If you acknowledge you have such a limited viewpoint, why make such strong assertions of facts? You cannot possibly know the things you are pretending to be an authority on.
My limited viewpoint is over 20 years in higher education and experiencing reforms over the years. I’m not an expert in these matters and never claimed to be one. Nor have I given an impression of being an authority.
It is common for people to make conclusions on topics based on their experience and what they’ve read. We all do this since none of us can possibly fully research all topics. In my first post I specifically declared that I have no expertise on these matters. I think this topic is an emotional one for you and this is clouding your interpretation of what I have written.
I’ve encountered people like you at the various colleges I’ve taught at. You make it hard to have discussions regarding uncomfortable ideas. Such is not befitting of a person with your apparent intellectual capabilities.
The only strong assertion that I’ve made is that some people can’t learn college algebra. If you can find a severely mentally disabled person who has learned college algebra then please present your evidence. I suggest you are part of the problem in education. If we can’t acknowledge even the obvious (namely that not everyone can learn every topic) then we will continue the trend of dumbing down standards and curriculum and just passing people through the system in a misguided approach to educational equity.
> It is common for people to make conclusions on topics based on their experience and what they’ve read. We all do this since none of us can possibly fully research all topics.
Normative, not substantive. "Other people speak without knowing the limits of their knowledge" is not a good reason to emulate them.
Research is not about filling your bucket of known knowns: that's merely literature review. It is about converting unknown unknowns to known unknowns related to some question or goal, and then chipping away about the unknown-ness of whatever enables you to reach your conclusion. With this exploration of the limits of knowledge I hope comes some humility about what people are willing to state in such strong and unwavering terms.
> If you can find a severely mentally disabled person who has learned college algebra then please present your evidence.
Straw man. Who has claimed this? The question of who is given advantage in the educational system is not related to this strange fixation of yours. I can acknowledge that someone defined as "disabled" is "dis-abled" from performing certain acts. This is uncontroversial.
I suspect you are hiding behind this innocuous claim to avoid having the more uncomfortable conversation about what you think actually holds people back in the educational system. So far you have said "some people are smarter than others". I proposed a way this could be explained. You seem to have rejected it, but have not replaced it with another theory of your own.
> I think this topic is an emotional one for you and this is clouding your interpretation of what I have written.
If you acknowledge you have such a limited viewpoint, why make such strong assertions of facts? You cannot possibly know the things you are pretending to be an authority on.