Pope Francis said that the “barking of NATO at the door of Russia” might have led to the invasion of Ukraine and that he didn't know whether other countries should supply Ukraine with more arms.
The pope at the same time deplored the brutality of the war and criticized the leader of the Russian Orthodox Church for defending the invasion in religious terms, warning that Patriarch Kirill of Moscow “cannot turn himself into Putin’s altar boy.”
I wonder if the distinction between desire and interest is comparable to that between the virtual and the actual , or perhaps between the intensive and the extensive. — Joshs
So is what you're saying is that any interest in attaining x is motivated by a prior engagement with whatever structure x belongs to? — Albero
but walking over a floor is a fact — Michael
which would then mean that those extra-linguistic things whose nature and behaviour does not depend on our language are either institutional facts or not facts at all. — Michael
Words (often) refer to extra-linguistic things, and the nature and behaviour of those things does not depend on our language. — Michael
Whether or not something is an element with 79 protons has nothing to do with what we mean by "gold". — Michael
That we are what maintain the meaning of the term "gold" isn't that we determine whether or not this is gold. — Michael
Once we have fixed the meaning of the terms "gold" and "bishop", whether or not this is gold has nothing to do with us — Michael
From the fact that a description can only be made relative to a set of linguistic categories, it does not follow that the facts/objects/states of affairs,/etc., described can only exist relative to a set of categories.
I think it is wrong and unjust to control people, to confiscate the fruits of their labor, or to impose someone’s will upon another’s if they do not deserve it. — NOS4A2
By progressive change, I mean live alongside their neighbours peacefully. — Punshhh
Western intervention hasn’t worked for 40yrs or so. — Punshhh
I note, that this is usually against the wishes, or agreement of the peoples of these states. — Punshhh
The state doesn't create capitalists, capitalists create the state. — ArmChairPhilosopher
The point is that the separation you have made between the interests of the Russians and the 'west' — Paine
The 'west' did not require the failed state of the USSR to transfer it's wealth into fungible goods and Capital secured in global markets. That is on them. That is why Russia is called a kleptocracy. — Paine
Are you on board with that program? — Paine
now things have stalled, and Biden seems intent on accelerating – rather than combating – a rising tide of disillusionment. Tossing the Republican party a lifeline, he has reverted to his familiar formula: he promises big changes that could help the working class – and then prevents those changes from happening. He speechifies about the need to address crises he then makes worse. He blames Congress for gridlock but will not pressure lawmakers or use his executive authority to do things. He promises policy reforms that his own agencies decline to implement.
The public seems to sense the gaslighting: Biden’s approval ratings are plummeting and anti-government sentiment has spiked as his strategy Joker-pills the country. As his poll numbers crater, Biden appears to be offering no course correction, and he still hasn’t signed a stack of executive orders on matters ranging from debt cancellation to drug pricing. Caught between the electorate and Democrats’ campaign sponsors, he appears to have decided that he cannot – or does not want to – stop the spread of the Joker pill. So he is now just mainlining its active ingredients into America’s veins with bold promises and even bolder betrayals.
In the face of all this, Democrats’ campaign apparatus has gotten downright desperate. It is now airing ads boasting about a “historic middle-class tax cut”, a tax credit that has already expired, and an insulin price cap that hasn’t actually been passed into law – as if no one will be infuriated by those realities, even though data suggests many voters already are. Amid an explosion of child poverty following the end of the expanded child tax credit, the Washington commentariat wonders why so many polls show an electorate enraged at Democrats — and it’s certainly true that right-wing media has successfully duped a chunk of voters into not believing some basic economic realities.
There is a third option, progressive change in Russia. This is what many hoped for after the end of the Cold War. But something turned sour. — Punshhh
The veiled point I’m making is that this is probably as good as it gets. — Punshhh
Provide students with opportunities to give feedback to teachers about the classroom and instruction.
• Verbal Example: Fist to five, How well do you understand what we talked about today? Fist to five, How well did I teach this today?
• Classroom Activity: Exit tickets or surveys that ask students to identify how well teachers taught, what helped them learn, what got in the way of their learning, etc.
• Professional Development: Conduct regular surveys and disaggregate data on teacher practices.
Incorporate the history of mathematics into lessons.
• Verbal Example: Why do you think we call it Pythagorean’s theorem, when it was used before he was even born? What should we call it instead?
• Classroom Activity: Learn about different bases and numerical ideas: Base 2, binary and connections to computer programming, how the Yoruba of Nigeria used base 20, and how the Mayans conceptualized the number 0 before the first recording of it.
• Professional Development: Learn the history of mathematics. Take a course, go to a conference, read historically and culturally accurate books, and use the resources in this workbook. Focus on different approaches to learning concepts.
Consider what grades really mean to you, and articulate a plan that is consistent with those values.
• Professional Development: As a department, consider how you would proceed with teaching if no letter grades were to be given. Review alternative ways of grading (standards based, mastery based, A/B no pass, etc.). Emphasize formative assessment.
• Professional Development: As a department, review current assessment and grading practices to determine what values are reinforced for the purpose of making grades more purposeful.
• Professional Development: Develop formative assessments that highlight student knowledge rather than deficit knowledge. Consider bringing in experts to help design this.
Too often students are tracked based on the notion that adults know what the right thing is for them, which does not allow room for student agency, reinforcing paternalism and powerhoarding. Often, placement into different tracks reflect subjective metrics of innate ability without acknowledging prior opportunities or experiences. Following the same vein, leadership often decides which teacher is right for which course without allowing input from the teachers, students, or parents.
While access to grade-level content for every student is the responsibility of schools and essential for equity, a focus on content alone is insufficient for achieving meaningful mathematical power for all students. When only focusing on content without applying a culturally responsive lens or strategic scaffolding, there is a risk of perpetuating white supremacy culture and inequities. A hyperfocus on individual standards requires teachers to function under a system of urgency to “cover” all the material that will be on the test and not focus on actual learning of the big ideas. This approach is not only disengaging, it also limits opportunities for teachers to connect the content to students’ lives in meaningful, relevant ways.
"Best practices" for math pedagogy often exclude the unique needs of Black, Latinx and multilingual or migrant students. This reinforces either/or thinking by reinforcing stereotypes about the type of mathematical education that certain groups of students receive. It allows the defensiveness of Western mathematics to prevail, without addressing underlying causes of why certain groups of students are “underperforming,” a characterization that should also be interrogated. It also presupposes that “good” math teaching is about a Eurocentric type of mathematics, devoid of cultural ways of being.