Our Youth is getting Dumber, here's Why
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- Опубліковано 16 чер 2024
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0:00 Intro
1:51 How the Government Dictates Teaching
4:32 The Teacher's Arbitrariness
8:29 How to Know What to Teach?
18:05 Conclusions
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I think the same thing happens in Canada, in grade 11 math we skipped 1.5 units and our final exam was 8 math problems with multiple choice answers. I don't think I actually finished any whole course that year as teachers would often skip material and work due to time restraints even though past years had no problem handling the entire curriculum.
{∅} ∈P({1, 2}); Is this statement false? ∅ ∈ {{∅}}, is this false as well. Please help me
Just sounds like you're complaining the system isn't suppose to enlighten you, You're not end all be all if you really want to learn solo with textbooks and trade your soul.
I think the degradation is not because people are getting dumber, but because ministers want to take credit for improving educational outcomes when what has actually happened is that more and more topics got offloaded to university profs.
Exactly! You hit the nail right on the head! :)
I think it's both. As students get dumber, people needs the educational outcome to be higher so they teach the subject less. And as a result, students learn that certain grades is more than enough and they become more lax. As a result of being more lax, their grades get lower and the minister also wants the educational outcome to be higher then loop continues.
But it all starts with students getting lower grades and minister wanting the educational outcome of students to be higher. We cannot just blame only one side as one year we can have students getting extremely high grades and then suddenly it drops. Both are at fault, just not equally at fault
Edit: There could be the part where even when students doing well and people wants the grade to be even higher so they lower the amount of things student has to learn to take an exam as well but we cannot say that's the only thing that's happening.
@@ScrotN And then we have kaplan that just lets anyone in
Exactly wrong
Peaple are indeed getting dumber. Culture is getting eroded. Less peaple are reading books.
Internet basically made critical thinking impossible
Ask a religious school student to show you their "science" books. Try not to laugh in their faces.
The Mix of German and English is amazing.
You mean Tschörmen ent Inglisch?
especially when he said ppl r dum as shit at the moment 😂 in that tone
"Schulinternes Curriculum. Äh, Curriculum" xD
Sum Stu: art of teaching
Chapter 1: teach or be teached
Chapter 2: waging tests
Chapter 3: lesson strategy
Chapter 4: trick questions
Chapter 5: establish your authority
Chapter 6: good and bad grades
Chapter 7: gym class
Chapter 8: the nine R’s
Chapter 9: single file lines
Chapter 10: the classroom
Chapter 11: the nine varieties of students
Chapter 12: attack by pop quiz
Chapter 13: the deployment of star pupils
Sun tzu joke? Not sure so I'm asking you because I'm dumb
@@sanamite No. It's a Sun Tzi joke
@@sanamite the video was originally called “art of teaching”
I'm going to give my opinions concerning the Educational system, as a highschool student in France. People often blame ministers for wanting to artificially increase the success rate of exams, however students (as well as their parents in a lot of cases) also play a significant role in the degradation of the educational system. Here's the major issue: Students aren't willing to make an effort to understand the material and are just satisfied with cramming and getting good grades. It's really emotionally damaging for those who are actively interested in the material especially in mathematics since seeing other students get away with straight A's even though they don't understand a thing of what they're doing is absolutely not motivating for those who wish to go beyond the material and solve problems for the sake of it. Here's an anecdote I wish to share with you all: my math teacher decided that it would be fun to put more complicated and exotic exercises on the test just for the sake of it. The exercises weren't difficult at all (it wasn't IMO level stuff, the outline the solution was clearly given in the sub-questions) but since a lot of my fellow classmates only knew how to cram and never knew how to try to solve problems, they failed for the most part (I was the only one who got a full mark). There are some contests which are organised but a lot of students show up just so they can put on their resumes (Parcoursup is a whole other can of worms) that they showed up. They don't even try to solve the problems when they come home!
The worst part of all of this is that people who are actually good in math are more often than not stigmatized by their own peers telling that they are insane people or by saying: "Oh it's normal, you were born that way." without taking into consideration the hours of work required to get to a certain level. And it even goes all the way up to bullying, which took a real toll on my mental health for years.
I understand you. What I have also seen around me is that parents have gradually accepted the false idea that mathematics is a "mostly useless" subject that is only "reserved to a couple of solitary/divergent individuals". This is of course incorrect, and I believe thinking more mathematically in certain situations would greatly benefit our society. Sadly, the children have also accepted this fact, as it leads to less work (what most children are about and is completely fine). This leads to the behaviour you have described. Of course, for politicians this is easy work to gain reputation.
Honestly, I sympathize greatly with that. Here in the US, there’s not what I would call a stigma, per se, but more what I would call a “lucky to be born that way” attitude towards people who want to actually understand the material taught in school. I am currently still in what we Americans call high school (secondary school elsewhere), and I don’t really care about getting straight A’s. I just want to learn, but this manifests as getting straight A’s, and my fellow students don’t see the countless hours of work they just think “oh he’s just born like that” and then lament about how “unlucky” they think they are. And worse yet, a lot of students here really do fall victim to the “must get high standardized test score” mentality. This puts me at odds with them because education is about learning and truly understanding, not about getting a high score on a eugenics based test made up by the US military almost 100 years ago. But, because we in the US have this “grades over understanding” philosophy from the No Child Left Behind Act many courses in US schools are deliberately made easier to artificially inflate standardized test scores so that the state governments who run the education systems can report successful years like it’s a business putting out quarterly reports. It was because of this that Alabama had 5th graders learning multiplication tables when that should have been taught 2 years ago in 3rd grade. My Pre-calculus class was so easy I could’ve passed it while drunk out of my mind. The standardized tests have a 45 as passing, and are again so easy you could get an 85 on it while half asleep. These problems don’t stop at the gov’t level they extend all the way down to the student level, and not just in the ways I’ve mentioned earlier. My physics class was a dual credit class run by the University of Texas (UT) and administered at the high school level. The class was structured that the teacher at your school would lecture on a topic (the whole curriculum is made by UT the teacher just lectured and gave tests and labs the labs were graded by UT grad students) and then you would do homework for the unit and then the test for the unit the tests were all written by UT. The homework was done through a website called quest and the homeworks themselves were 20-27 questions and they were hard. They actually challenged you and made you learn the material. If you did them properly (no Chegg use) you would easily ace the tests which I did. The problem was that the high school grading was run by the teacher and the teacher made it to where the homeworks were test grades. This greatly encouraged just using Chegg for every problem on the homework, getting a 100 on it, and then just praying for a 50 or above on the test. (A 50 curved to a 70 in that class). This effectively meant that 75% of the class had no idea what the hell they were doing and miserably failed the tests with 20’s and 30’s. People even scored zeroes on tests. But because they got 100’s on the homework they passed and sometimes even had A’s. I wasn’t going to complain because the teacher was an actual good teacher who really knew the material but even he knew that the decision to make homework a test grade encouraged people to cheat on the homework and fail the tests but it really did show who actually studied and knew the material and who cheated and then tried to cram their way out of it because those people failed every time. Sorry for the long response but I didn’t know how to make it short.
You may be right, but it's really not enough to just attribute more or less blame to the education ministers or the students. If indeed the trend is system-wide then almost by definition, it's a systemic issue. There's most likely a large confluence of causes and factors involved, but chalking it up to the personal failings of your peers provides no real answer. It's very unlikely something like that would just start happening spontaneously due to some broad uptick in laziness or cynicism across the board, even if it were the case, the really question becomes what causing _that_ decline.
It's much more likely a consequence of the ever present push by powerful special interests to label STEM topics as the only valid education path, but only to the extent that it's directly applicable (profitable) to industry. It shouldn't be too difficult to see how that can lead to to some pretty narrow, perverse, self-defeating incentive structures developing over time. I recommend this video on Neo-Liberalism for more info on how to be the life of the party, like me. ua-cam.com/video/c3rp7Hs1Sjo/v-deo.html&pp=ygUbY2hpbGwgZ29ibGluIG5lby1saWJlcmFsaXNt
Seriously, though it's a fun vid. you really should check it out.
I'm so sorry you went through that. People should never be bullied for putting effort into something they find exciting, let alone bullied at all. It truly saddens me that you have had such an experience and I hope that our education systems will be better at accommodating "gifted" students in the future. (Press 'X' to doubt)
I get you! You've got the internet in today's age. So no need to compare yourself to them. No need to bind yourself to their pace. Take pride in your mathematical abilities, solve more problems and increase your confidence. The world is much much wider than a single school or a single country and there's many excellent students at our age. I understood this when I saw the winners of IMOs. I wasn't half as good as them. If maths is our passion, we should chase it irrespective of what others think. Ignore them as they're "dumb" (they may not really be dumb but in this case, they got no idea what they're talking about).
I am a big believer that the standardized tests and exams have hurt the quality of education. I've graduated from a rather prestige uni in where it was and the contest was if I recall 13 people on one place or something similar - i.e. there were 13 times more applicants than there were open slots. And we were passing the "normal" exams - i.e. written parts with real problems to solve and had to write detailed solutions (no "choose an answer" bs) and - yes, oral exams where an examiner could easily ask follow up questions like "oh you've used this theorem in your solution, care to prove it?". It was much, much harder and it was impossible to cheese through just preparing for a specific test.
I don't think it's so much a question of students themselves becoming less capable, but of students being conditioned to operate as mindless machines in preparation for standardized exams. An excellent read on the tragedy that is contemporary mathematics education remains Paul Lockhart's brilliant essay _A Mathematician's Lament_ - it's 20 years old by now, yet it is still absolutely on point. I'm currently studying to become a teacher of mathematics along with English and Latin, and math truly seems to be the worst of all three subjects in this regard; English is a subject that is quite culturally present anyway and where you can basically just teach students about interesting stuff while helping them hone their language skills, whereas Latin is by far not as culturally present but still gives you a lot of leeway as a teacher here in Austria. Ironically, I think the special status of mathematics in our educational regimen is the root cause of this disaster - because of the pressure from standardized exams, which I maintain are not suited towards an artistic discipline like mathematics, schools are rewarded for turning their kids into apes that mindlessly apply algorithms based on what the gods at the department of education asked in years prior instead of truly understand and engaging with mathematics as a lively and inherently appealing subject.
Agreed, it's also the fact that not everything is in your interest. For example, if you are forced to study for chemistry really hard, you will start to feel overwhelmed and you start to loose interest for other subjects you normally loved. I did my "Abitur" here in luxembourg and this happened to me. I loved physics and math and I was quite good at them. And other subjects I didn't like weren't really a problem because they were not a problem to get by. But as soon as I got to those 2 final years in school, it got very annoying and I started to dislike math and physics too... :( But now that I finished school it's getting better and I watch more and more physics and maths related content. It really is a problem with educational system, at least partially
I would like to hear your opinion on something: I did my Matura in 2016, which was the first year of Zentralmatura for BHS. Mathematics was just a joke, A LOT simpler than the old Matura and also easier than what we had in Schularbeiten (mainly because in this transition period the teachers didn't know what would be relevant, so they kind of continued teaching the way they used to). Still, the results where abissmal. The following year, the Matura got easier, still many failed. The Landesschulsprecher complained that the exam was unfair and too hard and it got easier the next year (I always read through them because I had many friends who had their Matura that year and I helped them studying).
Hence my question: Why are the Zentralmatura getting easier each year even though the transtition from the old model to the new one already brought such a huge step down in difficulty? Is there some sort of minimal percentage of people passing that has to be met?
@@DonPedro69 Thanks for sharing your perspective! Glad to hear your interest in mathematics and physics is once again blossoming after an extended intermission. I definitely think classes could afford to center student autonomy and individual learning to a greater degree - that could lead students to have a healthier relationship with a given subject instead of constantly feeling the pressure of having to reach a certain level.
@@samueljele That is an excellent observation! I did my Matura in 2021 - in other words, right in the middle of COVID, where the department of education bent over backwards to make the Matura completely trivial (at least in my estimation). I'm afraid I can't exactly answer your question, as I'm not some insider at the department of education - I know, however, that, while it is not required that a certain portion of the student population graduate, the department looks carefully at pass rates and designs next year's exam accordingly, leading to these two-year cycles wherein a lot of people pass one year's Matura, so they make the next one a bit more challenging, which leads more students to fail, causing them to make the next one easier - and so on and so forth into perpetuity. My unpopular opinion, though, is that I don't necessarily mind the Matura getting easier - I'm not a fan of standardized exams to begin with, and a lot of students do struggle in high-stakes situations like Matura exams, and so I find it a bit preposterous to suggest that students should be met with these kinds of massive hurdles on a day that their future hinges on (though they can, of course, make it up at a later date). What I _do_ mind, however, is that teachers on an upper secondary level nowadays work almost exclusively towards letting students pass this one stupid exam and that preparing students for it is considered the end-all-be-all of classroom instruction. First and foremost, I would like to spell out the obvious fact that the increasingly trivial Matura, by proxy, means that classroom instruction is increasingly delivered at such a low level and with so much unnecessary nomenclature (that's another point I would like to emphasize - for example, there is no point in teaching limits if you're not going all out in teaching about the analytic crises related to the concept of infinitesimals that prompted the invention of this term. Definitions are aesthetic choices that arise in a historical context over the course of centuries; and yet, the department of education is seemingly obsessed with definitions and notations for their own sake, no matter how poorly understood they are.) that it just isn't possible to do a lot of interesting stuff - as in, if classroom instruction on calculus is centered around determining whether or not a function is increasing or decreasing based on a sketch of its derivative, how can you even hope to do more interesting stuff, such as visually deriving derivative formulas, in class? And then there's also the fact that teaching to the test just doesn't make good pedagogy; students want to feel like the content has meaning to them and is enjoyable to learn - not that they have to acquire it because they'll be quizzed on it in a high-stakes exam in two years' time. They want to have a degree of autonomy and learn for themselves instead of having the contents dictated to them. Learning just doesn't work under pressure - and let's not even speak of the idea, which our entire education system deems blasphemous, that concrete and observable results of the learning process are maybe not all that matters, as a student who remembers enjoying math class and who occasionally watches some math videos on UA-cam just for fun is far more likely to retain and expand their knowledge in a more long-term framework. Just abolish the Matura - it doesn't do anything except instill fear within students and steadily depress the level of education. The Matura really just makes everyone's lives harder, and it certainly doesn't secure educational standards or whatever. Right now, the Matura is an albatross around teachers' necks, as it forces them to spend a great amount of their class time with pointless exercises drilling students to respond to obscure question formats and apply a very narrow section of the materials that is easy to ask on a standardized exam; the department of education, the school, and parents ask teachers to orient their classes around this inconsequential nonsense that no one gets anything out of, and if they don't, they might not be fired because of how badly teachers are needed right now, but they'll certainly have some angry parents make their life a living hell.
Mein Highlight aus der Zentralmatura war folgendes: Es gibt diesen Aufgabentyp, wo in einem Satz zwei Teile fehlen und man jeweils drei Ankreuzmöglichkeiten für den fehlenden Teil hat. Einmal gab es bei der Matura einen halben Punkt, wenn man eines von beiden richtig angekreuzt hat (völlig absurd, die Aussage muss ja als ganzes Sinn machen)! Ich rechne die Matura jedes Jahr durch und sie wird gefühlt immer banaler. Es werden nur mehr isolierte "Kompetenzen" abgefragt, damit auch der Dümmste noch studieren kann...
8:40 Imagine his students watching this video haha
It would be funny as hell
I've seen a downward spiral here in the US. Standardized testing and Common Core has been ruining math education, and I've seen a huge rise in entitlement when it comes to grades - they expect an A because they showed up. Wrong! They want high grades for minimum output, they don't want to learn and just don't care. It's time to get rid of the education "experts" who are nothing more than bureaucrats with economic interests.
Considering that low grades and test scores can absolutely tank a child's future, I can hardly blame them. Not to mention that Common Core makes hardly any sense, and standardized testing is overrated and too important. It creates a fear of failure- a "Why even try if I end up failing anyways" in struggling students, and a "Why think outside the box and find a different solution to a problem when I can just do it the way it was taught and get a good grade from that" for everyone else
@@theerrantwanderer Exactly - we're effectively pushing the creativity and innovation out of students. Turning them into test taking drones.
The correct way to increase test scores is to increase spaced repetition of the material. The easy way to increase test scores is to make the tests easier. That's the difference between an education expert and an education "expert".
I agree with you. I am brazilian, and in here the problem is way deeper. Inequallity issues apart, the most important test here (Enem) is a test that requires almost zero knowledge about the subject, but much knowledge about how to do the test (like finding the right words in the text or the ability to read in the proper way in order to do 90 freaking questions in 5 hours). In the words of Richard Feynman when he visited Brazil : "I couldn´t see how anyone could be educated by this self-propagating system in which people pass exams, and teach others to pass exams, but nobody knows anything. "
One aspect of this problem is there are mental skills that are not being exercised that used to be exercised decades ago. Plus even when these skills are taught they are not being practiced enough. Drills/repetition are crucial for a student to maintain skills to be ready to move to the next level.
The thing about standardized testing is that you’ll always be forced to learn according to that strict and rather quick curriculum. People are always quick to blame students for just not trying harder, but the more effort you put in, the less you get out. It is far easier to cram and forget than it is to explore and learn, and learning takes time and effort. You don’t have time for some boring repetitive math/history/English/physics homework, time for your own interests, and time to actually study a given topic.
I am incredibly lucky that my AP US History teacher had a policy where they graded every assignment, no matter how late it was submitted. That way, before ever doing any notes/classwork I was able to actually learn much more about each specific area at a deeper level than just noting down the relevant facts I need to regurgitate on the test. Thanks to this, I was able to get a 5 on my APUSH exam without having to cram, and that knowledge is still with me. (btw, the notes are bad because they only expect notes over a book that was designed for the AP test, which doesn’t accurately reflect the time period or spends less time on topics that need more nuance.)
Complaining about people who can pass with minimal effort nowadays is also not quite the answer, as even if you raised the bar to pass a class, you would need to actually change something about the curriculum itself else it would be the same forced memorization that plagues higher achieving students as well. My point is this: math education(at least in the US) is awful. It’s design explicitly makes it harder for you to learn mathematics, by taking away time needed to cover a topic in depth, forcing you to memorize formulas without any idea of where they came from, and grading people based on exams that are poorly designed and giving the impression that people who do bad at math just “naturally aren’t math people”. I know so many creative people who love geometry and puzzles and sequences and series but will never take an advanced math course because the way the system is designed kills off people who may actually like math. To be blunt, there is a lack of true mathematics in math courses(in high school).
Regarding students who come into math courses in college not knowing basic algebra or even how to divide fractions, the issue has been exacerbated by passing them with poor math skills, but it was always there. There is a difference between understanding how algebra works and memorizing PEMDAS or BODMAS or whatever pneumonic you use. This is not a new issue, just one that has become more obvious because you can now actually see who is struggling instead of waiting for them to fail high school math and eventually pass after memorizing how to solve the specific problems that appear in tests.
I think that the reason we students are getting dumb af is that we're getting distracted by other stuff and don't have the joy of learning. I had to really dive into learning stop playing games and get my dopamine from learning to get good grades but more importantly the knowledge. Curiosity is the magic which in my opinion lacks in our gen Z
I personally learned to be curious and dive into the problems that I've encountered now I'm ahead and in my opinion 1 teacher should sometimes for example once per school year focus on 1 student from his class and try to talk to him about the thing that he doesn't understand because a lot of times someone doesn't get it cause they lack the prior knowledge that they've missed because of sickness or something. Sorry for my English I'm from Czechia and I'm still learning it :D
well said. Too many quick dopamine fixes nowadays.
Eh, gaming is not the issue. I'm a gamer. I spend my free time gaming. I'm also in grad school as a theoretical & structural chemistry student working on computer models that implement mathematical frameworks to solve quantum mechanical problems.
The gaming bit actually helps me. Gaming inspired me to learn to code to modify/alter my games, which is a crucial skill in my field now as a grad students. Gaming taught me english, giving me immense advantage over my non-gaming peers who struggle to read complex english material and need help of translators.
Gaming taught me to think of alternate solutions, to play with inputs and outputs, to experiment without feeling dejected.
@@runakovacs4759 I'm not saying that gaming = bad but it helped me to stop... Now I'm making games in unity and have more than ever desire & time to learn and discover. I'm not talking about math only but everything. I'm not saying that this is a rule and I think it's fine if you game but not all day as I did. It's a good escape from problems but it's hard for me to stop if I start.
Gaming thought me English too but so does my programming journey and now I don't have reason to stay... I think that chess helped me with logic and thinking about more things quickly. If gaming helps you then don't stop :D
it may not be the issue FOR YOU but it sure as hell is for a big bunch of people who replace any possible meaningful activity, sport, or social interaction with 12 straight hours of League of Legends. You just seem to be a well-rounded person. I am too, now, at least.
I'm an undergraduate from India and from what I can see, the exact same is happening here. For context, in India there are many education bodies that operate with their own unique syllabus and curriculum and these bodies are called a "board". Most of these boards are privately owned but a board called CBSE is run by the Indian Government itself and is the biggest of them all.
The CBSE board just announced a massive syllabus change for Physics where they are literally removing the concept of electrical resistance as well as radioactivity, scattering of light, magnetic dipoles, semiconductors and more from the 12th grade syllabus (highest grade). They keep reducing the marks required to pass the final exam to the point where now you need only 33% to pass (which is especially ridiculous considering just how easy the final exam is).
Nobody wants to check out derivations, nobody wants to see proofs, nobody wants to understand what is exactly happening, everybody just want to memmorise all the formuale and reactions and call it a day. This is especially true for the infamous JEE. They are offloading more and more to university professors, hoping they will teach them right but the professors at any university other than the top-most institutes are just as terrible at teaching (if not worse because they dont fail to keep massive egos as opposed to school teachers).
Fortunately I am studying in a good enough institute, where this doesn't affect me. The professors are great and friendly and the curriculum is fantastic. Its just heartbreaking to see so much talent get wasted on a day to day basis.
Anyway thanks for making this video, I just had to rant this out somewhere. Best of luck in whatever you do man.
Thank you for the great insights!!!
Removing concept of electrical resistance? What do Indian government want, electrician that burn house? 😂
Wait, what? I'm a freshman highschooler in India, and I haven't heard of this yet, could you point me towards a relevant source?
Removing things like radioactivity and electrical resistance is just insane, added on top of the cramming required and ultimate pointlessness of the JEE and other examinations which just have a lot of rote/repeat memorization and no space for actual knowledge/problem solving skills. It seems like we truly are heading way south in terms of literacy and education. Plus, science and research are never pushed, only engineering and medical. Combine that with teachers who do not know how to teach/have no passion for their subject, and we are headed towards a nationwide disaster.
Oh, and I forgot to mention about regular school examinations which just give previous-year questions/a crap ton of questions which are just long winded and uncreative, especially in mathematics. Speed is one thing, but how are you going to solve a problem if you don't know how to think about a problem?
I also don't understand how the amount of stuff they have to teach manages to go down every year-from my observation, this seems to be a global phenomenon, and that's fascinating (and infuriating, depending on your temperament).
You say its Global but I am seeing my younger cousins syllabu,. He is studying grade 12 in India. I studied grade 12 6 years before him and the syllabus is exactly the same. I was a bit annoyed the literally nothing changes but also happy that they didnt dumb it down.
Every year teachers are expected to teach roughly the same content, but are also saddled with more and more paperwork and effort. This latter is invariably, in the end, either to avoid legal liabilities for the school, or allow the school to pin such liabilities back on the teacher. 'Legal' here is in a broad sense, from yes lawsuits, to just simply conflict resolution with students and their parents.
Of course, you can't give teachers the same hours in which to teach, the same content expected to teach, the same (or declining) pay renumeration, but up their responsibilities by 2% every year for however many decades. Something has to give. So guess what declines, in order to properly fulfil the administration's expectations and make the school's life easier.
@@pianissimo7121 When people say "global" most of the time they mean Europe and USA.... which is where most of the dumbing down is happening. From what i've seen, India, Russia and China are the only places in the world where education either stays the same or improves. Specially China. The western world is doomed.
I’m a 12th grader finishing up the year in the US and I have taken just about every AP and dual credit course I can take without going crazy. I couldn’t tell you a single thing I’ve learned in my tiny 8 week online college courses which you can literally look up the answers for and I couldn’t tell you much about why we have so many tests for convergence of series because every time I ask my Calc teacher, “hey, where’s that come from? Can you show Taylor approximations on a Cartesian plane to help me understand?” And he’s like “sure,” and he draws it, and then he’ll look at it and just say the exact same thing he said with the numbers and the letters. I don’t know why we have to do half the things we do in AP stats because the teacher won’t tell us why we have to follow the large counts rule or how that results in a normal distribution. Just about every one of my classes is taught in a way to a test, and guess what? I’ve never done homework at home. I’m just being chilling. And it’s literally crazy because I have the highest GPA in my entire school ever and my knowledge on the things I’ve passed is so patchy I could probably tell you just as much before taking those classes as I can after. They work us to death and then get upset when we actually try to understand something. Like genuinely angry at us. It’s exhausting. And it’s been my childhood dream to be an astrophysicist and I don’t even know if that’s gonna happen. I’m hoping University will teach me some real life skills so that I’ll want to learn on my own
We have the same plummeting academic standard of students here in Australia. When I worked in the government literacy testing department I was not surprised to find 10% was awarded on the basis of the presence of any single capital letter in the answer booklet and another 10% for the attempted use of a full stop anywhere. Some schools in poorer white majority areas in Sydney had about 40% of the 6th grade boys unable to reproduce a single alphabetic character or even identify if the exam paper was upside down or not. Full illiteracy.
There are 2 ways to look at education to me:
1. From individual perspective(students perspective)
2. From whole group perspective(school perspective)
From what I've seen, people tend to look from one side and pick one only.
The individual perspective tend to think about what to change in a subject and what others changed could make things better or worse to make it better and the whole group perspective tend to look at things from a statistic perspective and look at other factors that hinders the students education then get rid of it to make education better.
The whole group perspective tend to go about things like "motivation", "memorization techniques", "countries with the best education", "what's the best school" and so forth.
The individual group perspective tend to go to things like "Why grading is a scam", "Homework was invented to punish students", "Why geniuses are worse than normal people", "Why learn something that I don't need to learn" and so forth
No I am not saying one is better than the other and you don't have to try to classify yourself in the category I noticed either. One category can be better than the other in their own circumstances.
Example 1: Due to lower in funds, teachers have to work less in order for the school to pay the teachers. But because of this, students also have to learn less things or learn everything really fast. Which sounds stupid to the student and it does make everything harder for the students but it's logical for the school to do that. In this case, the whole group perspective is better.
Example 2: Due to high competency which causes some students to develop depression and students are dropping out of school more, having no students ranking system and grade everything with a list of student out of order helps the students to feel the need to improve and learn more. In this case even if the workload is high, the students will still feel better and want to improve more. It does makes the school hard to find student's specific weakness. So in this case, the individual group perspective is better.
What I'm saying is, you don't have to classify yourself as either one. This is just something I notice after hearing lots of people way of complaining about schools.
As a teacher in germany I am looking forward to this series. Would be interested to know what you think should be in the Lehrplan for maths but isn't.
I'll most definitely talk about this too! Especially for grades 11-13 :)
I try my hardest to push myself in school (senior in highschool). I'm taking physics next year and heard the teacher was super easy, and while thats usually a good thing I want to go into engineering so I would want to have a strong background in physics. I'm in America, and I can tell you that a lot of schools are declining mostly because teachers don't want to teach hard topics because they don't want to spend the time explaining it. My calculus teacher is not like this, nor is my English teacher, but a lot other teachers have seen to given up so they can spend more time on facebook or personal projects. Either way, it's partly the students being addicted to TikTok, but also the teachers aren't pushing students hard enough. What was seen as a place to push and be pushed has now turned into lala land. Look at standardized tests now, both the SAT and the ACT have been heavily inflated to the point where a kid who is decently smart can score a 33 without trying, or a 1370 on the SAT. Either way, the internet, rise of short form content, and overall disregard for what matters in live have contributed to this decline.
It is not just that- these standardized tests are also quite flawed themselves and fail to truly measure a person's intelligence, and too much importance is placed on them, but hey, let's sweep these concerns under the rug and focus only on test scores! Where did that get us?
@@theerrantwanderer So much is relied upon them for scholarships and i’m super stressed
@@theerrantwanderer would that this were so. I got a 36 ACT, 800 SAT physics, 800 SAT Math II, 157 Quant and 167 Verbal GRE, and applied to 12 of the top undergrad physics programs in the country.
Rejected from every. Single. One.
Went to a state school in Louisiana, and don't really regret it.
If you're asking for more context that would also have been relevant to my admission (race, GPA, essay content), that's exactly my point: it's evidently not all about test scores.
Personal experience here in India. When I was in primary school in the years 2010-2016, the intelligence of the youth of our country was gradually rising. I myself was a bright kid until class 8th. Then online classes came for two years and we suffered a major setback in our two most crucial years of school life, then after a virtual gap of two years, we entered high school. I suffered in 11th grade and am still suffering in 12th. The future is almost ended for me thanks to the online classes in COVID.
Talking about the youth in general, every one wants to run after the money that IITs here promise in the field of CSE. No one actually wants to progress in the field of science in our country. Result? Competition is increasing and highschoolers in India are getting more into the competitive sphere like Olympiads and all that, but they are mostly running after money instead of knowledge so we don't really have much workforce in the form of scientists. That's another way I would think that the youth is getting dumber now. And also the effect of internet, most youth here waste their time in games or social media. Yes, humanity is actually going downhill if we take the average of the world.
Not true I was a very weak student online when I started study offline for jee in 7th I was not able to solve anything and was one of the weakest student in class but as covid came I used online education to boost myself and now iam a very bright student in 12th I am pretty sure there are many like me
@@Ayush-mg6xw do you think preparing for jee from 7th made any difference? When it came to maths I was kinda gifted and scored superb in jee maths but got basically 0 in chemistry. I dont think anything would have changed if i started much earlier than 11th. Is it any different for you?
@@pianissimo7121 it kinda did I actually hated maths before but but in 9th I started to understand maths way better and on my own and about chem it kinda didn't make muchdiff only diff it made was I knew almost half of organic in 11th itself and knew conceptual topics like chem bonding etc very well because I self studied in my lower classes passionately with our the pressure of exams and etc
@@Ayush-mg6xw man I wish I got your attitude when I was a kid. I dont regret my childhood but as I am preparing for Gate I only now realised how easy I took my childhood. I got lucky getting into a good collage but this time I am way more serious about studying and am actually enjoying it.
@@Ayush-mg6xwthat's true for most people in India. However in my case it's the opposite. I became meek and quiet due to online classes. My studies became weak and my social skills became affected as well. As a result I started getting bullied in class 11. I have been through and still going through a lot. I constantly have depressing and suicidal thoughts. So much so that I created a self roast "I radiate so much negativity that even positive charges repel me"....
For me a lot of this recent realization of the same thing was achieved through watching retired experts on this very site. Old microsoft developers like the guy from "the old new thing" for example, they show so much more knowledge that i didn't even know existed since no one tells us about it anymore.
you learn like this and get mad AI is taking your job
5:50 can't help but agree. Now i did not do the Gymnasium in Germany. Did study Physics in Uni in germany tho. But this is the case where i lived too. My sister and i have 13 years of difference and she is now starting to do the last 4 years of High School. At 15 her useful math knowledge is just knowing how to solve equations for x; and how to solve a system for x and y. Maybe solving a quadratic eq too. Has no notion of a vector, of a series, of different methods of proofs (arguably one of the most important things to know before any stem subject in uni), no geometry either.
And the worst part of this? Parents spending a butt load of money for this private school.
They all have those great bullshit new computers and smart screen white boards. Who needs it? It was different for me. At her age we were already doing limits of functions, asymptotes. And next year we would have done derivatives, and next final year of high school integration. And that was with a curriculum from the good old commie times.
Worst of this is that for them biology chemistry and physics are fused into this subject called "science" at twice a week. As if that is possible. You get basically jack shit that is actually useful for College.
What happened to pre-uni education today ?? I remember my last year of high school i used to randomly integrate functions out of boredom and stumbled upon the Dirichlet Integral; later which i had a discussion with my teacher on how to solve. Nowdays that exact sentence i wrote would sound like gibberish maybe?
We are moving into a 'murican type of education, it's scary
😮 what you said sound so much like the education curriculum here in Perú, And I thought that European countries had a way better (almost perfect) educational system, something really bad is happening with the youth
@@PapaFlammy69 hey, we got this garbage from Bismark's Prussia, so don't push it all on us 😅
speaking for my own family here in france:
the further back you go, the more the children learned bullshit menial meaningless shit by heart, and without understanding any of it. My grandma basically learned simple math and got by, in a very good school in paris and around there. My parents also had a lot of studying by heart without any absorption and understanding. Remembering pages and pages of stuff like a robot sure looks good on paper, "look at all the stuff the kids knew back then, and very well!" but in my experience, the older back you go the more you see people know superficial stuff, and the less they are ok with telling you they don't know and just beating around the bush until you realize they don't know shit, and bullshit their way through life and conversations. That said, they also were much better at nice visual and appearance stuff: they spoke way better and also nicer handwriting and writing in general. But it came at a cost, this cost a lot of time, and at the end of the day, they knew simple surface level stuff, that they most likely won't retain past their school years. This problem persists, but removing a lot of stuff surely helps children actually learn the stuff that was in the curriculum in the first place.
Good evening papa Flammy. My place of living is Slovakia and I am currently studying on gymnasium (grammar school) with special focus on teaching more advanced math with 9 hours of math every week. There are also standard classes, where people have 4 hours of math weekly and everything else exactly like other grammar schools. We have a teacher who is PhD level mathematician and everything we learn is explained to its roots and we also have to prove it ourselves for credits that can make our final grade better. (well, not exactly everything, because some things need uni level math or a lot of time which even with 9 hours weekly we dont have). We have a good grasp of why are things the way they are. But then you go to visit a class with standard teaching and standard professors and you see how pointless their education in math is. Those people do math like machines. Not a single thought about it. They have their standard ways of solving things and thats all that they need to know. I had a conversation with one of those professor about this, and he said to me, that he tried once to show them why something is true. They said him to stop, because they dont care if it wont be on the test. From what I can tell, people are getting dumber because in schools they are not thought how to think, but how to pass tests. All they care about in their classes is to pass, not to learn something. In my opinion our system of education is mostly at the fault here. We need to focus less on testing and more on educating people, and especially in math
In America, I think another reason this may be true is 2-fold. Struggling students just want to pass, and people don’t really want to have to cater to them properly, so they just lower the standards to pass. Then the outperforming students also have this newer pressure to get as high of a grade as possible, so they are more willing to be “bored” in class if they can exit the class with a 99. I think in the past, you had students and parents holding the school accountable for keeping the class entertaining and stimulating, but the increasing emphasis on grades is reducing this counteracting factor. This is just my opinion, I don’t know if this is backed by any Data. If anyone knows more about this topic, please tell me.
tbh i taught math. it's one of those subjects where some kids can't feel the relationship between different unknowns naturally by themselves, and while some just get really excited about figuring it out on their own. I think it's honestly sad to see especially in math how some kids are born to love the logic and some born to hate it because perhaps it's not visual for them to see where patterns are heading. Some will need brilliant to like math while others just have the brilliance in the subject.
The issue is that kids AREN'T EVEN ALLOWED to EXPLORE and use their creativity to SOLVE PROBLEMS.
..which is why maths was developed in the first place.
Instead they are forced to "learn" to pass exams.
If you ask me, instead of teaching maths (or physics) alone, there should be a subject taught that CONTINUOUSLY combines real world matters, such as natural phenomena (obviously physics playing a huge part there), engineering (such as architecture), geography and economics
.. BUT ALSO ART AND MUSIC!..
and EXPLORES maths by APPLYING IT.
.. obviously, such an extensive subject would eat up pretty much HALF of the students time in school.
There is only one solution: teach fugacity. Oh and our one God tensors
As a teacher you should be teaching what a student needs to know to know that subject. Since the exams are being done improperly, seeing how you are not being incentivized to teach students what they need to know, it is a good thing that you are planning to do this series so as to help us argue for the standards to be raised higher. Also, if all of us can learn at a German level, perhaps we can cause better ways to teach to be made available for children such that they stop being made dumb by not teaching them what they need to know so as to know a subject
Yes, even in Austria the final exam has become almost an order of magnitude simpler in Highschool than it was 60 years ago. 60 years ago half of Abi tasks were proof tasks…
One more comment: I wich most students and teachers saw education the same way we liesten to music: the goal is not to get from point A to B, but to appreciate the path between them and to enjoy learning new and interesting things, rather than seeing the strictly necessary stuff that is required to get good grades, and most students see this as some kind of a torture that is somehow necessary, therefore creating a feeling of disgust for the little piece of knowledge they saw (or memorized) and then condemn the entire subject as a hole (this is particularly true for STEM subjects, unfortunately). I can understand that people need to be evaluated somehow, and tests are a better than nothing and practical solution, but if we keep our educational system as just some kind of a way to get pass exams, then we will make schools more like prisons, in which the reward you get at the end is to leave it.
*Wish
Wow that's facts, and I'd argue that attitude even stems into college too
I liked my high school, but in my experience, it didn't help anyone who really wanted to learn beyond just test-taking. And if you really did, all the good stuff was...well, not in a high school, but in a college.
Didn't help that the majority of kids there seemed to be seemed to be relatively uninterested to begin with. I'm pretty sure most people only wanted "Something they'll use in real life."
I was a high school math teacher in the US for several years, and I'm really looking forward to hearing your experiences in the German system. One question I'd like to hear your thoughts on - I noticed that the happiest and most successful math teachers among my colleagues were usually the ones who cared way more about the "working with kids" aspect of the job than the math itself (not that this is a bad thing, but it certainly wasn't where I was coming from, which ultimately led to me burning out). It's hard to have a passion for math as your driving force when you actually spend most of your time trying to get kids to not be assholes to one another or to stop them from destroying your calculators. I'm curious if you've noticed similar trends among teachers in the German school system.
I'm not this guy, but am becoming a math teacher in Germany, have taught for a little while, and agree 100%. I mean, every educator I've ever talked to gets annoyed by kids sometimes, gets disillusioned etc. Some of the issues with the curriculum he mentions in the video are very real, and schools are severely understaffed at the moment, although that varies from state to state as well.
But yeah, teachers who have active disdain for their students (i.e. calling them dumb or r***rded) are, in my experience, not actually that keen on working with young people, or their learning patterns. I have huge respect for you and those who recognize the problem (sorry to hear that it pushed you into burnout though, that sucks), and choose a different path. Instead of becoming resentful towards literal children, as an adult who chose this profession, because the job forces them to put a lot of effort into something they aren't having fun with. Which imo is _very ironic_ all things considered.
Already waiting for the next video
As a matter of fact this "people getting dumber" phenomenon is also taking place in France basically the final exam of highschool is called the "bac" and when you look at subject from 20 years ago you realise that recent subjects are way easier and cover very little in comparison, espacially in maths where you can basically finish the subject in less than an hour (the exam lasts 4 hours) and get the maximum grade. It's quite sad really...
I was really expecting an elaboration on “kids getting dumber” rather than an explanation of how a syllabus works
Thanks for the video.
1:22 Good editing humor xD
I don't think that students are getting dumber but rather that the education system rewards memorization and conformism over critical thinking and creativity.
imagine being his student and hearing him calling you dumb on a youtube video
they are used to it, don't worry:v
@@PapaFlammy69 theyre too stupid to understand what you said anyway so its fine
With all the valid points you’ve made id also like to add social media, I mean, it could be a very useful tool however kids spend hours on end on anti intellectual content. This being said, I’m a huge fan of your channel and appreciate it along with other online educators for trying to counter this anti intellectual era. I mean, when did you see a kid even reading a book these days? Kids have little to no imagination anymore which is painful to see and emphasis on academics is no longer what it used to be, people would thrive to reach the future and would study a lot for it however people now believe we are at the future and have become lazy.
5:28 emotional damage
When did education peak? When were we smartest?
Never :p I believe the current generation always thought that the next one is dumber.
@@PapaFlammy69omehow i feel like this is true in a way, but at the same time in the past the "educated" population was a much smaller group.
also very sorry to see that the youtube "using tags in comments" change (because of course) has... affected you so unfortunately
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I think that students are the same, but the directorates are trying to look good by setting the bar lower. They consider the success of the students on tests. This can be a poor operationalization of students capabilities to think. Even then, many students these days are getting more street smart or smart within niches through their preferences on social media. However, a serious problem exists where because social media, especially the social interaction side or just mindless entertainment is so addicting, students are either very passionate and into a certain subject, or, in most cases, the students aren’t very engaged in the teachings as humans have lost all attention span abilities.
Case and point, I skipped through some of this video and read the comments. Tests can’t define students, however, we need to keep the tests the same so that we know how we can help students. We want students to learn something, and want to learn more about something they were introduced to
True, echoed what I felt exactly
Not gonna lie, "it's no longer part of the exam, so I'll only teach the overview of the topic" kinda seems like a central part of the problem. Because five years later another teacher tries to rely on their students knowing the topic and then has to spend time teaching the prerequisites, causing everyone to fall behind on schedule. If the kids don't get taught the same stuff as in the past, because "it's not relevant for the exam" it's not the kids fault they are getting dumber.
PS: For what it's worth, average Abitur grades are improving year after year, at a rate of about 0.01 per year.
They only improve due to the exams becoming much easier by the year.
@@PapaFlammy69Och nö, und da war ich stolz auf mein Abi :(
It's obviously Presh who is dumbing them down with his riddles
yeyeye
There is no German education system. In Germany education is managed by the federal states, meaning there are 16 different education systems. Everyone of these states has not only a different curriculum/Lehrplan, but a completely different school system. In some states one is leaving school for university after 12 grade in other states it is after the 13th grade. Because of these differences it is common that if you have studied for becoming a teacher in one federal state it will be difficult for you to get a position as a teacher in another state in Germany. And of course the payment for teachers is different in each state. Also the school holidays are different in each state. And the difficulty of the exams is different between the states. This is also what makes moving from one state to another difficult with kids, because they will have to adopt to a very different school system. It is pretty mad for students and teachers and parents. But school book publisher can make a lot of money in Germany, because every state needs its own series of books for the school.
I'm a Turk and I can also see the problem. Many older subjects have been removed from the university entrance exam (these days YKS, as TYT/AYT/YDS) and even the high school entrance exam (these days LGS). Recently, the TYT limit, which was 150 points and AYT/YDS limit, which was 180, was removed. Combined with the overabundance of universities in Turkey, and this results in more "graduates" without knowledge. There's also remote high schools ("açık lise", lit. "open high school") where the examinations are done online, thus one can make another solve them. When the case is a parent and the exam solver is a hardworking student, for instance, the parent can pass the high school in two years with sufficient credits (which, remote high schools still use the credit system in Turkey). What I'm thinking is, they'll further skip that and just make a law where you can sign a "regret paper" if you've only graduated primary education (first eight grades) to bypass the requirement for a high school (remote or standard) diploma, with the "regret paper" being your "diploma", i.e. four years in one paper. Hooray! More uneducated "graduates"!
Ich arbeite seit über 20 Jahren als Mathelehrer in der Oberstufe von beruflichen Oberschulen und Gymnasien. Die Anzahl derer, die in Mathe scheitern und meist damit auch ihren Abschluss nicht schaffen ist - je nach Schulart - von 15% (vor 20 Jahren) auf teilweise 50% angestiegen. Und Corona hat damit aktuell nicht wirklich was zu tun. Die Gründe sind vielschichtig, aber ich nenne hier mal einige, welche kumulieren, in loser Reihenfolge.
1. Keine Unterstützung durch die Eltern (Mathe ist nicht so wichtig)
2. Zu früher Einsatz von Taschenrechnern und Tablets, Kopfrechnen wird völlig vernachlässigt.
3. Geringere Text-Lese- und Verständniskompetenz. Es werden i.a. nicht mehr genug Bücher gelesen.
4. Das ständige stieren ins Handy, abgelenkt auch im Unterricht.
5. Vollgestopfte Lehrpläne, die kaum Zeit zum Üben lassen (ja, ich bin Anhänger des guten alten G9!).
6. (Betrifft vor allem männliche Schüler): Schlechtes, nicht altersgemäßes Schriftbild, kaum Struktur vorhanden. Schriftbild ist oft so unleserlich, dass sie selbst nicht mehr wissen, was sie da geschrieben haben -> Ja... Formalismus und Struktur in Mathe ist wichtig, denn es gibt mir einen Rahmen innerhalb dessen ich mich orientieren kann.
usw. usw. usw.
Wir wollen eine Gesellschaft sein auf hohem technischem Niveau, viele wollen ihr Geld im IT-Bereich verdienen, können aber nicht mal Grundrechenarten. Das Ganze fängt ja schon an sich in unserer Gesellschaft zu rächen, Handwerkermangel, nicht geeignete Lehrlinge bzw. Stundenten, Universitäten, die sich über die schlechten Einstiegsvoraussetzungen der Erstsemester beschweren etc.
Not allowing variation from the plan distributed like this creates a really weird feedback loop that you can initialize that conditions children at some of the deepest possible levels for the longest possible times. This is good if the government ethics are good, but if it gets bad it can create really dangerous synchronized generations. And it's basically a curriculum distribution system that acts as a asymmetric private key that all of the teachers hold small parts of. If the government wants to manipulate all of you it's easily doable, while individually manipulating you is targeted. It's a lot like how social media feeds work, but instead of being a turbulent goal it's a really laminar goal for the flow graph of conditioned personality types. It was always like this a bit everywhere that this type of system has been used, but with the introduction of really good regression systems in the past decade it's starting to show.
I understand having a curriculum, but this sort of centralized system is really dangerous to the teachers, the students, and the near-future citizens of the county (actually a "state") that you occupy.
For me the problem starts already in elementary school as the children are permanently “under-challenged” (unterfordert) and never learn to tackle challenges and that it can be fun. By the time they enter the higher school they are already used to not doing much and heavily distracted by lack of challenge. It could observe it with my kids (daughter do she’d Abitur last year, son finished now E2 and will enter Q phase)
And also they are not motivated by school. If you don’t have your own interest you lost.
At least you have the internet nowadays to teach yourself , if you are interested and don’t have to rely on the school.
Hello, I am an Italian student who's starting Uni. this year.
I think that our system is very similar to Germany or nearby countries, however I find math a very difficult subject.
I studied in "Liceo Scientifico", so math was indeed one of the main subjects of study, but I noticed that sometimes the methods of teaching of my professors was too strict and formal, leading students to dislike the subject or not understand it at all. Our HS education stops with single variable calculus and sometimes random variable distributions. Memorization is also a part of it, and I don't like it. I think there is a lot to improve.
My dumbass thought this was a clickbait title for an integration problem 😔
The title and thumbnail change was in place, new ones are definitely on point. Also, great topic to make a video on, looking forward to more similar ones.
to be honest with you I view the german government as draconian and it is not surprising to see that they strangle the education system. modern governments are quite good at forcing everyone to think exactly as they want but god forbid they ever provide a coherent plan towards anything.
My time in highschool in Australia there was a massive shift on education and it was really easy to tell, teachers tried telling me that percentages are year 9 math, but add a "$" in there and it's year 12 all of a sudden., luckily my last school wasn't forced to teach specific curriculum, so i wasn't stuck being told everything i'd already done 7 years prior.
It’s interesting because i also notice the school exams if not getting easier are definitely not getting harder, however competitions in astronomy, maths and physics are getting much harder at least in our country- so i guess the knowledge gap is increasing.
Very good insight in the education system. It's similar here in Bulgaria. Looking forward to the next episode.
3:06 these are being combined into Sekundarschulen in NRW, but i think Gesamtschulen are still separate, I.e they offer Gymnasiale Oberstufe
ich fänd das aber tatsächlich besser den Schülern mehr Zeit beim Lernen zu lassen.
G9 drängt nicht so ein wie G8, wir müssen nicht mit Südkorea mithalten
In the US, we had teaching standards by state kind of like you have over there. And textbooks are written around these, and the curriculum is designed around these textbooks. But then, we got Common Core, and it is absolute sh1t. Just asking the most basic math questions (usually a word problem needing algebra at most), and then asking you to write a paragraph to show your steps. Standardized test is bad
One last thing... teachers are conditioned to accept laziness.
saying big numbers in German is pain and fun at the same time
Me the dumbest youth watching this: ah yes surely!
(there are sqrt (pi)/2 ways to arrange 1/2 things)
I am a Sophomore Physics major who is going to school in America and in grade school the teachers would keep me from taking the classes I wanted to take mainly due to my language arts abilities being below average in elementary school. With that being said I was extremely bored in middle and high school since the classes I found to be pretty easy. In high school, i was fortunate enough to have enough money for calculus and physics textbooks so I was able to keep myself occupied and not sitting in a dark room for all of high school withering away on my phone.
As a side note, From what I've heard from people who took AP Physics 1 and 2, it seems as thought the AP courses don't go over nearly as much information as a physics 1 and 2 course in a university setting.
In Spain is the same or even worse. 😞 By the way, can you do a video on Γ (1/n) (without using the reflection formula)? There is a cool connection between Γ(1/4) and the lemniscate. Could anyone find more cool stuff for Γ (1/n)(n natural) ?
Hey man, can you please share some tips on precalculus? Ive just completed college algebra and statistics, and id like to know what i should watch out for, and how to learn/understand the concepts of precalculus the best way possible. Can you please give advice?
Man how I love these talks
I love that he is wearing a fugacity t-shirt.
I don't know man, on one hand you seem like a very dedicated teacher but on the other, every time my teachers in high school were of the ambitious type, wanting to teach me much more than the curriculum, I didn't have any time for other assignments. I get your frustration with minimising the scope of the mathematical material, but this is a very basic educational level. Its job is to give young students the opportunities to determine what pathway in life they want to take, and in my experience it rarely involves mathematics. Not because there's something wrong with the maths curriculum, but because people are just different and there are many things you can do in your life.
In my opinion it's best to allow uninterested students to do relatively small amount of work and just let them be and pass, and offer a lot of additional help to the interested students who actually want to learn and will actually benefit from your efforts. I bet it would be much more rewarding for you as well.
I'm not saying it's good some people will be disinterested in maths and would prefer minimal amount of material, but you can't make people interested by making them to learn more. Also calling your students retarded is trashy.
Add Portal 1 + 2 to the Schulinternes Curriculum
:^)
"Math Puns are the first"? Is that because "first" sounds like "versed", and "versed" sounds like "wurst", and "wurst" sounds like "worst"? Complicated!! Or am I getting dumber? 😮
you didnt see the full poster
math puns are the first (step function) to madness
@@molybd3num823 Or "Math puns are the first SINE of madness - 'COS they are!" But don't let me go off on a tangent...
Das Abitur muss wieder einen gewissen Standard bekommen. Dass dann die Abiturientenquote niedriger ist als zuvor interresiert dabei nicht.
Wir müssen aus der Mentalität herauskommen, dass jeder krampfhaft die gleichen Chancen im Leben haben sollte - die Betonung liegt auf krampfhaft - und wieder mehr fordern. Es gibt halt eine gewisse Menge Menschen, die für die höhere Schule nicht geeignet sind und die sollten wieder ausgesiebt werden.
It's not just the government. Some teachers are just a vocal version of the students' books. They sound like a student giving a presentation in order to fix a grade - they aren't talking because they have something important to say, but because they are getting paid to do it and just want to get out asap. This disincentivises students to learn, which lowers their grades. Though, even a good teacher doesn't mean success, because most students(in my experience) don't think of learning as something important. They literally want to get as high of a grade as possible while knowing as little as possible. The main objective in school right now is to survive, instead of to thrive. The teacher should be like an old funny guy that will talk for as long as you want him to and the student should see each class as a "You have 40 minutes to learn as much as you want about X" instead of "You have 40 minutes to use social media and ask the teacher "on which question are we?" whenever they choose you". Unless both of these conditions are fulfilled a student will most likely fail the class, unless they see knowledge as a nessecity and will learn not because they want to but because they want to guarantee their success, which may look like a good thing, but it doesn't actualy solve the problem, it just puts a bandaid on it. And when the parents see the bad grade, they will ask about the reason and no matter what answer was given the child will be signed for private lessons. When I ask someone why they are going to them, they always tell me "I can't learn enough in school", and then I proceed to obliterate them by asking "Are you spending every single moment in class to learn properly?". The majority has said no, the others are the ones that are going to study medicine and do actually need additional resources. After ~70% of the whole class has been signed for private lessons, it becomes pretty apparent that something is wrong. Except the Bundesministerium für Bildung(I dont know what it's called in english) doesn't identify the cause of the problem correctly and therefore proposes solutions that are guaranteed to be wrong. Reducing the required minimum changes the atittude of neither the teachers nor the students, which means that the cause of the lower grades still exists and the lower grades will still occur, except the value of each grade has been deflated. Students are lazy, but this lazyness is just a byproduct of teachers' way of teaching, parents' way of behaving and other students' peer pressure, which is a result of the previous two things. I was lucky enough to have great teachers in 1-4 class that created good habits in me which saved me through 5-7 class, when my teachers were ass and the peer pressure to not learn was off the rails. 8-11 class I had mostly good teachers, but because my mindset was a bit shaken from 7th class I struggled a bit in 9th and 10th. 11th was a really big challenge and I almost screwed my future but eventually I fixed the problem, which had nothing to do with the cirruculum, but with my mentality. In 2 months 12th grade will start and I am feeling confident not because our shitty Ministerium is not shitty but because the symbiosis achieved between me, my teachers and my parents.
That was my Prob & Stat professor for sure. Still got an A, though.
Have you ever thought about going through the Maths Matura from Austria? It could be interesting to compare it to Germany, cause it's also way too easy imo and people still fuck up somehow
A lot of the video so far (I'm at around 6 mins right now) sounds applicable to South African schools as well.
Also it feels pretty good that I can catch a lot of the German you're speaking and I wouldn't need translations ^^
Hello from the United States!
As a student I'll say I have been annoyed with how things have gone. A lot of stuff is based around various tests, such as End of Grade tests (tests which determine whether or not you pass or fail your grade), benchmark assessments, "diagnostics", etc. Not to mention the copious amount of review content there is, and harder concepts (or sometimes concepts in general) keep getting pushed to higher courses.
Just a small comment, When I was in heading to uni to study maths + physics, the professors were complaining schools were being dumbed down and it is harder to teach new students. This was nearly 22 years ago. Every generation looks down on the new “in my day” etc.
I don't know much german at all so i would have assumed rahmenlehrplan means ramen learning plan
I am watching this video right now but its actually an issue today ...
What could be done to undo it ?
On my side of the world, improvements only appear in the earliest parts of public education. In High School you drop textbooks completely and have to rely on the dictation of your teacher. if your notebooks get damaged by 12th grade and you don't stay an organized autodidact through your four years, you are completely and utterly fucked. What's more, your biology won't help you either, because at the ripe ages of 16-25 you can still be a behavioral & psycho-physical cocktail.
Your "profile" also matters; whether it's theory or some pseudo-practical mess that's almost an American Trade School equivalent (or it, more or less).
The results are pretty simple; students will only study for the exam of the day, only to forget the day afterwards. I've found this to be a very horrible loop to stick with; instead, re-discovering your foundations and building on them is *it*. Things are not as hard as they seem; they don't initially make sense, because the curriculum focuses on expressing theory *only through words*. Words are separate from feelings, even if we feel things while saying them. This worsens things, especially if you really don't see a point to learning new words, or the usefulness in them.
*Or how easy it is to spot the root of words from adopted languages.* It eventually becomes a very useful habit; I picked this up from the M.D.'s I've had courses with in Nursing-related classes.
I've also found that certain information might be unavailable in your specific language. Reconstructing fundamentals can be pretty impossible if you're working in the dark; it took years for everyone else, why is the system expecting you to be a genius?
Unless, if it's a filter for just that.
edit for context: by feelings I also meant physical senses, whether through any of the many layers of tissue or nerve, personal balance and the many not mentioned casually.
I don't agree students getting dumber, but most of them are not interested in study. In my opinion, the reason is that the return of getting higher income after a better education is not attractive anymore.
I think this is a sign that mathematics needs a major overhaul in how its taught. There needs to be a gamification of the subject in order to get students to think in these abstract ways and then discussing the symbolism and algebraic operations afterwards. This gives them some intuition or qualitative understanding first then later that intuition can become strengthened with symbols and written down explanations. I think the issue is the lack of lee way given to teachers and the educational system in how these subjects are taught and the restrictions and stress caused by standardized tests. Math is one of those subjects that can be incredibly fun but is bogged down by standardization, we need to introduce it in a way that sets up students to not see it as boring but fun and recreational. We basically have a Mathematicians Lament situation, we cannot expect students to want to learn if the way its taught is so dry and borderline meaningless to them. We have to formulate the impetus for the subject not expect the students to find it themselves, like seriously not every student is a Gauss who somehow is passionate from the get go, some will need more of a push to understand the value of the subject.
i would have called it le ramen plan but im not the one making the rules here
Why isn't "thermal dynamics" a part of the exams, anymore?
No idea, I have no idea either
Too abstract probably
Love your honesty, students really are becomming worse and worse
And now even much worse because AI will solve most of their homework…
Couldn’t agree more. My German class is incapable of using fractions and that’s 11th grade plus they can’t solve quadratics either. However all of them have perfect Realschulabsxhlüße
Bro is contradiction
Man, all I know is that I am the dumb one on my Master's here in Berlin. 3 semesters, 0 credits, 9 panic attacks and a load of money paid 😂😂😂😂
Edit: I finally passed an exam with a shit grade. And yes, I celebrated that 3.0 like it was a 1.0😂
Ich verstehe das so gut!
Ich war die letzen 5 Jahre in China auf einer Internationale Schule und bin jetzt in Deutschland auf einem Gymnasium. Ich war so enttäuscht und frustriert als ich herausgefunden habe wie langsam und wenig die Lehrer machen, besonders in Mathe. Wie sie es beibringen und mit das den mündlichen Noten kann wirklich einem auf die Nerven gehen.
In meiner Sicht ist das Schulsystem in Deutschland einfach kacke und ich bin froh wenn ich endlich da raus bin…
proof: im dumb
I am from bangladesh a a developing country.
It doesnt have the best education and sadly the things you mentioned are extremely true even here.Teachers are not going to teach stuff out side of what is going to come out in exam and if few chapters are not coming out in the exam then we are not even going to get a over view.
Can one download the German textbooks of mathematics?
ye 3:
Three problems that seem to be coming up: educational ministers wanting to boost performance, students that only want to perform well and nothing else, the deteriorating ability for students to concentrate.
1:23 people living in greenland prolly got a fright
5:17 Is the part where you're looking for
That was a good rhyme at the end there. You should do it again next thyme.
:^)
I'll be absolute with you, students just don't care much. More enjoyable things to do than study a relatively opaque topic
Say what u will, but the aristocratic education method was hands down the best way to churn out geniuses, geniuses that we all celebrate to this day .
I recognize that there's a problem... but I'm fundamentally more optimistic. The majority of students aren't motivated by curiosity-they are motivated my "passing", and abstract notions like that just don't hold water in a world where it's increasingly easy to cheat. However, I notice an increase in *adult* learners. I think once people understand why they need to know something, they are quicker to pick it up, but for that one needs life context. And also... with all the time not learning things they don't have context for, I think kids are quicker to pick up skills that have practical applications *now*. I've seen normal kids picking up incredible programming, art, language, video gaming, and even Rubiks cube solving skills. My own kid is getting unimpressive grades in school... but runs multiple Discord servers with multiple active users, self motivated. Idk, it must be very tough for teachers right now, I do feel your frustration... but I think kids are still pretty impressive, if you meet them at their level, and I have faith in them.
Our Youth is getting Dumber, here's Why:
They are not subscribed to Flammy daddy
On a serious note though, it is a little bit different in Denmark, if I'm not completely wrong. We have to learn the same amount of material that a graduate needed to learn, but now in less time. This is due to the so-called "fremdriftsreform". Back in 2014, the government demanded that universities had to reduce the total study time by 4.3 months in 2020. I would probably mind this less, if we were taught better in the preceding education, like highschool/gymnasium.