NationStates

I'm not going to lie, the title is misleading. Math isn't being declared racist, but politics are being injected into it.

LiberNovusAmericae wrote:

Geneviev wrote:Normally I would agree, but this seems to actually make students more successful in math. Even if the political aspect seems strange, it looks like it's working.

It doesn't matter. This is still popaganda.

All education is propaganda.

Boring People wrote:

Cekoviu wrote:Math already has a religious agenda. Why not a political one?

What specifically is the religious agenda of math curricula?

They teach that π ≈ 3.1415926536, which blatantly goes against the Bible's teaching of it being 3.

Cekoviu wrote:

Boring People wrote:What specifically is the religious agenda of math curricula?

They teach that π ≈ 3.1415926536, which blatantly goes against the Bible's teaching of it being 3.

Wat

Cekoviu wrote:

Boring People wrote:What specifically is the religious agenda of math curricula?

They teach that π ≈ 3.1415926536, which blatantly goes against the Bible's teaching of it being 3.

Hardly a religious agenda or any agenda at all. It's just the bible being wrong.

Galloism wrote:

Cekoviu wrote:They teach that π ≈ 3.1415926536, which blatantly goes against the Bible's teaching of it being 3.

Wat

This^^

Cekoviu wrote:

Boring People wrote:What specifically is the religious agenda of math curricula?

They teach that π ≈ 3.1415926536, which blatantly goes against the Bible's teaching of it being 3.

That's not religious at all.

Galloism wrote:

Cekoviu wrote:They teach that π ≈ 3.1415926536, which blatantly goes against the Bible's teaching of it being 3.

Wat

"And he made a molten sea, ten cubits from the one rim to the other it was round all about, and...a line of thirty cubits did compass it round about....And it was an hand breadth thick...." (1 Kings 7:23, 7:26).

Cekoviu wrote:

Galloism wrote:Wat

"And he made a molten sea, ten cubits from the one rim to the other it was round all about, and...a line of thirty cubits did compass it round about....And it was an hand breadth thick...." (1 Kings 7:23, 7:26).

I’m not following.

Geneviev wrote:

Cekoviu wrote:They teach that π ≈ 3.1415926536, which blatantly goes against the Bible's teaching of it being 3.

That's not religious at all.

Yes, it's obviously anti-Christian, which is an agenda I refuse to allow in our schools.

Cekoviu wrote:

Geneviev wrote:That's not religious at all.

Yes, it's obviously anti-Christian, which is an agenda I refuse to allow in our schools.

That's ridiculous. It's math, and math isn't religious yet.

LiberNovusAmericae wrote:

Geneviev wrote:They're not teaching that math is racist, to start. Besides, this is one way to answer the question of when you will use anything from math.

Regardless, math should not have a political agenda injected into it.

I'm gonna be that postmodern bitch and argue that all education is inherently political no matter what you do or don't do so pfffffff

Pretty Much God wrote:

Strahcoin wrote:Isn't injecting race/ethnicity into unrelated topics kind of racist, since it enforces the idea of identity politics? Isn't trying to teach children that mathematics - the language of the universe - is "racist", kind of racist? Moreover, isn't calling practically everything that happens to be prominent in nations with European-Americans (perhaps due to culture and values instead of race) "racist", racist against European-Americans? Or alternatively, are republics, free speech, and banning slavery racist now?

Also, how is teaching children the concepts of race and ethnicity in mathematics class helpful for them to get jobs and productively contribute to society?

Can't wait until we divide numbers among "black", "white", "hispanic", and "asian" values.
What happens when you B1+W2?

So neither of you read the source. Got it.

Galloism wrote:

Cekoviu wrote:"And he made a molten sea, ten cubits from the one rim to the other it was round all about, and...a line of thirty cubits did compass it round about....And it was an hand breadth thick...." (1 Kings 7:23, 7:26).

I’m not following.

d = 10 cubits
C = 30 cubits = πd (= 2πr) = 10 cubits * π
-> 30 cubits = 10 cubits * π ∴ π = 30 cubits/10 cubits = 3

Liriena wrote:

LiberNovusAmericae wrote:Regardless, math should not have a political agenda injected into it.

I'm gonna be that postmodern bitch and argue that all education is inherently political no matter what you do or don't do so pfffffff

Go right ahead sweatheart.

Cekoviu wrote:

Thermodolia wrote:Maybe I’m misreading it but it seemed to me to be a class that only none whites would take.

I don't see why. I'd think that they'd consider it important to educate white students as well so they could avoid participating in the prejudice.

How the fuck does one unintentionally participate in prejudice?

Cekoviu wrote:

LiberNovusAmericae wrote:Regardless, math should not have a political agenda injected into it.

Math already has a religious agenda. Why not a political one?

1. It is heavily one-sided.
2. Separation of church and state - just as public schools, as a part of the government, shouldn't actively promote or infringe upon any religion as a part of their curriculum, they should also not actively promote or infringe upon specific political ideologies - at least not in mathematics class.
3. Math is the language of the universe. It unites us all, regardless of color, sex, or creed. We should not ruin this unity and divide ourselves into racial/ethnic groups by injecting identity politics into it.
4. What religious agenda?

Kowani wrote:

Strahcoin wrote:Isn't injecting race/ethnicity into unrelated topics kind of racist, since it enforces the idea of identity politics? Isn't trying to teach children that mathematics - the language of the universe - is "racist", kind of racist? Moreover, isn't calling practically everything that happens to be prominent in nations with European-Americans (perhaps due to culture and values instead of race) "racist", racist against European-Americans? Or alternatively, are republics, free speech, and banning slavery racist now?

Also, how is teaching children the concepts of race and ethnicity in mathematics class helpful for them to get jobs and productively contribute to society?

Agreed. There really should be a limit on where a school should teach "ethnicity studies" and similar.

Maybe if ethnicity studies weren’t objectively beneficial, you might have a leg to stand on.

1. Did it increase the students' chances of getting productive jobs? Schools are supposed to make citizens more productive.
2. Did it teach children to ignore unalterable characteristics such as race/ethnicity and judge solely on merit? A moral, united society tends to do better than an immoral, divided one.
3. Were other factors considered? What was the sample size? Statistics can be easily manipulated.

Cekoviu wrote:

Geneviev wrote:That's not religious at all.

Yes, it's obviously anti-Christian, which is an agenda I refuse to allow in our schools.

Not necessarily anti-religion. Just pro-reason, which I generally think schools should adopt.

Chernoslavia wrote:

Cekoviu wrote:I don't see why. I'd think that they'd consider it important to educate white students as well so they could avoid participating in the prejudice.

How the fuck does one unintentionally participate in prejudice?

Very easily. Unconscious biases, microaggressions, etc. are pretty common. Though I'm not quite sure why you thought that question to be relevant here.

Strahcoin wrote:

Cekoviu wrote:Yes, it's obviously anti-Christian, which is an agenda I refuse to allow in our schools.

Not necessarily anti-religion. Just pro-reason, which I generally think schools should adopt.

The clear issue here is that being pro-reason often puts you on the opposing side of religion.

Cekoviu wrote:

Galloism wrote:I’m not following.

d = 10 cubits
C = 30 cubits = πd (= 2πr) = 10 cubits * π
-> 30 cubits = 10 cubits * π ∴ π = 30 cubits/10 cubits = 3

So it’s a crusade against round numbers?

Do you know what a cubit is?

Cekoviu wrote:

Chernoslavia wrote:
How the fuck does one unintentionally participate in prejudice?

Very easily. Unconscious biases, microaggressions, etc. are pretty common. Though I'm not quite sure why you thought that question to be relevant here.

I laugh at some of the so called microagressions.

Geneviev wrote:

Cekoviu wrote:Yes, it's obviously anti-Christian, which is an agenda I refuse to allow in our schools.

That's ridiculous. It's math, and math isn't religious yet.

Pfft, try telling the French that during the Revolution.

Galloism wrote:

Cekoviu wrote:d = 10 cubits
C = 30 cubits = πd (= 2πr) = 10 cubits * π
-> 30 cubits = 10 cubits * π ∴ π = 30 cubits/10 cubits = 3

So it’s a crusade against round numbers?

Do you know what a cubit is?

I'm aware that it's pretty variable, but if measured by the same person, it would be enough of a static unit to not justify the 4.5% decrease in pi.

LiberNovusAmericae wrote:

Cekoviu wrote:Very easily. Unconscious biases, microaggressions, etc. are pretty common. Though I'm not quite sure why you thought that question to be relevant here.

I laugh at some of the so called microagressions.

And are you a minority?

Strahcoin wrote:[

Kowani wrote:Maybe if ethnicity studies weren’t objectively beneficial, you might have a leg to stand on.

1. Did it increase the students' chances of getting productive jobs? Schools are supposed to make citizens more productive.

I mean, that wasn’t the point of the what the study was looking for, but probably? It did increase GPA by an average of 1.2, which, while sounding small, is actually really good. So, yes.

2. Did it teach children to ignore unalterable characteristics such as race/ethnicity and judge solely on merit? A moral, united society tends to do better than an immoral, divided one.

Ignoring ethnicity doesn’t make discrimination go away. It just closes one’s eyes to the problem.

3. Were other factors considered? What was the sample size? Statistics can be easily manipulated.

Read the study I gave you, don’t ask me to do your work for you.