Why is everyone an expert on education?: Series


politics of ed

Image Source: Tyack, David (1974). The One Best System. Cambridge, MA: Harvard University Press. Page 286 (Thank you Jon Becker!)

Everyone is an expert on education and its particular, dominant subset – school. Everyone who has either attended school, taught at school, had their kids at school, managed school, funded school, even avoided school knows what school does. Unlike any other public institution, we can quickly produce an opinion on what schools should and shouldn’t do. Scores of politicians, business leaders or (other) powerful pundits who arrive on the scene claim the credential of knowing how to run schools. Many of these self-proclaimed experts are widely interviewed and financially supported, many more ignored beyond their personal sphere of influence.

But just why are we all ‘experts’ with a more or less considerate opinion on how things should be with schools and education?

Short answer: If we presume we are constituted, built of what we ‘know’, then we don’t only KNOW a lot about school, we ARE school. School is not (just) an institution, it is a particular way of thinking and knowing we are attached to. And because we can’t imagine anything different, we get cornered into dead-ends of ’solutions’ that substantially change – very little.

Now for the long answer and explanation…

This is the first in a series of posts, collaboratively co-written by Ira Socol, teacher and educational researcher at Michigan State University, Dr Greg Thompson, lecturer in education at Murdoch University in Perth, Western Australia and myself, a high school classroom teacher. In this series, we hope to explore the main ideas that make schooling and with it the broader process of education such a powerful, almost monolithic system that so many people are itching to and want to change, yet it has not substantially changed for the last 250 years despite an enormous amount of effort and investment worldwide.

Each of the posts will have a central theme, through which we will try to answer the starting question: “Why is everyone an expert on education?” The themes will try to round specific ways of conceiving education and with it schooling. We posit that it is these ways of thinking we are all ‘experts’ in that are largely responsible for locking us into mostly fruitless debate and superficial change.

The first post (published – see below) will look at the view of education as a science. In this view, education and with it schooling is a scientific, measurable, rational pursuit craving the certainty and with it ‘improvement’ of atomistic parts that make the whole. This view bears statements like “if we could only know, measure and improve this part the whole system would be better off”.

In the second post (published – see below), we will reflect on the view of education as production. This is a corollary of the scientific view and drives the ‘alignment’ of economic and educational system (“because education prepares students for workforce we all want to participate in, we should do this…”).

The third post (working on it… here is how YOU can help & contribute) will draw on the first two and look at education as competition. Education is a positional good and with that comes the language and ideology of competition, thus ordering people on their ‘merits’ (“because I want my child to get a head start I want them to go to the best school possible. This is what a good school is…”).

In the fourth post, we will critique education as (a use of) technology. Technology, and particularly digital technology of the past decade, has been seen by many as an ‘agent of progress’ that could prove false, useless, even damaging. Equally, it can swing the other way and genuinely help as indeed one of the most promising agents of change (“If only teachers could get on board and use more technology in their classroom…”).

In trying to answer the posed essential question (Why is everyone an expert in education?), we will look at where these beliefs come from, how they may be (in)appropriate, (mis)guided and what sort of difficulties they might have been causing.

Finally, and in a fine oxymoronic fashion (because we are ‘experts :-) ), we will offer our own re-think of schooling, even education. We will attempt to do so at the ontological level, re-imagining not just what and how should be known and taught, but interrogating the very concepts of ‘school’, ‘teacher’, ‘student’ and alike, what they ARE and what difference such interrogation and re-imagining could make. For example, if one-on-one tutoring and mentoring produces best results for (young) people we are trying to educate, we probably don’t need more ‘traditional’ teachers. Instead of such measure (surely cost prohibitive, if nothing else), we could perhaps rethink what/who IS a ‘teacher’ in the community and what difference would such re-thinking possibly make.

Sounds a little vague? A bit like some existing ideas? Uncertain? Unsure? Unusual? Fallible? Hopeful? You bet, like some of the most treasured things, people and ideas in our lives!

We are doing this to imagine and argue for something helpful and unapologetically on the side of the younger generations. Importantly, the word ‘helpful’ comes with a disclaimer – we are not certain of the ends of this help, merely the intent of our effort and ideas.

And since we assume we are ALL experts on education, we would love to hear from you all along. This is largely why we are not writing a more ’static’ academic paper but a blog post (series), with a chance for all to hear and learn from different views.

Why do YOU think everyone is an expert on education? We look forward to the conversations, so feel free to have your say in the comments section below.

PS Since we are working across jobs, continents and timezones, the posts may not be delivered with metronomic frequency. Feel free to subscribe to the posts and comments to have them delivered to you as they appear, or perhaps follow us (@irasocol and @lasic) on Twitter or other social media.


Still waiting for Eureka: the problem of seeing education as a science

Image source: http://blog.scs.sk.ca/tado/vschools/archives/GroeningCartoon.jpg

Image source: http://blog.scs.sk.ca/tado/vschools/archives/GroeningCartoon.jpg

This is the first post with a particular theme in the series “Why is everyone an expert on education?. The series is written collaboratively by Ira Socol, Dr Greg Thompson and Tomaz Lasic.

Science is an awesome, admirable pursuit of measurable, testable, replicable truth. It is a pursuit of certainty that something has, does and will work as we imagine it. We want to be certain that a medicine we give to our child has been tested and declared safe, a bridge we drive across stable enough to carry us. Data and methods we use give us control to predict, improve, avoid. That’s all fine when dealing with inanimate objects. Yet ask an engineer and they will tell you that even concrete and steel could behave unpredictably, hence the overdesign and consideration of safety margins. Enter humans.

Data and scientific methods give us the delirious joy of thinking that things are repeatable and replicable with human beings too. Because something works/does not work in one context, we assume that that must be the case for all contexts. This applies to curriculum, to standards, to teaching strategies, to discipline and management strategies, to educational psychology, to the very organisation of schooling.

Scientifically observing and measuring actors in schools fools us into believing we are capable of absolute knowledge, absolute categories, and once we got those right – absolute solutions. Fools us? Just look at performance pay for teachers debate, curriculum wars, ad absurdum arguments over accuracy of assessment, validity and usefulness of standardised, statewide literacy and numeracy testing and more. In all these we want to measure so we can be ‘certain’, to establish norms and through them (as the term suggests) normalise people and put them in brackets. Once they are in boxes, brackets and percentages, we can apply the right dose of whatever it is we have come up with as the solution.

Now please – categorisation is a perfectly human thing and helps us live our daily lives, no doubt. But when categorisation becomes unexamined, unquestioned purpose of what we do with human beings in education, then we have a few problems. Or put bluntly: It is rubbish, and it bewilders and alienates students (and with it many teachers, parents and others).

When seeing education as a science, we tend to break it down to its elements, particularly those we are familiar with. Instead of having a more holistic view of an actor in the process of schooling, we prefer a cleaner, reductionist, building-block view. We build walls around and guard our areas of expertise. There we propose solutions to fix things we are certain of. And when we want to justify, we look for figures. In this need, the efficient simplicity of “68% on the test” becomes very seductive. We are insecure in trusting the ’soft’, slippery immeasurables like intuition, freedom or hope etc. so we invent ever more complex, ‘hard’ systems of quantifying people to cling to and value: “Is this a 72% or 74% answer?” Sounds like “is this Class B or Class C concrete”? But hey, “it has worked for me at school so why not for these kids too, they should be motivated by it.”

So, apart from all having a lot to say and guard as ‘experts’ – where does this lead us?

The problem with education as a science is amplified by the centralised nature of most school systems, where control is exerted from a distance. If you remove relationships from schooling (let’s face it, the majority of system administrators/policy makers spend very little time dealing with relationships in schools), what is left is the idea that schools are largely the same, and therefore, the same tests should elicit the same responses. If they don’t there must be something wrong – and the finger is normally pointed at teachers!

In Australia, USA at least, and we imagine many other countries, the people making decisions on education have probably not done more than tour a school in the last twenty years, yet they still are able to provide ‘expert’ commentary. A few problems rise immediately from this.

First is the modernist view of scientific solution – a belief in the inevitability of human progress through science. These decision-makers enter the debate with a belief that each adaptation in the educational system has been “progressive,” and thus that the education system which they succeeded in was “near perfect” – the result of centuries of continuous improvement. A bit of “tinkering” (Tyack & Cuban, Tyack & Hansot) will thus result in “perfection.” Their authority flows from certainty and the promise of being led to such perfection. The second problem is the idea that success is quantifiable and that the idea of it applies to all of us equally. The third problem is the leaders presuming that their framing of experiences is both correct and applicable universally.

This all adds up to create an understanding of education as a science where results are replicable and reliable. We call this phenomena “white coat replicability”. Governments, the media, and bureaucracies deal in white coat replicability when they talk about effective schools and teachers, about ranking schools based largely on benchmark testing.We are hearing a lot in the media at the moment about Joel Klein and New York public schools. Consider this article which talks about the ways that data collected can be misused and misrepresented.

Today, schools are dominated by externally developed testing, reporting on student achievement that uses mandatory standards and systems, and continual reform. What is this doing to students? Do we think that schools cater more or less for student difference and uniqueness now than they used to? After years of education as a science, the system is at least as discriminatory as ever. We think that we collect and control so much information now, it is slowly paralysing us from dealing in intangibles such as freedom and hope.

The interaction between students and teachers is becoming less relational and more normalised, where outputs are measured and teachers and students are measured and measure each other. The problem with this is that the measurement fixes students as good/bad, successful/unsuccessful, likeable/unlikeable and students increasingly live/perform these measurements. Ever wonder why there are groups of students who are Rebels in every school regardless of context? Schools need rebels to show students who not to be.

This fixing of students into neat packages are things that schools do all the time. After all you can measure deviance/compliance can’t you? Students find these packages very hard to change. We are indebted to the work of Stephen Ball from the University of London and the notion of performativity.

To put it simply, students and teachers are trapped in their performances as a result of the ways they are measured and organised within education as a science. The trick of performativity seems to be that individuals come to see themselves in terms of the data collected. They perform as they feel they should be expected to/come to expect themselves. For example, a “dumb” student may hardly try to do well in a test because he does not see himself smart – and the grades simply confirm it. The data assigns the well-known and well-rehearsed roles. These roles are so reified by repetition that even altering the performance to accommodate (a change in) their self-image becomes unacceptable, much like when one actor discomforts audiences if he/she replaces another in a television series. When students act out of their accepted role (for example, “good” girls getting drunk), they experience negative feedback, often from students as well as teachers. Ontologically, schools teach students to limit their being – limit who they are and can be. Change anyone?

You can’t collect all this data and employ these evaluators in schools without people performing their results (positionality). Want to know why many students feel alienated from schools? One of the key factors is that they are continually judged as being less or even non-successful. The same is true for teachers! Who hasn’t felt despondent when the school they are working in has performed at unacceptable levels in their subject through something like NAPLAN (Australia’s nationwide literacy and numeracy testing)? One of our colleagues had this experience and the school spent the next 6 months ‘diagnosing’ the problem, counselling the subject teachers, exhorting the students to do more, aim higher etc. The end result? Teachers were forced to run after school study classes, they began to ‘teach for the test’ and the school results stayed the same. The drop in teacher morale was curiously never measured, or seen as significant. We don’t think that the educational experiences of the students would have improved as a result either – teaching for the test negates most of what is wonderful in the relationships between teachers and students and the richness of student learning.

So what is being learnt when education is run and organised as a science? That your performances measure you – that you are quantifiable. You learn how to see yourself as a particular type of student/teacher, and grow to see this as ‘normal’ – the business of schools becomes normative measuring and pedagogy becomes sterile, limited, controlling and superficial. But gee it looks clean!


Rolling up the odd sleeves (education as a production)

Pray to Play

‘Pray to Play’ Source: http://www.flickr.com/photos/dannynorton/228708030/in/photostream/)

This is the second post with a particular theme in the series “Why is everyone an expert of education?“. The series is written collaboratively by Ira Socol, Dr Greg Thompson and Tomaz Lasic.

In the previous post (Still looking for Eureka), we looked at the seductive, yet problematic, empirical, scientific ‘breaking down’ of actors in education. The primacy of belief that we can measure humans and then improve in a steady march of progress generates not only volumes of data, interpretations and ‘solutions’ but also has a more pernicious side to it in schools. The perceived ‘scientific’ certainty limits what students and other actors in the process of schooling are and become, it locks them into roles that are hard to escape and make meaningful change very difficult.

This time, we are looking at another major generator of much educational chatter. It is the idea of education as production. Here production is not meant narrowly and only as vocational preparation. There has been much excellent critique of education as an ‘industrial production line’ and its historical roots, here is but one example. We contend that there is nothing wrong with education as production, without production schools actually – do nothing!

Whether it is organisational skills or the learner’s recognition of their place in the world, schools are inextricably linked to producing ‘good citizens’. The problem is that some attributes of the ‘good citizen’ aspired to through education are becoming increasingly problematic in a changing world. No longer can we expect that the same types of good citizens historically valued in periods such as the Industrial Revolution will necessarily meet the unique challenges of the new millenia. Hence, we declare that the problem of education is not the idea of effort and production itself but rather what is valued in schools and, as a result of these values, what education is producing. Better world?

We explore this broader view in two ways. First, we look at ‘production of a better world’ through different, yet historically intertwined ideals we have inherited. These two ideals both want the same thing (better world) yet they grate against each other, frame much of the chatter and stunt deep(er) change. Secondly, we interrogate some ‘common sense’ statements we hope you will recognise as well, to demonstrate just how disconnected the endless debate is with the real problems and changes we face in the (future) world our students will grow up in.

Two fundamental views

Schools didn’t just happen. They were historically produced, and as a result, can be considered as artefacts of the distant past. In his excellent work Rethinking the School , Ian Hunter makes the case that the mass, compulsory schooling as experienced by most in the Western world (and certainly in Australia & USA) is a curious mixture of two discordant views on education – the liberal and the vocational (dialectic). While they are not reducible to the following, it may be best to think of the liberal view as the upward-looking, Christian imperative of salvation through the glory of good deeds. The vocational view is a downward-looking need to occupy the (otherwise) idle hands and minds of the ‘great unwashed’ to keep them healthy, productive and in check with industrial demands. They both genuinely aim to create a better world and they have both been occurring since the 1700s England.

One of England’s successes was the transportation, not of (so much of :-) ) convicts, but of schools absorbed by these competing ideals. As a result, we have inherited a schooling system that is full of paradoxes and contradictions. For example, we discipline the child as if they were an autonomous chooser (“choose your actions and their consequences”) yet we deny them much real choice in the ways they are educated. We see schools and education as the way to arrest poverty and disadvantage, yet we work within a school system that actively encourages secondary schools in lower socioeconomic status (SES) areas to offer vocational courses that deny young people the opportunity to be educated as their peers in wealthier areas. In short, the system operates on the notion of saving young people, either from their circumstances (if they are poor [vocational]), or from their hubris (if they are rich [liberal]), yet is organised in such a way as to enshrine privilege and maintain disadvantage. This is not new, it is a particularly persistent hangover of the past that will not seem to go away.

Schools invented childhood (maybe an exaggeration, but they are certainly the chief protagonists) and then imbued childhood with the paradoxes and contradictions of salvation versus vocation. Ever seen a teacher, parent, administrator, even a student (again, particularly in low SES areas) who wants to ‘save the kids’ and ‘open their eyes’ but also want and teach them how to comply and work hard? Ever heard a dispute between a teacher who thinks students should be treated gently as respected, autonomous individuals, allowing for them to flourish, and the rule-worshipping, no-bull, ’school-nazi’ teacher who gets the kids to work and ‘gets the work done’? Ever read about a dispute between teacher unions and curricular bodies about grading practices or reasons for (not) publishing league tables? Then you know what this paradox sounds like…

The trouble is that over the years, the alignment of schools along the salvation/vocation ideals has gotten out of whack. As a result, schools, particularly those in the lower SES areas, now present these paradoxes as the same thing – saving children through jobs. Religious-like morality through economic utility. The “future will be peachy if we just roll up our sleeves and go harder at it”. Seductive at first, this has some particularly unpleasant implications.

Rather than going too theoretical at this point, let’s look answer some of the common questions and statements about ‘education as production’ we often hear around the place. This is to demonstrate how and why so many educators remain largely trapped in the increasingly irrelevant, inequitable and unhelpful ideals of the past, despite the enormous good will and effort of thousands.

“Education is the great leveller, the kids have the same chance and learn the same stuff, so if they work hard they’ll reap the rewards, won’t they?”

Let’s get back to the salvation/vocation (mis)alignment. Interestingly, it does not seem to happen at the elite schools, dominated by the Christian liberal tradition of ‘salvation’. If asked why they go to school, students at elite schools are probably more likely to say things like “to make a better world”. Majority of them then all trot off to uni to become (powerful) lawyers, doctors, politicians, executives etc. They do so while enshrining their privilege and ‘saving’ themselves and those below (many of whom may not exactly appreciate being ‘saved’!).

However, when students in non-elite, working-class, lower socio-economic status (SES) schools are asked the same question, their most frequent response is “to get a job (many of them add “so I’m not a bum and live on the dole”). In these schools, we are seeing the rise and rise of the vocational imperative. Consider a comment by a principal of a working-class, vocational-oriented school about offering a particular course with a non-vocational, liberal bend: “Our kids wouldn’t be suited for it.

Both of these ideals are failing the needs of our society at an alarming rate, particularly among the lower SES students.

But just why is this a failure? Doesn’t someone have to sweep the streets? You gotta have top and bottom, right? After all, they do have the same opportunity!

Volumes of educational critical literature from the 1970s onwards stress (and disagree with) the idea that schools existed as a form of social role selection – that they sorted young people into vocational streams that led to them assuming life opportunities commensurate with their roles. In this sense, schools sorted menial labourers from scientists, laywers from tradespeople, and artists from the “no-hopers”.

This stratified society was easier to manage, and it perpetuated itself many times over. In fact, it is still doing the same today. In Australia, the 1970s were a halcyon day for alternative schooling, but the impetus quickly stalled, to be replaced by neo-conservative imperatives. The shift went from “de-schooling” to “re-schooling” in less that a decade, till we end up in the current situation where schools are businesses, they are managed, teachers are technicians and students are commodities. The backlash of the 1970s is an uberconservative schooling structure that has reestablished its control. In some ways, we are now more traditional than the past!

Schools are working well at social role selection. For all those that claim otherwise and tout ‘better opportunity’, we would invite them to spend some time in traditionally structured schools in lower SES areas. If these schools have changed so much, why is it that children from low SES still tend to be denied educational opportunities, philosophies and structural access of the elite? It follows that if schools are not involved in deep change, they simply reinforce disadvantage. If nothing changes, nothing changes… but we do talk about it a lot. Changes in curriculum, grading practices etc are simply superficial.

So just what is wrong then with a compliant, obedient, uncritical workforce?

Nothing. It’s just that they are unemployed or lowly paid at best…

“Look, in the past education served the society better. It produced kids who were more mature and responsible than these guys today.”

Through their historically valued policies and practices, informed by the (mixture of) the two aforementioned ideals, mainstream schooling has been producing certain types of individuals. The trouble is, these types are increasingly shaky, untenable, even damaging in the contemporary world.

One such type is a quiet, conforming individual. “Nothing wrong” you may think, we want our “trains to run on time” don’t we? Consider the (very real!) case of a principal who came into a tough, inner city school that was having money thrown at it from various government agencies to ‘fix’ the problem of low student retention and ‘poor’ academic achievement. You know the story – short term, limited funding that does little to address deep problems but does a lot of rearranging of deckchairs. He said:

I dismantled some programmes that were meant to be for academic extension and when we looked at them the kind of kids who were in there – it was all wrong! The kids were not being chosen for the real capacity to achieve. But those kids were predominantly female, white, quiet, conformist.

So, in this sense, the school is valuing those students because of primarily how they behave and comply, never mind their creative and other potential. That OK with you? Entirely or just a little bit?

Another prized type is a highly individualised, competitive student who is great at amassing personal rewards and benefits (wealth!?). The capacity to identify with realities beyond their personal ambitions, needs and wants is secondary or even further down the track of priorities. Don’t believe so? Ask for a choice between being ‘top of the class’ and being kind, thoughtful, willing to share, think critically and differently … you know those slippery things you can’t really test and don’t REALLY matter . How do we rank on those internationally again?

The lofty school mottos, various graduate or vision statements are often couched in the liberal imperative terms (Bold, Caring, Creative or For Others and the likes). Paradoxically, the reality is so often the opposite of what is espoused – highly individualistic programs and policies that communicate the ideas of individual, competitive success and hierarchy very early on. These idea(l)s of schooling stick and stay with young people long after they leave school and, if nothing else, continue to frame and with it perpetuate the understanding of ‘school’. Just ask a parent of your student next time: “What was the most important thing by the school for you to do”?

“Why don’t we just go back to basics? We used to do stuff that kids these days would not have a clue today!”

This is the ‘back in the good old days’, halcyon view of education, usually followed by the phrases like ‘dumbing down’ and the likes. Whenever I hear people who hark back I wonder: Is our current situation really that bad or were the past times really that good? And then the old, wobbly straw man comes out.

Consider this classic, peddled around by the ‘dumbing down’ brigade. The useful commentary merely begins to break down their weak yet dangerous argument.

Is this ‘1895 exam type’ the sort of thing we want to go back to? Isn’t this largely where we are now at too, we have just changed the content and sophisticated a method of delivery (eg. regurgitation online is still regurgitation)? We now argue about some minor technical point like ‘cut off scores’ instead of asking ourselves larger, fundamental questions about what do students of tomorrow, not perhaps teachers of yesterday, really need. Is it ethical to ask first what systems of yesterday need before asking what students of tomorrow need?

Consider a quip by a colleague: “Never ask a question you can google up.” Back in say 1940s there was hardly a need for a rigorous ‘filter’ of information. These days, not having a solid, critical, informed personal filter and foregoing development of thinking, questioning, collaboration and creativity at the expense of remembering easily searchable data and performing to a narrow, pre-established, systemic set of ‘indicators’ to reach a reward is becoming increasingly untenable. Before it was points and right answers, now it is increasingly about seeing the patterns and dealing with change.

And on the skills front, I wonder how the 1895 students would go with a basic internet search these days, perhaps sending a text message. In 1895, students had to know about the environment for their exam, kids today are working out how to stop ourselves from killing it for themselves and their children. For starters…

Beware well-meaning people in their 25+ years starting a sentence with “When I was at school…”

“But look at the ways schools, methods and curriculum(s) are constantly changing! We haven’t exactly stood still…”

They may have new buildings, better equipment, better teaching practices and so on but schools have not really deeply changed in any meaningful way over more than 250 years. This is mainly because they have taught us and controlled the ways that we see and understand the school.

The chief tool of maintaining and controlling this paradoxical, yet historically incredibly persistent understanding of the school (again, see the mix of liberal/vocational imperatives) has been the incessant debate dominated by mere variations on the theme.

For example, in Australia at the moment we are experiencing a debate on education particularly through the issue of literacy. On the one hand, many stakeholders in education are up in arms at the perceived lack of literacy in our schools. The answer often generated requires a return to the 3Rs, or a vision of literacy as a functional, transactional set of processes that employees need to get jobs (and through this employment, to lead a successful life) – the vocational imperative. On the other side of the debate, many educationalists advocate for lifelong learning and rich, deep understandings of texts as a means to create individuals who are able to critically ‘read’ their worlds – the liberal view of the empowerment of the individual as a means to lead a successful life. This debate is becoming increasingly vitriolic and is becoming (mis)managed in the guise of state versus federal approaches to curriculum, phonics versus whole language, standards and grades versus outcomes and the likes. This fervour is dominated by individuals and organisations maintaining and vigorously defending their ‘take’ on education – the experts we spoke about in our first post and throughout the series.

The real problem with this is that change, when it occurs, is focused at the what of teaching (the curriculum), even sometimes the how (methods) but not the why. And it is at that ‘why’ level that the deep change has a chance to occur. Continuing in the present see-sawing debate will solve none of the problems, but will enhance the status of the “educrats” who justify their exstence through creating conflict that is not resolved. (For a scathing critique of the bureaucratisation of our world check out John Raulston Saul’s works The Unconscious Civilisation or Voltaire’s Bastards.)

Final words…

At the end, we repeat that we are not against effort and production in schools. But we argue that as a society, we need to think more carefully and clearly about what schools produce and why. The question we want to keep in mind is whether the historically valued types of citizens, no matter how useful in the particular past periods, will be capable of meeting the pressing shifts and problems of the future, near and far. You know the obvious ones – environmental destruction, terrorism, eruption of technology and social media, changing roles of women in societies, shifting employment practices, crossing and changing old class divides, global trade and crises of all kinds…the list is long. Dealing with any of these effectively and justly does not really call for the type of student a ‘traditional’ school has been producing. A range of declining environmental, economic, social and other indicators paint the picture so let’s not pretend that ‘schooling as usual’ (oops, just ‘harder’!) is going to somehow reverse the trends.

Do you want to live in a world full of docile, easily managed consumers, uncritically bent on amassing wealth and lacking the capacity to perceive reality beyond the personal ambition “as long as they are OK”, the kind produced by schooling and rewards of (primarily) individual effort? We can’t value highly individualised effort and rewards (hey, the government wants me to rank students!) then, confusingly, expect the kids to be highly ‘collaborative’. Sadly, the latter begins to sound like a buzzword! For now, schools largely still want students (AND teachers) to cooperate rather than collaborate. There is an important difference between the two. Cooperation means working together to achieve what you are required or told to do. Collaboration is a shared effort of a group of people working towards shared goals and using method they choose and agree on.

Today’s kids will have (to start) to give a damn about the issues that affect us across the geographical, cultural, racial, class, gender and other divides. But because we are so mired in the thinking and answers of the schools in 1700 England (one or the other or the mixture of the two types mentioned), we can’t move education beyond the superficial chatter while the world around us changes fundamentally and much faster than before in our shared history.

Education can be productive in good ways but it’s not being used in good ways to change the society. Yet?

PS Just as I finished typing these words I came across a very recent speech (5 Nov 2009) on education reform by Australia’s Deputy Prime Minister and Minister for Education The Hon. Julia Gillard. I invite you to crack a beer or have a cup of tea and read what she said, then go and make a few circles around the points we have collectively worked hard to get across to you today (we may not be celebrities like Sir Ken Robinson, but it is interesting to read what he says too in his remarks after his signature TED talk too).

As always, YOUR comments are most welcome! :-)

PS: A spot of bad luck has paused our writing (not stopped!) but we invite you to co-create out third post “education as a competition’, see details at http://edurace.wikispaces.com Thank you!

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Author: human on December 5, 2009
Category: Uncategorized

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