- The results come from the PISA survey, OECD's triennial study of 15 year-old students across the world.
- Compared to other OECD member nations, American students performed especially poorly in math.
- Alarmingly, only 14 percent of American students were able to reliably distinguish fact from opinion in reading tests.
Chinese students far outperformed their international peers in a test of reading, math, and science skills, according to the 2018 results of the Program for International Student Assessment.
The test, administered by the Organisation for Economic Co-operation and Development (OECD), was given to 600,000 15-year-olds across 79 countries. It's intended to serve as a global measuring stick for education systems in different parts of the world, and within varying socioeconomic conditions.
The results showed that students from four provinces of China — Beijing, Shanghai, and the eastern provinces of Jiangsu and Zhejiang — earned the highest level 4 rating across all three categories. Students in the U.S. ranked level 3 in reading and science, and level 2 in math.
OECD Secretary General Angel Gurria said the current performance of a nation's students predicts future economic potential.
"The quality of their schools today will feed into the strength of their economies tomorrow."
PISA
However, many developed nations haven't been able to improve education quality over the past two decades, even though "expenditure on schooling rose by more than 15% over the past decade alone," the report states.
"It is disappointing that most OECD countries saw virtually no improvement in the performance of their students since PISA was first conducted in 2000," Gurria said.
Socio-economic background did play a role in the test scores, accounting for 12 percent of the variation in reading performance in each country, on average. But the results also showed that the poorest 10 percent of students in China still outperformed the OECD average. That's perhaps surprising for a country with an average household net adjusted disposable income per capita that's about three times less than the OECD average of about $30,500.
A reading problem in the U.S.
The PISA results showed that 20 percent of American 15-year-olds don't read as well as they should by age 10. Also, the results showed American performance in reading and math has been flat since 2000. That suggests that federal initiatives like No Child Left Behind and Common Core — which have cost billions of federal and private dollars — haven't improved education quality in the U.S.
One of the most surprising findings was that only 14 percent of American students were able to reliably distinguish fact from opinion in reading tests. For example, one exercise asked students to read two pieces of writing: a news article covering scientific research on milk, and a report from the International Dairy Foods Association. The students were then presented various statements about milk, and asked to judge whether they're reading fact or opinion. For example:
"Drinking milk is the best way to lose weight."
Most American students were unable to tell that statements like this represent opinion, not fact. Why? One major factor is technology, the report said.
"In the past, students could find clear and singular answers to their questions in carefully curated and government-approved textbooks, and they could trust those answers to be true. Today, they will find hundreds of thousands of answers to their questions online, and it is up to them to figure out what is true and what is false, what is right and what is wrong," the report said. "Reading is no longer mainly about extracting information; it is about constructing knowledge, thinking critically and making well-founded judgements."
A former teacher, Elizabeth, from Portland, Maine, told the New York Times that she believed new technologies had shortened students' attention spans over the past couple of decades.
"My conclusion: technology is not always our friend," she wrote. "The newly arrived laptops in our schools were as much a distraction from learning as a tool for learning."
50 different American education systems
Of course, there are many factors that play into American students' relatively poor academic performance: socio-economic conditions, cultural differences, an overemphasis on standardized testing.
One of the reason it's difficult to tell why American students are falling behind is because, unlike many other nations, the U.S. no centralized education authority, meaning there are basically 50 different education systems. Inequalities among those systems will inevitably emerge, especially in underfunded areas, as Henry Braun, an education policy professor at Boston College, told Politifact.
"The reason we don't perform well overall is that we have more students in the lower strata that typically perform more poorly," Braun said. "That's more an indictment of the inequity in our social system than in our educational system."
Winter in the Ural Mountains
In February 1959, a group of nine hikers crossed through Russia's Ural Mountains as part of a skiing expedition. The experienced trekkers, all employed at the Ural Polytechnical Institute, were led by Igor Dyatlov. On the evening of February 1, all nine appear to have fled their tents into the Arctic temperatures, for which they were unprepared. None survived.
Six of the members died of hypothermia; three suffered from physical trauma. Some members were missing body parts—a tongue here, a few eyes there, a pair of eyebrows for good measure. According to reports, no hiker appears to have struggled or panicked. They were likely too quickly overtaken by the hostile environment in Western Russia.
All the members were young, mostly in their early twenties; one member, Semyon Zolotaryov, was 38. Good health didn't matter. Given the uncertain circumstances—what made them flee into the bitter cold?—the incident known as Dyatlov Pass has long been the type of Area 51-conspiracy theory that some people love to speculate about. A vicious animal attack? Infrasound-induced panic? Was the Soviet military involved? Maybe it was the katabatic winds that did them in. Local tribesmen might not have liked the intrusion.
Or perhaps it was aliens. Or a Yeti. Have we talked about Yeti aliens yet?
These theories and more have been floated for decades.
a: Last picture of the Dyatlov group taken before sunset, while making a cut in the slope to install the tent. b: Broken tent covered with snow as it was found during the search 26 days after the event.
Photographs courtesy of the Dyatlov Memorial Foundation.
Finally, a new study, published in the Nature journal Communications Earth & Environment, has put the case to rest: it was a slab avalanche.
This theory isn't exactly new either. Researchers have long been skeptical about the avalanche notion, however, due to the grade of the hill. Slab avalanches don't need a steep slope to get started. Crown or flank fractures can quickly release as little as a few centimeters of earth (or snow) sliding down a hill (or mountain).
As researchers Johan Gaume (Switzerland's WSL Institute for Snow and Avalanche Research SLF) and Alexander Puzrin (Switzerland's Institute for Geotechnical Engineering) write, it was "a combination of irregular topography, a cut made in the slope to install the tent and the subsequent deposition of snow induced by strong katabatic winds contributed after a suitable time to the slab release, which caused severe non-fatal injuries, in agreement with the autopsy results."
Conspiracy theories abound when evidence is lacking. Twenty-six days after the incident, a team showed up to investigate. They didn't find any obvious sounds of an avalanche; the slope angle was below 30 degrees, ruling out (to them) the possibility of a landslide. Plus, the head injuries suffered were not typical of avalanche victims. Inject doubt and crazy theories will flourish.
Configuration of the Dyatlov tent installed on a flat surface after making a cut in the slope below a small shoulder. Snow deposition above the tent is due to wind transport of snow (with deposition flux Q).
Photo courtesy of Communications Earth & Environment.
Add to this Russian leadership's longstanding battle with (or against) the truth. In 2015 the Investigative Committee of the Russian Federation decided to reopen this case. Four years later the agency concluded it was indeed a snow avalanche—an assertion immediately challenged within the Russian Federation. The oppositional agency eventually agreed as well. The problem was neither really provided conclusive scientific evidence.
Gaume and Puzrin went to work. They provided four critical factors that confirmed the avalanche:
- The location of the tent under a shoulder in a locally steeper slope to protect them from the wind
- A buried weak snow layer parallel to the locally steeper terrain, which resulted in an upward-thinning snow slab
- The cut in the snow slab made by the group to install the tent
- Strong katabatic winds that led to progressive snow accumulation due to the local topography (shoulder above the tent) causing a delayed failure
Case closed? It appears so, though don't expect conspiracy theories to abate. Good research takes time—sometimes generations. We're constantly learning about our environment and then applying those lessons to the past. While we can't expect every skeptic to accept the findings, from the looks of this study, a 62-year-old case is now closed.
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Stay in touch with Derek on Twitter and Facebook. His most recent book is "Hero's Dose: The Case For Psychedelics in Ritual and Therapy."
If brute force doesn't work, then look into the peculiarities of nothingness. This may sound like a Zen koan, but it's actually the strategy that particle physicists are using to find physics beyond the Standard Model, the current registry of all known particles and their interactions. Instead of the usual colliding experiments that smash particles against one another, exciting new results indicate that new vistas into exotic kinds of matter may be glimpsed by carefully measuring the properties of the quantum vacuum. There's a lot to unpack here, so let's go piecemeal.
It is fitting that the first question asked in Western philosophy concerned the material composition of the world. Writing around 350 BCE, Aristotle credited Thales of Miletus (circa 600 BCE) with the honor of being the first Western philosopher when he asked the question, "What is the world made of?" What modern high energy physicists do, albeit with very different methodology and equipment, is to follow along the same philosophical tradition of trying to answer this question, assuming that there are indivisible bricks of matter called elementary particles.
Deficits in the Standard Model
Jumping thousands of years of spectacular discoveries, we now have a very neat understanding of the material composition of the world at the subatomic level: a total of 12 particles and the Higgs boson. The 12 particles of matter are divided into two groups, six leptons and six quarks. The six quarks comprise all particles that interact via the strong nuclear force, like protons and neutrons. The leptons include the familiar electron and its two heavier cousins, the muon and the tau. The muon is the star of the new experiments.
For all its glory, the Standard Model described above is incomplete. The goal of fundamental physics is to answer the most questions with the least number of assumptions. As it stands, the values of the masses of all particles are parameters that we measure in the laboratory, related to how strongly they interact with the Higgs. We don't know why some interact much stronger than others (and, as a consequence, have larger masses), why there is a prevalence of matter over antimatter, or why the universe seems to be dominated by dark matter — a kind of matter we know nothing about, apart from the fact that it's not part of the recipe included in the Standard Model. We know dark matter has mass since its gravitational effects are felt in familiar matter, the matter that makes up galaxies and stars. But we don't know what it is.
Whatever happens, new science will be learned.
Physicists had hoped that the powerful Large Hadron Collider in Switzerland would shed light on the nature of dark matter, but nothing has come up there or in many direct searches, where detectors were mounted to collect dark matter that presumably would rain down from the skies and hit particles of ordinary matter.
Could muons fill in the gaps?
Enter the muons. The hope that these particles can help solve the shortcomings of the Standard Model has two parts to it. The first is that every particle, like a muon, that has an electric charge can be pictured simplistically as a spinning sphere. Spinning spheres and disks of charge create a magnetic field perpendicular to the direction of the spin. Picture the muon as a tiny spinning top. If it's rotating counterclockwise, its magnetic field would point vertically up. (Grab a glass of water with your right hand and turn it counterclockwise. Your thumb will be pointing up, the direction of the magnetic field.) The spinning muons will be placed into a doughnut-shaped tunnel and forced to go around and around. The tunnel will have its own magnetic field that will interact with the tiny magnetic field of the muons. As the muons circle the doughnut, they will wobble about, just like spinning-tops wobble on the ground due to their interaction with Earth's gravity. The amount of wobbling depends on the magnetic properties of the muon which, in turn, depend on what's going on with the muon in space.
This is where the second idea comes in, the quantum vacuum. In physics, there is no empty space. The so-called vacuum is actually a bubbling soup of particles that appear and disappear in fractions of a second. Everything fluctuates, as encapsulated in Heisenberg's Uncertainty Principle. Energy fluctuates too, what we call zero-point energy. Since energy and mass are interconvertible (E=mc2, remember?), these tiny fluctuations of energy can be momentarily converted into particles that pop out and back into the busy nothingness of the quantum vacuum. Every particle of matter is cloaked with these particles emerging from vacuum fluctuations. Thus, a muon is not only a muon, but a muon dressed with these extra fleeting bits of stuff. That being the case, these extra particles affect a muon's magnetic field, and thus, its wobbling properties.
About 20 years ago, physicists at the Brookhaven National Laboratory detected anomalies in the muon's magnetic properties, larger than what theory predicted. This would mean that the quantum vacuum produces particles not accounted for by the Standard Model: new physics! Fast forward to 2017, and the experiment, at four times higher sensitivity, was repeated at the Fermi National Laboratory, where yours truly was a postdoctoral fellow a while back. The first results of the Muon g-2 experiment were unveiled on 7-April-2021 and not only confirmed the existence of a magnetic moment anomaly but greatly amplified it.
To most people, the official results, published recently, don't seem so exciting: a "tension between theory and experiment of 4.2 standard deviations." The gold standard for a new discovery in particle physics is a 5-sigma variation, or one part in 3.5 million. (That is, running the experiment 3.5 million times and only observing the anomaly once.) However, that's enough for plenty of excitement in the particle physics community, given the remarkable precision of the experimental measurements.
A time for excitement?
Now, results must be reanalyzed very carefully to make sure that (1) there are no hidden experimental errors; and (2) the theoretical calculations are not off. There will be a frenzy of calculations and papers in the coming months, all trying to make sense of the results, both on the experimental and theoretical fronts. And this is exactly how it should be. Science is a community-based effort, and the work of many compete with and complete each other.
Whatever happens, new science will be learned, even if less exciting than new particles. Or maybe, new particles have been there all along, blipping in and out of existence from the quantum vacuum, waiting to be pulled out of this busy nothingness by our tenacious efforts to find out what the world is made of.
Think of the nicest person you know. The person who would fit into any group configuration, who no one can dislike, or who makes a room warmer and happier just by being there.
What makes them this way? Why are they so amiable, likeable, or good-natured? What is it, you think, that makes a person good company?
There are really only two things that make someone likable.
This is the kind of advice that comes from one of history's most famously good-natured thinkers: Benjamin Franklin. His essay "On Conversation" is full of practical, surprisingly modern tips about how to be a nice person.
Franklin begins by arguing that there are really only two things that make someone likable. First, they have to be genuinely interested in what others say. Second, they have to be willing "to overlook or excuse Foibles." In other words, being good company means listening to people and ignoring their faults. Being witty, well-read, intelligent, or incredibly handsome can all make a good impression, but they're nothing without these two simple rules.
The sort of person nobody likes
From here, Franklin goes on to give a list of the common errors people tend to make while in company. These are the things people do that makes us dislike them. We might even find, with a sinking feeling in our stomach, that we do some of these ourselves.
1) Talking too much and becoming a "chaos of noise and nonsense." These people invariably talk about themselves, but even if "they speak beautifully," it's still ultimately more a soliloquy than a real conversation. Franklin mentions how funny it can be to see these kinds of people come together. They "neither hear nor care what the other says; but both talk on at any rate, and never fail to part highly disgusted with each other."
2) Asking too many questions. Interrogators are those people who have an "impertinent Inquisitiveness… of ten thousand questions," and it can feel like you're caught between a psychoanalyst and a lawyer. In itself, this might not be a bad thing, but Franklin notes it's usually just from a sense of nosiness and gossip. The questions are only designed to "discover secrets…and expose the mistakes of others."
3) Storytelling. You know those people who always have a scripted story they tell at every single gathering? Utterly painful. They'll either be entirely oblivious to how little others care for their story, or they'll be aware and carry on regardless. Franklin notes, "Old Folks are most subject to this Error," which we might think is perhaps harsh, or comically honest, depending on our age.
4) Debating. Some people are always itching for a fight or debate. The "Wrangling and Disputing" types inevitably make everyone else feel like they need to watch what they say. If you give even the lightest or most modest opinion on something, "you throw them into Rage and Passion." For them, the conversation is a boxing fight, and words are punches to be thrown.
5) Misjudging. Ribbing or mocking someone should be a careful business. We must never mock "Misfortunes, Defects, or Deformities of any kind", and should always be 100% sure we won't upset anyone. If there's any doubt about how a "joke" will be taken, don't say it. Offense is easily taken and hard to forget.
On practical philosophy
Franklin's essay is a trove of great advice, and this article only touches on the major themes. It really is worth your time to read it in its entirety. As you do, it's hard not to smile along or to think, "Yes! I've been in that situation." Though the world has changed dramatically in the 300 years since Franklin's essay, much is exactly the same. Basic etiquette doesn't change.
If there's only one thing to take away from Franklin's essay, it comes at the end, where he revises his simple recipe for being nice:
"Be ever ready to hear what others say… and do not censure others, nor expose their Failings, but kindly excuse or hide them"
So, all it takes to be good company is to listen and accept someone for who they are.
Philosophy doesn't always have to be about huge questions of truth, beauty, morality, art, or meaning. Sometimes it can teach us simply how to not be a jerk.
Jonny Thomson teaches philosophy in Oxford. He runs a popular Instagram account called Mini Philosophy (@philosophyminis). His first book is Mini Philosophy: A Small Book of Big Ideas.
