The report kicks off:
The government’s draft Years 0-10 curricula are drawing strong criticism from specialist teachers.
Many objections focused on reduced Treaty, Māori and identity-based framing, alongside a more prescriptive return to subject knowledge and measurable skills.
And:
Submissions from music, physical education, science, technology, arts and history teachers all raised concerns, with every submission it saw objecting to a lack of “meaningful Māori content”.
PoO would like to know the identities and qualifications of the Bay of Plenty science teachers who reportedly have said the draft’s “guiding kaupapa” of “excellent equitable outcomes, reflecting the Treaty of Waitangi/Te Tiriti o Waitangi” was “not evident anywhere in the science draft”.
Maybe that’s because the Treaty makes no mention of science.
But then, it makes no mention of a great deal of stuff that modern-day ideologues claim it says or demands.
According to Centrist”
Science teachers said the draft had “far too much content”, with some material too advanced for younger children. One reference to Greek scientist Theophrastus for Year 1 students was called “just silly” and “ridiculous”.
But Year 1 students (typically aged 5–6) are introduced to Māori gods, through stories, legends and as guardians of nature (although they fell down on the job when it came to protecting the moa).
There’s plenty for our kiddies to get to grips with:
Really?
This fellow (c. 371–287 BCE, long before Māori even thought about emigrating to New Zealand) was a Greek philosopher and scientist who succeeded Aristotle as the head of the Lyceum in Athens.
He is often celebrated as the “Father of Botany”, thanks to his massive, detailed studies of plants, which remained the primary authority on the subject for nearly 2,000 years.
His two major works, Enquiry into Plants and On the Causes of Plants, provided the first systematic classification of over 500 plant species
In his treatise On Stones, he classified rocks and minerals based on their physical properties and reactions to heat.
He is recognized by some as the first ecologist for his focus on how environmental factors like soil and climate influence plant growth.
If we have any reservations about his suitability for inclusion in the curriculum, it’s that he was an early champion of animals and opposed meat-eating because he believed non-human animals could sense and feel much like humans.
But if it’s a toss-up between mythology or science being drummed into our grand-kids, we’ll go with learning about a Greek vegetarian.
Bob Edlin is a veteran journalist and editor for the Point of Order blog HERE. - where this article was sourced.
Many objections focused on reduced Treaty, Māori and identity-based framing, alongside a more prescriptive return to subject knowledge and measurable skills.
And:
Submissions from music, physical education, science, technology, arts and history teachers all raised concerns, with every submission it saw objecting to a lack of “meaningful Māori content”.
PoO would like to know the identities and qualifications of the Bay of Plenty science teachers who reportedly have said the draft’s “guiding kaupapa” of “excellent equitable outcomes, reflecting the Treaty of Waitangi/Te Tiriti o Waitangi” was “not evident anywhere in the science draft”.
Maybe that’s because the Treaty makes no mention of science.
But then, it makes no mention of a great deal of stuff that modern-day ideologues claim it says or demands.
According to Centrist”
Science teachers said the draft had “far too much content”, with some material too advanced for younger children. One reference to Greek scientist Theophrastus for Year 1 students was called “just silly” and “ridiculous”.
But Year 1 students (typically aged 5–6) are introduced to Māori gods, through stories, legends and as guardians of nature (although they fell down on the job when it came to protecting the moa).
There’s plenty for our kiddies to get to grips with:
- Papatūānuku (Papa): The Earth Mother.
- Ranginui (Rangi): The Sky Father.
- Tāne-mahuta (Tāne): God of forests, birds, and insects.
- Tangaroa: God of the sea, rivers, and all creatures within them.
- Tāwhirimātea: God of weather, wind, and lightning.
- Rongomātāne (Rongo): God of cultivated plants (especially kūmara) and peace.
- Haumia-tiketike (Haumia): God of uncultivated or wild food.
- Tūmatauenga (Tū): God of war, hunting, and fishing.
- Rūaumoko (Rūamoko): God of earthquakes and volcanoes.
Really?
This fellow (c. 371–287 BCE, long before Māori even thought about emigrating to New Zealand) was a Greek philosopher and scientist who succeeded Aristotle as the head of the Lyceum in Athens.
He is often celebrated as the “Father of Botany”, thanks to his massive, detailed studies of plants, which remained the primary authority on the subject for nearly 2,000 years.
His two major works, Enquiry into Plants and On the Causes of Plants, provided the first systematic classification of over 500 plant species
In his treatise On Stones, he classified rocks and minerals based on their physical properties and reactions to heat.
He is recognized by some as the first ecologist for his focus on how environmental factors like soil and climate influence plant growth.
If we have any reservations about his suitability for inclusion in the curriculum, it’s that he was an early champion of animals and opposed meat-eating because he believed non-human animals could sense and feel much like humans.
But if it’s a toss-up between mythology or science being drummed into our grand-kids, we’ll go with learning about a Greek vegetarian.
Bob Edlin is a veteran journalist and editor for the Point of Order blog HERE. - where this article was sourced.
3 comments:
Home schooling anyone?
Most of what passes as "science" is nonsense anyway. Especially when it comes to the history of science. So what difference does it make if we swap one narrative for another?
Therefore science should focus on techniques and theory. But no one proposes that.
Science education as a subdiscipline began in the late 1950s in Faculties of Science in US universities. Sputnik had thrown the cat among the pigeons and the Americans decided they needed to catch up with Soviet science education.
Science educational research was empirical and used the same statistical techniques as some branches of science involving variable data, such as ecology.
Unfortunately, science education was subsequently hijacked by social pseudoscience ideologues and ended up just another plaything for the marxofascist mind-benders.
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