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Taylor's avatar

Sorry but I deeply disagree. Your fundamental mistake is that you assume that GROWTH is the highest of values. China has produced a huge growth during the past 70 years. A growth of what? Carbon dioxide, car dependency, nuke energy, nuke weapons, coal-fired powerplants, artificial stupidity, moron phone addiction, highways, airports, human overpopulation, deforestation, repression, imprisonments, torture, overconsumption, brewing and spreading toxic substances, piracy, unhealthy and ecocidal global trade, totalitarian state spying on exactly everybody, trains running at 400 Km/h (but inherently unusable for paperless people due to mobile passport checks), several wars of aggression (against Tibet among others), pressuring other states towards fascism (you can get fired from your job i Europe if you criticise China), ...

Is there anything good with China? I am not aware of anything, and this lengthy article does not bring up any new facts in the matter at all.

Jason Michael Wynn's avatar

This was a very interesting read! I have been doing a lot of reading on the research around education, and am quite curious what China considers "good teachers".

I'm reading Peter Gray's Free To Learn, John Taylor Gatto's "Weapons of Mass Instruction", and a book by Daniel Greenberg called "The Sudbury Valley School Experience".

These books are all different sides of the same essential discovery: that all children at 4 years old is practically a genius, but that number is shaved quickly every year of modern schooling, which a la Gatto, seems to be *designed* in 19th century Prussia, to train obedience, squash critical thinking and curiosity, squash multiple organizing and problem solving (which was designed to crush unions), and as a eugenics program, to ostracize those who couldn't get with the program.

And all at the cost of curiosity, imagination, and prosocial problem solving.

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