Milton Friedman’s Voucher Plan

More than 30 years ago – in 1979 – Milton Friedman and his wise Rose Friedman published the book Free to Choose, in which they made a (compelling) claim in favor of handing over authority to the free market, and taking it away from the government. The arguments they come up are profoundly grounded in empirical evidence, pointing at the inefficient and unequal spending of tax payers’ money on the ‘big issues’ of society (healthcare, Social Security, public assistance etc.). I want to focus at the expenditures on public education, about which the Friedmans say a lot, and in particular on the immoral and degrading effect this can have on citizens.

We humans are intelligent creatures. Some are – without a doubt – better equipped (mentally) for dealing with the whims of the free market than others, but still almost all of us are reasonably capable of fulfilling our needs in life. We can go the supermarket by ourselves, decide for ourselves what we want to eat for breakfast and dinner, and much more. The government doesn’t have to do this for us. We can decide for ourselves how we want to spend our leisure time: whether we want to go the movies or not. We don’t need the government to decide this for us. Not only because the government cannot know what each one of us wants – therefore inevitably being inefficient in the spending of its – or our – resources – but also because we know that we are intelligent beings, very much capable of making our own decisions in life.

And this intelligence of ours doesn’t have to confine itself to mundane decisions like how to spend our free time. We are equally competent in deciding for ourselves how we want to spend our money on more pressing issues in life: what hospital we want to attend, whether to assist our loved ones financially whenever the need might arise, and what school our children should attend. These issues are of such importance to our well-being – and our children’s – that, instead of putting the government in charge of these decisions, we should be the ones choosing what we consider to be best for our, and our children’s, future.

In 1979, the Friedmans noticed an upward trend in the government taking control of many of these decisions – decisions that, by the way, have a relatively big impact upon our financial resources. The most striking example of this might be the public financing of (elementary, secondary and higher) education. In 1979, the average US citizen paid 2.000 dollars per child that attended public education, even though not everyone’s child – assuming that you even have children – made use of public educational resources. The Friedmans found this state of affairs harming to the right of each individual to decide where to spend his money at, including the option to put one’s child at a privately financed educational institution.

Therefore they came up with a ‘voucher plan’: a plan in which every US citizen would – per child they have – get a voucher exchangeable for a certain amount of money – let’s say 2.000 dollars. They could cash in this voucher only if their child would attend an appropriate educational institution. This voucher plan would come in the place of the tax each US citizen is obliged to pay, irrespective of them having children and irrespective of their children attending a public educational institution. This plan would make sure that only the ones making use of pubic educational services would be charged, thereby excluding the non-using part of society.

The Friedmans made – primarily – financial arguments in favor of their voucher plan, saying that – on the whole – public educational costs would remain the same, and that parents would use their increase in autonomy to find the school that best suited the needs of their children. The relatively free market that would be created on the basis of the voucher plan, would improve the quality of both public and private education. I believe, however, that one argument in favor of the voucher plan, and the free market in general, has not received the attention it deserved – at least not in the Friedmans’ Free to Choose. And that argument has to do with human intelligence.

As pointed at above, humans are – for the biggest part – perfectly capable of deciding for themselves where to spend their money at. We wouldn’t want anyone else to do our groceries or schedule our leisure time for us – at least not for (our) money. But that is exactly what the government does when it comes down to public education. The government proclaims that – as the Friedmans explain – it is the only actor possessing the professional knowledge required for deciding what is best for our children – thereby implying that they are indispensable in order for our children to receive a qualitatively good education.

What this claim comes down to is the government saying – or not saying – that we (‘the crowd’) don’t understand what is important and what is not in regard to our children’s education, and that – because of that – they should step in and release us of this impossible duty of ours. We don’t understand what to do, but luckily they do. They are the father looking out for us, protecting us from doing harm to our children and to the rest of society.

I find this an insult to the basic level of intelligence the majority of the people has. We very well believe to know what is important in our children’s education – probably much better than the government, since, in contrast to the government, we know our children. Thus besides all the financial benefits of the voucher plan, by returning autonomy to the Average Joe, a voucher plan is required for respecting people’s intelligence. After all, we are no fools, are we?

What do you think?

We’re Underway for Merely 500 Years

We as a species are underway for quite a while now. But when you look at how much of this time we’ve actually been making some progress, it seems like we’ve just started. It wasn’t until the Enlightenment (17th century) that we started to make some progress in our knowledge. Up till that time, we were consumed by religious indoctrination preventing any creative ideas from coming into existence. The Greeks had made some progress in the centuries before and after Christ, but this progress was mainly philosophical in nature and hardly applicable in any industry. So you could say that we as a species are truly underway (read: making a difference) for only 500 years or so – adding a few centuries of the Greeks to the period spanning the Enlightenment until now.

That’s an inconceivably short amount of time when compared to the 7,5 billion years our earth – and possibly us – has left before it is shattered to pieces by the ‘death’ of The Sun. 500 years…that is .000000666 percent of the time still to come. And look at what we’ve accomplished in this short amount of time already. We’ve totally revised the world. We’ve come up with electricity, computers, the internet, transportation, medical care and many other life- and world-changing inventions. Look at the progress we’ve made in science, the many disciplines and specializations that have come into existence. It is absolutely staggering.

With that in mind, imagine what can happen in the upcoming 500 years. Imagine our economies going green, robots doing pretty much all physical labor for us and the internet being put into our heads so that we can ‘wireless’ communicate with anyone else. Maybe even a new substance will be found, called ‘consciousness’, which might resolve many of the most fundamental philosophical problems around, such as the mind-body problem, scientific reductionism and determinism. It might even explain why some fundamental particles appear to change their course when humans are watching them. Furthermore: imagine that, after the next 500 years have passed, 15 million of such 500-year cycles are yet to come in the future of our species. And probably even more, since it’s not impossible to imagine that we’ll find another planet to live on, thereby leaving the earth before it explodes.

Almost everything you see around you is built on knowledge that is gathered in the last 300-400 years. The buildings you see, the car you drive and the power you use. Everything that is of any relevance to your daily existence. You can imagine our descendants in 300 million years from now laughing at our convictions that we know quite a lot about the world already.They will see us as nothing more than an extension of the Neanderthals.

I ask you to take a look at your grandparents and listen to their stories about their youth. My grandfather told me about his neighbor getting the first tractor in town. He also told me about his experiences in the Second World War, an opportunity the next generations will never have.

What do you think?

What We can Learn from Children

There is a lot we can learn from children. To name a few things: children don’t mind who they play with, as you as they can play. Children don’t mind what team they are in, as long as they are in a team. Children don’t mind about letting their imagination run free. They don’t even think about it. Children aren’t judgmental regarding others’ dreams; it’s okay if you want to become an astronaut or a rock star. Children are true artists; they have a direct connection between their creative minds and their bodily powers (read: “muscularly finger powers”). Children just go for it; they want to complete their collection of Pokémon cards (or FarmVille animals or whatever it is kids are doing these days). They don’t care – or even think about – the difficulties in “obtaining that goal”. They just wait and see where their ambitions will lead them.

Where did it all go wrong? Where did we get so caught up in our socially conditioned dogma’s? Why is it that we all want to get “a job by which we can make a decent living”? Why are we prepared to put our dreams aside in order for “normal lives” to interfere? Life is a game; and although children might not “consciously” realize this, they act according to this principle. They “understand” that the game of Monopoly and life are intertwined; that you can have pogs (“flippo’s”, for the Dutch readers) and that you can lose them at any time. They understand that you have to take risks (read: bet your pogs) in order to make progress. But we don’t. We don’t want to bet our pogs because we are afraid that we might lose them. We might lose the pearls of our efforts, the sweat of our creations, by taking a bet; by risking what’s at stake. But how can you ever make progress if you are afraid to lose what’s at stake?

I would like to ask you to watch an episode of Sesame Street. To look at Big Bird (“Pino”, for the Dutch readers) and try to feel his or her (I don’t know what Big Bird is) sense of naivety; its sense of not thinking about anything, and just doing what comes up in its big feather-like head. Big Bird always lives “in the now”; he’s a damn good hippy. And when you’re done watching Sesame Street, go watch an episode of Pokémon (or whatever series you people in the USA looked at while you were a child). Not only will you get overwhelmed by feelings of nostalgia; you will also come one step closer to the truth: the truth of “Gotta Catch ‘em All”; a motto that isn’t just applicable to the Pokémon world.

And oh, to the people in North-Korea: if you are reading this (which – for some reason – I doubt), why don’t you try to be a littler nicer to everyone else? I mean: Cookie Monster is also angry sometimes – at Elmo or Kermit or whoever stole his cookies – but he isn’t threatening to use nuclear weapons or so. He just comes up with “good” arguments in favor of why his cookies are his cookies; and not someone else’s.

The moral of this story is: although children can be a pain in the ass in transatlantic flights, when they just can’t seem to stop kicking the back of your seat, they are damn much closer to “the truth” than we are.

But what do you think?

Nature: The Biggest Discriminator in the Workplace

Man and woman: two different ‘types’ of human. The one being the hunter, the other being the caretaker. The one being the fighter, the other being the lover. And there are many more differences (or stereotypes) you could come up with. But one thing is for sure: both types are needed in the production of human life. And another thing is clear as well: the workload isn’t shared evenly between the two types of human. And I’m not talking about workload in the sense of keeping our economy going; in the sense of working and contributing ‘profits’ or other kinds of financial value to society. No, I am talking about the natural workload: the workload we humans have been endowed with by Mother Nature. And whether we like it or not, women are the ones carrying the burden. And the reason for this is as simple as it is unfair: men can’t get pregnant.

Surely: we should strive for a society with equal rights for men and women. Surely: we should try to make sure that men and women get equal opportunities in the workplace. And surely we should make sure that no-one would be denied any job solely because of the ‘type’ of human he or she is. However, the truth of the matter is that we cannot equalize nature. By that I mean that we cannot make men carry babies and we cannot make women not carry babies. The implication of this damn obvious fact is that there will always remain a (big) difference between men and women; a difference we cannot solve by non-discriminating policies in the work space.

So – given this observation – isn’t it (more) understandable why women occupy merely 14.3 percent of the executive officer positions in Fortune 500 companies? And given this observation, isn’t it (more) understandable why merely 16.6 percent of board seats are held by women? Maybe these low numbers don’t originate from a sense of discrimination by society; maybe they come up from a sense of discrimination by nature. And by that I am in no sense implying that women couldn’t be capable of reaching a representation of (at least) 50 percent in each of the aforementioned positions. I am only saying that it isn’t weird that women seem to have a harder time balancing their working- and private life. Especially when they’re pregnant, an ‘event’ preventing them (at least partially) from (temporarily) continuing their job-related obligations.

The consequence of this is that full equality, in the sense of equal representation of men and women in whatever kind of boards, might be an illusion. And again: not because men are better than women; because that is in no sense the case (just as women aren’t better than men). But simply because nature has put a burden on women; a burden that can’t be equally shared between them and their husbands.

But what do you think?

Why Our Lives Would Improve if We’d Die at Age 40

In The Middle Ages the average life expectancy at birth was 35. And even in the 20th century – so not even 100 years ago – the life expectancy at birth was as little as 31. But why I am talking about life expectancy ‘at birth’? Isn’t that obvious? Life, after all, always starts at birth, doesn’t it? That’s true, but in The Middle Ages about 1/3 of the children died before the age of 5, so not taking these first years into consideration could significantly change the numbers. But still: even when excluding this 1/3 of the children from the calculations, it seems save to say that in the (not so distant) past people died much younger than we do nowadays – today, the (world) average life expectancy is 67,2 years.

Now: imagine you are born in The Middle Ages. Imagine that you would survive your childhood, and wouldn’t be killed immediately by the plague or any other kind of nasty disease. Imagine that you experience everyone – including your mother, father and uncles – die when you are, let’s say, 16. Given that you would know that you are about to die pretty young, how would you live your life? And in particular: what would you do different compared to what you are doing today (in the 21th century)?

Maybe, after thinking about this question for a while, you will come to following conclusion: it might have been much better if we wouldn’t become as old as we do. If we – just like those people in The Middle Ages – would die in our thirties. Wouldn’t we live a much more honest life then? ‘Honest’ in the sense that we would stay true to what we really want? Or would you still start studying Law although you don’t really want to? Would you still quit your aspirations in the music business because ‘It’s so hard to make a decent living out of it’?  Would you keep being insecure and hope that someday – before your 35th – you can finally start living your life on your terms?

And there are other advantages of dying younger. No more need to pay for the old and sick people. No more need to increase governmental health expenditures. No more need to listen to those grumpy old people complaining about ‘the good old days’, and how those times will never come back. No, we would only have people who are young by heart (and body). People who are naive enough to believe that they can change the world. And people who know that, if they want to change the world, they should start doing so now and not wait until they die or until their dreams are killed by dogma. Sounds like utopia, doesn’t it?

But we should make sure that not everyone dies young. If we all died before the age of 30 we would never accumulate the scientific knowledge our society needs to prosper. No-one would be able to develop into a PhD-mind, which is required in order to come up with the next new gasoline. And dying in your early thirties might make your life more depressing than valuable: realizing in your twenties that you’ve only got five more years to live doesn’t necessarily make you live a more honest life. The only benefit might be that the alcohol business would flourish. So let’s extend the preferred life expectancy to – let’s say – the milestone of 40. That is: let’s make 40 the new 80.

Making sure that everyone dies at age 40 would prevent people from chasing status instead of following their hearts. After all, you don’t have time to climb the ladder of success when your time is short. By the time you are about to reach the top, your time is up, and you have missed that step that will make you the king of the crowd.

So maybe we should make a deal with the government. Maybe they should put some narcotics in the drinking water of people celebrating their 40th birthday. Sinister? Maybe. Twisted? Maybe. But I hope you can see through the gore and into the core of this message.

What do you think?

Antinatalism and the Right to be Thrown Into this World

A fair trade is always based on a sense of mutual consent: you want something + I want something = let’s trade. That’s fair, right? The participants can deliberately weigh the pro’s and con’s of the trade and decide – based upon this information – whether to take part in the exchange or not. That’s a choice: the choice between doing and not doing something.

How different is it for the ‘choice‘ to be born? Well, there isn’t really much of a choice there, is there? No-one has asked you: ‘Hey Peter. You want to be born?’ You don’t have this choice; you don’t have a right to decide for yourself if you want to be thrown onto this earth. No-one has asked you whether you want to experience the suffering – and the joy – that you do. No-one. You are born. Period.

There is a philosophical position called ‘antinatalism‘ that assigns a negative value to birth. This makes it different from all the ‘christian’ doctrines that praise birth to be a miraculous phenomenon; a true gift from above. There are different arguments in favor of antinatalism. One – put forward by Schopenhauer – is that live is always filled with more pain than pleasure; therefore a living person would have always been better of if he wouldn’t have been born at all. After all, Schopenhauer claims,

A quick test of the assertion that enjoyment outweighs pain in this world, or that they are at any rate balanced, would be to compare the feelings of an animal engaged in eating another with those of the animal being eaten.

Other arguments for antinatalism point to the lack of autonomy or freedom of choice involved in the ‘decision’ to be born. See it as a trade in which, no matter what your preferences might be, the deal will always take place. Peter Wessel Zapffe – a Norwegian philosopher – said about this,

In accordance with my conception of life, I have chosen not to bring children into the world. A coin is examined, and only after careful deliberation, given to a beggar, whereas a child is flung out into the cosmic brutality without hesitation.

This decision – the choice whether or not to bring children into the world – is of course a choice you have to make for yourself: do you find it okay to throw a person into this world without ever knowing – or being able to know – whether or not this person wants to be thrown into this world? It you do, you are likely to be a natalist: someone who puts a positive value on human reproduction. And if most people on this world would be natalists, there are some problems we will inevitably run into. And these problems are getting closer and closer.

I am talking of course about the ever increasing world population. In 2011 the 7th billion person was added to our world’s population. It is expected that in 2050 this number will have increased to 11 billion and – given that the fertility rate keeps constant (an average of 2.5 children per women) – the 27 (!) billion will be reached in 2100. It seems save to say that these numbers are going to pose some problems. Events like a Malthusian catastrophe – a situation in which the increase in food production can’t keep up with the increase in the world population – might happen if we don’t do something. Darwin and his survival of the fittest-doctrine seem – if we continue like this – to become ever more apparent in this world of ours.

But let’s keep the ‘logistical’ problems aside, and focus ourselves solely on the (philosophical) issues attached to (anti)natalism. All these issues culminate into one question: is it okay for anyone to throw creatures like him- or herself into the world, without having their approval? Whenever we engage in other kinds of decisions – like the trading of collector cards – we firmly believe that mutual consent is a prerequisite for ethical conduct. So why don’t we apply this same principle to child birth? Surely: we might want children; we might want to reproduce ourselves because we find children cute or we find that this is the most reasonable thing to do. But what about the children’s self-determination? Shouldn’t we pay any attention to that? Or are we just so self-centered and so egocentric that we don’t even care about throwing other people into a world without even knowing – or caring – whether this is what they would have wanted to happen? It’s obviously impossible to ask children whether they would like to be born before them being born, but why would we – based upon that knowledge – decide to do – instead of not to do – it?

What do you think?

A Short Reminder of the Shortness of Life

Because if you wait too long, it's game over

Because if you wait too long, it’s game over

The average person wanders around 28.000 days on this beloved earth of ours before (possibly) going to some place else. So the question is: how close to this number are you? Are you in the second half of your 28.000, or did you just pass a quarter of it? If you are in your early twenties – like myself – you are likely to be a couple of hundred days short of reaching the ‘amazing’ milestone of 10.000 days. But that’s quite close to the 28.000 already, right? It’s not like we just started. And if I would ask you to look back upon those thousands of days that you can call ‘my life‘, then what is it that you truly remember about them? And more importantly: what is it that you want to remember about – let’s say – the upcoming 10.000 days? That’s the truly interesting question, because this question – in contrast the former – doesn’t have a definite answer yet: it’s yours to fill in.

Let’s take a look at how our lives have been up till now, shall we? Let’s start with the first 1.200 days. Well, these are just one big blur: so let’s skip this part of our journey and move on. What about the next – let’s say – 3.500 days of our lives? These are likely to be filled with all sorts of happy memories, right? This is the period of your life about which – looking back – you’re not sure whether it all actually happened, because part of it could have been a dream.

Now we have come to the period between the age of 3.500 and 6.500 days old. This is likely to be the period in which you have experienced your personal ‘traumas’; those negative experiences you have tried – or are still trying – to eliminate in the subsequent part(s) of your life. Because think about it: most of the insecurities people have appear to have come about within this period of their lives. Ideas such that they are not smart enough, that they are ugly, that they don’t have any friends etc.

But that’s the past: let’s look at the future! After all, we – or at least I – hope to have another 20.000 days ahead of me. But is that really true? Do people in their early twenties truly still have 20.000 days of living ahead of them? The number of days that we are fully alive – in the most vital sense of the word – is likely to be less, right? That is: in the last five years or so of our lives, we are likely to be not so happy anymore. We will get ill, we will see our friends dying and we will come to realize that our own finishing line is getting closer and closer. That means that – reduced for inflation – the number of real days of living still ahead of us lies around 18.000.

But let’s be honest: from our mid-forties to our mid-sixties, we are really just continuing whatever kind of life we started before, right? And what is life when you are not creating anymore, when you are not truly struggling with what to do with your life anymore, when you have come to terms with the monotonous life you are living? Then you are just dead, right? You are nothing but a walking zombie. And what about the age between 35 and 45? Those aren’t very exciting years either, are they? I mean: do you think that you can still meet your future partner after you have passed the age of 35? Or become a parent for that matter? Nah, don’t think so. So those years don’t really count either.

So: what do we have left? We have restricted our ‘true lives’ to the period of between approximately the age of 20 and 25. That is the age in which we truly decide what to do with our lives. The remainder of our lives is just a tasteless sequel. But wait: 20-25? That’s how old I am! Shit: I better start doing something!

Let me ask you: what is wrong with the line of reasoning as pictured above? Let me give you a hint: it is everything except for the last sentence. After all: is it really true that we will be unable to find a partner after we have reached the age of 35? And is it really true that we cannot – in any fundamental sense – change our lives anymore after we have reached the age of 25? And who says we will live for 28.000 days? It is just an average. We might reach the 35.000 or we might die tomorrow. That is for the biggest part completely beyond our control.

So, and here comes the moral of the story, instead of making the limiting and paralyzing projections about life as the figure in this story did, maybe we should just start doing what we believe we should be doing right now. No long-term planning, no thinking about what our lives might be like when we’re re 40; just doing what we find interesting and worthwhile to do right now. Because: how can you plan your life if you don’t know how long you’ve got to plan for?

But what do you think?

What’s Wrong with Pedophilia and Bestiality?

Pedophilia and bestiality: sex by an adult with a child and sex by a human with an animal. Most people consider the former to be disgusting and the latter to be twisted. Both of these activities are illegal in many countries. And that’s the way it should be, right? We all feel that both pedophilia and bestiality are wrong. But why is that exactly? What is it that makes us so creeped out by the thought of an adult having sexual intercourse with a child? Or the noise of the neighbor enjoying the companionship of his dog a little too much? And in what way do both pedophilia and bestiality differ from rape? Aren’t they ‘just’ rape, but disguised in a different form? Let’s take a look at these questions.

I believe that – as it is with all matters in life – you have to come to understand why it is that you find something right or wrong, and that you should not just take society’s word for it. After all, there are many societies in which gay marriage is believed to be morally wrong or even illegal, but that doesn’t imply that gay marriage is in itself morally wrong or illegal, right? Of course not. It is morally wrong or illegal because the society in which it is morally wrong or illegal made it so. And so it is with pedophilia and bestiality. However, in contrast to gay marriage, there might be more compelling reasons to make pedophilia and bestiality wrong and illegal.

Let me ask you the following question: what is it that you find so repulsive about grown up men (and women) having sex with (little) children? Responding with, ‘They are children!’, is not an argument; merely a shout of disgust. A better – but still unsatisfying – response would be, ‘Children aren’t outgrown yet. Therefore an adult who has sex with a child does not have intercourse with a “complete” human being, only with some entity that has the potential of becoming a fully developed human being. And it is not until someone is having intercourse with a full-grown member of his own species that he is engaged in a “normal”, or “morally right”, endeavor’. But that’s nonsense, right? That would imply that sex with any person who is not believed to be ‘fully developed’ according to the moral rules of society would be an act worthy of condemnation. Also, if you make this claim, you might be asked to answer the question of when it is that someone is fully developed; when someone has ‘reached’ his full potential as a human being. When he has reached the ‘normal’ IQ-level? When her breasts are ‘sufficiently’ matured? When he has got the ‘right’ amount of hair on his chest? These measures seem utterly arbitrary and incapable of explaining our repulsion with pedophilia, let alone bestiality.

The reason why we find sex by adults with children – and sex by humans with animals – inappropriate (to say the least) is because we believe that the someone, or the ‘something’, we have sex with should in potential be able to assent to you and itself engaging in the sexual transaction. Note the prefix ‘in potential be able to’. Why is the addition of these few words so important? If we would skip them, the act would still be worthy of our condemnation, right? If you engage in whatever kind of relationship with another person (whether this is trading collector-cards, selling a motorcycle or having sex), it is always ‘appropriate’ to make sure that both parties agree to the deal, right?

That’s true, but somehow we find pedophilia and bestiality to be different from – or even ‘more wrong’ than – rape. Thus, it cannot only be the absence of mutual agreement for entering into the sexual transaction that explains our repulsion with both pedophilia and bestiality. No, it is the fact that a child or an animal does not even possess the capability of making a conscious decision to enter the deal or not. They don’t even have the sense of consciousness required to deliberately consider the ‘pros and cons’ of having sex with a person. And where in the case of rape, the rapist doesn’t take into consideration the intentions of the person being raped, the case of pedophilia and bestiality is different because children and animals might not even have – or at least not to the same extent as human adults – the potential to consciously reflect on the situation they’re in, and hence to decide whether or not to engage in a (sexual) transaction. And it this absence of potentially being able to consciously reflect on the situation, of consciously (ab)using another living creature while knowing that it is – in principle – incapable to consent with ‘the deal’, that we as a society seem to find more inappropriate than the act of don’t paying attention to another person’s intentions. And that’s why we think that the former should be punished more severely than the latter.

But what do you think?

Renovation of High School Education

What have you actually learned at high school? I mean: not while you were attending high school, but while you were literally physically present at high school? Not that much, right? For the most part, you were just sitting there from 9 AM tot 5 PM, waiting until you could go home and finally start doing something useful with your time: like learning something for instance. But isn’t that a little weird? That you actually want to go home so that you can start studying and really learn something? And what can we do to turn this ineffective high school-picture around?

First of all: we have got to realize why children are learning so little while they are at high school. Maybe it is because children of the high school appropriate age are, besides developing themselves intellectually, learning how to behave themselves in social surroundings. This is a perfectly normal for high school children. It is even required for them to develop themselves socially. However, as you can imagine, it doesn’t necessarily create the right atmosphere for a child to be able to develop themselves on an intellectual level. The distractions are killing them.

Furthermore, the things being done in the classroom are – most of the time – not time or space dependent. Hence they can in principle be done at home. By that I mean that a child doing the algebra assignments from the algebra textbook is not doing something that necessarily has to be done in class. These are individual tasks for which being located in a classroom is in no sense conducive to learning to do the task at hand. That is not to say that children might not have questions they would like to ask a teacher or their fellow class members about. However, the act of questioning in itself is in no way dependent upon the children sitting in a classroom-like configuration for most of their time. There are many other ways – think about e-mailing, Skyping and office hours – by which mandatory presence can be avoided while still giving children the opportunity to ask questions.

As you know, governments worldwide have to cut back on expenses, including educational expenses. So – and you might see where this is going – what about significantly restricting the amount of time children need to sit in class? This could reduce housing costs by having different classes at different times making use of the same classroom. Also, it would mitigate the need for high school teachers, which would neutralize the problem of there being a shortage of them. And – most importantly – it would improve the intellectual environment for children so that they can focus on studying instead of being distracted by their allegedly funny classmates. A win-win-win situation.

Surely, we should not do away with classroom teaching completely. There are cases in which being together in a classroom-setting would be the only – or at least the best – option for children to learn something. Examples would be the development of socials kills through presentations, and lectures that are explicitly intended to convey information to the children. For the remainder of the cases, teaching via the internet might very well be more beneficial for the children’s development. I would like to make you aware of the Khan Academy, which is a free online learning platform to which entire classes can subscribe. By doing so the teachers are able to obtain very detailed information about the performance of each student individually and – consequently – help the ones who need it most. Also, there are plenty of tests and other assignment available in order for children to maximize their learning potential.

So, what do you say? Shall we make the jump?

Are the Exact Sciences being Taught Poorly?

I was relieved when I heard that I passed my final examination for mathematics on high school. Finally…no more need to memorize those nonsensical rules. No more need to study this weird language that, just like French and German, just seemed to make no sense at all. No more frustration. What a relief. That was how I have felt about mathematics, and about the exact sciences in  general, for my entire high school period. But in the last couple of years, I slowly became aware of the beauty of each of these “nonsensical” disciplines. I have read about Einstein’s theory of general relativity and other world-changing ideas that have catapulted our society into the 21st century. And this made me think: are the exact sciences being taught in the wrong manner? Is that maybe why I – and possible many others – couldn’t appreciate their beauty?

The (Dutch) labor market is short of beta-educated people. Why is that? Well, maybe it is because of the manner in which mathematics and physics are being taught at high school. Maybe children are being scared to death in the few years they are at attending high school, so that they promise themselves never ever to study mathematics or physics later on in their lives. That could be an explanation for the fact that the majority of children finishing their high school education start studying law or business, two subjects that aren’t being taught at high school and – therefore – could not have scared away any child (yet).

But there might be many opportunities for making the exact sciences more attractive to children. There are websites like BetterExplained, Khan Academy, Ted-Ed and MinutePhysics that are capable of teaching seemingly dry and formal concepts in a playful and interesting manner. These people have taught me the ideas behind mathematical formulas and the laws of physics governing our everyday reality. I believe that it is a lack of idea-oriented teaching, as being applied by the aforementioned websites, and an overdose of rule-based teaching, as currently being applied at high school, that is what is discouraging many youngsters from choosing to continue their education in the exact sciences.

Another reason why teaching according to the idea-oriented approach might better suit the needs of children, and thus of society, is that the parts of children’s brains required for being able to process abstract information are frequently not fully developed yet in the period they are attending high school. Therefore, even if they wanted to, they might simply be unable to understand what is being taught to them. Concepts like atoms or differentiation are not similar to any everyday experience a child knows of. These abstract concepts might ask a little too much of children’s underdeveloped little brains. And it is this “asking a little too much” that might result in children not understanding the topics and, what seems to be an even bigger problem, not enjoying to learn about them.

But it is not only at high school that rule-based teaching seems to dominate idea-oriented teaching; many university courses also seem to stick to the procedure of “just follow the steps” in teaching students about – for example – mathematics. But what if you go wrong by following these steps? What if you ask your teacher for advice and he says, “Of course you went wrong, you skipped step 6”. How would that contribute to your understanding of mathematics? Not much, right? Is that truly how we want to teach mathematics to students? Given that there seems to be no creativity required for performing these types of calculations, can’t we just let computers do it for us? Then we will at least be sure that no steps will be forgotten, right?

My question to you is: do you also think that the manner in which the exact sciences are being taught today might prevent children from studying them later on in their lives? And do you believe that the manner in which the exact sciences are being taught, whether it is in high school or at university, is wrong from a didactic point of view? I am curious to know what you believe.