Monday, March 28, 2016

Algebra is too Hard for Kwanians - Time for it to go?

"We choose not to do these things because they are hard!" - 'Kwanian response to Kennedy's Moon Speech.


Who needs algebra?

That question muttered by many a frustrated student over the years has become a vigorous debate among American educators, sparked by a provocative new book that argues required algebra has become an unnecessary stumbling block that forces millions to drop out of high school or college.
One out of 5 young Americans does not graduate from high school. This is one of the worst records in the developed world. Why? The chief academic reason is they failed ninth-grade algebra," said political scientist Andrew Hacker, author of "The Math Myth and Other STEM Delusions."

Hacker, a professor emeritus at Queens College, argues that, at most, only 5 percent of jobs make use of algebra and other advanced math courses.

I find the concept that the reason for the dropout rate in the 'Kwa can largely be placed on 9th-grade algebra risible. Why? Because in my 9th-grade algebra class we also had a couple sophomores, a junior and even one (literally) retarded 19-year-old senior. If you want to stay and keep trying, all you need is a D after 4 years of attempting and you can graduate, even if it is only from a remedial version of the class. And like everything else you learn in public school past the 5th grade, you are not going to need to apply it in an unskilled profession, so you may freely dump it down the memory hole (as if there was any other choice in most cases).

Still, I don't really object to the concept that the majority of people do not require algebra, and I believe it is a waste of time and resources teaching it to them. A sane society would apprentice the majority of young teenagers in trades and get them into the workforce before they even turn 18, Liberal Arts would be seen for the Marxist brainwashing that it is, and the above average kids would be sorted by degree of aptitude into education tracks designed for the various professional classes. But the lie that "You can be whatever you want to be when you grow up!" must be maintained as one of the central pillars of the Amerikwan dream, even if it means that a High School diploma today wouldn't qualify you for the 9th grade 50 years ago. Further, the dream must be maintained even if it means retarding the masses of White kids with a dumbed-down curriculum designed for their non-White replacements. Case in point...

Eighteen-year-old Isaiah Aristy took the algebra Regents test twice and failed it both times.
Aristy, now a freshman at the Borough of Manhattan Community College who is hoping for a career in law enforcement, said he was good at math until he hit algebra.

"When it came to x and y and graphing, that's when I started dropping, and it made me feel low," he said. "But we don't need to learn what x and y is. When in life are we going to write on paper, 'X and y needs to be this?'" [...]

But Aristy isn't just repeating Algebra I again. BMCC is one of about 50 community colleges in 14 state that offer an alternative track called Quantway, developed by the Carnegie Foundation for the Advancement of Teaching, that seeks to develop quantitative literacy.

Quantway? Sounds about as legit as Amway. What a disgusting genetic disaster that mud kid is. And he poses so comfortably for a national news story about his chronic failures in mathematics. Oh, for the age when people (and sub-people) still had a sense of shame! Let his muddy visage be a reminder: Get your White kids out of the public schools ASAP!


  1. Algebra has definitely got to go. It's even more difficult than cursive writing, plus it was invented by Arabs! Lots of words that start with 'al' are from Arabic, such as alchemy, alcove, alembic, algorithm, alcohol... On the other hand, it was my brother's favorite subject in high school. Maybe we can keep it as an elective.

    1. If you're crediting al-Khwarizmi with inventing algebra, note that he was a Persian, not an Arab. You may also want to put Diophantus of Alexandria in the running for that credit as well.

      I have encountered young Kwanians who not only cannot write in cursive, they struggle to read it as well.

      I think the question should be: "With what are we replacing this knowledge?" If the curriculum simply shrinks, or is filled in with watered down versions of the course material, the conclusion that there is a deliberate dumbing down of Kwanians is hard to escape.