tag:blogger.com,1999:blog-78876988676006525822024-03-13T18:34:52.165+00:00192 192 - optimistic but scepticalIntermittent lucubrations on education, work, culture, morality and other interesting stuffJay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.comBlogger117125tag:blogger.com,1999:blog-7887698867600652582.post-85169892528564699852022-10-07T20:08:00.001+01:002022-10-07T20:08:58.605+01:00Beware technological determinism! <p><span style="font-size: medium;"></span></p><div class="separator" style="clear: both; text-align: center;"><span style="font-size: medium;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfWmYBO9eaW2hB0pBlr9jLeR432JWhfRjrLWiWUcvbJl1y5FvWMYDnf94qm4_3aUxC4VUxoGXamzEDy9rNO4TtP60NAF4grAMnBUwDPeJNMJ84SJoFb9PCBgCgl4Gm9-7Aa2BdfRPs3U6Pwcd8aavj4FihjQf2Z2Z_EJam0pzM4J0R0z672DlhdeFwtw/s1200/Zora-the-Robot-Care-Giver-Dmitry-Kostyukov-Wellcome-Photography-Prize.webp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="801" data-original-width="1200" height="268" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjfWmYBO9eaW2hB0pBlr9jLeR432JWhfRjrLWiWUcvbJl1y5FvWMYDnf94qm4_3aUxC4VUxoGXamzEDy9rNO4TtP60NAF4grAMnBUwDPeJNMJ84SJoFb9PCBgCgl4Gm9-7Aa2BdfRPs3U6Pwcd8aavj4FihjQf2Z2Z_EJam0pzM4J0R0z672DlhdeFwtw/w400-h268/Zora-the-Robot-Care-Giver-Dmitry-Kostyukov-Wellcome-Photography-Prize.webp" width="400" /></a></span></div><p></p><p><span style="font-size: medium;">Dmitry-Kostyukov: </span><span style="font-size: medium;">Zora-the-Robot-Care-Giver-Wellcome-Photography-Prize<br /> </span></p><p><span style="font-size: medium;">‘Social science has been largely a study of the ways in which humans are not free: the way that our actions and understandings might be said to be determined by forces outside our control. Any account which appears to show human beings collectively shaping their own destiny, or even expressing freedom for its own sake, will likely be written off as illusory, awaiting ‘real’ scientific explanation; or if none is forthcoming (why do people dance?), as outside the scope of social theory entirely. This is one reason why most ‘big histories’ place such a strong focus on technology. Dividing up the human past according to the primary material from which tools and weapons were made (Stone Age, Bronze Age, Iron Age) or else describing it as a series of revolutionary breakthroughs (Agricultural Revolution, Urban Revolution, Industrial Revolution), they then assume that the technologies themselves largely determine the shape that human societies will take for centuries to come – or at least until the next abrupt and unexpected breakthrough comes along to change everything again.<br /> Now, we are hardly about to deny that technologies play an important role in shaping society. Obviously technologies are important: each new invention opens up social possibilities that had not existed before. At the same time, it’s very easy to overstate the importance of new technologies in setting the overall direction of social change.’ (David Graeber and David Wengrow, The Dawn of Everything, 2021, pp498-499)<br /></span><br /><!--[if gte mso 9]><xml>
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<![endif]--></p>Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-40238531906237939972022-08-16T07:50:00.005+01:002022-08-16T07:50:41.597+01:00Prospect Cottage, Dungeness<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcwQUZOQHd73_tmHFwGcEMMCTRASQW3ig3IA3PpbfRYGvawyrkr0rEZXTsKoX5LHqTJcNHiokx0r7VeBkxDGLTs9bxyc0TrVW24DXZIknqDuIicMUgbstPzObj7ev6kJkPqkmjW846PqaLi2QwsVN9WePcHYPTj8k3Y0m6OR7B7OflEvFAXUtar340YA/s4608/2E18F1A9-AF3B-4072-9514-C7A1B61F0513.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="4608" data-original-width="3456" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcwQUZOQHd73_tmHFwGcEMMCTRASQW3ig3IA3PpbfRYGvawyrkr0rEZXTsKoX5LHqTJcNHiokx0r7VeBkxDGLTs9bxyc0TrVW24DXZIknqDuIicMUgbstPzObj7ev6kJkPqkmjW846PqaLi2QwsVN9WePcHYPTj8k3Y0m6OR7B7OflEvFAXUtar340YA/s320/2E18F1A9-AF3B-4072-9514-C7A1B61F0513.jpeg" width="240" /></a></div><br /><div class="separator" style="clear: both; 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text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZRJ5NQu5J94GgmMOxONzdsdGQo9PnsOLoKfjHjNTlRND-L1DAoqlzqbcijyZMAMIBvwJnOlD3X16EyXOz2EDm2BxeuxwwtAAAH5aDSR1nx_q7sTD9malYqB_wkJJ1FoHYEPtY0dzmwewHZw0P_wmE5SLNL_YdXqZ1e8CeUcpAMU5hAzWxO08CzlPD1w/s3648/DF61F65A-1102-4323-8203-01F312FE1F89.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="3648" data-original-width="2736" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZRJ5NQu5J94GgmMOxONzdsdGQo9PnsOLoKfjHjNTlRND-L1DAoqlzqbcijyZMAMIBvwJnOlD3X16EyXOz2EDm2BxeuxwwtAAAH5aDSR1nx_q7sTD9malYqB_wkJJ1FoHYEPtY0dzmwewHZw0P_wmE5SLNL_YdXqZ1e8CeUcpAMU5hAzWxO08CzlPD1w/s320/DF61F65A-1102-4323-8203-01F312FE1F89.jpeg" width="240" /></a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;">Finally fulfilled a long term ambition to see Derek Jarman’s cottage and it’s garden on the weird shingle expanses of Dungeness, on the edge of Romney Marsh. Strange he should have included the poem by Donne (see my last post from ages ago) - this seems much more like a piece of deliberate artifice, whereas the other features, though clearly carefully arranged, appear much more to be found objects.</div><br /> <p></p>Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-53365500239311385112021-05-08T17:48:00.002+01:002021-05-08T17:53:10.965+01:00No Man is an Iland....<p> </p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-xaOOuLpDBm0/YJbAS0dKkrI/AAAAAAAADBo/B4lZaVXxVMMMzr_BosdjPl_XGQgljTJ9wCLcBGAsYHQ/s580/Donne.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="386" data-original-width="580" height="266" src="https://1.bp.blogspot.com/-xaOOuLpDBm0/YJbAS0dKkrI/AAAAAAAADBo/B4lZaVXxVMMMzr_BosdjPl_XGQgljTJ9wCLcBGAsYHQ/w400-h266/Donne.jpg" width="400" /></a></div><p></p><p><span style="font-family: "Calibri","sans-serif"; font-size: 14.0pt; line-height: 115%; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">‘No
man is an <i style="mso-bidi-font-style: normal;">Iland,</i> intire of it selfe;
every man is a peece of the <i style="mso-bidi-font-style: normal;">Continent</i>,
a part of the <i style="mso-bidi-font-style: normal;">main</i>e;<span style="mso-spacerun: yes;"> </span>if a <i style="mso-bidi-font-style: normal;">Clod</i>
bee washed away by the <i style="mso-bidi-font-style: normal;">Sea, Europe</i> is
the lesse, as well as if a <i style="mso-bidi-font-style: normal;">Promontorie</i>
were, as well as if a <i style="mso-bidi-font-style: normal;">Mannor</i> of thy <i style="mso-bidi-font-style: normal;">friends</i> or of <i style="mso-bidi-font-style: normal;">thine owne</i> were;<span style="mso-spacerun: yes;"> </span>any mans <i style="mso-bidi-font-style: normal;">death</i> diminishes <i style="mso-bidi-font-style: normal;">me</i>, because I am involved in <i style="mso-bidi-font-style: normal;">Mankinde.</i>
And therefore never send to know for whom the <i style="mso-bidi-font-style: normal;">bell</i> tolls; It tolls for thee.’ (Donne, Devotions Upon Emergent
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<![endif]--></p>Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-35501785334076501182021-05-08T12:11:00.005+01:002021-05-08T12:15:40.225+01:00Iron and Nickel<p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-HsiEyHoypAo/YJZxmCxzngI/AAAAAAAADBg/2Z96fSpHy3ASOIpw1o4XDsaOXOwCttmNgCLcBGAsYHQ/s2048/PT.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1536" height="640" src="https://1.bp.blogspot.com/-HsiEyHoypAo/YJZxmCxzngI/AAAAAAAADBg/2Z96fSpHy3ASOIpw1o4XDsaOXOwCttmNgCLcBGAsYHQ/w480-h640/PT.jpg" width="480" /></a></div><br /> <p></p><p>Recently I re-read<span class="MsoBookTitle"><span face=""Calibri","sans-serif"" style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;"> two 'stories', Iron and Nickel, from Primo Levi's<i style="mso-bidi-font-style: normal;"> The Periodic Table</i> – I can’t remember how long ago it was that I
last read this book – I didn’t have a clear recollection of either story, so I
must have read them too quickly.<span style="mso-spacerun: yes;"> </span>The book was a very early edition given to me by a house-mate in about 1983. Both stories in
different ways are absolutely wonderful, essential reading for everyone, as Saul
Bellow says on the cover.<span style="mso-spacerun: yes;"> </span>Nickel is
interesting but Iron is both moving and inspiring. The two stories, in different ways,
bear on my focus of interest these days, about practice being the point of
interaction between humans and the world, and the (for Levi, always moral)
implications of this for the way we understand what happens to us, what we
decide to do, and how we make the best of things.<span style="mso-spacerun: yes;"> </span>The name Nickel comes from the German for
‘little devil’…. – this </span></span><span class="MsoBookTitle"><span face=""Calibri","sans-serif"" style="font-size: 12pt; font-variant: normal; font-weight: normal; line-height: 115%; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">s</span><span face=""Calibri","sans-serif"" style="font-size: 12pt; line-height: 115%; mso-ansi-language: EN-GB; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: Calibri; mso-fareast-language: EN-US; mso-fareast-theme-font: minor-latin; mso-hansi-theme-font: minor-latin;">ection reminds me of an powerful episode in the amazing tour de force historical novel by Neil Stephenson, <i>Quicksilver,</i> an episode which takes place in the silver mines of Germany at the dawn of the modern age, and that the
word dollar comes from thaler, one of the early modern currencies, that name
deriving from the German word for valley (thal).</span></span></p>Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-87185216095017088492021-05-08T09:30:00.003+01:002021-05-08T18:05:07.712+01:00The Invincible: Lem's tale of one possible process of technological evolution <p> <!--[if gte mso 9]><xml>
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</p><p class="MsoNormal"><span class="MsoBookTitle"><span style="font-size: 12pt; font-variant: normal; font-weight: normal; line-height: 115%;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-1eeBW5bYmew/YJZIEq61A2I/AAAAAAAADBA/n0s9DeGd54wHLEFjonLL19yDfUU-gh2VACLcBGAsYHQ/s1023/Invincible%2BPenguin.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1023" data-original-width="665" height="640" src="https://1.bp.blogspot.com/-1eeBW5bYmew/YJZIEq61A2I/AAAAAAAADBA/n0s9DeGd54wHLEFjonLL19yDfUU-gh2VACLcBGAsYHQ/w416-h640/Invincible%2BPenguin.jpg" width="416" /></a></div><br />I have just re-read <i style="mso-bidi-font-style: normal;">The Invincible</i>
by Stanislaw Lem, one of the finest ‘hard’ sci-fi novellas I know, absolutely as
good as his other much better-known story, <i style="mso-bidi-font-style: normal;">Solaris</i>.<span style="mso-spacerun: yes;"> </span>It was written in the early 1960s, and is structured as either a detective story or, if you prefer, a report of a scientific investigation concerning the unexplained loss of a spaceship and all its crew
on a deserted planet.<span style="mso-spacerun: yes;"> </span>It’s told from the
perspective of the commanders and crew of a second space ship, called The Invincible, similar
to the first, which has been sent to investigate the disappearance.<span style="mso-spacerun: yes;"> </span>It reads as halfway between a scientific
report and a regular novel, very characteristic of one of Lem’s many different writing
styles – sober, concerned primarily with factual occurrences, though also
recording emotions in so far as these indicate the strangeness of the circumstances
– the style ofT<i style="mso-bidi-font-style: normal;">the Invincible</i> is
almost identical to that of <i style="mso-bidi-font-style: normal;">Solaris</i>,
and some of his <i style="mso-bidi-font-style: normal;">Pirx the Pilot</i>
stories – Lem was after all a trained and sophisticated scientist. <span style="mso-spacerun: yes;"> </span> <p></p><p class="MsoNormal"><span class="MsoBookTitle"><span style="font-size: 12pt; font-variant: normal; font-weight: normal; line-height: 115%;">As the story unfolds Lem gradually introduces
the amazing idea of a process of competitive machine evolution carrying on for
millions of years, with no human or other sentient involvement whatsoever, hypothesising that if the initial conditions are right, then the outcome of that evolutionary
struggle would be the simplest and smallest kind of ‘device’, powered by the
most widely available source of energy (solar power), but having the capability
to join together with millions of identical others to form enormous ensembles, able
to generate gigantic magnetic field gradients which enable them to ‘fly’ and to
attack and disable other machines, which it recognises through their electrical
activity.<span style="mso-spacerun: yes;"> </span>Over time the remnants of
their original programming become a kind of radically simplified group memory,
including how to disable different types of potential competitor – and this includes
sentient beings too – there are no animals or plants on the land areas of the
planet, but there are in the sea, though these flee quickly if they detect any
movement on land.<span style="mso-spacerun: yes;"> </span>The crew’s investigations
lead to some of them being completely disabled by being subjected to massive
magnetic field gradients, which wipe their consciousness, effectively reducing them
to the state of babies, behaving completely anarchically and unable to look
after themselves – and this is what has befallen the previous crew.<span style="mso-spacerun: yes;"> </span>Lem’s idea is that this form of ‘device’ might
have evolved through millions of years of struggle for resources and power between
different types of machines left behind on the planet by sentient beings, the
key thing being that in this struggle and in the conditions pertaining on this
planet, it wasn’t superior consciousness that won out, but simplicity, small
size and flexibility.<span style="mso-spacerun: yes;"> </span>And he keeps
reminding us that this process could take place in the complete absence of what
the singularity merchants would call ‘consciousness’.<span style="mso-spacerun: yes;"> </span>The original machines that started the
process were programmed to find resources and to protect themselves, whatever
their other functions, and if necessary by competing with other machines: this
programming was the driver for the evolutionary process the human scientists on
the Invincible eventually hypothesise, before leaving the planet having recognised
that the only way to ‘manage’ the situation would be to destroy all, or nearly
all the tiny ‘machines’, which would effectively mean destroying the planet.<span style="mso-spacerun: yes;"> </span></span></span></p><p class="MsoNormal"><span class="MsoBookTitle"><span style="font-size: 12pt; font-variant: normal; font-weight: normal; line-height: 115%;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-sdfDBgDSbDg/YJZIVdtbn8I/AAAAAAAADBI/LUh6WzGoux8wzGnJ7bH5XzbGrOl_Eh0YACLcBGAsYHQ/s200/Invincible%2Bflies.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="200" data-original-width="200" height="400" src="https://1.bp.blogspot.com/-sdfDBgDSbDg/YJZIVdtbn8I/AAAAAAAADBI/LUh6WzGoux8wzGnJ7bH5XzbGrOl_Eh0YACLcBGAsYHQ/w400-h400/Invincible%2Bflies.jpg" width="400" /></a></div><br /><span style="mso-spacerun: yes;"><br /></span><p></p><p class="MsoNormal"><span class="MsoBookTitle"><span style="font-size: 12pt; font-variant: normal; font-weight: normal; line-height: 115%;">Very interesting in the context of discussions
and debates about the future direction of AI in the real world, and of the MSc module I'm teaching<span style="mso-spacerun: yes;"> this term on AI, Work and Learning, about the developing social impacts of AI on workplaces, with my colleague David Guile. </span>It’s impressive how absolutely topical the
theme of this story is, written over half a century ago, but how in one respect
at least it is of its time and its specific place in Iron-Curtain Europe –
there are no women in the story, and no women are even mentioned.<span style="mso-spacerun: yes;"> </span>At least the US film version of Solaris made
some of the crew women, and one of them black.<span style="mso-spacerun: yes;">
</span>Furthermore, Lem’s space ‘workers’ –always hyper-professional and always
proceed according to protocols as far as they can – are Eastern-block explorer-scientists,
apparently culturally neutral, egalitarian and non-competitive compared to their
western counterparts, but as far as I can remember (I’ve been reading and
collecting his stuff ever since seeing the Russian film of Solaris while I was
at university in the early 70s), absolutely always male.</span></span></p><p class="MsoNormal"><span class="MsoBookTitle"><span style="font-size: 12pt; font-variant: normal; font-weight: normal; line-height: 115%;"></span></span></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-HkjNWoQwI34/YJZIoRv8X_I/AAAAAAAADBU/5gHhnBC-J4EjOGIt_vzQBHoqP1WFitCGQCLcBGAsYHQ/s480/phoca_thumb_l_1967%2BVolk%2Bund%2BWelt%2BGermany.jpg" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="300" height="640" src="https://1.bp.blogspot.com/-HkjNWoQwI34/YJZIoRv8X_I/AAAAAAAADBU/5gHhnBC-J4EjOGIt_vzQBHoqP1WFitCGQCLcBGAsYHQ/w400-h640/phoca_thumb_l_1967%2BVolk%2Bund%2BWelt%2BGermany.jpg" width="400" /></a></div><br />An interesting attempt to imagine the tiny 'robotic' devices encountered by Horpach, Rohan and their colleagues on Regis 111 - but they look much bigger than I imagine them. There are hints on the web of an animated film of The Invincible being in the pipeline, but nothing definite that I can find.<br /><p></p>
Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-29465791629888501332020-01-07T11:41:00.001+00:002020-01-07T11:41:30.792+00:00Lifelong Learning policy at a turning point in the UK?<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-1GiYM1fUOH4/XhRtXvdUk8I/AAAAAAAACxg/DZGdsXsFXnI2-xZrVHLlYTyfZx5WMct3ACLcBGAsYHQ/s1600/Adult%2BLearning.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="680" data-original-width="510" height="400" src="https://1.bp.blogspot.com/-1GiYM1fUOH4/XhRtXvdUk8I/AAAAAAAACxg/DZGdsXsFXnI2-xZrVHLlYTyfZx5WMct3ACLcBGAsYHQ/s400/Adult%2BLearning.jpg" width="300" /></a></div>
<br />
<br />
(This piece was published on the UCL Institute of Education blog on 12th December 2019)<br />
<br />
Exactly 100 years ago, it was argued in <a href="https://thelearningage.wordpress.com/2019/01/02/1919-and-all-that/">the 1919 Report</a>,
published by the Government Ministry for Reconstruction after World War
1, that Adult Education was essential for a confident, fair and
democratic society. Its central recommendation was:<br />
<br />
<em>‘Adult education must not be regarded as a luxury for a few
exceptional persons here and there… but a permanent national necessity,
an inseparable aspect of citizenship, and therefore should be both
universal and lifelong’</em>.<br />
<br />
Three separate Commissions on Lifelong Learning have published their reports in the last few weeks, and a fourth, a <a href="https://www.parliament.uk/business/committees/committees-a-z/commons-select/education-committee/inquiries/parliament-2017/adult-skills-and-lifelong-learning-inquiry-17-19/">Parliamentary Inquiry</a>, published its oral and written evidence in October. The timing of these reports – by <a href="https://feweek.co.uk/wp-content/uploads/2019/11/Lifelong-Learning-Report-2019-1.pdf">the Labour Party</a>, <a href="https://assets.nationbuilder.com/libdems/pages/44888/attachments/original/1552911710/Lifelong_Learning_Commission_-_PESA_Report_-_FINAL.pdf?1552911710&_ga=2.216036626.543076955.1552912369-1754857485.1510675649">the Liberal Democrats, </a>and also a politically-independent <a href="http://www.centenarycommission.org/">Centenary Commission</a>, is striking. <a href="https://www.learningandwork.org.uk/wp-content/uploads/2019/10/2018-Participation-Survey-Report_FINAL.pdf">Rates of participation</a>
in learning activities among adults have fallen dramatically over the
last decade, and the decline is sharpest among those who have <a href="https://www.learningandwork.org.uk/wp-content/uploads/2019/10/2018-Participation-Survey-Report_FINAL.pdf">benefitted least from their schooling</a>.
<span id="more-9969"></span>
<br />
<br />
We have also had research reports on the impact of adult learning from <a href="https://learning.unison.org.uk/content/uploads/sites/50/2019/11/FULL-REPORT-FINAL.pdf">nearly 40,000 UNISON workers</a> and <a href="https://www.wea.org.uk/sites/default/files/WEA_Impact_Report_2019-Final%20Version%20LR.pdf">from more than 5,000 Workers Education Association students</a>; and if that isn’t enough, <a href="http://uil.unesco.org/system/files/grale_4_final.pdf">UNESCO’s 4<sup>th</sup> Global Report on Adult Learning and Education</a> was also published last week.<br />
<br />
The trends they reveal are part of the broader decline in the social
and cultural fabric over the past decade. They are a key issue in the
general election, but they emerged first in the 1990s, when successive
governments decided that public funds should be focussed on education
for employment and for formal qualifications. Tightly-focussed outcomes and test results, rather than
participation, became the primary indicator of value for money, and as a
result much of the loose network of community organisations and local
authority services which directly or indirectly supported adult learning
lost its funding. <a href="https://www.kcl.ac.uk/people/alison-wolf">Alison Wolf</a> argued against these trends in 2002:
<br />
<br />
<em>‘We have almost forgotten that education ever had any purpose
other than to promote growth. To read government documents of even fifty
years ago…gives one a shock. Of course their authors recognized that
education had relevance to people’s livelihoods and success, and to the
nation’s prosperity. But their concern was as much, or more, with
values, citizenship, the nature of a good society, the intrinsic
benefits of learning.’</em><br />
<br />
However, things got steadily worse: since 2010, <a href="https://fullfact.org/education/spending-adult-skills/">government funding for adult education</a> has been cut by 40%, and nearly 500 public libraries have closed during the same period as a result of the policy of austerity.<br />
<br />
The original 1919 Report, and its 2019 descendant, both argue
explicitly and cogently that the whole social and cultural
infrastructure, including clubs, theatres, libraries, allotments, parks
and museums, all of which have suffered funding cuts, needs to be
understood as supporting opportunities for adults to learn. This is
because much of the most significant learning is informal, incidental
and takes place as a result of participation in a wide range of
activities, none of which need necessarily to be purposefully or wholly
educational. They maintain that a broad and generous conception of adult
education and its social value, and its integration with more or less
all the organisations and institutions of civil society, is desperately
needed now, no less than it was in 1919.<br />
<br />
The UNESCO report also sees adult learning infrastructure as a
central feature of a healthy democracy, as a central element of the
‘safety net’ supporting individuals at risk, for example, of
homelessness or loneliness, as well as a stepping stone to more formal
and certificated learning leading to improved employment prospects. It
assesses progress made by 159 countries (sadly not the UK, which did not
take part) against 30 Recommendations for Adult Learning and Education
published in 2015, which support the Belem Framework for Action on
‘Harnessing the Power and Potential of Adult Education’ adopted by
UNESCO exactly ten years ago.<br />
<br />
For me, the most encouraging aspect of this sequence of global policy
documents on Lifelong Learning is that they highlight clearly and
explicitly the importance of informal networks for learning, not simply
provision of formal courses; and of participation as the key goal for
productive policy frameworks, rather than narrowly-defined commodifiable
outcomes. The value of informal learning in supporting broad social,
political and economic goals within a participatory and informed
democracy, has not been taken seriously enough since 1919 to warrant
much attention from policymakers, but I for one hope that December 2019
may be turning point for Lifelong Learning in the UK.Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-81249949549970563602019-11-19T12:22:00.002+00:002019-11-19T12:25:20.894+00:00How about a Hawkeye-type system for monitoring and promoting truth-telling in the public sphere?<!--[if gte mso 9]><xml>
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<a href="https://1.bp.blogspot.com/-uET8uxokr4E/XdPdC36DETI/AAAAAAAACwc/jYlDpd2LkbQH8rBQDP1DzyVipSq3FXakwCLcBGAsYHQ/s1600/Wimbledon_2014.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="450" data-original-width="1200" height="150" src="https://1.bp.blogspot.com/-uET8uxokr4E/XdPdC36DETI/AAAAAAAACwc/jYlDpd2LkbQH8rBQDP1DzyVipSq3FXakwCLcBGAsYHQ/s400/Wimbledon_2014.jpg" width="400" /></a></div>
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<span style="mso-fareast-font-family: "Times New Roman";">This is a proposal for instituting a procedure which will allow members of the public to
challenge the truth of statements made by public figures in public contexts.</span></div>
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<span style="mso-fareast-font-family: "Times New Roman";">Once
a challenge has been made, a panel made up of individuals accredited by a new
national body would judge whether the challenge was justified. The job of these
individuals would be similar to that of magistrates or judges in legal cases,
but the idea is that this procedure would operate relatively informally and flexibly,
to avoid costly and time-consuming legal proceedings, as far as possible. If
the panel upholds the challenge, the perpetrator would be given a first
warning. If the panel finds that the challenge was not justified, the
challenger would be given a first warning, as in the situation of drivers found
to have broken the speed limit. Anyone who receives, say, three warnings would
be banned, either from making public statements, or from challenging such
statements, for 5 years. Being found to have made untrue statements three
times, then, would in effect prevent a politician or columnist practising their
profession, so they would have to resign. Mischievous challenges would also be
discouraged.</span></div>
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<span style="mso-fareast-font-family: "Times New Roman";">The
system would not be perfect, and panels may often difficulty separating
statements purporting to be of fact, with statements of opinion. There will also need to be a working definition of 'the public domain' - but I see no great difficulty with this - it is illegal already for advertisers to mislead the public. However the
primary purpose of such a system would be to promote the importance of truth
telling in the public sphere, and to highlight the damage that lying and
misleading the public can do to democratic culture and institutions. Difficult
cases would produce debate about honesty in the public sphere, which over time
would improve the quality of our political culture, and the probity of public
life.</span></div>
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<span style="mso-fareast-font-family: "Times New Roman";">The
popularity of such systems in cricket and tennis, which have now become
valuable additions to the tactics of the game, and have clearly captured the
enthusiasm of spectators and fans, suggests that the proposed system might also
capture public attention, thereby undermining cynical but fashionable 'fake news' trends, and hopefully reinvigorating our democratic culture.</span></div>
Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-56499352869133822972019-10-17T18:48:00.001+01:002019-10-17T18:48:25.779+01:00Inspiration<!--[if gte mso 9]><xml>
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<span style="font-family: Symbol; font-size: 14.0pt; line-height: 115%; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><span style="font-size: 14.0pt; line-height: 115%;"> ‘Inspiration
exists, but it has to find you working’.<span style="mso-spacerun: yes;">
</span>(Picasso)</span></div>
Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-63537327272971811792019-10-17T18:32:00.000+01:002019-10-17T18:41:22.913+01:00Reality is unpredictable: a thriller that aims to minimise suspense<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "symbol"; font-size: 14.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"><a href="https://1.bp.blogspot.com/-MYoou2poyLc/XaimEbS5YUI/AAAAAAAACvs/Pg0UgxM0KhkYh2I98VgkOD6SSijTZjfFwCLcBGAsYHQ/s1600/Antonioni.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"> </a></span></span></span></div>
<span style="font-family: "symbol"; font-size: 14.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-size: 14.0pt; line-height: 115%;">‘In
this film [The Passenger] I have instinctively looked for narrative solutions
that are different from my usual ones. It's true, the basic format may be the
same, but as I was shooting, every time I realized that I was moving on
familiar grounds I tried to change track, to deviate from the norm, to resolve
in some other way certain moments of the story. Even the way in which I had
these realizations was strange. I noticed a sort of sudden disinterest in what
I was doing, and that was the sign that I had to move off in another direction.
We are talking about an area which is fraught with doubts, anxieties, and
sudden, enlightening flashes. The only certain thing was my need to reduce the
suspense to a minimum, even though there had to be some left - and I do think
some has been left, even if it is an element of indirect, filtered suspense. It
would have been very easy to make a thriller. I had the pursuers and the
pursued; nothing was missing, but it would have been banal.’<span style="mso-spacerun: yes;"> </span>(Michelangelo Antonioni, The Architecture of
Vision, p346)</span><br />
<br />
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<span style="font-family: "symbol"; font-size: 14.0pt; line-height: 115%;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span><span style="font-size: 14.0pt; line-height: 115%;">Q:
‘Why do you have such a strong preference for location shooting?’ </span></div>
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<span style="font-size: 14.0pt; line-height: 115%;"> MA: ‘Because reality is unpredictable.<span style="mso-spacerun: yes;">
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<span style="font-size: 14.0pt; line-height: 115%;"> (Michelangelo Antonioni, The Architecture of Vision, p334)</span></div>
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Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-32986192430125592922019-10-17T18:17:00.001+01:002019-10-17T18:17:08.067+01:00Common sense as activity rather than knowledge - Hannah Arendt<div class="separator" style="clear: both; text-align: center;">
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</i></span></span></span><span style="font-size: 14.0pt; line-height: 115%;"><i>“Common
sense”, in Arendt’s use, is activity rather than knowledge; that is, it is
something one does, not something one has.<span style="mso-spacerun: yes;">
</span>Moreover, unlike the ordinary term, Arendtian common sense is not
self-evident but <span style="mso-bidi-font-style: normal;">self-altering</span>.
“Common sense” as the “sixth sense” requires individuals to engage with others
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and social position in the world generates one’s perspective of reality,
sharing corrects best when these positions overlap lest.<span style="mso-spacerun: yes;"> </span>There is no absolute truth to be achieved in
this process – that is no “correct” way to view reality – but there is, in her
words, a “control instance” against “errors”.<span style="mso-spacerun: yes;">
</span>Therefore, the pariah, constrained by law and custom to associate only
with those most like him, is deprived of degrees of correction and alteration
or, to use the language of taste she invokes, refinement. Encountering
difference is the lever of correction.<span style="mso-spacerun: yes;">
</span>Therefore, any group formed around likeness, whether that be shared
ideological commitment or national belonging, risks adopting these same
perceptual restrictions by shielding themselves against different perceptions
of reality.<span style="mso-spacerun: yes;"> </span>When Arendt advises the pariah
to stand apart from the intimate society of the pariah group, she does not
recommend self-sufficiency but plurality – that is, bringing the perceiving
self into contact with non-intimate, differently situated others. The politics
of plurality and common sense requires, then, something like and aesthetic of
the fact, which is a discipline of perception as well as a practice of
representation.</i> (Deborah Nelson, <i style="mso-bidi-font-style: normal;">Tough
Enough</i>,<span style="mso-spacerun: yes;"> </span>University of Chicago Press
2017, p77-78). </span></div>
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<br /></div>
<div class="MsoListParagraph" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-size: 14.0pt; line-height: 115%;"> This thought reflects perfectly a whole series of ideas I've been working on in my thesis on how innovation emerges from everyday social and work practice. The key element implied in Arendt's perspective is that of 'for better or worse' - we can't be absolutely sure of the outcomes of our actions, and that uncertainty allows for the unexpected or unplanned, whether desired, unwanted, or completely new.</span></div>
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<span style="font-size: 14.0pt; line-height: 115%;"> Nelson's book, which discusses a series of twentieth century women thinkers, each with a reputation for a kind of distancing toughness, including Simone Weil, Joan Didion, Diane Arbus, Susan Sontag and Mary McCarthy as well as Hannah Arendt, is highly recommended. </span></div>
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<span style="font-size: 14.0pt; line-height: 115%;">I </span></div>
Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-22478915165536910742019-07-01T21:27:00.002+01:002019-07-02T09:54:07.130+01:00‘Tacit pedagogy’ in practice-based learning and innovation in one FE college workplace<!--[if gte mso 9]><xml>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><span style="line-height: 115%;">This is the guide text and the slides for the paper I gave at the
13<sup>th</sup> Journal of Vocational Education and Training (JVET) Conference Oxford, June 2019.</span></span><br />
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><span style="line-height: 115%;">In the event my laptop didn't work so I had to improvise the talk, but this gives a good idea of what I meant to say! </span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">
</span><br />
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<br /></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><span style="line-height: 115%;">Full title:<span style="mso-spacerun: yes;"> </span><b> </b></span></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: small;"><span style="line-height: 115%;"><b>The role of ‘tacit pedagogy’ in practice-based
learning and innovation in one FE college workplace: the importance of informal
interactions within and beyond specialist teaching teams.</b></span></span><br />
<br /></div>
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<br /></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt; line-height: 115%;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">Hello, in this talk I’ll be looking at an FE college
not so much from the perspective of the content of its work, but as a
workplace, as an environment for work, learning and potential innovation. It will primarily reference literature on practice
and on workplace learning. My talk is
based on a doctoral thesis study which compares the situation of practitioner
teams in two workplaces in different occupational sectors, one of which, a General Further Education college in England, I focus on in this talk. I will be exploring some of the ways learning and
innovation can emerge through practice, and focussing mostly on informal rather
than formal aspects of work, though it is also concerned with the interaction
of these dimensions. </span></span></span></span></div>
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adult and further education, for a long time as an adult literacy and numeracy
teacher. About 20 years ago I started
getting involved with workplace learning when my college won a contract to
design and deliver basic skills to employees of London Underground. 10 years ago I started teaching part-time on
the post-compulsory sector teacher education programme at the Institute of
Education, and now I teach and research there full-time. I have been arguing for ome time that research in teacher education ought to be paying much more attention to the generic literature on workplace learning, of which there is a great deal that is relevant to the training and development of teachers, most of which in practice takes place in the workplace. </span></span></span></span></div>
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<span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">I completed my doctorate at the Institute of Education earlier this year,
and this talk is based on my doctoral thesis.</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">As in so many other areas of social science, in
relation to our understanding of practice, learning and innovation, we need to challenge
the long dominance of positivist epistemological assumptions about knowledge
and its relationship with the world.
These assumptions still shape much of our thinking about work, learning
and innovation, and are seen as ‘common sense’ in most economic and policy
development communities. Jensen and his
colleagues in their discussion of workplace learning and innovation
interestingly distinguish between modes of knowledge they categorise as
‘Science, Technology and Innovation’ (STI) and ‘Doing, Utilising and
Interacting’ (DUI), and argue that DUI knowledge is badly under-researched,
probably because it is more difficult to study – that is, to observe, record
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">More recent researchers have argued that informal
dimensions of knowledge, learning and practice are essential for a fuller phenomenological
understanding of both workplace learning and innovation: in short, of the
processes through which workplaces evolve and practitioners develop their
expertise.</span></span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">Another important theoretical framework which informed
my study was the ‘Productive Systems’ framework of Felstead et al (2009). ‘<i>Productive
systems comprise the totality of social relationships entailed in processes of
commodity production….it traces the overall configuration of social
relationships within economic systems, stretching from individuals and small
work groups through to global financial and political systems’ </i>(Felstead et
al 2009, p18). In particular, the
productive systems framework affords researchers a way of understanding how
power works within and through the interconnected networks and hierarchies of
which individual workplaces are parts. In
relation to the college in my study, it provides a powerful explanation for the
limitations of its scope to act expansively and innovatively, due to financial
constraints and externally-set targets and quality assurance criteria.</span></span></span><br />
<br /></div>
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is a medium-sized general further education college distinguished in two ways:
it is rated outstanding by the government’s education inspection agency, and it
has had a very stable senior management: only 5 principles in over fifty
years. Three groups of teachers were
recruited for the study: specialists in Hair and Beauty, Motor Mechanics and
Humanities.</span></span></span></span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt; line-height: 115%;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">This slide outlines the methodological approach
adopted for the study. </span></span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt; line-height: 115%;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;"> </span></span></span></span></div>
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</span></span></span><br />
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were based on the literature of workplace learning and innovation but also
codes that emerged from the data. A significance coefficient for each code was
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<a href="https://1.bp.blogspot.com/-XGiv6o1seDQ/XRpnw1s__5I/AAAAAAAACp8/X-CctvMsAd8FzpRs4JpSX84ockbD3kXwQCLcBGAs/s1600/Slide%2B8.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="360" data-original-width="640" height="225" src="https://1.bp.blogspot.com/-XGiv6o1seDQ/XRpnw1s__5I/AAAAAAAACp8/X-CctvMsAd8FzpRs4JpSX84ockbD3kXwQCLcBGAs/s400/Slide%2B8.png" width="400" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">The slide above shows the Research questions adopted for my study.</span></span><br />
<br />
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-YE1qmgFEkSM/XRpoH9E2yzI/AAAAAAAACqE/1nOe1qSHV9M6cFar4pCExwVGRh5I5jk8gCLcBGAs/s1600/Slide%2B9.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="360" data-original-width="640" height="225" src="https://1.bp.blogspot.com/-YE1qmgFEkSM/XRpoH9E2yzI/AAAAAAAACqE/1nOe1qSHV9M6cFar4pCExwVGRh5I5jk8gCLcBGAs/s400/Slide%2B9.png" width="400" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">I hope there are enough copies of the sheet with some
representative quotations from the interview and focus group data, to give a
flavour of this particular context for practice and a sense of the
practitioners who took part.</span></span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">Some findings from the WBC data can be seen on this slide.
The overall picture won’t be surprising to colleagues in this room, but note
that the Productive Systems framework provides a convincing generic explanation
for what was found: for WBC, there is little scope for variation or innovation
within the horizontal ‘stages of production’. At the same time, the college
management’s scope for innovation is highly circumscribed by the vertical ‘structures
of production’, which act like a straitjacket: rising targets accompanied by
increasingly reduced funding, and compliance-driven external inspection and
quality control. There was evidence that
the college management wanted to organize the workplace to allow staff to work
as autonomous professionals as far as possible, but came up continually against
external constraints seemingly designed to prevent this. The practitioners in the study repeatedly
expressed their respect for their senior managers as highly competent, based on
their record over a long period during which the college was recognized
nationally as successful, and critically was not identified as being at risk
financially, unlike many, if not most, other similar FE colleges In England. </span></span></span></div>
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">What is significant
for this presentation is the difference found between the college and the other
organisation in the study, which at present at least is far less restricted
than WBC, both financially and in terms of its objectives – its ‘structures of
production’ are looser and far less constraining, which allows it to give more
autonomy, professional license, and time to its teams of expert practitioners, and
to be far less dependent on formal procedures: all of which seem to support
their practitioners to produce better work. </span></span></span><br />
<br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;"> </span></span></span><span style="font-family: "arial" , "helvetica" , sans-serif;"></span>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt; line-height: 115%;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">The slide above presents three modes of practice observed in both
organisations, though to different degrees, that the data suggests are
important for both learning and innovation. </span></span></span></span></span></div>
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<br /></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt; line-height: 115%;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">'Writing up' denotes any form of
representation: from the very informal - handwritten notes, jottings, drawings,
lists, charts, scribbled equations, etc, to the highly formal: academic papers
or reports for publication. Peer review
denotes any form of shared evaluation, however informal, of these
representations. It might include
momentary conversations, but also formal written feedback or review documents,
and every kind of feedback conversation in between. Crossing boundaries refers to any incidence
of ‘going beyond’ for this peer review feedback: the team, specialization
boundaries, departmental or organizational boundaries. The key point is that all these modes of
practice ideally need to be present, or at least possible, from the completely
informal, transient and casual, to the highly explicit and formalized.</span></span></span></span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt; line-height: 115%;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span></span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt; line-height: 115%;"><br /></span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt; line-height: 115%;">
</span></span>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: 12.0pt; line-height: 115%;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">The data suggests that the differences of degree
observed between the two organisations in relation to these modes of practice
is due primarily to the different ‘structures of production’ experienced by the
two organisations. The teams in WBC had
little time for reflection, or informal thinking and talking about their work,
let alone reviewing it or looking outside their organisational boundaries for
ideas, except, for example, on the occasions when they decided collectively to
come in and work informally on a Saturday (cf Orr’s photo-copier technicians
having breakfast together outside of work time.)</span></span></span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">The pressured political and financial environment of the
college has the effect of reducing the scope of the organization as a whole to
provide the cultural and material conditions that would tend to support and
enable these practices, but it is striking how the teacher teams try to find
ways to get around these restrictions in order to practice in these ways, even
if it means working in their own time, or, as in one case, paying for their own
training so that they could design a new programme of study in camouflage make-up.</span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">The importance of these three modes of practice for
innovation is demonstrated much more clearly and directly in the other
organization, but is still evident in WBC, which, the data suggests, would in
different circumstances, be enabled to be more expansive and innovative. The differences observed in the two
organisations are evidence that change and innovation in response to shifts in
the external environment, whether these changes are physical, ecological,
technological, social or political, is made materially more difficult for
organisations and for practitioners by centralized, highly-specified,
standardised and compliance-based systems of funding and accountability – this
appears to be a particular theme of this conference….</span></span></span><br />
<br /></div>
</span></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-gDpe9Il13zI/XRpowGn8IeI/AAAAAAAACqQ/gaUBcOQ6xmkpxFmpKJm3qAoW5UrFCcFFQCLcBGAs/s1600/Slide%2B11.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="360" data-original-width="640" height="225" src="https://1.bp.blogspot.com/-gDpe9Il13zI/XRpowGn8IeI/AAAAAAAACqQ/gaUBcOQ6xmkpxFmpKJm3qAoW5UrFCcFFQCLcBGAs/s400/Slide%2B11.png" width="400" /></a></div>
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<div class="MsoNormal">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">My thesis offers two theoretical concepts which I
suggest help us to a more nuanced understanding of practice-based learning and
innovation, which I see as evidenced by this study, and as a development in
particular of Guile’s theory of ‘recontextualisation’, Gherardi’s view of
innovation as arising from the ‘constant refinement of practice’ and Fuller et
al’s idea of a ‘cause’ as a motivating factor for development and change in
practice.</span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">The first of these is ‘tacit pedagogy’. This is proposed as a generic term for key
aspects of practice ignored by positivist perspectives, due to their resistance
to clear identification and codification, to being abstracted from their
context, and to being ‘pinned down’ in a static model of practice. These are essential elements of a dynamic and
developmental account of practice in any domain or context, in which
reflection, review and learning, mostly informal, is an integral feature and in
which innovation is always a potential outcome.</span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;"></span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;"></span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">The
tacit pedagogy of a particular context clearly includes Jensen et al’s informal
mode of knowledge and innovation (2007), but it also includes explicit STI knowledge too,
because even formal, codified aspects of the context act tacitly, and have
tacit effects on practitioners. Guile’s
account of ‘recontextualisation’, for example, highlights the regular team-working
process in which one practitioner might propose a course of action in relation
to a particular task or problem. This stage of the process corresponds to the
‘writing-up’ mode of practice referred to earlier – it is the offering of a
representation of practice, in words or in some other appropriate form. She may provide reasons for this proposal,
and these reasons are then evaluated by her colleagues, who assess its
reasonableness on the basis of their own understanding and expertise. They may agree with it, or make amendments,
or reject it and make an alternative proposal. This corresponds to the ‘peer
review’ mode of practice identified earlier. All participants in these negotiations are
making use of knowledge which is tacit, embodied and affective, in addition to explicit
knowledge, in coming to judgements on initial proposals and on giving reasons
for possible amendments or alternatives to it. Soliciting critical review and
evaluation from beyond immediate team members would constitute the ‘crossing
boundaries’ mode of practice – this is valuable in terms of optimizing the
resources of knowledge and experience brought to bear on the problem, but also
to guard against teams getting stuck in a rut and reinforcing bad habits in
simply repeating practice rather than continually reviewing and renewing it.</span></span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">‘Tacit pedagogy’ therefore delineates a possibility space
that is always present within practice: its outcomes are never wholly
determined, and it is this indeterminacy which allows us to account for
unplanned outcomes, both positive (innovation) and negative (accidents).</span></span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">It is important to bear in mind that there is no
implication here that that changes in practice and practitioner learning
produced through these complex, fluid and uncertain processes are necessarily
changes for the better. Whether
innovations and/or learning are beneficial or not and whether they are seen as
practically feasible and sustainable, are political and ecological questions:
change is always provisional, and further change or improvement is always
possible.</span></span></span><br />
<br /></div>
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-bsB5VVaQc08/XRppoN-ziBI/AAAAAAAACqk/IOsBpf9BJg4M6jQPGA9mgn88XWFuwdA_ACLcBGAs/s1600/Slide%2B12.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="360" data-original-width="640" height="225" src="https://1.bp.blogspot.com/-bsB5VVaQc08/XRppoN-ziBI/AAAAAAAACqk/IOsBpf9BJg4M6jQPGA9mgn88XWFuwdA_ACLcBGAs/s400/Slide%2B12.png" width="400" /></a></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">I propose a second concept I propose is
‘entanglement’. This idea is elaborated
in detail by Barad (2007), who argues from the perspective of science that ‘the
primary ontological unit is not independent objects with inherent boundaries
and properties, but rather, phenomena.’
What is argued here is that phenomena are always distorted and
fragmented by ‘rational’ thought, because though we are able to distinguish
oppositions and paired distinctions, and though these help us, not just to
engage with experience, but to share, shape and change it, experience is never
reflected truly by these distinctions and mental bifurcations. Rather, the
discrete elements of experience we perceive rationally are in reality
'entangled'. </span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">The argument, then, is that these dualities are not phenomenologically
distinct; and that practitioners individually and collectively manage the
‘entanglement’ of these categories in practice, making different judgements to
inform their actions at different times. </span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">I’m not suggesting that there is no value in making
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;"><span lang="EN-US" style="line-height: 115%;">I hope to be able to test this conceptual framework using
a similar methodology in different occupational domains and contexts for
practice, as shown on the slide.</span></span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-size: small;">
</span></span><br />
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<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US" style="line-height: 115%;">Particularly interesting to investigate would be
practitioners working in what has been described as ‘digital crowdworking’ –
situations where practitioners are self-employed contract workers, working
remotely on collaborative digital projects, as this type of precarious
employment becomes more common.</span></span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US" style="line-height: 115%;">Thank you. The
last two slides are references. I’d
very much welcome questions, and can be contacted at j.derrick@ucl.ac.uk </span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;"><span lang="EN-US" style="line-height: 115%;">Twitter: @JayDerrickIOE </span></span><br />
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Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-52123952560310793842019-05-03T16:34:00.003+01:002019-05-03T16:45:20.061+01:00How to build the social and work environment for inclusive Lifelong Learning<!--[if gte mso 9]><xml>
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<![endif]--><span style="font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The Centenary
Commission on Adult Education, chaired by Dame Helen Ghosh, is currently
considering “the provision for, and possibilities of, Adult Education in Great
Britain” and will be making recommendations in a report to be issued in
November, on the centenary of the Ministry of
Reconstruction’s Adult Education Committee report, published in the aftermath of the First World War, in 1919, and in which Richard Tawney, Ernest Bevin and Albert Mansbridge had a hand.</span></span></span><br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-3q9eMQU5lsE/XMxUU76McqI/AAAAAAAACnA/OqbZSb83nMYBrgFDE_BglpoSPQZgsvHUACLcBGAs/s1600/20190503_154036.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="640" src="https://1.bp.blogspot.com/-3q9eMQU5lsE/XMxUU76McqI/AAAAAAAACnA/OqbZSb83nMYBrgFDE_BglpoSPQZgsvHUACLcBGAs/s640/20190503_154036.jpg" width="480" /></a></div>
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<div class="separator" style="clear: both; text-align: center;">
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<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">The Commission organised an expert seminar to discuss <span style="color: #212121;">'adult
education, work and society', which took place today, and I was very pleased to be invited to participate. The briefing for the seminar was as follows:</span></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #212121;"><br /></span></span></span>
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<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Many labels are used for the forces and factors that are
reshaping our economy and the world of work, and are likely to do so in future.
Among many others, these include: the knowledge or learning economy; Artificial
Intelligence and robotics; globalised production and supply chains; precarity,
flexibilization and the “gig economy”; inequalities at work and between those
in and out of work; climate change, global ecological crisis and
“sustainability”.</span></span></div>
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<br /></div>
<span style="font-size: large;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: #212121;"></span><span style="color: #212121;"></span></span><span style="font-family: "calibri" , "sans-serif";"><span style="color: #212121; font-family: "calibri" , "sans-serif";"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span></span><span style="font-family: "calibri" , "sans-serif";"><span style="color: #212121; font-family: "calibri" , "sans-serif";"></span></span></span><br />
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<span style="font-size: large;"><span style="font-family: "calibri" , "sans-serif";"><span style="color: #212121; font-family: "calibri" , "sans-serif";"><span style="font-family: "arial" , "helvetica" , sans-serif;">The Centenary Commission is exploring what need to be done not
only to ensure an adequate supply of, and demand for, economically-significant
“skills”, but also to build an adult education system that addresses all
aspects of human life – for personal growth and social and democratic
development, as well as for the economy, competitiveness and productivity –
amid this economic, technological and social turbulence. </span></span></span></span></div>
<span style="font-size: large;"><span style="font-family: "calibri" , "sans-serif";"><span style="color: #212121; font-family: "calibri" , "sans-serif";">
</span></span></span><span style="font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="color: #212121; font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span></span></span><span style="font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="color: #212121; font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span></span></span><span style="font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="color: #212121; font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span></span></span><span style="font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="color: #212121; font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span></span></span><span style="font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="color: #212121; font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span></span></span>
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<span style="font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="color: #212121; font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><br /></span></span></div>
<span style="font-family: "calibri" , "sans-serif"; font-size: 11.0pt;"><span style="color: #212121; font-family: "calibri" , "sans-serif"; font-size: 11.0pt;">
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<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">I started jotting down some notes in preparation for this meeting, but these grew very </span></span></div>
<div class="MsoListParagraphCxSpLast" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">quickly into an extended list of <i>Theses on C21st Lifelong Learning, </i>organised as responses </span></span></div>
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<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">to the questions posed by the Commission.<i> </i>Here, for what they are worth, they are<i>:</i></span></span></div>
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<br /></div>
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<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>a)<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"> </span></b><b>What do the changing nature of work and the
labour market imply for the future of adult education?</b></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></div>
<br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>Work has always had important lessons for
education, which is always misleadingly thought of as only taking place in
formal institutions: <i>‘Working, learning and innovating are closely related forms of human
activity that are conventionally thought to conflict with each other. Work practice is generally viewed as
conservative and resistant to change; learning is generally viewed as distinct
from working and problematic in the face of change; and innovation is generally
viewed as the disruptive but necessary imposition of change on the other
two.’</i><i> </i> (Brown and Duguid 1991)</span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>Education through practice (including through
work) is a model for serious learning of all kinds. Modern working situations often throw up
problems to be solved, or require new customised plans to be developed, often in
collaboration with colleagues who are specialists of different kinds. These activities are not necessarily seen as
learning, but to work in this way requires learning behaviours and produces
learning, even though that is not the purpose.
Learning through practice requires <b>unstructured</b>
time and appropriate facilities for thought, talking with colleagues, and
sharing and reviewing ideas and proposals for new courses of action. Some of
this activity can be structured and formalised, but my research (Derrick 2019)
suggests that unstructured informal spaces and time are necessary for the
formal work to be most effective.</span></span></li>
</ul>
<div class="MsoListParagraphCxSpLast" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"> </span></span></span></div>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>To make hard and fast distinctions between adult
education for work, citizenship, or leisure is largely meaningless in terms of
the ways in which adults experience learning – these contexts are ‘entangled’
in the lives of individuals and groups, and these entanglements are understood
and experienced in myriad different ways by different people, and continually ‘managed’ by them, for better or worse.</span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>Rapid technological change in workplaces and in
the social, political and economic environments within which organisations operate
has begun to change employers’ ideas about learning, and the role of employers
in supporting the learning of their employees, though there is a long way to go. Government at both national and local level could
do far more to promote productive ideas about learning and productivity in a
changing world to employers. This is
emphatically NOT just about providing formal courses of study in work time,
though these may be appropriate on occasion.
It is more about the physical organisation of the workplace, its social
culture, and the design of work processes (Brown and Duguid 1991).</span></span></li>
</ul>
<div class="MsoListParagraphCxSpLast" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></div>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>One approach to developing policymaking that
supports organisational and employee learning at the same time as attacking
intractable social, political, economic and technological problems such as
climate change, is that of the Institute for Innovation and Public Policy at
UCL, which advocates <i>mission-oriented</i>
planning and policy initiatives, using government power purposefully to
‘tilting the playing field’, so that employers are incentivised to collaborate,
research, build capacity and innovate (Mazzucato 2017). IIPP points to the US govt decision in 1963
to put a man on the moon by 1970.
Whatever the initial reasons for this decision, the programme produced a
high level of learning and innovation for decades afterwards, and US economy
benefitted enormously from the product development and the skills and capacity
developed through that programme. The key characteristic of suitable missions is that they are complex and multi-faceted. Adult learning possibilities and potential
could be built around ‘missions’ of various kinds, including for example caring
for the elderly and infirm, eliminating plastic in households, improving air
quality in cities, etc.</span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span></li>
</ul>
<div class="MsoListParagraphCxSpLast" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
</div>
<div class="MsoListParagraphCxSpMiddle">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>b)<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"> </span></b><b>How can adult education contribute to
making the world of work (and the world as it is reconfigured by the changes
taking place in the economy) better and fairer, and to making people more
resilient, productive and happy at work?</b></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></div>
<br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>Change in society and in the workplace highlights
the importance of supporting learning not just for entrants to adult society
and the workplace, but for everybody, whatever their situation with respect to
work. Critically we need to find ways to
highlight and if possible provide support for semi-formal and informal learning
throughout life. </span></span></li>
</ul>
<div class="MsoListParagraphCxSpLast" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></div>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>All contexts and activities educate people,
mostly in tacit ways, for better or worse.
Policy needs to consider how it can support contexts so that they
support rather than inhibit useful learning, whether this is within formal
contexts of education or not. The
concept of ‘expansive or restrictive environments for learning’ (Fuller and
Unwin 2004), developed for workplaces, can be usefully extended to any context,
including material or organisational environments of any kind, but also to
cultural and policy environments.</span></span></li>
</ul>
<div class="MsoListParagraphCxSpLast" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></div>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>Models of state support for informal exist but
are under threat everywhere: public libraries, public museums and art
galleries, public parks, allotments and sports facilities. Schuller, Tuckett and Wilson’s (2018) call for <i>A
National Learning Entitlement: Moving Beyond University Tuition Fees</i> would be
another example of this kind of unstructured and enabling entitlement. The call for a Universal Basic Income is
another such proposal.</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>The kind of imaginative thinking that is needed
is illustrated by Hans Rosling’s 2010 TED talk on ‘The Magic Washing Machine’.
He argues that the spread of literacy among poor communities can be associated
with people’s access to washing machines.My point here is that these facilities indirectly provide
largely unstructured and relatively unmediated resources for learning, and are
thus models of for the types of informal and social learning which have been
unnoticed or ignored by both policymakers and, for the most part, educational
and social researchers.</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>The rationale for the establishment, provision and
sustaining of these facilities by both public and private finance from the
Victorian period onward has not changed, and had similar objectives to this
Commission. These facilities, together
with a stable, equitable and properly funded public schooling system, run
primarily at a local level, effectively support the ability and potential of
people not just to adapt their lives to a world being configured by economic
change, but to contribute to that configuration.</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>What is needed is a framework of imaginative and
relatively unspecified entitlements that can be drawn on as flexibly as
possible, to support individuals and groups of adults in fitting the widest
range of productive social and educational activities, both formal and
informal, into lives crowded with continually changing combinations of family
and community responsibilities as well as work commitments. These ideally would include entitlements in various possible forms under the headings of funding (money), access to
facilities (spaces and resources) and ‘time-off’ to study (time).</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>21<sup>st</sup> society and the 21<sup>st</sup>
century workplace now function within a global digital economy. The new types
of risk associated with the development of platform capitalism and the proliferation of automated and robotic systems do not in my view invalidate the
basic ideas of, for example, Albert Mansbridge, Richard Tawney and Raymond
Williams about the relationship between adult education, politics, work and
society, they just makes the need for a policy framework informed by these
ideas more urgent. In the contexts of
these particular risks a fundamental element of a productive environment for
adult learning will be an appropriate and effective legal framework for the
appropriate protection of individuals from the anti-social uses of such
technologies.</span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b> </b></span></span></li>
</ul>
<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: small;"><b><a href="https://3.bp.blogspot.com/-pZFDwR01_FY/XMxfbSYiKLI/AAAAAAAACnM/XMZUuy355fUnOU4dzemjPRdTInNVPn4CACLcBGAs/s1600/20190502_165448.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="640" src="https://3.bp.blogspot.com/-pZFDwR01_FY/XMxfbSYiKLI/AAAAAAAACnM/XMZUuy355fUnOU4dzemjPRdTInNVPn4CACLcBGAs/s640/20190502_165448.jpg" width="480" /></a></b></span></div>
<br />
<br />
<br />
<div class="MsoListParagraphCxSpLast" style="mso-list: l4 level1 lfo5; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b> c) How adequate are current systems and structures of educational
provision </b></span></span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l4 level1 lfo5; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b> (public, private, not-for-profit) – and including funding, governance
and </b></span></span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l4 level1 lfo5; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b> management – for meeting the economic and social challenges society will
face in </b></span></span></div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l4 level1 lfo5; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b> the future?</b></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></div>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>Systems and structures need to be designed to
support and enrich learning through practice, and learning through participation. People should start learning programmes by being celebrated for what they already know and have already achieved, rather than
on their supposed deficits.</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>A person’s education is another word for their
life. Education for work, or
citizenship, or leisure - these are largely false distinctions in terms of the
ways in which adults’ lived experience – these contexts and purposes are
‘entangled’ in the lives of individuals and groups, and these entanglements are
understood and experienced in myriad different ways by different people, and
continually ‘managed’ by them, for better or worse.</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>Learning needs to be seen as seamless human
activity, whether they are at work, at home, purposefully or accidentally
learning, on their own or with others. </span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>Certification is hugely significant for someone
who gains a certificate for the first time, even if it has little objective value in the labour market.</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>All social activity has learning and development
potential. </span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>The systems we have had up till now have never
been designed for part-time adult learners, but always for full-time children and young
people. </span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Systems that work for part-time and learners
will also work better for full-time learners.</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>These systems have only recognised learning when it has
been formalised into courses and programmes, rather than as a process of
development which evolves uniquely as the learner goes through life. </span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>The systems and structures of their schooling,
for better or worse, shape the attitudes and motivation towards, and
understanding of learning affecting every adult. For the future, probably the most important
area to redesign, develop and adapt, for supporting productive adult learning,
is the form and regulations surrounding initial schooling. In particular, the political fashion for
‘command and control’ management of schools from the DfE, aiming to produce
change through successive waves of short-term, unresearched curriculum initiatives,
as successive governments have done since the 1970s, has been very damaging. It has supported the widely-held
idea that education is exclusively associated with highly defined formal
programmes leading to certification, and that no other learning is worthwhile. </span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>Systems are needed which recognise that adult
education needs to be supported directly and indirectly, for better or worse,
by locally-based networks of interdependent organisations and resources;
networks within which local employers, whether public or private, are active
and involved and which are supported, co-ordinated and governed locally within
enabling national frameworks of funding and regulation, and which allow for local distinctiveness to emerge and flourish.</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>A key part of what is wrong at present, and not
just with our schooling system, is our obsession with a particular kind of
public accountability. This is much less
about moral accountability than about financial accountability to the
tax-payer, ie an accountant’s version of accountability. This has led to a public sector measurement
industry, which is enormously expensive and for which the evidence of effectiveness
is debatable and slim at best. This is
problematic for a number of reasons:</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul><ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>It takes up a significant proportion of the
workload of every education practitioner, community worker, which could
otherwise be used for teaching or supporting students or making use of
community networks to support people in their learning</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>It promotes a false idea that learning is about
getting things ‘right’ and ‘wrong’</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>It focusses on pre-defined outputs of learning
processes, and ignores all other outputs, both desirable and undesirable</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>It promotes the idea that measurements are
objective and do not need interpreting and/or scrutinising for bias</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>It leads to the elimination of learning
opportunities that are open-ended or in other ways cannot demonstrate their
value in narrow pre-defined terms</span></span></li>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>It leads to the elimination of valuable
educational activities for perverse reason</span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></span></li>
</ul>
</ul>
<br />
<div class="MsoListParagraphCxSpLast" style="margin-left: 18.0pt; mso-add-space: auto; mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b> d)<span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"> </span></b><b>What key recommendations would you like to
see the Centenary Commission make?</b></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span></div>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>Design and implementation of a framework of
imaginative and relatively unspecified ‘enabling entitlements’ that can be
drawn on as flexibly as possible, to support individuals and groups of adults
in fitting the widest range of productive social and educational activities,
both formal and informal, into lives crowded with continually changing combinations of family and community responsibilities as well as work
commitments. These ideally would include
entitlements in various possible forms under the headings of funding (money),
access to facilities (spaces and resources) and ‘time-off’ to study (time).</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">A specific element of such a framework would
include a scheme along the lines of Schuller, Tuckett and Wilson (2018) on an
entitlement for formal study.</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-feature-settings: normal; font-kerning: auto; font-language-override: normal; font-optical-sizing: auto; font-size-adjust: none; font-stretch: normal; font-style: normal; font-variant: normal; font-variation-settings: normal; font-weight: normal; line-height: normal;"></span>A renaissance of subsidised public sector facilities
that directly and indirectly supporting learning, including adult education
services, public and culturally neutral meeting and social spaces, childcare
facilities, libraries, museums, parks, allotments and sports facilities in terms of funding and attention.</span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">More spaces people can walk into without being asked any
questions or to give any information about themselves, like a park….. </span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><br />
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">All contexts educate people, mostly in tacit ways, for
better or worse. Policy needs to </span></span></div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">consider how it can support human activity so that it supports learning as far as possible,
whether in formal contexts of education or not. Fuller and Unwin’s concept of ‘expansive or
restrictive environments for learning’ (2006), developed for workplaces, can be
extended to any context, including material or organisational environments of
any kind, but also to cultural or policy environments.</span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">My view is that we cannot ‘ensure’ an adequate supply of
skills for an uncertain future. This </span></span></div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">kind of thinking is a symptom of the technocratic mindset we have been using in policymaking and planning for a better society.
What we can do is support the development </span></span></div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">of environmental conditions
which will optimise our chances of improving a wide range of </span></span></div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">skills and
capacities, and which at the same time will produce a whole range of other </span></span></div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">societal benefits.</span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"><b>References:</b></span></span></div>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">
</span></span><br />
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Brown, J.S., and Duguid, P.
(1991). Organisational Learning and
Communities of Practice: Towards a Unified View of Working, Learning and
Innovation. <i>Organization Science</i> 2
(1), pp 40-57</span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Derrick, J. (2019). <i>Learning, innovation and ‘tacit pedagogy’ in
workplace practice: a comparison of two high-performing organisations in
different sectors.</i> Unpublished EdD thesis. London: UCL Institute of
Education</span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Fuller, A. and Unwin, L. (2006).
‘Expansive and restrictive learning environments’, in K. Evans, P Hodkinson, H.
Rainbird, and L. Unwin (eds), <i>Improving
Workplace Learning</i>. Abingdon: Routledge</span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Mazzucato, M. (2017). <i>Mission-oriented innovation policy:
challenges and opportunities.</i> London: UCL Institute for Innovation and Public
Purpose (IIPP). Available at: <a href="https://www.ucl.ac.uk/bartlett/public-purpose/sites/public-purpose/files/moip-challenges-and-opportunities-working-paper-2017-1.pdf">https://www.ucl.ac.uk/bartlett/public-purpose/sites/public-purpose/files/moip-challenges-and-opportunities-working-paper-2017-1.pdf</a></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Rosling, H. (2010). <i>The magic washing machine.</i> TED talk,
available at <a href="https://www.youtube.com/watch?time_continue=42&v=BZoKfap4g4w">https://www.youtube.com/watch?time_continue=42&v=BZoKfap4g4w</a></span></span><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;"> </span></span></li>
</ul>
<ul>
<li><span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Schuller, T., Tuckett, A. and Wilson,
T. (2018) <i>A National Learning
Entitlement: Moving Beyond University Tuition Fees.</i> London: UCL Institute
of Education Centre for Learning and Life Chances in Knowledge Economies and
Societies (LLAKES). Available at: <a href="http://www.llakes.ac.uk/sites/default/files/63.%20Schuller%20Tuckett%20%26%20Wilson.pdf">http://www.llakes.ac.uk/sites/default/files/63.%20Schuller%20Tuckett%20%26%20Wilson.pdf</a> </span></span></li>
</ul>
<span style="font-size: small;"><span style="font-family: "arial" , "helvetica" , sans-serif;">#AdultEducation100</span></span><span style="mso-bidi-font-family: Calibri; mso-bidi-theme-font: minor-latin;"> </span><br />
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</span></span>Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-3275219090501178002018-07-18T17:54:00.000+01:002018-07-18T20:45:31.354+01:00The Wrench, a new MSc in Engineering Education, and Blogging as reflective practice<div class="separator" style="clear: both; text-align: center;">
</div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-v7VZB5R-NFE/W09stcnisUI/AAAAAAAAChg/bZ5kNpPnOlk-fU7U63LcrA2J6IDhb8RcgCEwYBhgL/s1600/The%2BWrench.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="499" data-original-width="339" height="640" src="https://3.bp.blogspot.com/-v7VZB5R-NFE/W09stcnisUI/AAAAAAAAChg/bZ5kNpPnOlk-fU7U63LcrA2J6IDhb8RcgCEwYBhgL/s640/The%2BWrench.jpg" width="434" /></a></div>
During the International Symposium for Engineering Education 2018, which
has taken place at UCL over the past two days, I have recommended The
Wrench by Primo Levi to two engineering educator colleagues, so I'm
including it here too - one of my favourite books, essential reading
anyway in my view, but it happens to be about the trials, tribulations and
achievements of an engineer, the main protagonist....a wonderfully wise and life-affirming novel (?) which I have written about before.<br />
<div class="separator" style="clear: both; text-align: center;">
<br /></div>
My Optimistic but Sceptical blog has never exactly become extinct, but I have made very few posts over the past five years. I am hoping to be able to post more often now, for a number of reasons: first, I have come to the end of my stint as Programme Leader for the Institute of Education post-compulsory PGCE, and second, I am teaching and leading one of the core modules for an exciting new MSc here at UCL Institute of Education, in Engineering Education. <br />
<br />
The first change means I expect to have a little more space and time for musing and reflecting on the issues and ideas that arise from my work, and for sometimes at least writing them down. The second development has come about as a result of my Ed D thesis study, now completed in draft, and awaiting the final stage of formative feedback before formal submission in September. This study is about the contribution of informal aspects of workplace life and activity to effective practice, practitioner learning, and innovation. My research sites included a Further Education college and the R&D division of a large engineering company. My department at the Institute of Education has teamed up with the UCL Faculty of Engineering in a number of different projects, one of which is this new MSc, and I am leading one of the core modules, on Engineering and Education: Practice, Innovation and Leadership. <br />
<br />
<span style="font-size: small;">This module will cover such topics as:</span><br />
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<br />
<ul>
<li><h4 style="margin-left: 36.0pt; mso-list: l1 level1 lfo1; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-weight: normal;"><span style="color: windowtext; font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="font-family: "times new roman"; font-stretch: normal; font-style: normal; font-variant: normal; line-height: normal;"></span></span><span style="color: windowtext;">Persuading more girls to study engineering</span></span></span></h4>
</li>
<li><h4 style="margin-left: 36.0pt; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-weight: normal;"><span style="color: windowtext; font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="font-family: "times new roman"; font-stretch: normal; font-style: normal; font-variant: normal; line-height: normal;"></span></span><span style="color: windowtext;">Organisations and
change: the engineering workplace as a site for learning and innovation </span></span></span></h4>
</li>
</ul>
<ul>
<li><h4 style="margin-left: 36.0pt; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-weight: normal;"><span style="color: windowtext; font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="font-family: "times new roman"; font-stretch: normal; font-style: normal; font-variant: normal; line-height: normal;"></span></span><span style="color: windowtext;">Preparation for
C21st engineers: innovative design in UG and PG engineering programmes</span></span></span></h4>
</li>
</ul>
<ul>
<li><h4 style="margin-left: 36.0pt; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-weight: normal;"><span style="color: windowtext; font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="font-family: "times new roman"; font-stretch: normal; font-style: normal; font-variant: normal; line-height: normal;"></span></span><span style="color: windowtext;">Apprenticeship as
a model for learning engineering in times of change</span></span></span></h4>
</li>
<li><h4 style="margin-left: 36.0pt; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-weight: normal;"><span style="color: windowtext; font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="font-family: "times new roman"; font-stretch: normal; font-style: normal; font-variant: normal; line-height: normal;"></span></span><span style="color: windowtext;">Approaches to leadership in
multinational engineering partnerships</span></span></span></h4>
</li>
<li><h4 style="margin-left: 36.0pt; mso-list: l0 level1 lfo2; text-indent: -18.0pt;">
<span style="font-size: small;"><span style="font-weight: normal;"><span style="color: windowtext; font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="font-family: "times new roman"; font-stretch: normal; font-style: normal; font-variant: normal; line-height: normal;"></span></span><span style="color: windowtext;">Policy development and organisational strategies for an uncertain future</span></span></span></h4>
</li>
</ul>
Anyone interested in finding out more about this programme should contact me <a href="mailto:j.derrick@ucl.ac.uk" target="_blank">here</a>.<br />
<br />
A third reason for coming back to my blog is that one of the stand-out findings of my research is the importance for effective practice, and especially for innovation, of 'writing' on the one hand, and of 'peer review' on the other. By writing I mean any form of representation of any aspect of practice, including the most informal or temporary incidences of writing - doodles and scribbles for example, also notes, drafts, rough drawings or charts, and more formal types of writing such as reports or position papers, hether or not for publication. By peer review I mean any kind of evaluative feedback, whether formal and written, or informally and unplanned as part of a conversation. Organisations which enable and encourage these practices as key elements of work, in terms of making space and time available for them, are likely, my study suggests, to be more effective and more innovative. A blog is both a platform for writing in different degrees of formality, and a medium for sharing and potential evaluative feedback. So I'm aiming to practise a little of what my study appears to teach.<br />
<br />
My final reason for taking up the blog again is that my colleague working on the new MSc, Abel Nyamapfene, blogs regularly about Teaching and Learning in Engineering - see the link over on the right - and I like the idea of occasional blog conversations, especially as we work in different buildings!<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-z70Rx_dpD2o/W09su6_lCDI/AAAAAAAAChc/8PdyOyl9dFwJhQkpaXJILWlpM4znumY5wCLcBGAs/s1600/primo-levi-7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="750" data-original-width="900" height="332" src="https://2.bp.blogspot.com/-z70Rx_dpD2o/W09su6_lCDI/AAAAAAAAChc/8PdyOyl9dFwJhQkpaXJILWlpM4znumY5wCLcBGAs/s400/primo-levi-7.jpg" width="400" /></a></div>
Primo LeviJay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-68934924077444739402016-04-17T21:23:00.001+01:002016-04-17T21:26:59.395+01:00Professional Judgement and Standards in Educational Assessment<!--[if gte mso 9]><xml>
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<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-u9cUMJQXQ9E/VxPtY_DDJFI/AAAAAAAAAbA/O-mXlmcDteA3nEVHD4z5hjPfFwZHIMBqACKgB/s1600/Gerona%2Blight%2B%2Bspray.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="318" src="https://3.bp.blogspot.com/-u9cUMJQXQ9E/VxPtY_DDJFI/AAAAAAAAAbA/O-mXlmcDteA3nEVHD4z5hjPfFwZHIMBqACKgB/s400/Gerona%2Blight%2B%2Bspray.jpg" width="400" /></a></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;"><i>Note: This is a slightly adapted version of a lecture given to Adult Literacy Organisers in Galway, Republic of Ireland in April 2013, under the title: Initial Assessment - What Works? The lecture was organised by The Republic of Ireland's National Adult Literacy Agency (NALA). A video of part of the lecture is available <a href="https://www.nala.ie/content/jay-derrick-professional-judgement-and-standards-assessment" target="_blank">here</a>.</i></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">I’m here to
talk about Professional Judgement and Standards in Assessment.<span style="mso-spacerun: yes;"> </span>Most of what I want to say doesn’t just apply
to initial diagnostic assessment in Adult Literacy work, but to teaching in
general, and to many other areas of human activity.<span style="mso-spacerun: yes;"> </span>It builds on a paper written for my doctorate
(Derrick 2013).</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">I want to
start by giving you all some questions to think about.<span style="mso-spacerun: yes;"> </span>How much
experience do you have as an adult literacy practitioner – hands up: more than
ten years?<span style="mso-spacerun: yes;"> </span>Five to ten years? Under five
years?<span style="mso-spacerun: yes;"> </span>Anyone in their first year?</span><span style="font-size: 12.0pt; line-height: 115%;"> Can I ask
the people with more than ten years’ experience – would you say you are good at
Initial Diagnostic Assessment? <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>What is it that makes someone good at it?<span style="mso-spacerun: yes;"> </span>For example, is experience essential?<span style="mso-spacerun: yes;"> </span>How important is formal training? How can you
learn to get better at it?<span style="mso-spacerun: yes;"> </span>Is there a
formula, or a recipe for getting better at it?</span><span style="font-size: 12.0pt; line-height: 115%;"> Is Initial
Diagnostic Assessment a science?<span style="mso-spacerun: yes;"> </span>Is
there, or could there be, an instruction manual for it?</span>
</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">The answers
to these questions are vital for sorting out the role of standards, skills
frameworks, levels, etc in the work of adult literacy teaching.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">The three
main propositions of my talk are these:</span></div>
<br />
<ul>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Expert
teaching (and within this, expert assessment) is essentially about the exercise
of professional judgement in making decisions</span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Professional
judgement can be supported by all sorts of tools, resources, measurements,
rubrics, standards, etc, but cannot be replaced by these</span></li>
<li><span style="font-family: "symbol"; font-size: 12.0pt; line-height: 115%;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"></span></span></span><span style="font-size: 12.0pt; line-height: 115%;">Learning
to become better at teaching and assessment is a process of training
professional judgement.</span></li>
</ul>
<br />
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">30 years
ago, Donald Schön, writing about professional practice in general, said this:</span></div>
<div class="MsoNormal">
<i style="mso-bidi-font-style: normal;"><span style="font-size: 12.0pt; line-height: 115%;">In the varied topography of
professional practice, there is a high, hard ground where practitioners can
make effective use of research-based theory and technique, and there is the
swampy lowland where situations are<span style="mso-spacerun: yes;">
</span>confusing ‘messes’ incapable of technical solution.<span style="mso-spacerun: yes;"> </span>The difficulty is that problems of high
ground, however great their technical interest, are often relatively
unimportant to clients or the larger society, while in the swamp are the
problems of the greatest human concern.</span></i><span style="font-size: 12.0pt; line-height: 115%;"> (Schön 1983 (1991), p42)</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Schön
suggests that professionals need to be able to deal with, not just technical,
generic problems for which there is a recognised procedure, a standardised
routine, but also other, more complex, essentially unique problems for which
there is, and can be, no standard ‘correct’ response, and which are therefore amenable
only to judgement calls.<span style="mso-spacerun: yes;"> </span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">A practical
example of this type of problem might be the question of whether to take a
child into local authority care, which has to be considered all too often by
social workers. <span style="mso-spacerun: yes;"> </span>There can be no absolute
instruction manual for making a decision like this, because every situation is uniquely
different.<span style="mso-spacerun: yes;"> </span> </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Standard procedures,
checklists, etc are helpful, but in the end a decision like this is not reducible
to standard procedures – we can only try to ensure that they are made by people
highly motivated to make the best possible decision, and who have as much
knowledge as possible of the particular situation – and note that ideally this
knowledge is not just technical knowledge of the law, of child and of family
psychology, etc, but also personal knowledge of the unique pattern of the
individual circumstances of the people involved. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Schön’s work
is a sustained argument against the dominance of what he calls the <i style="mso-bidi-font-style: normal;">‘technical-rational’</i> view of
professional practice.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Procedures
and rubrics are models or hypotheses which always simplify and ‘clean-up’ the
‘messiness’ of real-life situations.<span style="mso-spacerun: yes;"> </span>As
Goethe warned:</span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">‘<i style="mso-bidi-font-style: normal;">Hypotheses are scaffoldings erected in front
of a building and then dismantled when the work is finished.<span style="mso-spacerun: yes;"> </span>They are indispensable for a workman, but you
mustn’t mistake the scaffolding for the building.</i>’ (Goethe Posthumous
(1998), p154)</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">The
scaffolding is useful, even perhaps essential, but it cannot replace the
building which it supports.<span style="mso-spacerun: yes;"> </span>This it
seems to me, is an accurate metaphor for the role of rubrics, standards, technical
terminology, pro-formas, skills frameworks, assessment criteria, grade
descriptors, diagnostic assessment tests and procedures, and the like.<span style="mso-spacerun: yes;"> </span>They have their uses, but ultimately teachers
need to make the decisions, because each situation, each learner, is
essentially unique.<span style="mso-spacerun: yes;"> </span>This is why we
should resist talking about education as if it was like mass-production – it is
not about using standardised raw materials to produce identical objects. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Addressing educational
problems as if they can be reduced to a technical model of one kind or another ignores
the local knowledge, practical wisdom and perhaps the long experience of the
professional in making similar decisions. <span style="mso-spacerun: yes;"> </span>It also ignores the moral dimension: that the
professional is motivated to find the right way forward for the clients and
others concerned – by which I mean the best and most just response to the situation,
not just a technical solution which ‘will do’. <span style="mso-spacerun: yes;"> </span>A hypothetical model cannot be relied on to
do this because it is a simplification of the situation, and by definition
ignores factors in it which in a particular case may be critical.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">The holistic
argument I am making here highlights the importance in decision-making of <i style="mso-bidi-font-style: normal;">‘</i><b><span style="mso-bidi-font-style: normal;">local distinctiveness</span></b><i style="mso-bidi-font-style: normal;">’</i>: a nuanced
awareness of what is distinctive in the features of a particular locality or
situation.<span style="mso-spacerun: yes;"> </span>Schön might put it as
appreciation of the distinctiveness of each particular ‘swamp’, so as to make
informed decisions about appropriate actions.<span style="mso-spacerun: yes;">
</span>This view is a critique of the kind of overly-simplistic
‘technical-rational’ modelling of situations that<span style="mso-spacerun: yes;"> </span>makes decision-making (for example about whether
to build a new supermarket in a country town) appear to be easier, perhaps to
the long-term detriment of the locality and its community.<span style="mso-spacerun: yes;"> </span>Sue Clifford and Angela King (2009) argue
against the homogenising tendency of technical-rational modelling in all
aspects of life, emphasising the importance of detail, particularity, patina, authenticity,
fineness of grain, divergence, messiness, and quality in the everyday.<span style="mso-spacerun: yes;"> </span>This may be caricatured as a conservative
critique of regulation through standardisation, of technocratic policies and
procedures: but it is an argument primarily against <b>shoddiness</b>, against work in
any field that will merely do, rather than reflecting the best efforts of the
practitioner.<span style="mso-spacerun: yes;"> </span>Research (eg Black and
Wiliam 1998, Hattie 2009) tells us clearly, for example, that teachers’ sense
of the particularity of situations is central to their understanding of the
specific needs of individual students at a given moment in the learning
process: this sensitivity is also undoubtedly a foundation of trust and mutual
respect between learner and teacher.<span style="mso-spacerun: yes;"> </span>It
is clearly possible to teach without this detailed knowledge of students and
their situation, and perhaps even to teach ‘adequately’, but professional
practitioners are deeply and morally concerned about ‘local distinctiveness’ as
part of doing the job as well as possible.<span style="mso-spacerun: yes;">
</span>Attempting to encapsulate this sensibility in a rubric will always tend
to diminish it: minimum standards tend to produce work that simply satisfies
the minimum acceptable level of quality.<span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">In England,
much has been made in recent years about the use by teachers of data in their
decision-making: it has been suggested, perhaps with some justice, that they
have relied too much on hunches and on their intuition, and not enough on
‘objective’ data about their students’ progress.<span style="mso-spacerun: yes;"> </span>There is also evidence that teachers and
other professionals have sometimes been discriminatory in their practice (for
example, having lower expectations of students from particular backgrounds), and
this too has been used to support arguments that their work should be regulated
within procedural and externally-imposed quality standards.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">In my view
this is to throw the baby out with the bathwater: it is to argue that the work
of teachers is simple rather than complex; it is to argue for the production of
an instruction manual for teaching, one consisting of a highly intricate
flow-chart, that would provide teachers, whether qualified or not, with a
procedure for correctly addressing every teaching problem, or, in terms of our
topic today, for correctly the assessing the skills of every new student.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">I think that
most people would agree that this is not what teaching is about: they recognise
that the work of teachers is essentially complex and cannot be reduced in this
way.<span style="mso-spacerun: yes;"> </span>On the contrary, teachers should be
supported to develop their intuition and their capacity to make good
judgements, just as surgeons, doctors and social workers do. <span style="mso-spacerun: yes;"> </span>So what is the role of all these frameworks,
rubrics, standards, pro-formas, tests, etc? It must be to provide information
that teachers can use in their decision-making, and in discussing with students
their learning goals, their attainments, feedback on their work, and, most
importantly, how they can get better at supporting their own learning – in a
word, these tools can be used to support formative approaches to learning,
provided the information they provide supports, rather than determines, the
authentic judgements and feedback of the teacher.<span style="mso-spacerun: yes;"> </span>In this way, tools can also support teachers’
own professional learning.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">From this
perspective, it is not the tools themselves that are good or bad, it is how the
teacher uses them that matters.<span style="mso-spacerun: yes;"> </span>It is
important, though, that teachers are free to determine for themselves how best
to use them.<span style="mso-spacerun: yes;"> </span>If they are not free in
this way, then a particular technical-rational model is being imposed on them,
and this may lead to students being sold short, and also to the deskilling and
demotivation of teachers.<span style="mso-spacerun: yes;"> </span>The problem
for policymakers is that education is full of swampy, messy situations, which
by definition are hard to predict, control and regulate.<span style="mso-spacerun: yes;"> </span>To make the best of them we need teachers who
are confident in weighing up situations, highly effective communicators in
terms of knowing the kinds of questions to ask and how to listen, expert at
qualitatively judging students’ strengths and weaknesses, and motivated to make
the best decisions possible about the right courses of action for the student
and for the next stage of teaching and learning.<span style="mso-spacerun: yes;"> </span>They are very likely to find supporting
technical information useful in making these judgments and decisions, and they
should certainly pay attention to such data.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">It is
difficult for policymakers to regulate teachers without imposing limitations on
their professional autonomy which may limit their scope for action, as well as
reducing their motivation.<span style="mso-spacerun: yes;"> </span>But this
difficulty does not justify the misconception of learning as merely a technical
issue of standard procedures, and teaching as a simple, technical job involving
the obeying of standard rules.</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">If we had
time I would invite you all to consider how best we should organise the
training and development of adult literacy teachers in a non-technocratic
policy environment.<span style="mso-spacerun: yes;"> Instead </span>I’ll leave you with
an inspiring story of exemplary professionalism that illustrates many of the issues we
have been addressing here: on January 15th 2009, a commercial aircraft with 150
passengers and crew on board took off from La Guardia airport in New York.<span style="mso-spacerun: yes;"> </span>The pilot in command was 57-year-old Capt.
Chesley B. "Sully" Sullenberger, a former fighter pilot who had been
an airline pilot since leaving the United States Air Force in 1980, and who is
also a safety expert.<span style="mso-spacerun: yes;"> </span>During the plane’s
initial climb, it struck a flock of Canada geese. The bird strike, which
occurred about three minutes into the flight, resulted in an immediate and
complete loss of thrust from both engines. When the crew of the aircraft
determined that they would be unable to reliably reach any airfield, they
turned southbound and glided over the Hudson, finally ditching the airliner in
the river about three minutes after losing power. <span style="mso-spacerun: yes;"> </span>All 155 occupants safely evacuated the
airliner, which was still virtually intact though partially submerged and
slowly sinking, and were quickly rescued by nearby ferries and other
watercraft.<span style="mso-spacerun: yes;"> </span>The recording of the
incident makes it clear that, immediately following the bird strike, it was
obvious the plane had to land as soon as possible, and there was intense radio
communication from the air traffic controllers, concerning availability of
nearby runways, and the distance to each one.<span style="mso-spacerun: yes;">
</span>After about a minute of listening to this information, the pilot asked
just one question about the possibility of landing at New Jersey but then
suddenly seems to make up his mind: ‘We are gonna be in the Hudson.’<span style="mso-spacerun: yes;"> </span>He then said nothing more, apart from ‘Brace
for impact’, until the plane was down.<span style="mso-spacerun: yes;"> </span>In
interviews afterwards he said that there were two factors that helped him pull
off the manoeuvre safely: that the plane’s design was state of the art, and
that he himself was 55 rather than 25.<span style="mso-spacerun: yes;">
</span>‘In a sense my whole career had been training for this event’ (Couric
2009). </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">This story illustrates
how all sorts of tools, procedures and data made important contributions to the
successful outcome of this manoeuvre, but these would have been irrelevant
without the skills, experience and professional behaviour and attitudes of
Captain Sullenberger and his crew.<span style="mso-spacerun: yes;"> </span>None
of these guaranteed success, because off the technocratic map (ie, when the
unexpected happens) success is never guaranteed.<span style="mso-spacerun: yes;"> </span>The experienced and motivated professional
aims to optimise the chances of success.<span style="mso-spacerun: yes;">
</span>Even though teachers rarely deal in life or death decisions like the
ones Sullenberger found himself taking, in reality the various parts of their
job, including initial assessment, are more often off the technocratic map than
on it; <span style="mso-spacerun: yes;">and this means that </span>the question ‘What Works?’ is
misconceived. </span></div>
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<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-size: 12.0pt; line-height: 115%;">References</span></b></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Black, P.
and Wiliam, D. (1998).<span style="mso-spacerun: yes;"> </span>‘Assessment and
classroom learning: Principles, policy and practice’. <i style="mso-bidi-font-style: normal;">Assessment in Education 5 (1),</i> pp 1-78</span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Clifford, S.
and King, A. (1993: 2009 edition). <i style="mso-bidi-font-style: normal;">Losing
Your Place, in Local Distinctiveness – Place, Particularity, Identity.</i><span style="mso-spacerun: yes;"> </span>Accessed 05-04-13 at </span><a href="http://www.aughty.org/pdf/losing_place.pdf"><span style="font-size: 12.0pt; line-height: 115%;">http://www.aughty.org/pdf/losing_place.pdf</span></a><span style="font-size: 12.0pt; line-height: 115%;"><span style="mso-spacerun: yes;">
</span></span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Couric K
(2009).<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Interview with Chesley Sullenberger</i> accessed 05-04-13 at </span><a href="http://www.youtube.com/watch?v=9qKXgG-imh4"><span style="font-size: 12.0pt; line-height: 115%;">http://www.youtube.com/watch?v=9qKXgG-imh4</span></a><span style="font-size: 12.0pt; line-height: 115%;"> </span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Derrick, J.
(2013). ‘Practitioner learning’, not ‘professional learning’: towards a
non-technocratic model of autonomous development for post-compulsory sector
teachers.<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">Research in Post-Compulsory Education.</i></span> <span style="font-size: 12.0pt; line-height: 115%;">18 (3) pp269-279</span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Goethe, J.W.
(Posthumous, 1998 edition). <i style="mso-bidi-font-style: normal;">Maxims and
Reflections, </i>ed P. Hutchinson . London: Penguin</span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Hattie, J.
(2009). <i style="mso-bidi-font-style: normal;">Visible Learning.</i> Abingdon:
Routledge</span></div>
<div class="MsoNormal">
<span style="font-size: 12.0pt; line-height: 115%;">Schön, D.
(1983, 1991 edition). <i style="mso-bidi-font-style: normal;">The Reflective
Practitioner: how professionals think in action.</i><span style="mso-spacerun: yes;"> </span>Aldershot: Ashgate Publishing Ltd</span></div>
Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com1tag:blogger.com,1999:blog-7887698867600652582.post-29516343034760728952015-01-01T12:33:00.000+00:002015-01-01T12:33:19.530+00:00Happy New Year! And a plug for Eddie Playfair's blogVery pleased to discover recently that a colleague who has worked for many years in FE in London is also a blogger (much more productive than me!), and seems to have many very similar interests and enthusiasms. This is Eddie Playfair, whose blog is now listed in the right column of this page. I have been particularly stimulated recently by his posts on <a href="http://eddieplayfair.com/2014/12/29/the-keyboard-and-the-music/" target="_blank">the keyboard and the music</a> and on <a href="http://eddieplayfair.com/2014/10/28/learning-and-xenophilia/" target="_blank">xenophilia</a>. The keyboard one follows on nicely from my last post on Thelonius Monk. Eddie has also posted on William Morris, xenophilia, Hugh MacDiarmid, and George Clinton, just to give a hint at his eclectic range of references - but all are related brilliantly to arguments for more progressive policies and practices in further education, particularly as these affect young people in East London.Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com1tag:blogger.com,1999:blog-7887698867600652582.post-4160597294671814252014-06-30T09:56:00.001+01:002014-06-30T10:15:24.490+01:00Monk's wisdom<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-bkiF04PlXm8/U7ElbCxCO_I/AAAAAAAAAZs/FcJsR6SuQJ8/s1600/Monk+Eye+Keys.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-bkiF04PlXm8/U7ElbCxCO_I/AAAAAAAAAZs/FcJsR6SuQJ8/s1600/Monk+Eye+Keys.jpg" height="230" width="400" /></a></div>
<br />
Here is a terrific, witty, but also slightly scary image of one of the most creative and innovative musicians of the last century, together with some handwritten advice aimed at musicians he's playing with. I think some of these guidelines have relevance in much more general contexts too.<br />
<br />
For me they have great resonance, as I am a very amateur and inexperienced keyboard player in a rather good pub band, which for me is an intense context of rather feverish learning! The next step up for me is for a one verse solo in the middle of a standard Bluenote number such as Horace Silver's 'Song for my Father' to become something I can attempt without feeling I am doing a slalom without ski-poles down the steepest run at Val d'Isere.<br />
<br />
The assumption in Thelonius's notes that everyone is learning, even if they are good enough to play in his band, and that this is a collaborative process taking place as a result of doing the job itself, is very encouraging for novices like me....<br />
<br />
At the last gig I managed to survive at the bottom of two solos, hot, breathless and excited - and as Marcus encouragingly pointed out, that's more than the number of goals scored by Rooney in the World Cup!<br />
<br />
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<a href="http://3.bp.blogspot.com/-Cn5xafyvQWE/U7Elq1S0I7I/AAAAAAAAAZ0/YzdcUzLECBQ/s1600/Monk+wisdom.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-Cn5xafyvQWE/U7Elq1S0I7I/AAAAAAAAAZ0/YzdcUzLECBQ/s1600/Monk+wisdom.jpg" height="640" width="468" /></a></div>
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Thanks to Perse for these gems, and for his excellent and formative leadership!</div>
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<br />Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com1tag:blogger.com,1999:blog-7887698867600652582.post-30492898185624007402013-12-23T09:34:00.002+00:002013-12-23T09:35:12.570+00:00Season's greetings to teacher-bloggers everywhere!<div class="separator" style="clear: both; text-align: center;">
<a href="http://4.bp.blogspot.com/-KZvoO3RgMAQ/UrgC8gCnhiI/AAAAAAAAAZU/3L7bJtB1t-Y/s1600/Cartoon+for+Blog_NEW.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="http://4.bp.blogspot.com/-KZvoO3RgMAQ/UrgC8gCnhiI/AAAAAAAAAZU/3L7bJtB1t-Y/s400/Cartoon+for+Blog_NEW.jpg" width="400" /></a></div>
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<br />Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com3tag:blogger.com,1999:blog-7887698867600652582.post-7341967461144201452013-11-24T08:44:00.000+00:002013-11-24T08:44:02.224+00:00Angelus Novus<div class="separator" style="clear: both; text-align: center;">
<a href="http://2.bp.blogspot.com/-dV6dX04KH84/UpG59cXhD6I/AAAAAAAAAZE/IyjutF0AJoU/s1600/Angelus+Novus.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="http://2.bp.blogspot.com/-dV6dX04KH84/UpG59cXhD6I/AAAAAAAAAZE/IyjutF0AJoU/s400/Angelus+Novus.bmp" width="320" /></a></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><em>A Klee painting named ‘Angelus Novus’ shows an angel looking as though he is about to move away from something he is fixedly contemplating. His eyes are staring, his mouth is open, his wings are spread. This is how one pictures the angel of history. His face is turned toward the past. Where we perceive a chain of events, he sees one single catastrophe which keeps piling wreckage and hurls it in front of his feet. The angel would like to stay, awaken the dead, and make whole what has been smashed. But a storm is blowing in from Paradise; it has got caught in his wings with such a violence that the angel can no longer close them. The storm irresistibly propels him into the future to which his back is turned, while the pile of debris before him grows skyward. This storm is what we call progress.</em></span><br />
<br />
<span style="font-family: Arial, Helvetica, sans-serif;"><em>Walter Benjamin, On the Concept of History IX, 1940</em></span><br />
<span style="font-family: Arial;"></span><br />
<span style="font-family: Arial;">Benjamin is reported to have owned this little Klee drawing and to have carried it around with him, presumably among the notes for his Arcades project, also carried with him on his ultimately futile flight from the Nazis. I heard that it had disappeared after his suicide. Klee actually produced a number of similar drawings. I was disappointed that none of them are included in the numinous Klee exhibition on at the Tate Modern at the moment.</span>Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com1tag:blogger.com,1999:blog-7887698867600652582.post-29269203089285287252013-11-24T00:00:00.000+00:002018-07-18T20:46:13.880+01:00Teachers and the cult of amateurism: enthusiasm isn’t enough<br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: "calibri";"><o:p></o:p></span></b> <span style="font-family: "calibri";"><a href="http://4.bp.blogspot.com/-SHfgNxJUKFc/UpE1q85DE1I/AAAAAAAAAYo/ZnqQOtCtky0/s1600/Ad+for+unqualified+Maths+teacher.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://4.bp.blogspot.com/-SHfgNxJUKFc/UpE1q85DE1I/AAAAAAAAAYo/ZnqQOtCtky0/s400/Ad+for+unqualified+Maths+teacher.jpg" width="400" /></a></span></div>
<span style="font-family: "calibri";"></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">Would you want your child to be taught by the person appointed to this post? If not, why not?</span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;"></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">The coalition government has removed the basic requirement
that teachers should be qualified for many state-funded schools and for all institutional
providers in the Further Education sector.<span style="mso-spacerun: yes;">
</span>An opposition motion that teachers in state-funded schools and colleges
should have to be qualified or working towards qualification, was </span><span style="color: blue; font-family: "arial" , "helvetica" , sans-serif;"><a href="http://www.publications.parliament.uk/pa/cm201314/cmhansrd/cm131030/debtext/131030-0002.htm#13103062000001" target="_blank"><span style="color: blue;">debated</span></a>
<span style="color: black;">three</span></span><span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="color: black;"> </span>weeks ago</span> <span style="font-family: "arial" , "helvetica" , sans-serif;">in the Commons, and defeated by about 40.<span style="mso-spacerun: yes;"> </span>‘What next’, </span><a href="http://www.independent.co.uk/voices/comment/of-course-you-dont-need-qualified-teachers-in-free-schools-or-qualified-brain-surgeons-for-that-matter-8916236.html"><span style="color: blue;"><span style="font-family: "arial" , "helvetica" , sans-serif;">asks
Mark Steel in the <i style="mso-bidi-font-style: normal;">Independent</i></span></span></a><span style="font-family: "arial" , "helvetica" , sans-serif;">,
’surgeons and submarine commanders?’<o:p></o:p></span><br />
<span style="font-family: "arial" , "helvetica" , sans-serif;">
</span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;">Of course all teachers need training, just as plumbers or
brain surgeons do, for the protection of the public if for nothing else.<span style="mso-spacerun: yes;"> </span>Teachers <u>are</u> brain surgeons, for goodness
sake, the only difference is that, for better or worse, they operate on everyone,
not just people who are ill. <span style="mso-spacerun: yes;"> </span>To argue
against the need for training is to argue for teachers to be cowboy traders,
when actually more than ever we need them to be professionals, trusted as a
body to set their own entry criteria and standards for working in the field, in
the same way that doctors, lawyers, physiotherapists, plumbers, and the police
now do.<span style="mso-spacerun: yes;"> </span>To argue against the mild and
practical motion debated in the Commons three weeks ago is to resurrect the Victorian
cult of amateurism, which has many virtues, but which doesn’t cut the mustard
in occupations as critical to an advanced <span style="font-family: "arial" , "sans-serif";">21<sup><span style="font-size: x-small;">st</span></sup> century economy and
society, as teaching. Competitor economies such as Germany, China and
South Korea recognise the importance of nurturing innovation, which requires
critical and collaborative thinking, creativity, team-working and research
skills as well as knowledge.<span style="mso-spacerun: yes;"> </span>The
effective development of these capacities depends, for better or worse, on teachers.
<span style="mso-spacerun: yes;"> </span></span></span></span></div>
<span style="font-family: "arial" , "helvetica" , sans-serif;"><span style="font-family: "arial" , "helvetica" , sans-serif;"></span></span><br />
<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
</div>
<span style="font-family: "arial" , "helvetica" , sans-serif;">As well as subject knowledge, teachers in any setting need ‘know-how’
about the application of that knowledge, and also ‘</span><a href="http://en.wikipedia.org/wiki/Phronesis"><span style="color: blue; font-family: "arial" , "helvetica" , sans-serif;">practical wisdom’</span></a><span style="font-family: "arial" , "helvetica" , sans-serif;"> –<span style="mso-spacerun: yes;"> </span>a term used by Aristotle 2500 years ago to
mean expertise in managing the vagaries of human behaviour and motivation for
the benefit of the individuals and of the community.<span style="mso-spacerun: yes;"> </span>Without ‘practical wisdom’ teachers will be
less able or interested in inspiring and motivating learners, or encouraging
and supporting them through difficulties: they will miss insights and
unexpected ‘teaching moments’ that bring about learning breakthroughs, because
they won’t be looking for them.<span style="mso-spacerun: yes;"> </span>Their
emphasis and focus will be on the content rather than the process and purposes
of learning, on the subject rather than on the learner, on the short<span lang="EN-US" style="font-family: "ms gothic"; mso-bidi-font-family: "MS Gothic";">‑</span>term,
narrowly defined outcome rather than on learning for the future.<span style="mso-spacerun: yes;"> </span><o:p></o:p></span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Good teaching is not just a matter of knowing stuff, and
then following a checklist of simple rules. <span style="mso-spacerun: yes;"> </span>What works in one situation may well not work
in another, because one group of learners is not the same as another group. <span style="mso-spacerun: yes;"> </span>OFSTED regularly amends its list of quality
criteria, and no doubt it will do so again, because they are trying to pin down
something which cannot be pinned down.<span style="mso-spacerun: yes;">
</span>Teachers so glibly described as ‘brilliant’ by one politician after
another, cannot be certain they will do well on the day they are observed by
inspectors, because teachers are like navigators – however good their subject
knowledge, they can and do find themselves steering a leaky boat through a
storm. <span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Teaching
is an inherently complex business, requiring not just expert subject knowledge
and technical knowledge about pedagogical practices, but knowledge of the world
of work and of people, empathy, superb communication skills, and an
unpredictable range of different kinds of know<span lang="EN-US" style="font-family: "ms gothic"; mso-bidi-font-family: "MS Gothic";">‑</span>how. <o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">As Aristotle recognised, it is also an essentially ethical
business, aiming to support good outcomes for learners, communities, and
society as a whole.<span style="mso-spacerun: yes;"> </span>Its practitioners need
the capacity to make judgement calls as they work, which bring into play each
teacher’s individual dispositions and character, as well as their previous
experience, and of course, their knowledge and skills.<span style="mso-spacerun: yes;"> </span>This is because a key part of the teacher’s
task is not just to know about, but to model appropriate roles: as an adult, as
a citizen, as a more experienced practitioner. <span style="mso-spacerun: yes;"> </span>Initial training helps start and focus the
process by which teachers develop these capacities, skills and dispositions.<o:p></o:p></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">In further education there have always been teachers who started
work unqualified, coming into FE as experts in various vocational or creative
industries.<span style="mso-spacerun: yes;"> </span>Most of them appreciate that
training has helped them to present their experience and knowledge of practice
and of the world of work more effectively than enthusiasm on its own could do.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Teaching is a very serious business: the days
when it could be left to amateurs, however enthusiastic and well-meaning, are
long gone.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif;">Toni Fazaeli from the Institute for Learning has made similar arguments in a recent Guardian blog-post, whose title echoes mine: </span><a href="http://www.theguardian.com/education/2013/nov/19/unqualified-teacher-college-further-education" target="_blank"><span style="color: blue; font-family: "arial" , "helvetica" , sans-serif;"><i>Bring </i></span></a><span style="font-family: "calibri" , "sans-serif"; line-height: 115%;"><a href="http://www.theguardian.com/education/2013/nov/19/unqualified-teacher-college-further-education" target="_blank"><span style="color: blue; font-family: "arial" , "helvetica" , sans-serif;"><i>back FE teacher qualifications: learners deserve more than pot luck</i></span></a><span style="font-family: "arial" , "helvetica" , sans-serif;"><i>.</i> Her article responds to </span><a href="http://www.theguardian.com/education/2013/nov/12/unqualified-teacher-college-further-education" target="_blank"><span style="color: blue; font-family: "arial" , "helvetica" , sans-serif;">another</span></a><span style="font-family: "arial" , "helvetica" , sans-serif;"> by Ian Pryce, Principal of Bedford College, who argues the opposite. I think he's wrong: his college's students, like those of many other colleges over many years, have benefitted from the freedom they have had to use vocational and industrial experts who have not been trained as teachers, and there is no suggestion that this should change, though it is being suggested that these people should be supported to develop their teaching skills. </span></span></div>
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<span style="font-family: "calibri" , "sans-serif"; line-height: 115%;"><span style="font-family: "arial" , "helvetica" , sans-serif;">What is really needed for the post-compulsory, lifelong, or further education sector, whatever you want to call it, is a discussion about what professional development all teachers need at all stages in their careers, and what infrastructure is needed to support it properly. Ian Pryce admits that even good teachers can improve. He denies that there is any danger of employers exploiting learners using government funds, and suggests that quality assurance can be left to OFSTED: <i>'Many people fear that if qualifications are optional then colleges will simply replace qualified staff with unskilled, lower-cost people. But colleges deliver state-funded education and are accountable to the government and Ofsted.'</i> The trouble with this is firstly that the advert at the top of this post demonstrates that it is likely that some employers in the newly deregulated sector will all too readily take the chance to draw down government funds to pay for second rate educational opportunities for students who can't afford to go to the high quality college in their town; and secondly, that relying on OFSTED for quality assurance is no more than shutting the door after the horse has bolted. They can close down a low quality provider, but not before hundreds or perhaps thousands of students have been sold short, not to mention the tax-payer.</span></span></div>
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<span style="font-family: "calibri" , "sans-serif"; line-height: 115%;"><span style="font-family: "arial";">Ian Pryce also suggests that the present teaching qualification is a one-size fits all model: this is absolutely not the case, or at least, it doesn't need to be. The programme I work on serves the enormously complex and diverse post-compulsory sector in London - it couldn't do this effectively if it consisted of one size fits all. The issue isn't how the training is organised, at what point in the teacher's career it takes place, or the content of it: all those things can and should be updated continuously to reflect the needs of the local and regional sector, local and regional employers, and its students. His argument brings us back to Mark Steel's question: if teachers don't need training, what about plumbers, police officers (who as a matter of fact have a new Police College), and paediatric nurses? Where does this argument end? What next, volunteer teachers? There are already an alarming number of internships being used to provide teachers in classrooms, in front of real students. This seems to me an inevitable consequence of deregulation. Professional standards aren't just about knowledge, but about behaving as a professional and a responsible person, as I argue above.</span></span></div>
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<span style="font-family: "calibri" , "sans-serif"; line-height: 115%;"><span style="font-family: "arial";">It is absolutely essential that we have a professional teaching and support staff workforce so that public funds are spent as productively as possible. All the international evidence supports the view that high educational attainment at a national level is associated with highly-trained teachers who enjoy high status culturally and in their communities. </span></span></div>
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Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-87120187044919698132013-11-09T13:53:00.000+00:002013-11-09T13:53:42.593+00:00Ken Bodden, an inspirational life
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<a href="http://4.bp.blogspot.com/-nKCcJ4QdNKg/Un41PBhSGMI/AAAAAAAAAXo/lwbXgvaKNMo/s1600/Kenny.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="http://4.bp.blogspot.com/-nKCcJ4QdNKg/Un41PBhSGMI/AAAAAAAAAXo/lwbXgvaKNMo/s400/Kenny.JPG" width="400" /></a></div>
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<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11pt;"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">A wonderful guy I got to know over the past three years, as a
conga player and singer with </span><a href="https://www.facebook.com/KingToadfish" target="_blank"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">King Toadfish</span></a><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">, who died two weeks ago. I
keep discovering more things about his extraordinary life. He was born in
Panama, half Irish-Jamaican and half Honduran, became almost blind in early childhood,
was fostered for a part of his childhood in Manchester, a piano tuner, pub
musician and songwriter, crosscountry skier and para-Olympian, Manchester United supporter, communal housemate, community and political
activist, inveterate maker and keeper of friends. So many people were at his funeral yesterday (in spite of appalling rain) that about 50 couldn’t get into the crematorium. Wonderful
explicitly atheist event with South African songs, Irish ballads, Bob Marley
songs, and very moving tributes. </span></span></div>
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<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11pt;"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"></span></span> </div>
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<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11pt;"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">This is an obituary written by his anti-apartheid comrades:</span></span></div>
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<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11pt;"><a href="http://nonstopagainstapartheid.wordpress.com/2013/10/25/ken-bodden-anti-imperialist-singer-1950-2013/"><span style="color: blue;">http://nonstopagainstapartheid.wordpress.com/2013/10/25/ken-bodden-anti-imperialist-singer-1950-2013/</span></a>
<o:p></o:p></span></span><br />
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;"><span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11pt;">This is a youtube of Kenny playing at a party in his house in Hackney:</span>
<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11pt;"><a href="http://www.youtube.com/watch?v=c-OY9oCL37U"><span style="color: blue;">http://www.youtube.com/watch?v=c-OY9oCL37U</span></a>
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<span style="color: #1f497d; font-family: "Calibri","sans-serif"; font-size: 11pt;"><span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">(l to r) Bob Peachey, Pete Lamont, Kenny, Tsafi Ledermann and Percy Aggett, playing at a King Toadfish street party gig, Harberton Road London N19 in summer 2012</span></span></div>
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<span style="font-family: "Helvetica Neue", Arial, Helvetica, sans-serif;">'Kenny, it always looked as if we were leading you, when in fact it was you leading us' (John Maloney, tribute at the funeral)</span></h2>
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Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-6164258768574447542013-09-15T15:57:00.000+01:002014-01-03T19:31:49.115+00:00Planning<br />
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<span style="font-family: Calibri;">‘Man makes plans,’ goes the Yiddish proverb, ‘and God
laughs.’<o:p></o:p></span></div>
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<span style="font-family: Calibri;">‘To draw up in advance an exact and detailed plan is to
deprive our mind of the pleasures of the encounter and the novelty that comes
from executing he work.<span style="mso-spacerun: yes;"> </span>It is to make
the execution insipid for us and consequently impossible in works that depend
on enthusiasm and imagination.<span style="mso-spacerun: yes;"> </span>Such a
plan is itself a half-work.<span style="mso-spacerun: yes;"> </span>It must be
left imperfect if we want to please ourselves.<span style="mso-spacerun: yes;">
</span>We must say it cannot be finished.<span style="mso-spacerun: yes;">
</span>In fact it must not be, for a very good reason: it is impossible.<span style="mso-spacerun: yes;"> </span>We can, however, draw up such plans for works
whose execution and accomplishment are a mechanical thing, a thing that depends
above all on the hand.<span style="mso-spacerun: yes;"> </span>This is suitable
and even useful for painters, for sculptors.<span style="mso-spacerun: yes;">
</span>Their senses, with each stroke of the brush or chisel, will find this
novelty that did not exist for heir minds.<span style="mso-spacerun: yes;">
</span>Forms and colours which the imagination cannot represent to us as
perfectly as the eye can, will offer the artist a horde of these encounters
which are indispensable to giving genius pleasure in work. But the orator, the
poet, nd the philosopher will not find he same encouragement in writing down
what they have already thought.<span style="mso-spacerun: yes;">
</span>Everything is one for them.<span style="mso-spacerun: yes;">
</span>Because the words they use have beauty only for the mind and, having
been spoken in their head in the same way they are written on the page, the
mind no longer has anything to discover in what it wants to say.<span style="mso-spacerun: yes;"> </span>A plan however is necessary, but a plan that
is vague, that has not been pinned down.<span style="mso-spacerun: yes;">
</span>We must above all have a notion of the beginning, the end, and the
middle of our work.<span style="mso-spacerun: yes;"> </span>That is to say, we
must choose its pitch and range, its pauses, and its objectives.<span style="mso-spacerun: yes;"> </span>The first word must give the colour, the
beginning determines the tone; the middle rules the measure, the time, the
space, the proportions.’<span style="mso-spacerun: yes;"> </span>(Joseph
Joubert, 1798, The Notebooks)</span></div>
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<a href="http://1.bp.blogspot.com/-CSC-pOgoVjE/UjXHRbxas_I/AAAAAAAAAWk/Lp-AAJ29nE4/s1600/Redundant+Platform.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://1.bp.blogspot.com/-CSC-pOgoVjE/UjXHRbxas_I/AAAAAAAAAWk/Lp-AAJ29nE4/s640/Redundant+Platform.JPG" width="480" /></a></div>
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<span style="font-family: Calibri;">‘The power of a country road is different when one is
walking along it from when one is flying over it by airplane.<span style="mso-spacerun: yes;"> </span>In the same way, the power of a text is
different when it is read from when it is copied out.<span style="mso-spacerun: yes;"> </span>The airplane passenger sees only how the road
pushes through the landscape, how it unfolds according to the same laws as the
terrain surrounding it.<span style="mso-spacerun: yes;"> </span>Only he who
walks the road on foot learns of the power it commands, and of how, from the
very scenery that for the flier is only the unfurled plain, it calls forth
distances, belvederes, clearings, prospects at each of its turns like a
commander deploying soldiers at a front.<span style="mso-spacerun: yes;">
</span>Only the copied text thus commands the soul of him who is occupied with
it, whereas the mere reader never discovers the new aspects of his inner self
that are opened by the text, that road cut through the interior jungle forever
closing behind it: because the reader follows the movement of his mind in the
free flight of day-dreaming, whereas the copier submits it to command.<span style="mso-spacerun: yes;"> </span>The Chinese practice of copying books was
thus an incomparable guarantee of literary culture, and the transcript a key to
China’s enigmas.’ (Walter Benjamin, One Way Street, 1925-26: Chinese Curios)</span></div>
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<span style="font-family: Calibri;">I'm not sure I agree wholly with Joubert that the work of poets, orators and philosophers is qualitatively different to that of painters or sculptors, so that the role of planning is different. From a craft perspective, all planning is to some degree provisional, hence the truth of his aphorism: 'A plan is however necessary, but a plan that is vague, that has not been pinned down.' Joubert's view is that 'sticking to the plan' reduces the possibility of surprise and pleasure in the work, but Benjamin says something stronger: that over-reliance on planning results in the shutting off of possibilities, the denial of perspectives. Over-dependence on planning suits those who want to avoid surprises, who wish to control, and those who are afraid of freedom. In some sad cases it is all of these things.</span></div>
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Perhaps also relevant here is Andrew Lang's remark, which was actually about statistics rather than planning: 'He uses planning as a drunk man uses lamp-posts: for support rather than illumination'. </div>
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<br />Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com0tag:blogger.com,1999:blog-7887698867600652582.post-43811500924965755412013-08-29T16:12:00.001+01:002018-07-18T20:48:08.389+01:00Django Bates, Stravinsky, Charlie Parker<div class="separator" style="clear: both; text-align: center;">
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This is another post inspired by a concert of music, and coincidentally is about another great band-leader, following on from my <a href="http://jayoptimistic.blogspot.co.uk/search/label/Jerry%20Dammers" target="_blank">post</a> on Jerry Dammers eighteen months ago. Last night I went to see Django Bates, who was playing at the proms - I'm obviously out of date as I still find it slightly surprising to hear that they have jazz as part of the proms, but Django actually first played there more than twenty years ago, with his band Loose Tubes.<br />
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The music last night was mostly inspired by and as a tribute to Charlie Parker, though Django also played his own composition called A Study of Touch. Nearly all his band were Swedish - a superb rhythm section, a guitarist whose main role was to provide texture and subtle special effects, and a 13-piece brass band consisting of trumpets, trombones, clarinet, saxes and a tuba. Django plays piano and often conducts at the same time. The pieces were at times lyrical, at other times noisy and energetic - lots of complicated rhythm changes, and continual development and change, but often a sense of return to a simple pair of chords - perhaps echoing Charlie Parker's way of playing a basic tune, then going way off piste, before returning to the initial tune. The music reflected more of Parker's fast, tight style, than of the slow, reflective numbers like Embraceable You. I thought the band was astonishingly tight!<br />
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Django told a story about Stravinsky going to see Charlie Parker play in a New York club in 1951. Parker recognised him, and quoted from the Firebird Suite in his solo, at which Stravinsky banged his drink down on the table with satisfaction. It is only superficially strange that these two should appreciate each other's music - two of the most innovative composers in the world at the time. As Django said, Stravinsky would have appreciated the proliferation of As, B flats, Bs, Cs, C sharps, Ds, E flats, Es, Fs, F sharps, Gs, and G sharps!<br />
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The Danish drummer also had a message for the audience: there are more people alive today than have been alive at any time in the world's history. This means that if everyone alive today wanted to perform Hamlet, there wouldn't be enough skulls to go round.....<br />
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It was a wonderful evening, and the result of pure serendipity: I'd heard of him, but had never seen him before, didn't really know what he looked like, but I did know that he lived somewhere near me. Two days before the gig, I passed a bunch of guys loading a car. One of them pointed to my T shirt and said 'Montreal Jazz Festival - were you there?' When I said I was, he said they were too, they performed there this summer. So we got talking and I realised who he was, and then he told me about the gig at the Royal Albert Hall. And as it's the end of the summer, and we are all feeling relaxed enough to go for a good thing when it presents itself, we went. As Sartre says: 'We only have this life'.....I hope I bump into him again to say thankyou in person!<br />
<br />Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com1tag:blogger.com,1999:blog-7887698867600652582.post-90371902999594267572013-03-03T10:50:00.002+00:002018-07-18T20:48:48.496+01:00Walter Benjamin - the work of learning: writing and thinking as collecting<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: "arial" , "helvetica" , sans-serif;">'Benjamin, always working, always trying to work more, speculated a good deal on the writer's daily existence. <i>One Way Street</i> has several sections which offer recipes for work: the best conditions, timing, utensils. Part of the impetus for the large correspondence he conducted was to chronicle, report on, confirm the existence of work. His instincts as a collector served him well. Learning was a form of collecting, as in the quotations and excerpts from daily reading which Benjamin accumulated in notebooks that he carried everywhere and from which he would read aloud to friends. Thinking was also form of collecting, at least in its preliminary stages. He conscientiously logged stray ideas: developed mini-esays in letters to friends; rewrote plans for future projects; noted his dreams (several are recounted in <i>One Way Street</i>); kept numbered lists of all the books he read.' (Susan Sontag: Introduction to One Way Street and Other Writings, Walter Benjamin, London: New Left Books, 1979)</span><br />
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<span style="font-family: "arial" , "helvetica" , sans-serif;">I once wrote an essay on Walter Benjamin. I argued that his characteristic style of writing, collecting wreathes of aphoristic, tentative and often gnomic paragraphs which delineate his themes as it were from the outside, indirectly, rather than presenting them descriptively and directly, could be compared to a gestural, bodily style of communication as opposed to the more direct and familiar use of spoken language. He believed that copying a text was the best way to understand it, as a landscape is best understood by walking through it rather than by flying over it. 'All the decisive blows are struck left-handed'. Benjamin's work first suggested to me an idea which has come to seem more and more important in my work as a teacher: that writing (or drawing, composing music - the making of any cultural artefact, or as Raymond Williams and Stephen Yeo would say, cultural production) - is a mode of thinking and therefore of learning. But should 'copying' be seen as production in its own right, or merely a stage or tool of the production process? Ultimately there is no difference - copying is always a process of re-creating, re-contextualising. My smallest utterance, in whatever form, is both completely original and a 'copy' of other people's work, made new by the act of my uttering it, and the context in which I am uttering it. All work consists both of archeology and craft, and as well as existing for itself, it also exists to be recycled</span><br />
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Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com1tag:blogger.com,1999:blog-7887698867600652582.post-38919846584822499612012-10-10T12:54:00.000+01:002012-10-10T12:56:31.575+01:00The true size of Africa<div class="separator" style="clear: both; text-align: center;">
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This is mind boggling - Africa is actually bigger in area than China, USA, India, Mexico, Peru, France, Spain, PNG, Sweden, Japan, Germany, Norway, Italy, New Zealand, UK, Nepal, Bangladesh and Greece combined!<br />
Also a great example of the power of visual/graphic data display.<br />
More info and an enlarged version of the image above at:<br />
<a href="http://flowingdata.com/2010/10/18/true-size-of-africa/">http://flowingdata.com/2010/10/18/true-size-of-africa/</a><br />
Thanks to Izzy for this.Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com1tag:blogger.com,1999:blog-7887698867600652582.post-71841605461433443982012-10-09T19:48:00.000+01:002012-10-09T19:48:54.937+01:00Scepticism: it's a tough job, but someone has to do it<div class="separator" style="clear: both; text-align: center;">
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'Scepticism does not suit everybody. It supposes a profound and careful examination. He who doubts because he is not acquainted with the grounds of credibility is no better than an ignoramus. The true sceptic has counted and weighed his reasons. But it is no easy matter to weigh arguments. Which of us knows their value with any exactness? Out of a hundred proofs of the same truth, each one will have its partisans. Every mind has its own telescope. An objection which is invisible to you is a colossus to my eyes, and you find an argument trivial that to me is crushing in its efficacy. If we dispute about their intrinsic value, how shall we agree upon their relative? Tell me how many moral proofs are needed to balance a metaphysical conclusion? Are my spectacles at fault, or yours? If, then, it is so difficult to weigh reasons, and if there are no questions which have not two sides, and nearly always in equal measure, how come we to cut knots with such rapidity? How do we come by this convinced and dogmatic air? Have we not a hundred times experienced how revolting is dogmatic presumption? "I have been brought to detest probabilities", says the author of the <em>Essays</em> [Montaigne], "when they are foisted on me as infallible; I love words which soften and moderate the temerity of our propositions - <em>peradventure</em>, <em>in no wise</em>, <em>some people say</em>, <em>methinks</em>, and the like; and if I had to teach children I should train them to answer in this hesitating and undecided manner: 'What does that mean? I do not understand; maybe; is it true?' that they would have the appearance of apprentices at sixty years of age, rather than of doctors at ten, as at present.' Denis Diderot, Philosophic Thoughts XXIV, 1747, translated Jourdain.<br />
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Diderot was so modern. Compare this with, for example, Nietzsche: 'All seeing is perspective, and so is all knowing', virtually identical with 'Every mind has its own telescope'. Of course I am even more pleased to see him quote Montaigne, and I am resolved to use the words <em>peradventure</em> and <em>methinks</em> whenever the opportunity presents itself.<br />
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I am reading a collection of Denis's early works, and expect there may be more quotations from it here before long....Jay Derrickhttp://www.blogger.com/profile/10999064697991884311noreply@blogger.com3