Introduction >>>>> >Journal of the K-12 Revolution: Essays and Research from Minneapolis, Minnesota<, Volume XII, Number Eight, February 2026

Generally Unrecognized Key Vexations

Pertinent to the Minneapolis Public Schools

 

In the January 2026 edition of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota, I explained that the fundamental reason for the abominable quality of public education is teacher training provided by those campus embarrassments known as education professors, who tout an anti-knowledge ideology and promote terrible approaches to pedagogy.

 

But then I further explained that a host of other factors create an environment that worsens K-12 education and perpetuates the prime vexations of teacher quality and degraded curriculum.  In that January edition the additional, generally unrecognized, key vexations identified were 1) the increasing meaninglessness of the high school diploma;  2) the lack of concern for the particular struggles of students facing conditions of poverty and other challenges of life at the urban core;  3) poor quality of school board members;  4) the shallow knowledge of journalists, opinion piece writers, and other outside observers;  and 5) the low chances, approaching zero, of finding an adequate superintendent.  

 

In this February  2026 edition of Journal of the K-12 Revolution:  Essays and Research from Minneapolis, Minnesota I continue to identify those key vexations of public education that generally fo unnoticed by the public including the following:

 

Lack of Adult Readers to Serve as Role Models

Intellectually Corrupt K-12 Education Context

Weak Curriculum and Abominable Teaching

Absence of Cynical Optimists

Intellectual Corruption of Education Professors  

 

Go forth, then, readers, toward a deeper understanding of those factors responsible for the wretched quality of education in the public schools of the United States generally and in the Minneapolis Public Schools specifically.