I don't have a BS in Education (BA in Philosophy), which means you have to go through their M. Ed. program with licensure. You must take Educational Theory/Pedagogy core courses along with required courses in your field -- I had saved money and already taken the calc sequence, linear algebra and differential equations.

Grad school at the UMN is ~$10k a semester (https://onestop.umn.edu/finances/costs/tuition). Would have been ~30 years old, $40k in debt as a beginning teacher in MN. Amazingly, none of that includes actual experience teaching lol.

The teachers union has been waging a war against future teachers to benefit current teachers for 30 years and this is what that looks like after 30 years.

Similar to housing and zoning, education is a government racket.

> The teachers union has been waging a war against future teachers to benefit current teachers for 30 years

this statement is presented as The Truth, do you have some information that backs this up?

The field of study of occupation licensing: https://en.wikipedia.org/wiki/Occupational_licensing

It's absurd to think someone needs to take a $1k 'Philosophy of Mathematics' class to teach 10th grade geometry.

> The philosophy of mathematics is the branch of philosophy that studies the assumptions, foundations, and implications of mathematics. It aims to understand the nature and methods of mathematics, and find out the place of mathematics in people's lives. https://en.wikipedia.org/wiki/Philosophy_of_mathematics

Considering that the primary complaint 10th grade math students have about math is often "How is this relevant to me and my life?", wouldn't studying the philosophy of mathematics help a teacher in addressing this concern?

i'm aware of that, but can you give me a concrete examples where teacher unions in minnesota are causing the problem of occupational licensing?