The world's worst students

The world's worst students
[Text, very good. For in a time when higher education are reduced to preparatory courses, universities gradually losing its capacity in [form], to prepare the thinker, the organic intellectual in the service of society. Many are unable to act because their university degrees, are valueless, as some reviewers call themselves the capacity regulatory frameworks, accredited universities that are silent, face the might of capital from fund-graduate students in their frames, successive contests " purposes only and excluding tax revenue, generating capital in the millions, they buy everything, morals, dignity, sentences, silencing journalists, presidents, senators, congressmen, judges and even ministers of the supreme. That is the power generated by the worst students in higher education, with failures in the examinations at the home of 90%, this mass generates resources that are not even counted. Very suitable text for students who are subjected to professional entrance exams. Keep your eyes open]
The strength of a culture is measured by the innovations introduced by it, both artistic and scientific as philosophical and medical or technological. When you see things this way, we perceive the distance to which Portugal is a country can be deemed a cult, because if you look around, lives in Portugal surrounded by products of foreign ideas. Maybe just the beans and the rooster of Barcelos is our invention, automobiles, universities, medicine, most of the books, the arts - almost everything is made abroad.
I think one of the reasons this is so is a bad education, which consists of making students repeat litanies laboriously do not understand why no one explained to them nor can explain. Portugal should be, indeed, the only country in the world that gives a curious phenomenon: when we are students, we have the worst teachers in the world, when we are teachers, we have the worst students in the world. Does the Portuguese are more stupid than other people, as one insists on thinking?
I think not. Intelligence is also distributed by humanity. The difference is in culture. And the problem is that the Portuguese school culture, in particular, suffers from various terminal illnesses. One is the myth of the Great Investigator Genial.
The idea that a professor has to contribute, though humbly, to the progress of their discipline, with new and interesting ideas, it is now, thankfully, a common place in Portugal a few departments, such as mathematics, physics or economics . But it is still a revolutionary idea in the philosophy department, where the very concept of academic journal with anonymous submission of articles is a novelty shy.
And so we fall into the fallacy of thinking that the solution to philosophical Portuguese delay lies in the Great Research Tip - done as something extraordinary and not as it should be as routine task. It is not difficult to see the fallacy if we think that the teaching of physics and mathematics in secondary education is terribly bad, though many teachers in these departments every year publish articles in international journals. So what's the problem?
The problem goes by the name of "false dilemma". It is illusory to think that "what is needed is quality research," because what we need is all at the same time, research and teaching quality. Now if we look at random to perfectly unknown universities like the University of Alabama at Birmingham (USA), we find interesting facts. For example, James Rachels is an Investigator of Ponta Grande, if this is meant to speak to someone who, like Putnam and Popper, see their ideas being discussed for decades by battalions from other philosophers. James Rachels is just a teacher and researcher modest and responsible. But ... have dozens of articles published in top international journals, several books and published several anthologies he organized. And these materials are divided into two categories: materials research and teaching materials. Both co-exist, both are needed, both are part of the duties of any good teacher.
Seeing the international reality and reflecting carefully one discovers why the Portuguese education and culture are so weak: not only because teachers are unaware of the international lines of research, but because even those who know them isolate themselves and lose these circuits without regard to its obligations as a teacher. It's how we end researchers unable to realize that teaching or writing half-page notice that on issues of their alleged specialty - which after all is merely to repeat others' ideas and laboriously learned and espiolhar details sterile.
There is nothing wrong with sterile espiolhar details - this is part of the investigation, because you never know at the outset whether the detail is sterile or the start of something big that will radically change our understanding of things. What's wrong is to imagine that these details are proudly the most important thing in the world, disregarding everything that smacks of education accessible, direct, without academism barren nor gestures of expression that only hinder student understanding. And so we have a paradox: mathematical and physical seamlessly integrated into the international community - at the same time we have manuals and shameful lessons in math, which are the cause of the terrible failure of our students.
We'll have the worst students in the world? We'll have the worst teachers in the world? No. What we have is a culture fell, full of illusions and myths that keep the mind virus to propagate, infecting the national noosphere. Any competent teacher in our country would devote their time to improve education, you need the best talent. And do it while doing its job as a researcher. Because this is why they pay you, to contribute both to investigate the truth of things and teaching quality.
Only the most advanced and innovative researchers who contribute significantly to breakthroughs are sometimes relieved of their educational responsibilities. And what's ironic is that some of these authors - as Bertrand Russell, George Berkeley, Thomas Nagel and Simon Blackburn - gave up, yet the work of writing for students fifteen years.
Only the Grand National Tip Investigators whose work will in all probability forgotten within ten years, are too superior for trying to help students understand things - after all, our students are the worst in the world, and do not deserve our effort. But if they are not trained and assisted by unpretending most talented teachers and researchers, but may no longer be the worst students in the world?

Withered by Desiderius