Michelle Malkin responded to comments made by public-school utopian Matt Damon. Earlier this week at the Save Our Schools march in Washington D.C., Mr. Damon made headlines by attacking standardized testing, along with making other statements such as:
“I want to be an actor, it’s not an incentive, that’s the thing,” said Damon. “It’s the problem with ed policy right now, this intrinsically paternalistic view of problems that are much more complex than that. It’s like saying a teacher is going to get lazy when they have tenure. A teacher wants to teach. I mean, why else would you take a [expletive] salary and really long hours and do that job unless you really love to do it?”
Ms. Malkin reminded Mr. Damon that not all teachers are selfless angels. She further replied to him with:
What Damon’s superficial tirade lacked, however, was any real-world understanding of the deterioration of core curricular learning in America. Students can’t master simple division or fractions because today’s teachers — churned out through lowest common denominator grad schools and shielded from competition — have barely mastered those skills themselves. Un-educators have abandoned “drill and kill” computation for multicultural claptrap and fuzzy math, traded in grammar fundamentals for “creative spelling,” and dropped standard civics for save-the-earth propaganda.
Mr. Damon also displayed an example of the stellar critical thinking that he hopes students will learn in their educational careers:
Someone off camera — apparently the cameraman — then says, “Aren’t 10 percent of teachers bad? Ten percent of people in any profession should think of doing something else.”
“Well, ok then, maybe you’re a [expletive] cameraman, I don’t know,” responds Damon.