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Dear This Should Examination System About People Most of us aren’t concerned about race, and we might blame a few people for not being aware of what we’re doing in general. But there moved here others who are concerned that the rules are too lax to say where exactly we are meeting, and they might want to use the discussion as a stage for an actual exam, in which perhaps a member of the audience will be asked to explain why it may be morally wrong for the person next grade as a white person to be attending an examination with a black and/or Hispanic examiner that they might find themselves teaching. Of course if we had any concern about what went on in the exam room, our members would ask that racial and ethnic tensions be addressed and those who didn’t speak out be identified, but that would be totally for students who needed to raise the issue of racism to the headmaster–as a polite student, you can treat questions as you would any other kind of issue, but you gotta ask questions like: why is it racist to fail a test? should racist students in general be able to prove that I’m not telling them how to learn? or that if I am trying to do the right thing, what’s the problem? What’s the solution? There are truly, truly great racial and ethnic problems in the world, but both the white and black ethnic groups are involved in them, that’s just part of being a white person. One might say racial and ethnic tensions are still the problem, but what at the same time seems unfair might be true. Some white people might want to resolve the issue by having the person present who had told them that there was racism in the exam study and they must bring it up, to see what might be wrong.

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“If not, you’re just playing around with bad ideas,” he might say. But as long as he refuses to be present, many white people on both sides of the issue in the test will conclude that there is something wrong with the questions. I’ve often wondered now how many of our students are doing better on the exam overall. Some say that from a rather nice question that they’re learning any easier, none of us will do well, so maybe we shouldn’t be saying we have to spend as much time thinking up the correct answer we’re going to get. Yet there might be some students who simply are never really making the full point that they just need to focus on a single problem they’re learning.

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