Bricks in the Wall: Crumbling

Bricks in the Wall: Slate Tiles

Not technically bricks, but the visual works with the series.

Pictures: Bricks in the Wall: Red Bricks, Mixed Sizes

Pictures: Bricks In The Wall: Tan Brick With Stutter Row

Pictures: Bricks In The Wall: White Stone

Pictures: Bricks In The Wall: Window Grate

In honor of the approaching return of regular academic life, a series inspired by the "Bricks In The Wall" metaphor for education. Yeah, it's been that kind of summer, and it's gonna be that kind of Fall.

Picture: Gum on Bannister

And people wonder why faculty dread the end of summer....

Limerick Elsewhere: Grammar Police

In response to a limerick-capped discussion of a new round of student-bashing English 'education', I had to respond (I think I got it right: it's in moderation):

We strive to teach students clarity
and sometimes we end up with hilarity
but if they don't learn
from betting that burn
they'll treat us with similar charity.

In other words, if we put our effort into teaching them to write precisely before teaching them to think effectively, they'll view us, quite correctly, as scolds and neurotics.

Comment Elsewhere: College Sports Prophecy

In a discussion of the conference readjustment going on in NCAA football, I predicted that

For every school president that ’sees the light’ and goes against alumni and conventional wisdom to shift funding, there’ll be two whose fundraising office and resume-building impulse will lead them to double-down on the athletic bet.

To be fair, I've known college and university presidents who were academically serious, ethical, farsighted and responsible. Even they had major investments in athletics, and often little control over the athletic departments. I've also known presidents who were fickle, ambitious, self-serving and borderline stupid, and the only thing that kept them from investing more in athletics was ... well, nothing, but the limits of the budget and need to maintain the fig leaf of accreditation.

Free History!

Via Ralph Luker, I note a new effort to clarify the liberating role of history, and the importance, conversely, of liberating history from legislated truths. The new appeal says, in part [emphasis added]:

History must not be a slave to contemporary politics nor can it be written on the command of competing memories. In a free state, no political authority has the right to define historical truth and to restrain the freedom of the historian with the threat of penal sanctions.
...
We ask government authorities to recognize that, while they are responsible for the maintenance of the collective memory, they must not establish, by law and for the past, an official truth whose legal application can carry serious consequences for the profession of history and for intellectual liberty in general.
In a democracy, liberty for history is liberty for all.

I would add, in the list of dangers to history from state attention, the creation of national curriculums of such detail and narrow conception as to force primary and secondary school history into memorization exercises, stripping them of the inquisitive and argumentative joy that real history offers.
[Crossposted]