Dr. Michio Kaku America Has A Secret Weapon

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Discussion Overview

The discussion revolves around the implications of Dr. Michio Kaku's statements regarding foreign students in the U.S. educational system and the perceived decline in the academic proficiency of American students. Participants explore themes of privilege, educational standards, and the job market for science graduates.

Discussion Character

  • Debate/contested
  • Conceptual clarification
  • Meta-discussion

Main Points Raised

  • Some participants question whether the focus on foreign students detracts from the education of American students, with one suggesting that there are simply more foreign PhD candidates due to funding opportunities.
  • Concerns are raised about the privileges foreign students may have, including potential access to automatic funding and grants, though others argue that American students may have similar opportunities.
  • A participant shares a narrative about the evolution of math education over decades, suggesting a decline in basic skills among young people, which they attribute to changes in teaching methods.
  • Another participant expresses skepticism about Kaku's claims, asserting that the U.S. graduates a significant number of top-scoring science students and that the real issue lies in the lack of available jobs in the field.
  • There is a discussion about the H-1B visa program, with some noting that it allows employers to hire skilled foreign labor at lower wages, which may impact job opportunities for American graduates.
  • Concerns are voiced about the challenges faced by foreign graduates in the job market, including scams and underemployment.

Areas of Agreement / Disagreement

Participants express a mix of agreement and disagreement regarding the implications of Kaku's statements. While some acknowledge a decline in academic standards, others contest the notion that there is a lack of qualified American graduates, leading to an unresolved debate on the topic.

Contextual Notes

Participants reference various educational practices and anecdotal experiences, highlighting a lack of consensus on the effectiveness of current teaching methods and their impact on student preparedness.

  • #31
edpell said:
US wealth?
What's the question?
 
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  • #32
ParticleGrl said:
And the surest way to kill interest in young students is to point out the actual realities of the job market. Better to advertise a shortage and tell people there are jobs waiting for them (even if its a flat out lie). Human capital is (after all) expendable- there is a new generation of suckers coming up the pipeline.

He is trying to SELL science as a career to suckers like myself. The more suckers end up in grad school, the cheaper science gets. Its great for consumers of science, but terrible for actual scientists.

Keep in mind the quotes from his website he posted- he recommends getting a phd in physics so you can then find a job as a programmer (which has no added value from your phd) so you can research in your spare time. We can't all be gentleman(gentlewoman) scientists- some of us have to eat.
All part of the "race to the bottom" philosophy, IMO. Pay top-dollar for your education in the best (most expensive) institutions so that you can compete with graduates from third-world countries who will work for much less. Yeah, they will be sending money to their families (if they actually work here) but that's a much softer debt-load than trying to pay off the debt on your student loans. I am SO glad that I'm not one of today's crop of university students.
 

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