As suspected, low intelligence in childhood corresponded with racism in adulthood. But the factor that explained the relationship between these two variables was political: When researchers included social conservatism in the analysis, those ideologies accounted for much of the link between brains and bias.

People with lower cognitive abilities also had less contact with people of other races.

“This finding is consistent with recent research demonstrating that intergroup contact is mentally challenging and cognitively draining, and consistent with findings that contact reduces prejudice,” said Hodson, who along with his colleagues published these results online Jan. 5 in the journal Psychological Science.

I believe this study because it agrees with me. I will not check the details. I know it to be true because it resonates with me. I’ve been proven right once again. Vindication is mine. Rejoice.

No, but seriously, did they do this study just for me?

Yet one of the most significant things Sahlberg said passed practically unnoticed. “Oh,” he mentioned at one point, “and there are no private schools in Finland.”

This notion may seem difficult for an American to digest, but it’s true. Only a small number of independent schools exist in Finland, and even they are all publicly financed. None is allowed to charge tuition fees. There are no private universities, either. This means that practically every person in Finland attends public school, whether for pre-K or a Ph.D.

A remarkable article on education in Finland vs. in the United States.

Primary and secondary schooling is combined, so the pupils don’t have to change schools at age 13. They avoid a potentially disruptive transition from one school to another.

Teacher Marjaana Arovaara-Heikkinen believes keeping the same pupils in her classroom for several years also makes her job a lot easier.

”I’m like growing up with my children, I see the problems they have when they are small. And now after five years, I still see and know what has happened in their youth, what are the best things they can do. I tell them I’m like their school mother.”

Children in Finland only start main school at age seven. The idea is that before then they learn best when they’re playing and by the time they finally get to school they are keen to start learning.

Remarkable.

But the goal of widening access to education is a noble one and very much in line with the motivations of the post-war British governments.  One way of implementing it would have been to investigate why so few students went to university, and, having constructed a careful social analysis, to have increased the percentage of entrants by improving the educational qualities of the average school leaver.  Of course that’s the hard and genuine route and it takes a generation. An easier way is to water down the educational system to a lower standard and then peg the university income to the number of students accepted while reducing the funding per head.  In that way universities are given the happy choice of losing money and enforcing redundancies or watering down their requirements.  No prizes for guessing which route the government took and how the universities responded.  

It was in 1993 that I experienced these changes as a newly-tenured lecturer.  We were summoned to be told that the School of Computer Studies at Leeds was henceforth to adopt a buffet-style form of degree whereby students picked and mixed their degree studies rather than the table d’hote system we had used till then. This new system was called ‘modularisation’ and it represented the drive towards student choice desired by government. 

An immediate casualty were some hard-core traditional CS modules like complexity and compiler design. Why, argued students, elect to study some damned hard subject like compiler design, when you could study something cool like web design and get better marks?  So these old hard core subjects began to drop off. Even worse, the School (following the logic of the market), having seen that these hard core subjects were not attracting a following, simply dropped them from the curriculum.  So future students who were bright enough to study these areas would never get the chance to do so. 

After a few years of this system, the results percolated through to my office.  I could see the results in the lecture hall, but the procession of students who walked into my office and said “Dr Tarver, I need to do a final year project but I can’t do any programming”… well, they are more than I can remember or even want to remember. And the thing was that the School was not in a position to fail these students because, crudely, we needed the money and if we didn’t take it there were others who would. Hence failing students was frowned upon. By pre-1990 standards about 20% of the students should have been failed. 

Who can take courses on MITx? Will there be an admission process?
As with OCW, the teaching materials on MITx will be available to anyone in the world for free, and in general, there will not be an admission process. However, credentials will be granted only to students who earn them by demonstrating mastery of the material of a subject.

In MITx, what will be free and what will cost money?
All of the teaching on the platform will be free of charge. Those who have the ability and motivation to demonstrate mastery of content can receive a credential for a modest fee.

What will it cost to get a credential for a given course?
MIT is in the process of determining a fee structure for individual courses and groups of courses. The aim is to make credentialing highly affordable.

This is the next stage in the future of education — having credentials for completion of top-level online courses.

This is what education is turning into.

A striking visualization.

Men read technical manuals and comic books. But the well-read American male of the past is mostly gone. Although all Americans are reading less — one survey found that the typical citizen reads only four books a year and one in four reads none at all — men are the biggest drop outs. They account for only 20 percent of the fiction market.

This is fairly horrifying.

For the headmaster of an intensely competitive school, Randolph, who is 49, is surprisingly skeptical about many of the basic elements of a contemporary high-stakes American education. He did away with Advanced Placement classes in the high school soon after he arrived at Riverdale; he encourages his teachers to limit the homework they assign; and he says that the standardized tests that Riverdale and other private schools require for admission to kindergarten and to middle school are “a patently unfair system” because they evaluate students almost entirely by I.Q. “This push on tests,” he told me, “is missing out on some serious parts of what it means to be a successful human.”

The most critical missing piece, Randolph explained as we sat in his office last fall, is character — those essential traits of mind and habit that were drilled into him at boarding school in England and that also have deep roots in American history. “Whether it’s the pioneer in the Conestoga wagon or someone coming here in the 1920s from southern Italy, there was this idea in America that if you worked hard and you showed real grit, that you could be successful,” he said. “Strangely, we’ve now forgotten that. People who have an easy time of things, who get 800s on their SAT’s, I worry that those people get feedback that everything they’re doing is great. And I think as a result, we are actually setting them up for long-term failure. When that person suddenly has to face up to a difficult moment, then I think they’re screwed, to be honest. I don’t think they’ve grown the capacities to be able to handle that.”