Beware technological determinism!

Dmitry-Kostyukov: Zora-the-Robot-Care-Giver-Wellcome-Photography-Prize
 

‘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.
        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)

Does investing in computers produce better test scores?

Well, no, probably: see
http://larrycuban.wordpress.com/2011/10/07/denying-the-facts-investing-in-computers-and-higher-test-scores/

Larry Cuban's piece is brilliant on the way blind prejudice often determines policy, rather than good research.  But who wants better test scores anyway?  Do better test scores mean better learning and better educated students?

Well, not necessarily.  Standardised testing is a good way to evaluate the outcomes of a process intended to produce millions of identical items to the same objectively measurable quality standards, as efficiently as possible.  It's good for mass production processes, for making knives and forks, for example, or cars, or washing machines.  But citizens?

Education processes produces voters, citizens, members of communities and families, workers, and this is one factory where we don't want identical products.  In fact, we probably don't want a factory at all: see Ken Robinson's brilliant animated lecture at http://www.youtube.com/watch?v=zDZFcDGpL4U.  So why do policymakers persist in applying mass production methods, such as standardised testing, payment by results, league tables, and command and control inspection systems, to learning?

Education for the Good Society; Compass Conference

EDUCATION FOR THE GOOD SOCIETY CONFERENCE
10.30am – 4.00pm Saturday 5th March at the NUT, Hamilton House, Mabledon Place, London, WC1H 9BD

The Education for the Good Society Conference will bring together those on the democratic left to discuss alternatives to the current neo-liberal education settlement.

The limitations of New Labour’s education project and the election of a Conservative-led Coalition Government, with its agenda of austerity, markets and traditionalism, means that we have to ask fundamental questions about the purposes of education and its role in building the Good Society.

Conference speakers will include specialists from education and those involved in wider democratic left politics –
Prof. Richard Sennett, Fiona Miller, Neal Lawson, Prof. Tom Schuller, Prof. Ewart Keep, Prof. Ken Spours, Martin Yarnit, Prof. Jane Martin, Prof. Gary McCulloch, Prof. Michael Fielding, Dr Tom Sperlinger, Matthew Horne, Dr Jeremy Gilbert, Rhona Downie, Donna Hayter and representatives from Labour’s education team (tbc).

Conference themes, based on commissioned papers, will include:

Education for the Good Society
Education and fairness
Schooling for the Good Society
Lifelong learning
Education and sustainability
Education, skills and the economy
Education and democracy
Education for inclusion
Education and innovation
A curriculum for the Good Society
Visions of higher education

The conference will be organised around plenary sessions and workshops and there will also be a special session on ‘Schooling in Alberta’ with Rhonda Evans of the Guardian in conversation with Fiona Millar.

The final conference session will discuss how we develop what some all the ‘triple agenda’ - a long-term vision for change, influencing the policies of Labour and other progressive parties over the next few years and, crucially, connecting with professionals and the wider public around key campaigning issues.

Participants will be asked to contribute £10 on the day towards the hiring of the venue.

If you are interested in attending and reserving your place, please email - info@compassonline.org.uk