Fine’s romp through the fields of neurosexism is sandwiched between two other sections; in the first, she explores the unsexy, low-tech, but primary causes of gender differences in achievement: the persistence of discrimination, subtle and blatant, that convey the message to women – “You don’t belong here”, and the institutional rules, explicit and implicit, that impede advancement – or make it possible; after all, the international rise of women in law, medicine, science, bartending and the military did not occur because their brains became less lateralized. The final section examines the socialization of children and the phenomenon that draws so many parents to the notion that sex differences are innate: the sex-stereotyped play choices and behaviours of their toddlers. Parents aren’t wrong in what they observe. They are wrong only in assuming that their child’s preferences at the age of three, four or five has anything at all to do with what that child will grow up to become.
Friday, January 28, 2011
Tuesday, January 25, 2011
- We have not proven beyond all doubt that X is true.
- Therefore, X is probably not true.
- I would hardly be able to believe it if X were true.
- Therefore X is not true.
- If X were true, then I would know it were true (or I would understand claim X).
- I don't know for a fact that X is true (or I don't understand claim X).
- Therefore X is not true.
- Realists believe in the literal truth of scientific statements about both observable and non-observable (or theoretical) entities, while anti-realists grant this level of belief only for statements about observable entities.
- Bridges are observable, concrete is observable, and cracks in concrete are observable; molecules and molecular bonds are not so observable.
- I'm an engineer, and I understand bridges, concrete, and stress fractures; I never really understood what was going on in my organic chemistry class.
- Therefore engineers like me should be anti-realists.
Thursday, January 20, 2011
Cursive writing is "not addressed as a skill anywhere in Kentucky's core content, and there are so many other things that are," said Terry Price, director of elementary education for Bullitt County Public Schools. "Students need to be able to sign their name and be able to read it, but I think we'll get to a point in the future where it's not necessary at all."
For now, however, most educators are still teaching cursive writing, said Vanderbilt University professor Steve Graham, who conducted a study on the subject in 2008. He and other researchers surveyed about 170 first-, second- and third-grade teachers across the nation and found that 90 percent taught handwriting.
The time spent on those lessons averaged about 60 minutes a week, but some spend as little as 10 minutes a week on it, and the majority of teachers said they didn't have any real training in how to teach penmanship, Graham said.
Tuesday, January 18, 2011
The American public's concern about climate change continues to decrease even as the evidence supporting the urgency and potentially harmful implications of the problem grows. Some studies have argued that this disconnect has as much to do with psychological responses and defense mechanisms as it does with serious reflection.
Monday, January 17, 2011
Sunday, January 16, 2011
Harry, like his author, came to believe that the most important thing in the world is thinking.
“I know that lots of other things are also very important and wonderful, like electricity and magnetism and gravitation,” Harry said. “But although we understand them, they can’t understand us. So thinking must be something very special.”