Question:
Legal supervision will discourage independent planning

The law should encourage people to plan adequately: individual people are different and one size does not fit all. If the state plans how your property should be owned, this fails to provide for each individual’s specific lifestyle and circumstances. An increasing number of couples enter cohabitation contracts (where they agree how to split property if they separate) and this should be encouraged instead of automatic rights.

That is why some countries (like the US) offer cohabitation agreements, which is s a written agreement that governs the rights and obligations of two people who are in a relationship and live together in a shared residence. [1]

[1] http://www.lawdepot.com/contracts/cohabitation-agreement/?ldcn=cohab

It is unreasonable for the law to expect unmarried couples to plan for when they separate: people within relationships tend to be optimistic about the prospects of their relationships. They do not expect to split up, and most choose cohabitation to see if the relationship is going to work out at all. Making agreements about property at this stage can seem unromantic and unnecessary. USA Today writes: “For young couples who have never been married, cohabiting may seem like a hassle-free way of testing a relationship before tying the knot. And for those who already have been through a divorce, who have children or other significant assets, cohabiting may seem like a way to avoid costly legal entanglements if the relationship doesn't work out.” [1]

[1] http://yourlife.usatoday.com/sex-relationships/dating/story/2011/04/When...

Acting due to a change of government is not the prerogative of another state. Putin is within his rights not to recognise that government and to grant asylum to former president Yanukovych but not to take action within the Ukraine to change the situation.

The coup however was not a coup but an abdication. “Yanukovych has lost his legitimacy as he abdicated his responsibilities. As you know, he left Ukraine – or left Kyiv, and he has left a vacuum of leadership.” It was therefore Yanukovych who essentially decided that he was no longer in charge by leaving Kiev and not making any statements for several days. [1] Moreover the Ukrainian constitution (both 2004 and 2010 versions) gives the right to impeach the President to Parliament [2] this is what the Parliament has done.

[1] Psaki, Jen, ‘Daily Press Briefing’, U.S. Department of State, 28 February 2014

[2] Constitution of Ukraine, Article 85 (7 & 10), wikisource, 2004 , 2010

A politician who has to constantly concern himself with reelection has a much greater likelihood of being beholden to special interest groups and lobbyists than one who is term-limited so will actually engage in more corruption. While a term-limited legislator may suffer to a degree from lame duck status, the need to continuously seek electoral support is far more damaging to his ability to do what is right for the nation. Politicians who are not term-limited will spend more time doing what is popular than what is necessary. It is far better to have a representative who has only a limited time to enact the policies he envisions, so that he actively seeks to implement his vision, rather focusing on the short-term goal of reelection.

Far from being a unifying force the Schengen Area has already led to disagreements between individual countries. Italy and France were involved in a major political dispute after Italy abused the spirit, if not the terms, of the Schengen Agreement to offload thousands of North African migrants onto France. In April 2011, French police even went so far as to stop an Italian train carrying migrants and prevent it from crossing the border [1] . France took the rare decision to temporarily re-establish border controls, adding more than 300 police to patrols monitoring roads and foot trails that lead into French territory, along with inspecting rail traffic [2] . It issued instructions stating that an immigrant who wishes to cross the French border must “hold a valid travel document recognised by France” and a “valid residence document,” “show proof of having sufficient resources—that is, €31 per day if the person has accommodations, and €62 otherwise [3] . France’s unilateral decision to restore border controls and stretch the boundary of the Schengen Agreement underlines the extreme fragility of the legal basis of the European Union. Further, Romania was angry at attempts to exclude them from the Schengen area, a move led by France and Germany, after accessing to the EU and technically meeting all the border conditions for the passport-free zone, calling it “discrimination” [4] .

[1] ‘France and Italy push for reform of Schengen treaty’, BBC News, 26th April 2011, http://www.bbc.co.uk/news/world-europe-13189682

[2] Ira, Kumaran, ‘France re-establishes border controls with Italy amid dispute over African migrants’, World Socialist Website, 11th April 2011, http://www.wsws.org/articles/2011/apr2011/fran-a11.shtml

[3] Ira, Kumaran, ‘France re-establishes border controls with Italy amid dispute over African migrants’, World Socialist Website, 11th April 2011, http://www.wsws.org/articles/2011/apr2011/fran-a11.shtml

[4] Waterfield, Bruno, ‘Romania accuses France and Germany of discrimination over Schengen exclusion’, The Daily Telegraph, 22nd December 2010, http://www.telegraph.co.uk/news/worldnews/europe/romania/8219933/Romania...

The inalienable rights of refugees are not negotiable, nor are they subject to the interests of the state which they would be returning to. International law considers agreements between an occupier and the occupied to be null and void if they deprive civilians of recognized human rights including the rights to repatriation and restitution. [1] Therefore the interests of the state of Israel are not legitimate reasons to deny the right of return which is owed to Palestinian refugees. Moreover, the right of return is feasible in Israel due to the availability of empty land. 80% of Israelis live in 15 percent of the land and that the remaining 20% live on 85% of the land that belongs to the refugees. Further, of the 20%, 18% live in Palestinian cities while the remaining 2% live in kibbutzim and moshavs. By contrast, more than 6,000 refugees live per square kilometer in the Gaza Strip, while over the barbed wire their lands are practically empty. [2]

[1] Al-Awda - The Palestinian Right of Return Coalition. "Factsheet". Al-Awda - The Palestinian Right of Return Coalition. http://www.al-awda.org/facts.html

[2] Sakhnini, Nizar. "Dispossession and Ethnic Cleansing." Al-Awda - The Palestinian Right of Return Coalition. 12 July 2004. http://www.al-awda.org/zionists01.html

The fact that the prison system is not designed to be punitive doesn’t mean it shouldn’t be. Retributive justice demands that criminals are punished. Prison should do that, and it should fit the crime, by having more than one category of punishment based on the offence. It is understandable that prison services themselves do not consider their task to be to punish; they claim that is done by the judge or jury that hands out the sentence. This however in effect means that no one takes responsibility for punishing those who have done wrong. Instead each stage of the criminal justice system becomes solely an attempt to prevent future crime without consideration to past victims.

The ICC does not infringe upon national sovereignty because it only has jurisdiction if the national justice system is either ineffective or unable to prosecute the criminal.

National courts still have the responsibility and ability to prosecute their own criminals, and the ICC is only meant to be used as a last resort in case these national measures fail; there is no contradiction between the two.1 Sovereignty only exists if the state has internal control, and the ICC will only have jurisdiction in cases where the national justice system has proven that for some reason, it will not prosecute the criminal.

1 Nanda, Ved P. "The Establishment of a Permanent International Criminal Court: Challenges Ahead." Human Rights Quarterly, Vol. 20 No. 2, May 1998, 413-428.

Although religions supported the anti-gay law, it is not solely a religious issue; the majority of Ugandans believe that homosexuality is contrary to their traditional values and all the anti-gay protests were inclusive regardless of religious denominations. It is therefore wrong to assert that the law was passed as a religious initiative. A separation of church and state does not mean the government should never run policies that the religious want simply that the government should not be favouring a particular religion.

There are procedural ways of mitigating this concern that are less severe than eliminating the jury altogether. Possible ways of dealing with jury intimidation/tampering include 1) having retrials in cases where jury tampering occurred, 2) attempting to increase the degree of juror anonymity, for example by seating jurors where they cannot be seen, and 3) by having higher penalties for jury tampering and intimidation. The second way is probably the most effective, and American courts have found that in cases where jury tampering poses a serious threat, it does not interfere with the defendant's right to a fair trial.1 1Laura K. Donohue, "Terrorism and Trial by Jury: The Vices and Virtues of British and American Criminal Law"

Past experience in Iraq and Afghanistan indicates that terrorism tends to flourish when states are weak. An Invasion of Sudan, especially if it had led to a collapse of the Sudanese state, would have create a vacuum terrorists could kill, especially when the very invasion would provide the resentment and motivation for thousands of jihadi volunteers to fight the Western “crusaders”

The AIVD example shows exactly that judicial and political control is not enough: the judicial control is control after the fact, so it didn’t prevent the AIVD from listening in to journalists conversations in the first place. Moreover, a regulatory committee judged that the Minister of Internal Affairs, who is supposed to be the a priori control, had given permission too easily, which is to be expected when a Minister faces a lot of requests like this, and has to decide in between the regular work of actually governing. [1] It is the lack of initial oversight which is anti-democratic, citizens expect their government and courts to prevent the intelligence agencies from infringing on privacy not simply demand an apology later when the intelligence agency is found out. How many more cases are there which are not caught?

[1] NIS News Bulletin, ‘Press Sector Sues State for Eavesdropping Telegraaf Journalists’ 9/07/2009 http://www.nisnews.nl/public/090709_1.htm

Instruction: Given a claim, retrieve documents that refute the claim


Question:
The current situation discourages altruistic in a relationship

The status quo discourages care for children and the elderly: a further consequence of the perceived need for independence is that individuals are less able to reduce their working hours in order to care for young children or elderly relatives, in case they suffer significantly as a result, for example if their relationship ends. Children who see more of their parents often develop stronger relationships with their parents which are valuable in later life when they need advice or support. In addition, studies show that it is beneficial for their emotional development. Elderly people, on the other hand, often feel particularly vulnerable and isolated and care from relatives plays an important role in maintaining their inclusion within society.

Care can be provided without property rights: as with interdependence, the status quo does not prevent individuals reducing their income to care for others. It merely requires that couples discuss their plans and make provisions to deal with the need to care for children or elderly relatives.

i

Acting due to a change of government is not the prerogative of another state. Putin is within his rights not to recognise that government and to grant asylum to former president Yanukovych but not to take action within the Ukraine to change the situation.

The coup however was not a coup but an abdication. “Yanukovych has lost his legitimacy as he abdicated his responsibilities. As you know, he left Ukraine – or left Kyiv, and he has left a vacuum of leadership.” It was therefore Yanukovych who essentially decided that he was no longer in charge by leaving Kiev and not making any statements for several days. [1] Moreover the Ukrainian constitution (both 2004 and 2010 versions) gives the right to impeach the President to Parliament [2] this is what the Parliament has done.

[1] Psaki, Jen, ‘Daily Press Briefing’, U.S. Department of State, 28 February 2014

[2] Constitution of Ukraine, Article 85 (7 & 10), wikisource, 2004 , 2010

A politician who has to constantly concern himself with reelection has a much greater likelihood of being beholden to special interest groups and lobbyists than one who is term-limited so will actually engage in more corruption. While a term-limited legislator may suffer to a degree from lame duck status, the need to continuously seek electoral support is far more damaging to his ability to do what is right for the nation. Politicians who are not term-limited will spend more time doing what is popular than what is necessary. It is far better to have a representative who has only a limited time to enact the policies he envisions, so that he actively seeks to implement his vision, rather focusing on the short-term goal of reelection.

Far from being a unifying force the Schengen Area has already led to disagreements between individual countries. Italy and France were involved in a major political dispute after Italy abused the spirit, if not the terms, of the Schengen Agreement to offload thousands of North African migrants onto France. In April 2011, French police even went so far as to stop an Italian train carrying migrants and prevent it from crossing the border [1] . France took the rare decision to temporarily re-establish border controls, adding more than 300 police to patrols monitoring roads and foot trails that lead into French territory, along with inspecting rail traffic [2] . It issued instructions stating that an immigrant who wishes to cross the French border must “hold a valid travel document recognised by France” and a “valid residence document,” “show proof of having sufficient resources—that is, €31 per day if the person has accommodations, and €62 otherwise [3] . France’s unilateral decision to restore border controls and stretch the boundary of the Schengen Agreement underlines the extreme fragility of the legal basis of the European Union. Further, Romania was angry at attempts to exclude them from the Schengen area, a move led by France and Germany, after accessing to the EU and technically meeting all the border conditions for the passport-free zone, calling it “discrimination” [4] .

[1] ‘France and Italy push for reform of Schengen treaty’, BBC News, 26th April 2011, http://www.bbc.co.uk/news/world-europe-13189682

[2] Ira, Kumaran, ‘France re-establishes border controls with Italy amid dispute over African migrants’, World Socialist Website, 11th April 2011, http://www.wsws.org/articles/2011/apr2011/fran-a11.shtml

[3] Ira, Kumaran, ‘France re-establishes border controls with Italy amid dispute over African migrants’, World Socialist Website, 11th April 2011, http://www.wsws.org/articles/2011/apr2011/fran-a11.shtml

[4] Waterfield, Bruno, ‘Romania accuses France and Germany of discrimination over Schengen exclusion’, The Daily Telegraph, 22nd December 2010, http://www.telegraph.co.uk/news/worldnews/europe/romania/8219933/Romania...

The inalienable rights of refugees are not negotiable, nor are they subject to the interests of the state which they would be returning to. International law considers agreements between an occupier and the occupied to be null and void if they deprive civilians of recognized human rights including the rights to repatriation and restitution. [1] Therefore the interests of the state of Israel are not legitimate reasons to deny the right of return which is owed to Palestinian refugees. Moreover, the right of return is feasible in Israel due to the availability of empty land. 80% of Israelis live in 15 percent of the land and that the remaining 20% live on 85% of the land that belongs to the refugees. Further, of the 20%, 18% live in Palestinian cities while the remaining 2% live in kibbutzim and moshavs. By contrast, more than 6,000 refugees live per square kilometer in the Gaza Strip, while over the barbed wire their lands are practically empty. [2]

[1] Al-Awda - The Palestinian Right of Return Coalition. "Factsheet". Al-Awda - The Palestinian Right of Return Coalition. http://www.al-awda.org/facts.html

[2] Sakhnini, Nizar. "Dispossession and Ethnic Cleansing." Al-Awda - The Palestinian Right of Return Coalition. 12 July 2004. http://www.al-awda.org/zionists01.html

The fact that the prison system is not designed to be punitive doesn’t mean it shouldn’t be. Retributive justice demands that criminals are punished. Prison should do that, and it should fit the crime, by having more than one category of punishment based on the offence. It is understandable that prison services themselves do not consider their task to be to punish; they claim that is done by the judge or jury that hands out the sentence. This however in effect means that no one takes responsibility for punishing those who have done wrong. Instead each stage of the criminal justice system becomes solely an attempt to prevent future crime without consideration to past victims.

The ICC does not infringe upon national sovereignty because it only has jurisdiction if the national justice system is either ineffective or unable to prosecute the criminal.

National courts still have the responsibility and ability to prosecute their own criminals, and the ICC is only meant to be used as a last resort in case these national measures fail; there is no contradiction between the two.1 Sovereignty only exists if the state has internal control, and the ICC will only have jurisdiction in cases where the national justice system has proven that for some reason, it will not prosecute the criminal.

1 Nanda, Ved P. "The Establishment of a Permanent International Criminal Court: Challenges Ahead." Human Rights Quarterly, Vol. 20 No. 2, May 1998, 413-428.

Although religions supported the anti-gay law, it is not solely a religious issue; the majority of Ugandans believe that homosexuality is contrary to their traditional values and all the anti-gay protests were inclusive regardless of religious denominations. It is therefore wrong to assert that the law was passed as a religious initiative. A separation of church and state does not mean the government should never run policies that the religious want simply that the government should not be favouring a particular religion.

There are procedural ways of mitigating this concern that are less severe than eliminating the jury altogether. Possible ways of dealing with jury intimidation/tampering include 1) having retrials in cases where jury tampering occurred, 2) attempting to increase the degree of juror anonymity, for example by seating jurors where they cannot be seen, and 3) by having higher penalties for jury tampering and intimidation. The second way is probably the most effective, and American courts have found that in cases where jury tampering poses a serious threat, it does not interfere with the defendant's right to a fair trial.1 1Laura K. Donohue, "Terrorism and Trial by Jury: The Vices and Virtues of British and American Criminal Law"

Past experience in Iraq and Afghanistan indicates that terrorism tends to flourish when states are weak. An Invasion of Sudan, especially if it had led to a collapse of the Sudanese state, would have create a vacuum terrorists could kill, especially when the very invasion would provide the resentment and motivation for thousands of jihadi volunteers to fight the Western “crusaders”

The AIVD example shows exactly that judicial and political control is not enough: the judicial control is control after the fact, so it didn’t prevent the AIVD from listening in to journalists conversations in the first place. Moreover, a regulatory committee judged that the Minister of Internal Affairs, who is supposed to be the a priori control, had given permission too easily, which is to be expected when a Minister faces a lot of requests like this, and has to decide in between the regular work of actually governing. [1] It is the lack of initial oversight which is anti-democratic, citizens expect their government and courts to prevent the intelligence agencies from infringing on privacy not simply demand an apology later when the intelligence agency is found out. How many more cases are there which are not caught?

[1] NIS News Bulletin, ‘Press Sector Sues State for Eavesdropping Telegraaf Journalists’ 9/07/2009 http://www.nisnews.nl/public/090709_1.htm

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Some people find maths hard

It is a fundamental principle of education that different people think in different ways. One notable application of this is the theory of different learning styles, and it also makes people have a preference for certain subjects. [1] Many people find maths hard, 37% of teens think it is the most difficult subject, for a variety of reasons – it simply isn’t suited to all minds. [2]

Another fundamental principle is that all children are equal, in the sense that we should support them equally in helping them find the right opportunities. It follows that we should teach them something useful and relevant to their personality and preferences. But whatever that may turn out to be, it will not be maths, and maths would just waste their time.

It makes sense to teach arithmetic to even these people, but there is no need to make them study further.

[1] Cherry, Kendra, ‘VARK Learning Styles’, About.com, http://psychology.about.com/od/educationalpsychology/a/vark-learning-styles.htm accessed 12 June 2013

[2] Saad, Lydia, ‘Math Problematic for U.S. Teens’, Gallup, 17 May 2005, http://www.gallup.com/poll/16360/Math-Problematic-US-Teens.aspx

We recognise that not everyone should do every subject, but for practical reasons we have to ask them to give it a try up to a certain level. Apart from anything else, this is the most reliable way to tell whether or not the subject is right for them – how can you know that if you haven’t ever tried it? There are many different ways to set this level, and we feel that the current standard is the minimum which will give children a realistic idea of what the subject is like.

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

This idea is rather flawed if you decide to take into consideration the whole aspect of one’s life. This just kicks the communication problem down the road when it needs to be dealt with early rather than essentially discouraging the child from learning the language until they have to get a job.

It is also in many cases likely to be wrong; the child will already have started learning the language of the country in which they are living. Even if the father and the mother are only able to talk their first language, kids go to nursery school or have child minders because their parents have to work. A perfect example would be the one of Mexicans in the United States. Two-thirds of Mexican-origin Hispanics ages 5 and older speak English proficiently. More than that, about nine-in-then native-born Mexicans speak English proficiently. [1] The whole idea of parents not being able to talk the local language might be true for first generation immigrants, but not for others. Even when the grasp of the language is less than perfect school is the obvious place to learn it.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

The state has indeed certain obligations towards the immigrant groups both to individuals and if they represent a large part of the population to the group. Once you leave your country, you are no longer under the legislation of the country. You decide to sign a new social contract with the country that you emigrated to and therefore you are under their jurisdiction, obliged to respect their laws. Minority rights are respected in the sense that immigrants are not obliged to use the local language everywhere and at any time. You are still able to use your mother tongue language to talk to your family, your foreign friends and other people from the same country. These are the fundamentals and there are cases where linguistic rights are not respected, where the minority population is forbidden to talk or write in their mother tongue. This was the case if Turkey which forbade Kurds to speak their native language until 1991. [1] While these rights should be respected there is not ‘right’ for the state to provide, or subsidize, education in languages that are not the official language of the state. If large minority groups wish to provide such education that is their prerogative.

[1] Akreyi, Minhaj, ‘19th Century mentality in 21st Century: Kurdish language still banned in Turkey’, Alliance for Kurdish Rights, 12 March 2011, http://kurdishrights.org/2011/03/12/19th-century-mentality-in-21st-century-kurdish-language-still-banned-in-turkey/

Instruction: Given a claim, retrieve documents that refute the claim


Question:
If we don’t teach maths we can teach other things instead

Schools are constantly pressed for time, money and staff. It is simply not possible to teach everything to everyone. This means that all of education is a balancing act. We try and isolate the most important parts of a subject and teach children what they need to know, but first, we have to isolate which subjects are important. So, for example, we teach History rather than Philosophy and Physics rather than Astronomy. Everything we teach therefore comes at the expense of not teaching something else and there are already some countries that choose other priorities; France for example prioritises Philosophy. [1]

Taking time away from maths has two advantages. Firstly, means we can teach other subjects instead, which will be more useful, such as dedicated classes on writing (or debating). Secondly, we can spend longer on those subjects which we already teach, making them better. As a bonus, we could even use this time to extend science lessons to include whatever maths is necessary, meaning we don’t lose out at all.

[1] Schofield, Hugh, ‘Why does France insist school pupils master philosophy?’, BBC News, 3 June 2013, http://www.bbc.co.uk/news/magazine-22729780

It is undeniable that education is a trade-off between different subjects. However, we contend that maths is one which we want to protect. It is a fundamental subject which is of use in many others, as well as teaching children how to think about problems. (Debating lessons are a great idea, but should replace something else, like Art.)

Teaching maths as part of science just wastes time, as all different science subjects need the same maths. All this will do is add to the burden on teachers, as they will have to coordinate with each other to make sure the class has covered the right maths for that point in the course. Moreover, this will never be as effective as having a whole class for maths.

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

This idea is rather flawed if you decide to take into consideration the whole aspect of one’s life. This just kicks the communication problem down the road when it needs to be dealt with early rather than essentially discouraging the child from learning the language until they have to get a job.

It is also in many cases likely to be wrong; the child will already have started learning the language of the country in which they are living. Even if the father and the mother are only able to talk their first language, kids go to nursery school or have child minders because their parents have to work. A perfect example would be the one of Mexicans in the United States. Two-thirds of Mexican-origin Hispanics ages 5 and older speak English proficiently. More than that, about nine-in-then native-born Mexicans speak English proficiently. [1] The whole idea of parents not being able to talk the local language might be true for first generation immigrants, but not for others. Even when the grasp of the language is less than perfect school is the obvious place to learn it.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

The state has indeed certain obligations towards the immigrant groups both to individuals and if they represent a large part of the population to the group. Once you leave your country, you are no longer under the legislation of the country. You decide to sign a new social contract with the country that you emigrated to and therefore you are under their jurisdiction, obliged to respect their laws. Minority rights are respected in the sense that immigrants are not obliged to use the local language everywhere and at any time. You are still able to use your mother tongue language to talk to your family, your foreign friends and other people from the same country. These are the fundamentals and there are cases where linguistic rights are not respected, where the minority population is forbidden to talk or write in their mother tongue. This was the case if Turkey which forbade Kurds to speak their native language until 1991. [1] While these rights should be respected there is not ‘right’ for the state to provide, or subsidize, education in languages that are not the official language of the state. If large minority groups wish to provide such education that is their prerogative.

[1] Akreyi, Minhaj, ‘19th Century mentality in 21st Century: Kurdish language still banned in Turkey’, Alliance for Kurdish Rights, 12 March 2011, http://kurdishrights.org/2011/03/12/19th-century-mentality-in-21st-century-kurdish-language-still-banned-in-turkey/

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Maths is not engaging for students

Maths is one of the least engaging subjects taught at school. Subjects like chemistry are full of flashes, fires and experiments which help people see what they’re being taught in front of them. History starts with telling stories, and even though that’s not what the subject is really about, it offers a window into it. By contrast, maths has almost nothing similar. Asking children to use trigonometry to find the height of a tree does not fool them – all they see is another triangle. Some people enjoy it, but many do not.

Forcing people through maths classes which they find boring and irrelevant will only put them off maths; a recent study found that motivation was the most important factor for improving maths grades. [1] This in turn makes their children less likely to study maths, and causes a cycle in which a large section of the population have as little to do with maths as they can. [2]

It would be much better to not make these people study maths. True, they would end up not knowing any more than the bare essentials, but this is better than making them hate it.

[1] Ghose, Tia, ‘Like Math? Thank Your Motivation, Not IQ’, Scientific American, 28 December 2012, http://www.scientificamerican.com/article.cfm?id=like-math-thank-your-moti

[2] Kreutzer, Laura, ‘Our Child Hates Math. Is It Our Fault?’, The Wall Street Journal, 14 April 2013, http://online.wsj.com/article/SB10001424127887323550604578412250659406338.html

There are several problems with using “engagement” as a way to measure whether or not a subject should be taught. Firstly, there is no way to tell whether students are bored because the subject is boring, whether they’re bored because they are lazy, or whether it is simply how it is taught. If we always taught children what they wanted to be doing, every warm, summer afternoon would be PE. That won’t give them the best education.

Secondly, we disagree with the final line. The point of the education system is not to entertain people, it’s to educate them. We do this by exposing them to different subjects enough for them to have a real idea what they’re about. Only this way will they be able to figure out whether or not they like it.

Finally, maths, more than any other subject, requires you to be really good at the boring and tedious bits (like algebra) before you can even begin the more interesting bits (like Number Theory and Multivariable Analysis). Measuring maths (or indeed any other subject) for how much “fun” it is does not give a fair representation of how useful or important it is.

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

This idea is rather flawed if you decide to take into consideration the whole aspect of one’s life. This just kicks the communication problem down the road when it needs to be dealt with early rather than essentially discouraging the child from learning the language until they have to get a job.

It is also in many cases likely to be wrong; the child will already have started learning the language of the country in which they are living. Even if the father and the mother are only able to talk their first language, kids go to nursery school or have child minders because their parents have to work. A perfect example would be the one of Mexicans in the United States. Two-thirds of Mexican-origin Hispanics ages 5 and older speak English proficiently. More than that, about nine-in-then native-born Mexicans speak English proficiently. [1] The whole idea of parents not being able to talk the local language might be true for first generation immigrants, but not for others. Even when the grasp of the language is less than perfect school is the obvious place to learn it.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

The state has indeed certain obligations towards the immigrant groups both to individuals and if they represent a large part of the population to the group. Once you leave your country, you are no longer under the legislation of the country. You decide to sign a new social contract with the country that you emigrated to and therefore you are under their jurisdiction, obliged to respect their laws. Minority rights are respected in the sense that immigrants are not obliged to use the local language everywhere and at any time. You are still able to use your mother tongue language to talk to your family, your foreign friends and other people from the same country. These are the fundamentals and there are cases where linguistic rights are not respected, where the minority population is forbidden to talk or write in their mother tongue. This was the case if Turkey which forbade Kurds to speak their native language until 1991. [1] While these rights should be respected there is not ‘right’ for the state to provide, or subsidize, education in languages that are not the official language of the state. If large minority groups wish to provide such education that is their prerogative.

[1] Akreyi, Minhaj, ‘19th Century mentality in 21st Century: Kurdish language still banned in Turkey’, Alliance for Kurdish Rights, 12 March 2011, http://kurdishrights.org/2011/03/12/19th-century-mentality-in-21st-century-kurdish-language-still-banned-in-turkey/

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Maths teaches a kind of logic which is useful for other things

Most subjects are taught not just for the knowledge itself, but for the skills the subject requires. Schools don’t teach English Literature because they want children to know a few poems. They teach it to encourage children to think about how people’s perceptions have changed over time, how two authors can see the same thing differently, and the way choices of language can reveal the answers. Similarly, maths lessons show you a way of looking at a problem: what am I being asked? What information am I given? Is this similar to other problems I already know? Do those methods apply here? This is a general technique which is valuable for students to learn.

Looking at education this way makes it clear that, in fact, almost no subjects are studied for themselves. We use them as vehicles to teach children certain things. That being the case, whether maths is “practical” or “interesting” makes no difference: we should teach it anyway.

At the very least, for this argument to be true you would have to rewrite the syllabus to focus on problem-solving rather than knowledge. But even then, there is no compelling reason for having this particular way of teaching skills, and little reason why other subjects should not be teaching the same kinds of questions. Given that it is hard, not related to the real world and generally unpopular, we should drop it. Instead, design other classes, with “being engaging” specifically in mind. This will do a better job.

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

This idea is rather flawed if you decide to take into consideration the whole aspect of one’s life. This just kicks the communication problem down the road when it needs to be dealt with early rather than essentially discouraging the child from learning the language until they have to get a job.

It is also in many cases likely to be wrong; the child will already have started learning the language of the country in which they are living. Even if the father and the mother are only able to talk their first language, kids go to nursery school or have child minders because their parents have to work. A perfect example would be the one of Mexicans in the United States. Two-thirds of Mexican-origin Hispanics ages 5 and older speak English proficiently. More than that, about nine-in-then native-born Mexicans speak English proficiently. [1] The whole idea of parents not being able to talk the local language might be true for first generation immigrants, but not for others. Even when the grasp of the language is less than perfect school is the obvious place to learn it.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

The state has indeed certain obligations towards the immigrant groups both to individuals and if they represent a large part of the population to the group. Once you leave your country, you are no longer under the legislation of the country. You decide to sign a new social contract with the country that you emigrated to and therefore you are under their jurisdiction, obliged to respect their laws. Minority rights are respected in the sense that immigrants are not obliged to use the local language everywhere and at any time. You are still able to use your mother tongue language to talk to your family, your foreign friends and other people from the same country. These are the fundamentals and there are cases where linguistic rights are not respected, where the minority population is forbidden to talk or write in their mother tongue. This was the case if Turkey which forbade Kurds to speak their native language until 1991. [1] While these rights should be respected there is not ‘right’ for the state to provide, or subsidize, education in languages that are not the official language of the state. If large minority groups wish to provide such education that is their prerogative.

[1] Akreyi, Minhaj, ‘19th Century mentality in 21st Century: Kurdish language still banned in Turkey’, Alliance for Kurdish Rights, 12 March 2011, http://kurdishrights.org/2011/03/12/19th-century-mentality-in-21st-century-kurdish-language-still-banned-in-turkey/

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Maths is an important subject

Every single science subject relies on maths. The whole of physics consists of using maths to model the world. At a basic level, this means drawing diagrams of forces, and at an advanced level it means writing down the gauge group which describes electroweak interaction, but it’s all maths. Even subjects like psychology, which are not normally seen as mathematical, would be lost without advanced statistics to decide whether a result is significant or not. Maths is as important to science as reading is to subjects like history and politics.

Making maths optional will mean some students don’t bother doing it. These children will find that science is closed to them. If we want to have a strong science sector – in both industry and research – as governments keep claiming we do [1] it is important to make sure we have people who are qualified. That means giving children the educational background required for them to pursue science should they wish to: maths.

[1] Osborne, George, ‘Achieving strong and sustainable economic growth’, Gov.uk, 24 April 2013, https://www.gov.uk/government/policies/achieving-strong-and-sustainable-economic-growth

Xinhua, ‘Premier Wen says science, technology key to China’s economic development’, Xinhuanet, 27 December 2009, http://news.xinhuanet.com/english/2009-12/27/content_12711291.htm

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

This idea is rather flawed if you decide to take into consideration the whole aspect of one’s life. This just kicks the communication problem down the road when it needs to be dealt with early rather than essentially discouraging the child from learning the language until they have to get a job.

It is also in many cases likely to be wrong; the child will already have started learning the language of the country in which they are living. Even if the father and the mother are only able to talk their first language, kids go to nursery school or have child minders because their parents have to work. A perfect example would be the one of Mexicans in the United States. Two-thirds of Mexican-origin Hispanics ages 5 and older speak English proficiently. More than that, about nine-in-then native-born Mexicans speak English proficiently. [1] The whole idea of parents not being able to talk the local language might be true for first generation immigrants, but not for others. Even when the grasp of the language is less than perfect school is the obvious place to learn it.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

The state has indeed certain obligations towards the immigrant groups both to individuals and if they represent a large part of the population to the group. Once you leave your country, you are no longer under the legislation of the country. You decide to sign a new social contract with the country that you emigrated to and therefore you are under their jurisdiction, obliged to respect their laws. Minority rights are respected in the sense that immigrants are not obliged to use the local language everywhere and at any time. You are still able to use your mother tongue language to talk to your family, your foreign friends and other people from the same country. These are the fundamentals and there are cases where linguistic rights are not respected, where the minority population is forbidden to talk or write in their mother tongue. This was the case if Turkey which forbade Kurds to speak their native language until 1991. [1] While these rights should be respected there is not ‘right’ for the state to provide, or subsidize, education in languages that are not the official language of the state. If large minority groups wish to provide such education that is their prerogative.

[1] Akreyi, Minhaj, ‘19th Century mentality in 21st Century: Kurdish language still banned in Turkey’, Alliance for Kurdish Rights, 12 March 2011, http://kurdishrights.org/2011/03/12/19th-century-mentality-in-21st-century-kurdish-language-still-banned-in-turkey/

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Children should not be the arbiters of the education system

To avoid teaching maths to children just because they don’t like the subject would be to shape the education system around adolescent whims. But children are not best placed to put a value on their education. They don’t know what knowledge is required for life and what skills are required for a career. They are likely to choose arbitrarily, influenced perhaps by which teachers are most strict, which subject they happen to be good at and what mood they’re in. It is for this reason that we don’t recognise children as being fully capable of making decisions about their education. Consequences of this include a government-fixed curriculum.

Adults know the value of maths: one poll in America found that 34% of people named it as the most valuable subject they had studied at school. [1] We think children should be learning maths, and it follows that they will have to do it, like it or not.

[1] Robison, Jennifer, ‘Math Tops List of Most Valuable Subjects’, Gallup, 21 January 2003, http://www.gallup.com/poll/7633/Math-Tops-List-Most-Valuable-Subjects.aspx

Children should not be given power over their education, but it doesn’t follow that their opinions are of no consequence. We should very much care what they do and don’t enjoy. Firstly, if they don’t enjoy their schooling they won’t put any effort into it and will not actually learn anything. Secondly, if they feel we are making them do things they don’t want to do we will lose the ability to give them sensible suggestions.

We might think they ought to learn maths, but forcing them to do it will cause more harm than good.

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

This idea is rather flawed if you decide to take into consideration the whole aspect of one’s life. This just kicks the communication problem down the road when it needs to be dealt with early rather than essentially discouraging the child from learning the language until they have to get a job.

It is also in many cases likely to be wrong; the child will already have started learning the language of the country in which they are living. Even if the father and the mother are only able to talk their first language, kids go to nursery school or have child minders because their parents have to work. A perfect example would be the one of Mexicans in the United States. Two-thirds of Mexican-origin Hispanics ages 5 and older speak English proficiently. More than that, about nine-in-then native-born Mexicans speak English proficiently. [1] The whole idea of parents not being able to talk the local language might be true for first generation immigrants, but not for others. Even when the grasp of the language is less than perfect school is the obvious place to learn it.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

There is no right to the university experience. University life is not used as the previous argument would suggest. University life is often about alcohol first, education second. Selfknowledge and genuine wisdom come from study and reflection. This can be done anywhere, not just in a university. There is no fundamental right of individuals to be allowed to take four years free of charge to learn new skills that will benefit them or teach them how to be better citizens. The state’s duty is to provide a baseline of care, which in the case of education secondary school more than provides. If individuals want more they should pay for it themselves.

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

The state has indeed certain obligations towards the immigrant groups both to individuals and if they represent a large part of the population to the group. Once you leave your country, you are no longer under the legislation of the country. You decide to sign a new social contract with the country that you emigrated to and therefore you are under their jurisdiction, obliged to respect their laws. Minority rights are respected in the sense that immigrants are not obliged to use the local language everywhere and at any time. You are still able to use your mother tongue language to talk to your family, your foreign friends and other people from the same country. These are the fundamentals and there are cases where linguistic rights are not respected, where the minority population is forbidden to talk or write in their mother tongue. This was the case if Turkey which forbade Kurds to speak their native language until 1991. [1] While these rights should be respected there is not ‘right’ for the state to provide, or subsidize, education in languages that are not the official language of the state. If large minority groups wish to provide such education that is their prerogative.

[1] Akreyi, Minhaj, ‘19th Century mentality in 21st Century: Kurdish language still banned in Turkey’, Alliance for Kurdish Rights, 12 March 2011, http://kurdishrights.org/2011/03/12/19th-century-mentality-in-21st-century-kurdish-language-still-banned-in-turkey/

Instruction: Given a claim, retrieve documents that refute the claim


Question:
The state benefits from the skills of a university educated populace

A university educated society is of great value to any state, and provides three main benefits. Firstly, it provides extensive economic benefits. There is a profound advantage to countries that actively promote a culture of “smart economy”3, with a highly educated and technically able workforce. They are more likely to be innovative and highly productive. Secondly, higher education leads to an increase in cultural awareness via subjects like the arts, history, and the classics. The third benefit is the development of leaders in society. The barrier created by university fees will prevent some potentially high worth individuals from ever reaching their potential.

Countries need educated people, including a certain amount of university graduates, but the idea proposed, that everyone having a degree would benefit society economically, is unfounded. There is no economic benefit when people with degrees are doing jobs that do not require university education, and represents a substantial misallocation of resources on the part of the state.4 As to developing future leaders, those who are gifted or particularly driven can still rise to the top, even if university is not free, as scholarships tend to be mostly aimed at such individuals.

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

This idea is rather flawed if you decide to take into consideration the whole aspect of one’s life. This just kicks the communication problem down the road when it needs to be dealt with early rather than essentially discouraging the child from learning the language until they have to get a job.

It is also in many cases likely to be wrong; the child will already have started learning the language of the country in which they are living. Even if the father and the mother are only able to talk their first language, kids go to nursery school or have child minders because their parents have to work. A perfect example would be the one of Mexicans in the United States. Two-thirds of Mexican-origin Hispanics ages 5 and older speak English proficiently. More than that, about nine-in-then native-born Mexicans speak English proficiently. [1] The whole idea of parents not being able to talk the local language might be true for first generation immigrants, but not for others. Even when the grasp of the language is less than perfect school is the obvious place to learn it.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

The state has indeed certain obligations towards the immigrant groups both to individuals and if they represent a large part of the population to the group. Once you leave your country, you are no longer under the legislation of the country. You decide to sign a new social contract with the country that you emigrated to and therefore you are under their jurisdiction, obliged to respect their laws. Minority rights are respected in the sense that immigrants are not obliged to use the local language everywhere and at any time. You are still able to use your mother tongue language to talk to your family, your foreign friends and other people from the same country. These are the fundamentals and there are cases where linguistic rights are not respected, where the minority population is forbidden to talk or write in their mother tongue. This was the case if Turkey which forbade Kurds to speak their native language until 1991. [1] While these rights should be respected there is not ‘right’ for the state to provide, or subsidize, education in languages that are not the official language of the state. If large minority groups wish to provide such education that is their prerogative.

[1] Akreyi, Minhaj, ‘19th Century mentality in 21st Century: Kurdish language still banned in Turkey’, Alliance for Kurdish Rights, 12 March 2011, http://kurdishrights.org/2011/03/12/19th-century-mentality-in-21st-century-kurdish-language-still-banned-in-turkey/

Instruction: Given a claim, retrieve documents that refute the claim


Question:
Individuals have a right to equal opportunities that free university provides.

The employment prospects created by a university degree are substantial, and many lines of work are only available to university graduates. True merit should define the ability to attend university, not the accident of birth. With the institution of fees, access becomes more difficult, and will certainly lead to lower attendance by poorer groups. This serves to lock people into the economic situation when they are born, as getting out is much more difficult when denied access to most highincome jobs.5

5 Tribune Opinion. 2005. “Education Paves Way Out of Poverty”. Greeley Tribune . Available: http://www.greeleytribune.com/article/20051225/SPECIALB0411/112250053

There is no fundamental right to a university education; it is a service, and people should pay for it, not freeload on the taxpayer. Rights exist to provide people with the necessities of life. Some people may never have the “opportunity”, ie. wealth, to visit Hawai’i, yet that is not unfair and the state should not be expected to fund every citizen’s tropical vacation. Yet even in the presence of fees, access to scholarships and loans make it possible for people from disadvantaged economic backgrounds to find their way into university. In this way the state can provide equality of opportunity while the wealthier pay.

Students are going to forget information whether they are out of school for three weeks or ten. Therefore, teachers will be performing four beginning of the year reviews instead of just one. In addition, students often switch off mentally at the end of term in anticipation of the vacations, which will mean more teaching time wasted. Even if students end up learning more during summer months, they are likely to end up no better educated at the end of the year.

To be encouraged not banned. The idea of closing down schools because they are performing better than other schools seems ridiculous. Rather than banning faith schools so all schools are on an even, but lower, playing field, a logical course of action would be to try and determine exactly what it was about faith schools that made them perform so well and attempt to emulate that in ordinary schools to improve their performance.

It may be possible to convert the schools but they would loose their ethos. Without these schools religious ethos their standards would slip and the students would be worse off.

This idea is rather flawed if you decide to take into consideration the whole aspect of one’s life. This just kicks the communication problem down the road when it needs to be dealt with early rather than essentially discouraging the child from learning the language until they have to get a job.

It is also in many cases likely to be wrong; the child will already have started learning the language of the country in which they are living. Even if the father and the mother are only able to talk their first language, kids go to nursery school or have child minders because their parents have to work. A perfect example would be the one of Mexicans in the United States. Two-thirds of Mexican-origin Hispanics ages 5 and older speak English proficiently. More than that, about nine-in-then native-born Mexicans speak English proficiently. [1] The whole idea of parents not being able to talk the local language might be true for first generation immigrants, but not for others. Even when the grasp of the language is less than perfect school is the obvious place to learn it.

[1] Gonzalez-Barrera, Ana, and Lopez, Mark Hugo, ‘A Demographic Portrait of Mexican Origin Hispanics in the United States’, PewResearch, 1 May 2013, http://www.pewhispanic.org/2013/05/01/a-demographic-portrait-of-mexican-origin-hispanics-in-the-united-states/

Opp makes an excellent case for further refining the role of Higher Education but not a very satisfactory one for keeping it structured as it currently is. The whole point here is that nobody benefits – not the graduate, not the Arts and not the society that is footing the bill. The benefit to society of art would remain if the arts were no longer taught as university degrees.

Many children find science interesting, 12% consider it their favourite subject, and will choose it when given an option. [1] These children will be happy to take maths lessons even if they’re not compulsory. The only ones who won’t take them will be the ones who have no interest in science in any case, for whom there is no benefit for doing maths.

It’s also worth pointing out that this argument seeks to match the educational system to the desires of companies. We feel this is wrong: it should be designed with the interests of the children in mind. That means giving them the opportunity to choose maths and science, but not necessarily forcing it on them.

[1] Kiefer, Heather Mason, ‘Math = Teens’ Favorite School Subject’, Gallup, 15 June 2004, http://www.gallup.com/poll/12007/Math-Teens-Favorite-School-Subject.aspx

Parents know their children better than anyone. They know what s/he is like, and in what environment s/he will grow up and often live. The state is not infallible and its decisions are not purely objective. When children are not adequately mature for sex education, parents must have the ability to make the decision on their behalf to withhold information that could be potentially damaging to their future development. As to homophobic or bigoted families, such views are considered to be socially acceptable insofar as people have the right to express such views. This does not, however, give parents license to abuse their children if they have alternative sexual preferences. Sex education is not necessary to ensure against abuse, that is the purview of law enforcement.

Most homework is simply fulfilling a task that has already been explained so not truly teaching you to work on your own. Working on your own means setting your own targets, and working out how to overcome obstacles.

Sex education is not necessary to protect children from disease and unwanted pregnancy. Young people can be informed of the dangers of sex without sex education. Besides, if enough people are versed extensively in sex education they should provide sufficient herd immunity that the minority who object on ethical grounds can abstain from sex education without negatively effecting the overall amount of safe sexual practices in a society.

This isn’t an either/or discussion. Despite Prop’s efforts to suggest that there are masses of homeless, would-be engineering students roaming around university campuses, the reality is that universities pack their bankable courses just fine and ensure that they have the capacity to do so. The fact that universities do not just churn out an endless round of vocationally-focussed graduates is hugely to be welcomed. If nothing else, it ensures that the university experience itself is a well-rounded one.

The very fact that students continue to apply for these courses, and universities continue to meet that demand, suggests that applicants are interested in something more than money. Presumably the very students who are applying for such a degree – and will shoulder the repercussions of having one – form part of society and are quiet happy to ‘afford’ their degree.

The state has indeed certain obligations towards the immigrant groups both to individuals and if they represent a large part of the population to the group. Once you leave your country, you are no longer under the legislation of the country. You decide to sign a new social contract with the country that you emigrated to and therefore you are under their jurisdiction, obliged to respect their laws. Minority rights are respected in the sense that immigrants are not obliged to use the local language everywhere and at any time. You are still able to use your mother tongue language to talk to your family, your foreign friends and other people from the same country. These are the fundamentals and there are cases where linguistic rights are not respected, where the minority population is forbidden to talk or write in their mother tongue. This was the case if Turkey which forbade Kurds to speak their native language until 1991. [1] While these rights should be respected there is not ‘right’ for the state to provide, or subsidize, education in languages that are not the official language of the state. If large minority groups wish to provide such education that is their prerogative.

[1] Akreyi, Minhaj, ‘19th Century mentality in 21st Century: Kurdish language still banned in Turkey’, Alliance for Kurdish Rights, 12 March 2011, http://kurdishrights.org/2011/03/12/19th-century-mentality-in-21st-century-kurdish-language-still-banned-in-turkey/

Instruction: Given a claim, retrieve documents that refute the claim