@nathanielcgreen.bsky.social
History professor at Northern Virginia Community College. Author, THE MAN OF THE PEOPLE, by Kansas Press. https://kansaspress.ku.edu/9780700629961/ Currently writing a book on the history of the three-fifths clause. Opinions solely my own.
Hey, @moiradonegan.bsky.social. This looks like a piece you would be interested in. I am disagreeing with something you posted, and citing it to support my Very Smart Point. Reading bylines is for wusses. Maybe you should educate yourself and read it.
This article took me a long time to research, think about, and write. A lot of colleagues read and commented on earlier drafts, and there was an extensive peer review process that greatly improved the final version. That's how academic scholarship works. It requires time and a generous community.
This looks awesome, Adam! Congratulations!
Again, a good time to remind military personnel that you can, and indeed must, refuse to obey unlawful orders
It also requires that teachers have enough content knowledge and the time to craft truly unique lesson plans. The amount of both varies greatly. Some teachers sincerely know a ton, and others know little about the content, which incentivizes using these manufactured worksheets, or turning to A.I.
A reminder to military personnel that you can and should refuse unlawful orders
✋ Former USG war crimes lawyer here.
Apropos of SecDef's remarks this morning:
Denial of quarter—even the declaration of no quarter—is a war crime.
And recognized as such by the US Government.
From DoD's Manual for Military Commissions.
Always read @moiradonegan.bsky.social
The Strait of Hormuz is open for transit
This problem is so much bigger than just academia. To do a job well, you first have to know how. Faking it only lasts so long before you are eventually found out. And not doing your job, or doing it badly and lying about it, will have real consequences.
There are a lot of people who think the point of a job is to simply convince others you are actually working, while doing as little work as possible. What you know doesn't matter.
We are finding out how much of society depends on people knowing how to do their job, and doing it well, every day.
Ok but then you have Joe Rogan providing commentary on the panels. 0/10 do not recommend
Seems bad.
Everything is just so fucking stupid
Agreed but serious question: what are the consequences besides other judges writing a condemnation of what he wrote?
the stink of gender resentment coming off Silicon Valley has been obvious for a while. these men hate women because they hate being told no.
Generally, a routine is something I deliberately set for myself. It's something I determined to do regularly. A habit, for me, is something I didn't deliberately set, but something I sort of fell into. (Not all habits are bad!). Neither are automatic, though. Both take time to develop.
If you're not willing to earn that privilege by reading deeply and coming to class ready to talk--and talk for an hour--then this is going to turn into a writing assignment.
I don't think that's too harsh or out of line. If they're not talking because they haven't done the reading, there need to be consequences for that. Being able to discuss a document informally and deeply is so much better than having to write an essay. But doing that is a privilege.
I'm also not opposed to a bit of the "stick" approach: if you don't get more conversation that demonstrates you've read this stuff carefully, this Socratic seminar is going to turn into a writing assignment, so start talking.
You can even, possibly, have them do a more formal reflection about what they think their expectations for the novel suggests about what they knew, or thought they knew, about either the novel or about the historical context.
I tell my history students "the sources always surprise you." This may get them primed to be on the lookout for what surprised them about the novels, since they've already had to reflect on what they expect to see.
No problem!
One idea would be, after covering the historical context but BEFORE they're reading the novel itself, to have the students discuss what they THINK the novel will be about, or HOW it will address these themes, before they've read it.
What are you assigning? What objectives are you aiming for in the class?
Predictions: The Washington Wizards will give up 85 points to Desmond Bane tonight.
But it thrives in our current intellectual ecosystem because it's built to coddle ignorance and foolishness as accepted. We shouldn't make someone feel ashamed for not knowing basic facts, even when that ignorance leads us to pick stupid leaders who make deadly, disastrous mistakes.
The difference is that Silicon Valley techbros often advertise their ignorance as commonsense insight. It isn't simply a deficit they're not ashamed of, it's a new idea that supposedly nobody else ever thought of, made possible because it doesn't bother with pesky facts or nuance.
There was no sense that she was ashamed of this ignorance. She didn't deny that the Bill of Rights was important to know about. She just simply didn't see a reason why she needed to learn more about it. She was comfortable with her ignorance, and even comfortable sharing it.
This same elementary school teacher also said she thought there were 29 amendments to the Constitution. I informed her that there were 27.
