We've got a better solution now, as to how to end the
We're going to give the high level Bishops and Milgrams
a bigger opportunity to walk their own talk and source
curriculum directly, in cahoots with whatever publishing
and/or programming affiliates e.g. Saxon.
That should suit them just fine, as their lack of control
over public offerings has been a real problem for them.
Today's technologies allow any faculty member to commit
exemplary resources to K-16, and the more they self
organize with other faculty, the better will be their
In the meantime, we're going to level with parents and
tell them there're these other tracks that spread
alphanumerical savvy that don't take direction from the
math faculties. We have enough skills between us, in
these other departments, to be able to cut loose.
So there'll be new choices, on TV and elsewhere, with
these purist math offerings, perhaps championed by such
as Mathematically Correct and its pals (let's see if
they get it together, have the right stuff).
Then we'll have these other new offerings that aren't as
keen to call themselves "mathematics" (partly for
marketing reasons). We're more into rational thinking,
analytical skills, logic, intuitive spaciness and the
like -- good philosophy subjects.
Shall we call it "philosophy with numeracy skills"?
I'm not sure it matters.
However, if we *do* use the word "math" in the course
description in some way, we need to make it crystal
clear that we *only* use this word "incorrectly" (by design), i.e. we're *not* wannabee mathematicians in
that we *enjoy* breaking their silly rules (we just
have a different grammar & lifestyle, OK?).
I'm feeling a lot of wind leaving the Math Wars already.
When people ask if I'm a math teacher, I'll say no way
jose, and then plunge into group theory up to my elbows,
snake charming with Python, and spinning those polyhedra
- -- all this kwel stuff American culture has to offer,
owned free and clear, no thanks to the puritanical
zealots who've refused our proposals thus far.