We are developing the social individualist meta-context for the future. From the very serious to the extremely frivolous... lets see what is on the mind of the Samizdata people.
Samizdata, derived from Samizdat /n. - a system of clandestine publication of banned literature in the USSR [Russ.,= self-publishing house]
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Libby Purves writes in The Times about an astonishing piece of micromanagement in the British state education system (to which over 90% of children are subjected from 5 to 16). She rightly picks on the most horrific element.
… Michael Gove, the Shadow Education Secretary, instead of tossing his hat in the air and singing “Let my people go!”, proved that he is well in training to be a modern minister (aka an annoying, bossy pest) by criticising the decision to abandon the compulsory 30-song list. “This Government,” he thundered, “is so paralysed by political correctness and terminally afflicted by dithering that it cannot even decide on a simple thing like the songs children should learn.”
There’s a lot of this. Shadow ministers continually criticise the government for “not doing enough” on this or that, or for insufficiently oppressive use of its draconian legislation, rather than offering an alternative policy involving some presumption in favour of liberty.
Unlike some of my colleagues, I do not mistake the public utterances of politicians as a direct expression of their personal beliefs. They are doing this in order to foster the impression that the Government is incompetent in the mind of the public, not as an adumbration of any particular policy of their own. The real horror is that the opposition has done expensive research and hard intellectual work to come up with this approach. They do not offer the public freedom, and not just because the public no longer finds liberty attractive. They know the message would not get through. In fact, for most people in Britain – and a very average most-person is the undecided voter a democratic politician must address – liberty is no longer intelligible.
Does the word “liberty” appear in the national curriculum, I wonder? … → Continue reading: More culture of control
Tony Blair’s support for City Academies – schools with some private sector funding and management – was a move in the right direction, albeit a small one. Now it seems that the Brown government is trying to water that down. Mick Fealty has a perceptive blog posting talking about the war of ideas being fought between Ed Balls, Secretary of State for Children, Schools and Families, and Lord Adonis, the Parliamentary Under Secretary of State for Schools and Learners.
The glue behind Mr Blair’s school reforms is weak, and those trying to pull them apart deserve a detention.
It turns out that Mr Balls is not just unworried about Britain’s tax burden, he is also blinded to the problem of centralised, top-down state control of education. Apparently, one of Mr Ball’s colleagues says that the man is “entirely ideological. He has a strong belief in the role of local authorities in the delivery of services. He is a big state man.”
Lord Adonis on the other hand is a believer in school freedom and wants sponsors to keep having their say on how City Academies run.
I am not sneering; I am genuinely asking.
For the last few months I have been education blogging. I’ve never been much good at working out site stats, and things are made harder by my education blog sharing its numbers, or all the ones that I see, with my personal blog. But, going only by how the comment rate has gone from zero to detectable, my education blog is now showing occasional but definite signs of life. I reckon that education blogging is rather like teaching. To begin with you often achieve very little, but if you stick at it, good things may eventually start happening.
In connection with my education blog, and in connection with the helping out that I am now doing once a week at one of the supplementary schools run by the think tank Civitas, I find myself asking: what is the point of learning maths? I entirely accept that there is a point, in fact many points. It’s just that I don’t know much about what these points are. Some of the boys at the supplementary school – two in particular spring to mind – strike me as showing real mathematical talent, at any rate compared to the others. What can I say to them that might encourage them – and encourage their parents to encourage them – to get every bit as far in maths as they can? What use is maths? For lots of people, especially for lots of teachers and lots of children, that is surely a question worth knowing answers to.
I don’t need to be convinced about the usefulness of arithmetic. People cheating you out of change in a shop, or loading you with debt obligations that you did not understand when you made the deal – working out floor areas and carpet costs – getting enough nails and screws and planks when you are DIYing about the house – just generally keeping track of work. I get all that. And, I find, I’m pretty good at teaching arithmetic to young boys and girls, partly because I do indeed understand how important it is.
But what about the kind of maths that really is maths, as opposed to mere arithmetic, with lots of complicated sorts of squiggles? What about infinite series, irrational numbers, non-Euclidian geometry, that kind of thing? I, sort of, vaguely, know that such things have all manner of practical and technological applications. But what are they? What practical use is the kind of maths you do at university? I hit my maths ceiling with a loud bump at school, half way through doing A levels and just when all the truly mathematical stuff got seriously started, and I never learned much even about what the practical uses of it all were, let alone how to do it.
I also get that maths has huge aesthetic appeal, and that it is worth studying and experiencing for the pure fun and the pure beauty of it all, just like the symphonies of Beethoven or the plays of Euripides.
But what are its real world applications? Please note that I am not asking how to teach maths, although I cannot of course stop people who want to comment about that doing so, and although I am interested in that also. No, here, I am specifically asking: why learn maths?
Occasional Samizdatista Michael Jennings works as a Something in the City, analysing things like technological trends. Not at all coincidentally he has a PhD in maths. He is the ideal sort of person to answer such questions, and he and I have fixed to record a conversation about the usefulness of mathematics later this week. But I am sure that a Samizdata comment thread on this subject would help us both, if only by helping me to ask some slightly smarter questions.
I was rather surprised to find my own alma mater, CMU, listed at number five on the ugly list referenced by the previous article. So surprised in fact that I wonder if any of the list is valid. If the rest of the photos were as carefully selected to back up the story as his closeup of a small section of Wean Hall in the rain…
Wean Hall is far from the best looking building on the CMU campus but as you can see it is no where near as bad as the photo in the article made it look. I might add that my office was on the back side of this building, facing the parking lot and the old Bureau of Mines.
Photo: copyright Dale Amon, All Rights Reserved
I will let the campus speak for itself. It may not be in the top ten most beautiful, but it most certainly is not among the ten ugliest.
→ Continue reading: I beg to differ
Here is a list of the 20 most ugly university campuses in the USA. I do not disagree with the choices. I have to say that back home, one of the worst was the University of Brighton, where I studied; the only mitigating factor was the lovely Sussex countryside. Other graduates of Brit universities may disagree. Go on, put up your votes for the worst, or for that matter, the nicest (it has to be pretty much any of the old Cambridge colleges).
(Hat tip: Stephen Hicks).
Random question: is there a correlation, or even a cause-effect relationship, between the aesthetic crapness of a place of learning and the amount of learning that actually goes on?
Here is an interesting profile of Deborah Ross, the American entrepreneur who also manages to home-school her children. Naturally, the thought does occur to me, in the light of the recent controversy kicked up by the Archbishop of Canterbury’s thick-headed remarks about sharia law, whether parents with strong religious views who want to indoctrinate their kids, against their children’s will, might bring the idea of home-schooling into disrepute. Personally, I think the benefits of letting parents play a much more hands-on role in schooling outweigh some of the disadvantages, particularly if children have the ability at a certain age to choose how they want to be schooled (the issue of giving children more freedom is still a very controversial one, even among liberals). The key change that must come, in my view, is an end to compulsory schooling or at the very least, a sharp reduction in the existing school age, rather than raising it ever further. I am also in favour of hacking away regulations to make it easier for companies to take on youngsters as apprentices. Many young folk are bored senseless at school and would be far less disruptive if they could learn a trade and generate the pride that comes with a paying job, while keeping up with academic subjects at a later date if they want (this might also reduce youth crime a bit).
Children are naturally inquisitive and rebellious against authority – thank goodness – so my reservations about some of the people who want to school their kids at home are not very large, although I do not dismiss them lightly. I sometimes hear in discussions about home-schooling the old canard about how children educated this way are less well ‘socialised’ than their supposedly more fortunate, state or private-school peers. I doubt this: having myself suffered the joys of state schooling, with all the charms of bullying and indifferent teaching that went with it, the idea of encouraging a possibly more individualistic culture as a result of home schooling is to be welcomed (my education experience was not all bad: I got a good degree in the end, so must have done something right). Many people who have been subjected to more than 11 years of compulsory education in a boarding school or some state school never recover their self-confidence as adults. In any event, the whole point here is that education should not have to follow one ‘ideal’ system at all. As a libertarian, I say let education evolve where it will. Does that mean that Walmart or Barclays Bank should be able to run schools? Yes, why the heck not? I look forward to reading headlines like this: “Education Ltd, Britain’s largest listed schooling company, launched a daring bid for Lycee France, the Paris-listed school chain which has boasted the highest examination result tests for the last five years. The deal, if it goes through, would produce a group to rival that of School Corp, America’s largest education chain by market cap.”
Anyway, I strongly recommend people read the whole article. This Wikipedia entry is also a pretty interesting overview with loads of links for different approaches around the world to homeschooling.
A headline in the Australian newspaper struck my eye just now: ‘Teachers warm to merit pay‘. A deeper reading of the story reveals a few caveats, but the fact that Australian education unions are willing to concede anything at all to the principle still struck me as the most surprising thing to me. I thought we’d see peace in the Middle East, cold fusion and spending cuts long before seeing education unions in Australia concede the principle of merit pay.
One of the briefing notes that I get from a stockbroking company has this to say:
I see from the headlines that this Government seems to be reverting to type over the treatment of fee paying schools. When times get tough, “lets put a bit of trendy legislation through attacking those nasty ‘rich’ people” in a desperate attempt to divert attention away from the state of the economy. The definition of ‘charity’ used to be ‘for the public good’; it would be difficult to find a better description of that than educating a seriously large section of the ‘public’ (even if you are Middle Class you are still part of the Public), to a much higher level then the average at absolutely no cost to the Exchequer, and with money that has already been taxed at 40%.
The definition of ‘charity’ (where Public Schools are concerned), now appears to exclusively mean ‘benefiting those in poverty’ which, were it applied universally, would put virtually every charity in existence in a bit of a quandary. The problem with this type of legislation, is that it is almost impossible to defend against because it will always be the majority ganging up on the few (remember fox hunting?), especially when the few are perceived as the privileged minority. The UK establishment seems to be doing its normal reaction to success, which is not to lambaste the failures but to drag down the achievers.
The circular refers to this story. Now, ideological purists for classical liberalism might well argue that charitable tax breaks are a problem, since they immediately beg the question of who gets to decide who is entitled to the tax break and why. Far better, of course, to get rid of the taxes in the first place and let people spend as they wish; part of the case for low, flat taxes of course is that it will remove the need for a vast stage-army of accountants, lawyers, “tax planners” and the like who earn a high living on what is essentially paper-shuffling rather than genuine wealth creation. But, but… we live in the world we have, not Galt’s Gulch. Hence the current attack on tax breaks and government interference in private schools should be seen for what it is; an attempt to further undermine any semblance of independent education in the UK.
Of course, Samizdata regulars will know that for real radicalism about education, we need to embrace the notion of removing compulsory schooling across the board, but I’ll discuss that again in the future, no doubt.
In some of the recent understandable moans about the sheer awfulness of Britain’s state-controlled rail network – please don’t try and tell me it has much to do with laissez faire capitalism – several commentators have complained about the dearth of people entering the fields of engineering. Jeff Randall in today’s Daily Telegraph does so. Various reasons are given for this lack of talent: the education system, an anti-science, anti-technology culture, etc. While some of these factors have a part to play in this, I do not think these explanations get to the core of the issue. If railway engineers do not earn large salaries and the job is not seen to be worth the hassle compared with say, becoming a hedge fund manager in London’s West End, it is not a surprise to see what will happen. If or when the remuneration for being a new Brunel rivals or even exceeds that of being a Goldman Sachs derivatives dealer, we will get more engineers, and of higher quality. It is that simple.
Or maybe one problem is that railways, perhaps because of the problems now facing the UK industry, are seen as just plain dull. As Randall says, confessing to being a railway engineer may not always be a great move at a dinner party, or for that matter, on a hot date. I am not sure how one changes that.
From our special correspondent:
“Party boss Ed “bulging eyes” Balls told a respectful yet cheerful gathering of tractor workers in Omsk that the 10-year plan to increase tractor production by 1000% between now and 2018 was achievable. “Men,” he said, his voice quavering slightly as the chill Siberian wind blasted through, “we can and will produce more tractors, of higher quality, over the next 10 years. Britain needs tractors. Tractors need Britain. It is true that despite our heroic efforts, and the massive, Soviet resources spent by Comrade Gordon, that tractor production continues to lag. But let us not be downhearted. We know that tractor production in the past has been held up by the capitalist sympathisers, wreckers and revisionists working for the late traitor, A. Blair. We can and will do better over the next 10 years.”
At least, that is what I thought he said. Maybe it was education instead…….
For some sanity on how to get the state out of education, check out this website.
Update: related thoughts on home schooling and education by David Friedman (son of the great Milton).
Another update: Fabian Tassano has been a tireless campaigner against the odious idea of keeping people in school until the age of 18. His new book is also very good.
Recently I have been teaching a small boy the ancient art of handwriting. Make the small Ts bigger! Careful with those zeros, they’re looking like sixes! Well done, it looks very neat! Yes I know it’s hard, but keep going! And so on. Thank goodness for pencils. But there is a problem here. Is handwriting really that important any more? It was in a comment on that posting from fellow Samizdatista Michael Jennings that the handwriting question recently presented itself to me.
Oh, I am sure that educational experts can correlate handwriting with achievement later on, just as in former times Latin went with being clever. But the fact remains that even highly-educated adults, and perhaps especially highly-educated adults, now hardly make any use of handwriting. We sign our signatures. If we are very pre-computer (as I still am in lots of ways) we write hand-written shopping and to-do lists, but more and more, people surely use electronic organisers for such things, if they use anything at all. And I find that the only stuff I remember now is stuff that I have blogged, because blog postings remain legible and are properly and accessibly stored, unlike my hand-written lists. If we are adolescents or young adults, we still use handwriting to take exams, in great intellectually sterilised halls, into which no information may be taken other than in one’s head. But is knowledge retention now the skill that really matters? Surely knowing how to use computers to acquire knowledge is at least as important.
Recently a friend told me of her worry about her young sons neglecting their homework, but instead becoming utterly engrossed in some immensely complicated and long-drawn-out computer game. My hunch is that they are learning at least as much while obsessing for hour after hour about this game as they would if snatched away from their computer and forced to trudge through yet more school work for a few more tedious minutes each day. But is that right?
I do not need persuading that reading remains an absolutely essential skill, with typing, in one form or another, having become almost as valuable. But: what use now is handwriting? I do not ask this in a sneering, it’s-useless way, as a merely rhetorical question. Maybe handwriting really does still have crucially important uses. If the teaching of handwriting is every bit as valuable as it ever was, I would love to be told this, and told why, so that I can proceed with my own current teaching duties with renewed enthusiasm? But, is it?
Further to my recent post about new measures from our Secretary of State for Children, Schools and Families. Foreign readers may be surprised that we have a department for children schools and families (sic). I, on the other hand, am alarmed: even the name indicates the totalitarian intent of the New British state.
Prompted by a clip on TV news, I have now found the full text of Ed Balls’s speech given to the Fabian Society yesterday. Didn’t the resolution to announce new policy to parliament, not outside bodies – in this case a para-Party body – last a long time? It bears close reading:
Excerpt I:
Our ambition must be that all of our young people will continue in education or training.
That is what our Bill sets out to achieve – new rights for young people to take up opportunities for education and training, and the support they need to take up these opportunities; alongside new responsibilities for all young people – and a new partnership between young people and parents, schools and colleges, local government and employers. ….
But it is important to make clear that this is not a Bill to force young people to stay on at school or college full-time. They will be able to participate in a wide range of different ways through:
* full-time education, for example, at school or college
* work-based learning, such as an apprenticeship
* or one day a week part-time education or training, if they are employed, self-employed or volunteering more than 20 hours a week.
But the Education and Skills Bill is a bill of responsibilities as well as a bill of rights.
Because if young people fail to take up these opportunities, there will be a system of enforcement – very much a last resort – but necessary to strike the right balance between new rights and new responsibilities.
Phew – not necessarily locked up in schools then, but on probation otherwise (as will of course any employers be – they’ll have to have enhanced CRB checks, of course). This is enlightening as to what Mr Brown means when he talks about a Bill of Rights and Duties, “building upon existing rights and freedoms but not diluting them – but also make more explicit the responsibilities that implicitly accompany rights…”. It confirms what many listeners will have guessed: you have the right and freedom to do exactly what the big G tells you to. This is the traditional line of Calvinism and Islam, is it not?
Don’t you love that “our young people”? Völkisch, nicht wahr?
Excerpt II:
The second building block [after mucking around with exams and the curriculum some more – GH] is advice and guidance – so that young people know and understand what is out there, and can be confident that they can make choices that will work for them.
First, this means local authorities taking clear responsibility for advice and guidance as part of the integrated support they offer to young people – making sure that youth services, Connexions and others who provide personal support to young people come together in a coherent way.
Second, clear new national standards for advice and guidance.
Last week my colleague Beverley Hughes set out clearly what we expect of local authorities as they take responsibility for the services provided by Connexions.
Third, a new local area prospectus available online, already available from this September in every area – setting out the full range of opportunities available, so that young people can see the choices available to them clearly in one place.
So not only will whether you do something state-approved be checked, but what you do will be subject to state advice and monitoring and made from a menu provided by the state. For the uninitiated Connexions is a formerly semi-independent, and notionally voluntary, database surveillance scheme for teenagers set up under the Learning and Skills Act 2000.
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We are also a varied group made up of social individualists, classical liberals, whigs, libertarians, extropians, futurists, ‘Porcupines’, Karl Popper fetishists, recovering neo-conservatives, crazed Ayn Rand worshipers, over-caffeinated Virginia Postrel devotees, witty Frédéric Bastiat wannabes, cypherpunks, minarchists, kritarchists and wild-eyed anarcho-capitalists from Britain, North America, Australia and Europe.
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