy today with things like Google and Youtube.

OK, how about becoming a doctor? Software development is a bad example for today, but was an excellent example for when I was growing up because Youtube and Google both did not yet exist and the personal computer had just started appearing in everyone's home. The resources weren't there. How would this new setup allow me to become something other than what is immediately around me?

[deleted]

Re: Escaping High School

#143

This is an interesting article, but I think it is heavily skewed toward the author’s goals in life and who they innately are. A guide for a more introverted person, or sports-oriented person, or highly social person would be vastly different. In particular, I think the author makes the mistake of believing everyone must be a creator. The reality is most people aren’t good at it, don’t like it and don’t pursue it. And…

I agree that the article over generalize several aspects of High School education. High School in most cases is the last chance people will be able to share each other experiences/lives. Afterwards people dive into the compartmentalized world of their careers and social status. Learning is just one part of the whole thing.

Re: Escaping High School

#144
> Maybe you go to a school in a poor area, or with a lot of violence, or far too many students for the teachers to pay any individual attention to; or, relatedly, maybe you’re required to spend a lot of time caring for siblings or parents, working a low-skill job, or holding your family together or preserving your safety in some way. The disadvantages of this case are obvious, but there are a few advantages too; the strategy, as with everything, is to mitigate the impact of your disadvantages while using your advantages to the maximum. I don’t know enough to say what the best tactics are for these cases, but I have a few theories.

I work in exactly the type of school this describes, with exactly these kids. I’m genuinely awed by the hubris it requires to just plow ahead with advice/theories about their advantages vs. disadvantages despite having no clue whatsoever what they’re talking about. It makes me genuinely angry. This person can take their theories and shove them up their ass, until they bother spending time in my shoes and really coming face-to-face with the profound systemic and otherwise deep long-term issues kids in this environment have to confront… just to make it to tomorrow. While navigating being a fucking teenager.

Re: Escaping High School

#145
post #10

Earlier quoted context omitted.

I’m confused. Are you suggesting children should be working?

Not just that they should be working, but they should only be exposed to their parents' social circle. There should be no opportunity for children to meet people from different social backgrounds.

[flagged]

Re: Escaping High School

#146
post #120

> And by the time you’re in your mid-teens, you’re probably as smart as you’re going to be – not as worldly or wise as you will be later, but the raw brainpower is mostly there. I strongly disagree with this. I don't know if it is genuinely true in a biological sense, but in my life experience it is not even close to true. There are lots of things I do that are so far beyond my abilities as a teenager. It could be du…

AFAIK the human brain matures around mid to late twenties, so you'd probably be right about this from a biological sense too

I think the neuroscience here has really gone through the pop-sci wringer. The original research was specifically about impulse control and not anything else. I think there has been some more evidence about pattern recognition etc recently.

It's always struck me as funny when people say 25 is when you're fully mature. After this point, you start to experience declines in ability. It's not maturity; it's the moment you start dying.

Re: Escaping High School

#147

Something that bugs me today is the way music education was handled at my school, and probably other schools. I got to a pretty good technical competence with my trumpet but at the end of the day I could only play what was on the sheets. Maybe some of that is my bad, but I switched to keys after highschool and when I show up to jam, most wind players seem like musical cripples without a lead sheet, and my fakesheets…

This reads to me like wanting to learn sports, and then disliking that your soccer instructor didn't teach you how to throw a ball. There's a lot you can learn about music in the classical framework, but the focus there is certainly not improvisation based on chord sheets. Generally learning about improvisation in a high school context would happen in jazz band, although in my experience lots of people in jazz band (including myself) are not too interested in improvisation either. A separate music theory class might also help although dedicated classes for that are probably even less common than having a jazz band, although if a student is particularly motivated and interested and the school is at all flexible, you can sometimes work out a deal with the band teacher to do a special run of such a class. Also music theory is just theory, it's totally insufficient without also actually practicing improv as doing it in real-time is a much harder challenge.

I wouldn't doubt if learning guitar or piano would help with this aspect, but I know plenty of people who learned it just fine on wind instrument if they want to. It's not too surprising especially for those learning wind instruments - taking a solo in high school is already scary for a lot of people, and even more so when they don't even have music to play or practice ahead of time. Also there is admittedly probably a higher barrier of entry to improv on wind instruments so a lot of the focus necessarily has to be on achieving a baseline technical proficiency before it even makes sense to think about improv (if they don't put in the prerequisite technical work, it would be hard to move to improv). For example, with guitar or piano, right off the bat I can play any note in tune and sound at least halfway okay. On a wind instrument, even playing the most basic note will sound quite bad at first, and generally the range of frequency is limited for beginners and learning to extend it can take many years. Playing in tune likewise takes years.

Anyway, all that said, I entirely agree, if someone really likes music, it's hard to go wrong with also learning guitar or piano. Piano in particular, as one of the most versatile instruments, used in so many genres, and can help with learning fundamental theory, composition, and even gives a very good sense of rhythm as the two hands have to act independent of each other in a way that other instruments normally don't have to. If I had to go back and learn a different instrument, piano would be a likely candidate.

Re: Escaping High School

#148
post #120

> And by the time you’re in your mid-teens, you’re probably as smart as you’re going to be – not as worldly or wise as you will be later, but the raw brainpower is mostly there. I strongly disagree with this. I don't know if it is genuinely true in a biological sense, but in my life experience it is not even close to true. There are lots of things I do that are so far beyond my abilities as a teenager. It could be du…

Your post reminded me of this article from almost a decade ago. Using James Murphy of LCD Soundsystem as a great example:

https://www.theatlantic.com/health/archive/2014/02/big-break...

Re: Escaping High School

#149
post #120

> And by the time you’re in your mid-teens, you’re probably as smart as you’re going to be – not as worldly or wise as you will be later, but the raw brainpower is mostly there. I strongly disagree with this. I don't know if it is genuinely true in a biological sense, but in my life experience it is not even close to true. There are lots of things I do that are so far beyond my abilities as a teenager. It could be du…

Yes, the scientific consensus right now is that the prefrontal cortex does not generally finish developing until the mid to late 20s, and this is the main locus of executive functioning. Perhaps according to some very narrow definition of “raw brain power” one could say, as TFA does, that this is all done in one’s teens - there seems to be consensus that IQ peaks around 19-20, though even short term memory (which I think would be unambiguously classed amongst “raw brain power”) is thought to peak in the mid 20s.

Re: Escaping High School

#150
post #48

Earlier quoted context omitted.

> Yes, don't we all hate it when people come into our job and tell us how to do it? I read this and was expecting /s but apparently not. Please address something concrete! In the US, there are significant problems with the educational system. It's ok to write a theoretical piece thinking about ways to do things differently. The author has some good ideas that do not deserve to be dismissed lightly. They can even be a…

Well, there are a couple things going on here. First is the blog post, which I can't really make sense of. It's 12,000 words on how to navigate high school without a single reference or citation. No evidence is presented whatsoever to support any of the assertions made. It purports to be a guide for 14 year olds but is written in a manner and published in a medium that is not accessible for 14 year olds; not many 14…

The number of processes in a system will only give you the potential points of failure.

If we measure computer resources we come a completely different conclusion. would you use an OS that uses up more ram and cpu resources than all the programs you run inside of it combined?. How about a restaurant with more managers than cooks and waiters?.

Schools with more administrators than teachers seems like the perfect example of the iron law of oligarchy to me.

Post reply on HN