47 thoughts on “What does this say about life?

  1. “The parasite, ejected by the host’s immune system, claws its way into Plan B: Sucking out the host’s nutrients safely ensconced in a pouch where the host cannot scrape it away. The parasite ensured the nutrients would be flowing by bathing the host in a hormone bath that also clouded the host’s judgment.”

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  2. “Biological imperatives are the needs of living organisms required to perpetuate their existence: to survive. include the following hierarchy of logical imperatives for a living organism: survival, territorialism, competition, reproduction, quality of life-seeking. Living organisms that do not attempt to follow or do not succeed in satisfying these imperatives are described as maladaptive; those that do are adaptive.”

    http://en.wikipedia.org/wiki/Biological_imperative

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  3. From this mornings NYT,

    “On the most recent nationwide science test, about a third of fourth graders and a fifth of high school seniors scored at or above the proficiency level, according to results released Tuesday.”

    http://www.nytimes.com/2011/01/26/education/26test.html?_r=1&ref=us

    Perhaps students would be better prepared if they were not subject to magical thinking that equates normal reproduction as something extraordinary.

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      • The thing about proficiency scores is that they’re relatively meaningless unless they’re anchored to some truly objective standard and longitudinal, which is pretty much impossible with science, considering we thought cancer was caused by a virus only thirty-five some-odd years ago.

        Also, scoring exceptionally high on these sorts of standardized indications of intelligence usually means spending a lot of time at the margins, which is unproductive by its very nature. America still leads the world in scientific discovery, and even if that is only because of a relative handful of people, I’m not particularly troubled by lagging average or median test scores.

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        • Some cancers are related to virii. Epstein-Barr and Human Papilloma Virus are two. One of the most fascinating aspects of our search for the cause of AIDS led us to a working treatment for childhood leukemia.

          But to your larger point: you’re quite right. There are no “objective” standards for “proficiency”. To return to the cancer analogy, the immune system is in constant flux: the T Cells put up Wanted Posters on their exterior walls, fragments of defeated opponents, informing the platoons of leukocytes on the enemy-du-jour.

          The problem with Tests is this: every test is a simplified version of reality. It might well be we could test a lawyer on his mastery of the California Legal Code, but this will never do when it comes to the hard sciences, where today’s axiom is tomorrow’s in-joke.

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          • If it’s possible to test a lawyer on his mastery of the CA Code why it impossible to test a high school students mastery of a subject?

            After all, and this is total speculation, I’d guess the the CA Code changes more frequently than high school biology or math.

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            • Simply put, because the tests we construct are irrelevant. We stuff these poor children full of facts and equations and dates, with absolutely no application.

              A bit of Dickens to illustrate:

              ‘We don’t want to know anything about that, here. You mustn’t tell us about that, here. Your father breaks horses, does he?’

              ‘If you please, sir, when they can get any to break, they do break horses in the ring, sir.’

              ‘You mustn’t tell us about the ring, here. Very well, then Describe your father as a horsebreaker. He doctors sick horses, I dare say?’

              ‘Oh yes, sir.’

              ‘Very well, then. He is a veterinary surgeon, a farrier and horsebreaker. Give me your definition of a horse.’

              (Sissy Jupe thrown into the greatest alarm by this demand.)

              ‘Girl number twenty unable to define a horse!’ said Mr. Gradgrind, for the general behoof of all the little pitchers. ‘Girl number twenty possessed of no facts, in reference to one of the commonest of animals! Some boy’s definition of a horse. Bitzer, yours.’

              The square finger, moving here and there, lighted suddenly on Bitzer, perhaps because he chanced to sit in the same ray of sunlight which, darting in at one of the bare windows of the intensely whitewashed room, irradiated Sissy.

              ‘Bitzer,’ said Thomas Gradgrind. ‘Your definition of a horse.’

              ‘Quadruped. Graminivorous. Forty teeth, namely twenty-four grinders, four eye-teeth, and twelve incisive. Sheds coat in the spring; in marshy countries, sheds hoofs, too. Hoofs hard, but requiring to be shod with iron. Age known by marks in mouth.’ Thus (and much more) Bitzer.

              ‘Now girl number twenty,’ said Mr. Gradgrind. ‘You know what a horse is.’

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                • Count me in as as fan of Magical Thinking. Nothing happens unless someone first dreams it. It seems to me, as the father of three grown kids, that we learn more at play than we ever did in the classroom.

                  Were I to reform education, I’d encourage kids to do more dreaming. There’s a lovely stage in a child’s life where he’s constantly asking questions, drawing pictures, building little things. It’s about that time when we put this inquisitive little creature into school, where he is told to shut up and sit in his chair. He’s taught he can’t draw, can’t do math, can’t, can’t can’t. By the time he reaches adolescence, he’s completely turned off to Learning. Who does well in this situation? The stultified, driven children of Tiger Mothers, doomed to repeat this abusive cycle with their own children.

                  My youngest came home from school, deeply angered. “I’m learning nothing!” he shouted. We home schooled him, I got him a copy of Mathematica and Statistica and the most powerful Mac then available. He sprang out of the gate, leaving me feeling rather like a little donkey who’d sired a racehorse.

                  It’s the education system itself which needs Testing. If we are to pass on this society to our children, it will not be via some modified Confucian system meant to crush the creativity out of their souls.

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  4. “Thus, from the war of nature, from famine and death, the most exalted object whih we are capable of concieving, namely, the production of higher animals, directly follows. There is grandeur in this view of life, with its several powers, having been originally breathed by the Creator into a few forms or into one; and that, whilst this planet has gone cycling on according to the fixed law of gravity, from so simple a beginning endless forms most beautiful and most wonderful have been and are being evolved.”

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