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Sometimes mindless, sometimes malevolent

Bill Ayers said:

What we call education is usually no more than training. We are so busy operating schools we have lost sight of learning. We mostly participate in certification mills, institutions founded on notions of control and discipline, lifeless and joyless places where people serve time and master a few basic skills on their way to a plain piece of paper that justifies and sanctions the whole affair. Sometimes, these places are merely mindless, and sometimes they are expressly malevolent.

via Paul Thomas at https://go.shr.lc/2Tj60sl

Most educators do not have ‘change fatigue’

Will Richardson said:

As schools and classrooms, why do we exist today? What do we believe? What are our values? What are our deepest commitments to the children we serve? And do we live all of that?

Without coherent, clearly communicated answers to those questions, no serious change will survive. And, importantly, there will be nothing to judge the next “new thing” against.

I know “change fatigue” is real. But that’s not what most people are tired of. What they’re tired of is incoherence, of flailing away at change that isn’t driven by a belief system everyone is committed to living.

via https://www.linkedin.com/feed/update/urn:li:activity:6473548129395318784

Nicely said, Will…

SEL shouldn’t be a canned curriculum that we buy

Teacher in library with studentsJennifer Rich said:

It has been lamented before that our children are overprogrammed and our schools are pushed to the brink with standards and standardized tests. We have also managed to slip down the rabbit hole with character education and social-emotional learning. Somehow, rather than following Mister Rogers’ lead, rather than being responsive to what our children need when they need it, our school districts buy expensive social-emotional learning programs.

We spend thousands to import standardized curricula to teach young children about regulating their emotions, while never pausing to ask the kids in front of us what feelings they have, and why. Schools embrace “character counts” programs and offer students rewards for kindness, rather than simply expect kindness from everyone and model it ceaselessly.

What if we took the bold, brave step and did what Mister Rogers did in each episode: slow down? Rogers took time to explain things to his young friends: feeding the fish, how long one minute really is, how to control “the mad you feel,” and what it means to be a friend. Perhaps our classes would be a chapter behind in math. It is possible, even likely, that they would be better human beings learning math, better able to envision using their new skills in democratic ways.

via https://hechingerreport.org/opinion-mister-rogers-voice-of-reason-in-the-tumultuous-60s-still-rings-true

Great point. Reminds me of all of those awful advisory period / home room curricula that schools can purchase… Hey, teachers, connect with your students by implementing this artificial activity that we bought for you to use!

We can’t purchase meaningful relationships with students from a vendor.

Image credit: Teacher in library with students, weedezign, BigStock

Incented memorization

Seth Godin said:

Useful modern education is not the work of rote. When you tell someone the answer and then give them a test to see if they remember what you told them, that’s not education, it’s incented memorization.

via https://seths.blog/2018/09/the-trick-question

No one ever said

Eric Hayot said:

No one ever said you would get to do the job in the same way for all 40 years of your career. No one ever said that large-scale social changes wouldn’t change your working conditions. And now they have.

via https://www.chronicle.com/article/The-Humanities-as-We-Know-Them/243769

Yep. Time to get to work. And in much bigger ways than you’re probably thinking…

Digital citizenship lessons aren’t going to crack filter bubbles and echo chambers

Echo

C Thi Nguyen said:

Jamieson and Cappella’s book is the first empirical study into how echo chambers function. In their analysis, echo chambers work by systematically alienating their members from all outside epistemic sources. Their research centres on Rush Limbaugh, a wildly successful conservative firebrand in the United States, along with Fox News and related media. Limbaugh uses methods to actively transfigure whom his listeners trust. His constant attacks on the ‘mainstream media’ are attempts to discredit all other sources of knowledge. He systematically undermines the integrity of anybody who expresses any kind of contrary view. And outsiders are not simply mistaken – they are malicious, manipulative and actively working to destroy Limbaugh and his followers. The resulting worldview is one of deeply opposed force, an all-or-nothing war between good and evil. Anybody who isn’t a fellow Limbaugh follower is clearly opposed to the side of right, and therefore utterly untrustworthy.

The result is a rather striking parallel to the techniques of emotional isolation typically practised in cult indoctrination. According to mental-health specialists in cult recovery, including Margaret Singer, Michael Langone and Robert Lifton, cult indoctrination involves new cult members being brought to distrust all non-cult members. This provides a social buffer against any attempts to extract the indoctrinated person from the cult.

The echo chamber doesn’t need any bad connectivity to function. Limbaugh’s followers have full access to outside sources of information. According to Jamieson and Cappella’s data, Limbaugh’s followers regularly read – but do not accept – mainstream and liberal news sources. They are isolated, not by selective exposure, but by changes in who they accept as authorities, experts and trusted sources. They hear, but dismiss, outside voices. Their worldview can survive exposure to those outside voices because their belief system has prepared them for such intellectual onslaught.

In fact, exposure to contrary views could actually reinforce their views. Limbaugh might offer his followers a conspiracy theory: anybody who criticises him is doing it at the behest of a secret cabal of evil elites, which has already seized control of the mainstream media. His followers are now protected against simple exposure to contrary evidence. In fact, the more they find that the mainstream media calls out Limbaugh for inaccuracy, the more Limbaugh’s predictions will be confirmed. Perversely, exposure to outsiders with contrary views can thus increase echo-chamber members’ confidence in their insider sources, and hence their attachment to their worldview. The philosopher Endre Begby calls this effect ‘evidential pre-emption’. What’s happening is a kind of intellectual judo, in which the power and enthusiasm of contrary voices are turned against those contrary voices through a carefully rigged internal structure of belief.

via https://aeon.co/essays/why-its-as-hard-to-escape-an-echo-chamber-as-it-is-to-flee-a-cult

Read the whole thing and recognize that this pertains to numerous online communities, not just those on the political right. The psychology of all of this is pretty concerning. And for those of us who are searching for solutions, the one offered – to completely reboot your social circle – is incredibly unlikely for most people. No easy answers here, but plenty of room for concern…

Image credit: Echo, magro_kr

Why are we teaching the stuff we’re teaching?

Will Richardson said:

More than, what, 90% of what we currently teach and talk about … is quickly forgotten once the next topic in the pacing guide comes up. Climate change, literacy, fake news, #metoo, what it means to be a citizen in a democracy, racism, income gaps, privacy, future jobs, AI, cryptocurrency… We can make that list of things that really matter today (or probably will matter in the future) a mile long.

And after we do, we have to own up to the fact that, by and large, even though we know that’s the stuff of modern life, we in schools say to kids “Good luck with all of that. Hope you figure it all out. We can’t really deal with that stuff because we have to teach you Geometry, which, btw, we know most of you will NEVER use, but hey, it’s in the curriculum and we’ve been teaching it forever.”

This is one of the many existential questions we need to be grappling with: Why are we teaching the stuff we’re teaching?

via the Change.School community

We cannot continue to educate students in classrooms designed for a world that no longer exists

Hazel Mason said:

We can’t make America great again, or Europe only white by trying to recreate the world of the past. The era of well paying industrial jobs with amazing benefits and pensions is over. The problem America and other industrial nations are facing is the girth of their populations who are not just ill equipped but not at all equipped to compete in the Modern Learning world. In a sense I suspect we are in for some difficult times because the folks who are being disenfranchised by the changes we are experiencing need for someone to blame. They can’t blame themselves and their inability to adapt and re-learn, so it must be the fault of the immigrants. What they may need to start to grapple with is countries like India, China, Singapore etc. already realize they need to change.

If educators are still unconvinced moving to a Modern Learning environment is a moral imperative, I hope they are beginning to come around. We cannot continue to educate students in classrooms designed for a world that no longer exists. The unrest we are beginning to see is a testament to the change we are facing and we have a professional obligation to ensure our current students are ready to adapt to an ever changing horizon.

Connectivity versus isolation: Which leads to prosperity?

Thomas Friedman said:

We’re going through a change in the “climate” of globalization — going from an interconnected world to an interdependent one, from a world of walls where you build your wealth by hoarding the most resources to a world of webs where you build your wealth by having the most connections to the flow of ideas, networks, innovators and entrepreneurs. In this interdependent world, connectivity leads to prosperity and isolation leads to poverty. We got rich by being “America Connected” not “America First.”

Finally, we’re going through a change in the “climate” of technology and work. We’re moving into a world where computers and algorithms can analyze (reveal previously hidden patterns); optimize (tell a plane which altitude to fly each mile to get the best fuel efficiency); prophesize (tell you when your elevator will break or what your customer is likely to buy); customize (tailor any product or service for you alone); and digitize and automatize more and more products and services. Any company that doesn’t deploy all six elements will struggle, and this is changing every job and industry.

What do you need when the climate changes? Adaptation — so your citizens can get the most out of these climate changes and cushion the worst. Adaptation has to happen at the individual, community and national levels.

At the individual level, the single most important adaptation is to become a lifelong learner, so you can constantly add value beyond what machines and algorithms can do.

“When work was predictable and the change rate was relatively constant, preparation for work merely required the codification and transfer of existing knowledge and predetermined skills to create a stable and deployable work force,” explains education consultant Heather McGowan. “Now that the velocity of change has accelerated, due to a combination of exponential growth in technology and globalization, learning can no longer be a set dose of education consumed in the first third of one’s life.” In this age of accelerations, “the new killer skill set is an agile mind-set that values learning over knowing.”

via https://www.nytimes.com/2017/09/27/opinion/globalization-trump-american-progress.html

White collar professionals are not going to like it

Alan Blinder said:

American computer programmers have already felt the sting of offshoring. But as of now, accountants, lawyers, editors, radiologists, and the like really have not. So this will be a new experience for them, and it is predictable that they will not like it.

In Offshoring of American Jobs: What Response from U.S. Economic Policy? (p. 42)

Every day, the knowledge and skills necessary to justify the premium wages and benefits of workers in developed countries get ratcheted up a notch…