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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You know that this will result in less safety for the child, greater tyranny from ‘experts’ interfering in family life for any number of arbitrary reasons relating to targets ‘not met’ and could present the death-knell for home-schooling:
Changes being introduced since Victoria Climbie’s death from abuse include a £224 million database tracking all 12 million children in England and Wales from birth. The Government expects the programme to be operating within two years.
But critics say the electronic files will undermine family privacy and destroy the confidentiality of medical, social work and legal records.
Doctors, schools and the police will have to alert the database to a wide range of “concerns”. Two warning flags on a child’s record could start an investigation.
There will also be a system of targets and performance indicators for children’s development. Children’s services have been told to work together to make sure that targets are met.
This is the age of the database and the state loves them. Why does it love them? Because it reverses the roles of ruler and ruled in all matters. Dr. Eileen Munro of the London school of Economics begins to understand:
“They include consuming five portions of fruit and veg a day, which I am baffled how they will measure,” she said. “The country is moving from ‘parents are free to bring children up as they think best as long as they are not abusive or neglectful’ to a more coercive ‘parents must bring children up to conform to the state’s views of what is best’.”
How long before our children wear electronic tags for security and the monitoring of best practice, attendance at a state recognised school, and ironing out the anarchy that we used to call ‘play’?
The Libertarian Alliance is highlighting the disgraceful way Belgium has been trying to intimidate people who hold politically incorrect views. Put an article up that the powers-that-be do not like and they will order you to take it down or face prosecution. But then what can you expect from a country which simply bans established political parties they dislike?
Support the right to home school your children? Advocate the right to self-defence? Want to express your views about Islamic culture? Prepare to be criminalised by the Belgian state.
I had not heard about the Seattle Public Schools fiasco until I read about it on Natalie Solent’s blog. If, like me, you have not been keeping up with statist nonsense out of the Pacific North-West of the United States, the Seattle Public Schools administration defined cultural racism thusly:
Those aspects of society that overtly and covertly attribute value and normality to white people and Whiteness, and devalue, stereotype, and label people of color as “other”, different, less than, or render them invisible. Examples of these norms include defining white skin tones as nude or flesh colored, having a future time orientation, emphasizing individualism as opposed to a more collective ideology, defining one form of English as standard, and identifying only Whites as great writers or composers…
Following much-merited riducule from bloggers and exposure in the media, the Seattle Public Schools district has beat a hasty retreat. However, we know that they will be back, with a similar sort of attempt to smear their political opponents.
Natalie Solent made the point:
The policy decision that “emphasizing individualism as opposed to a more collective ideology” constituted racism came to my ear like a little echo of the draft European Constitution: an attempt to build in a left-wing position without going to the trouble of arguing for it. Under this definition pretty any student daring to defend Republican ideas could have been accused of racism. And that was the idea. It was all about power.
So anyone that subscribes to an individualist philosphy of any kind is clearly on notice; left-wing statists will continue to try to use intellectual gymnastics like this to try to silence Republicans, libertarians, Conservatives or anyone else opposed to their agenda. The racist smear is ideal for this.
Part of the point of Samizdata.net is to counteract nonsense like this. on the sidebar it says what we are about:
A blog for people with a critically rational individualist perspective. 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.
“developing the social individualist meta-context for the future” means, in part, creating an intellectual climate where nonsense like that peddled by the Seattle public schools board is treated with the laughable contempt that it deserves.
It is true that we have a long way to travel, but every day has its own task.
While reading about the Seattle Public Schools fiasco, I also spotted this op-ed by Andrew Coulson, who made a very good point about public education in general.
But this is still a free country. Thanks to our (ostensibly racist) regard for individual liberty, Seattle Public Schools board members and officials are free to adopt whatever definitions of racism they choose. It is inherently divisive, however, for an official government school system to promote one ideology over another.
Unfortunately, it is also unavoidable.
Whenever there is a single official school system for which everyone is compelled to pay, it results in endless battles over the content of that schooling. This pattern holds true across nations and across time. Think of our own recurrent battles over school prayer, the Pledge of Allegiance, the teaching of human origins, the selection and banning of textbooks and library books, dress codes, history standards, sex education, etc. Similar battles are fought over wearing Islamic headscarves in French public schools and over the National Curriculum in England.
There is an alternative: cultural détente through school choice.
Historically, societies have suffered far less conflict when families have been able to get the sort of education they deemed best for their own children without having to foist their preferences on their neighbors.
Some people fear that unfettered school choice would Balkanize our nation. Their concern is commendable but precisely backward. The chief source of education-related tensions is not diversity; it is compulsion. Why is there no cultural warfare over the diverse teachings of non-government schools? Because no one is forced to attend or pay for an independent school that violates their convictions.
Read the whole thing.
With a monopolistic provider, divided into a number of exam boards, and facing the requirement of meeting the targets set by the government, the A-level is no longer perceived as the de facto ‘gold standard’. Now that the anecdotal tales of remedial lessons in grammar for first year students, and bullet point answers, private schools are searching for alternatives:
One of the most damning criticisms is that pupils can gain top grades in the exams by providing only “bite-sized” paragraphs of information or bullet points.
A grade has risen to 22.8 per cent, up from 11.9 per cent in 1991.
Some questions even tell candidates what they should mention in their answer. For instance, an English literature A-level question from a 2003 paper, in which pupils are asked to comment on a passage in Othello, goes on to say “in the course of your answer, look closely at the language, tone and imagery of the dialogue and comment on what the passage suggests about attitudes to Othello.”
A group of private schools and Cambridge Universities International Examinations are constructing a new exam, the Pre-U, based upon stronger syllabi and ensuring academic rigour through the teaching of essay techniques. The centralised state sector is unable to innovate and set up a new examination system due to the demands of the government for greater control over the education system. They can prevent students stuck with state schooling from participating in dangerous ‘improvements’:
While the Pre-U will be available to state schools, they will effectively be barred from taking it up because it is unlikely to be included on the Government’s list of accredited qualifications.
Some state schools already complain bitterly that they cannot offer international GCSEs, which many believe are superior to normal GCSEs because they do not include coursework.
However, this new examination has stirred the civil servants to lift a pencil:
The criticism has led the Government to consider including tougher questions in A-level papers as part of its secondary education reforms, from 2008.
Would it not be a fitting amendment for the Tory party to champion the freedom to choose examinations, either at a parental or at school level? Perhaps, if the majority of parents vote for the ‘Pre-U’ or International GCSEs, the school should be forced to honour their wishes.
The frankly shocking discovery that this blog is being used as an educational aid for A-Level politics students is proof, if proof were ever needed, that state education is failing our children.
– Guido Fawkes yesterday (knowing that no-one will agree)
Tony Blair’s weak and rather feeble effort to give a tincture of independence to state schools – arguably none, in reality – was only pushed through in the House of Commons last night because of support from the Conservatives, as this BBC report and others have stated. Dozens of Labour MPs, outraged at the very idea of schools loosening any controls from the State, rebelled. The Labour Party, having kept its mouth tightly shut in some ways while Blair sought to pass himself off as a pale Tory, is getting increasingly stroppy. The Iraq war clearly has had something to do with it, but there seems to be a sort of natural life cycle with Prime Ministers. As the years go by, and enemies are made, MPs passed over for promotion, the groupings of malcontents increases. It seems rather odd that Blair should suffer such a blow from his backbenchers on what is in fact hardly a radical education bill.
The irony of course is that Blair continues to be fixated by the career and achievements of Margaret Thatcher, a true radical in some ways with some significant achievements to her credit. Blair talks a good game on radicalism, as they say in sport, but delivery is often way short. His achievement, if we can call it that, has been a sustained and deep assault on the network of checks and balances that constrain State power, in particular, his determined assault on the English Common Law.
My bet is that Gordon Brown will be Prime Minister in 12 months from now. Any takers?
We have had over thirty years of comprehensives and eight years of Blair’s “education, education, education”. The result? According to The Guardian:
New research funded by the Economic and Social Research Council (ESRC) and conducted by Michael Shayer, professor of applied psychology at King’s College, University of London, concludes that 11- and 12-year-old children in year 7 are “now on average between two and three years behind where they were 15 years ago”, in terms of cognitive and conceptual development.
“It’s a staggering result,” admits Shayer, whose findings will be published next year in the British Journal of Educational Psychology. “Before the project started, I rather expected to find that children had improved developmentally. This would have been in line with the Flynn effect on intelligence tests, which shows that children’s IQ levels improve at such a steady rate that the norm of 100 has to be recalibrated every 15 years or so. But the figures just don’t lie. We had a sample of over 10,000 children and the results have been checked, rechecked and peer reviewed.”
Astonishing. The opponents of choice and higher standards in schools definitely deserve a Saturday detention.
I have been trying to get myself all worked up about how the UK Education Minister, Ruth Kelly, approved the appointment of a convicted sex offender to a job in a state school. All very terrible, she is obviously an ass, blah-blah. But nearly every commentary on this shabby business seems to be missing a wider point. What on earth is a politician doing approving or blocking the appointment of a teacher in the first place? There are tens of thousands of teachers, supply teachers and assistants. How on earth is a politician, or even a reasonably competent personnel manager, expected to keep track of all these folk?
The centralisation of our state education system has brought this sort of problem to pass. We need to return to the point where individual schools hire and fire teachers, and where parents have the freedom to put their children into a school or pull them out if they are not satisfied. It is not exactly rocket science.
I am not a great fan of Max Hastings but he does have a rather good article in the Guardian that makes points which should be obvious to everyone except state apparatchiks. He decries educational utilitarianism and Labour’s lack of realism about the dominance of western culture and the relevance of British history in view of that undeniable dominance.
However I think he rather misses the point that this attitude has been a significant element for quite some time under governments of both parties. Perhaps what makes this government more alarming is their taste for depreciating any sense of cultural identity for English people and, most importantly, failing to provide any historical context for the modern world. To have a broad grasp of history is to have an understanding of the present and future possibilities and it would appear that is not seen as helpful for the broad masses of people who the state would rather see concentrate on mere technical skills.
I wonder if there are some in Whitehall who really do think that ideally as few British people as possible should know there was not always a socialist ‘National Health Service’? If people do not know of a past without something they are perhaps less likely to imagine a future without it either. Perhaps none would really see things in quite such totalitarian terms yet it is not hard to see the attraction of such a view if you do not want people even discussing things which might reduce your power and influence by questioning certain axioms.
It is often my experience that the very notion that most regulatory planning is a quite modern imposition strikes a lot of people as bizarre. They think that without politically driven planning, everything would be chaos, and that must always have been true, right? Yet before the Town and Country Planning Act 1947, which was the single most destructive abridgement of British liberty ever, people owned property with several rights that are unimaginable today. Civilization would not end if such conditions prevailed again tomorrow (far from it) yet the meta-contextual reality is that in 2005, most people quite literally cannot imagine a world without planning regulations and that makes it rather hard to have a discussion about the issue if you take a radical perspective (i.e. the mainstream perspective of about one hundred years ago).
Perhaps just as Orwell wrote about ‘newspeak’ and posited a totalitarian state which wanted to abridge the language to make even conceiving of dissent impossible, there may be some amongst the political class who like the idea of most people receiving nothing more than technical training as the less people know of radically different world views that are never the less relevant to western culture, the less likely they are to imagine society functioning just fine without a great many of the state institutions taken for granted today. What would happen if people start imagining a world which works just fine without much of the regulatory statism that the state wants you to accept as inevitable and natural?
Creating a non-statist meta-context in which such things can even be discussed is something I have often banged on about. By this I mean establishing frames of reference within which one develops and expresses opinions that are broader than those generally found in the mainstream media or academia today. This matters because the meta-context within which most discussions and analysis take place tends to define the basic range of views that are likely to emerge: for example, if the only method for effecting changes people can imagine involves force backed democratic political processes, their views will tend to develop with that underpinning assumption in mind.
I would be curious to know if people like education minister Charles Clarke really think about that sort of thing. I am quite willing to believe that rather than an sinister overarching world view designed to make us all technically trained drones monitored with panoptic surveillance and ubiquitous state enforced database monitoring, we are just seeing the results of dreary political hacks looking for ways to eliminate things they are too limited to see a use for themselves. Stupidity rather than malevolence is generally a more reliable explanation of wickedness than conspiracy theories… and yet when you take the broader view of this apparent dislike of non-technical education within the context of widespread abridgement of civil liberties by both main political parties, well, it makes you wonder.
I keep banging on about this subject since it is, in my eyes, a prime example of how the state is not pulling its share of the deal in coercing the citizenry to pay for schooling and for coercing children to spend the ages of 5 to 16 or more in school. Latest official data suggest that standards of literacy and numeracy among schoolchildren are not up to scratch.
Schools are not doing enough to improve the literacy and numeracy skills of those pupils who start their secondary education with low standards in English and mathematics,” a report from Ofsted said.
The findings were released on the same day the National Audit Office, the government’s spending watchdog, said more employers need to invest time and money in teaching staff basic skills such as maths and English.
Tony Blair is locked in conflict with his Labour backbench MPs over his education reforms. From a superficial reading, one would get the impression that Blair wanted to drastically open up the amount of choice available to parents as to where their offspring are educated. In practice, nothing so drastic seems to be on the cards and yet the slightest hint of increased choice seems to send socialists into a frenzy.
The other night, the Institute of Economic Affairs held an evening to honour the late, great Arthur Seldon, who among other reforms made the idea of school vouchers one of his pet issues. It is fair to say that we are as yet a million miles from achieving the kind of choice in education that Arthur wanted to bring about.
A few weeks ago I linked to a speech given by the head of a private schools organisation, in which said individual fretted about the decline in the teaching of certain subjects such as physics and foreign languages. Responses were interesting. One or two commenters thought the system is pretty good. (Yes, seriously). One fellow even claimed to be “genuinely bowled over” by how good it was. More common responses were on the lines that in a free market, if there is a shortage of folk with engineering or linguistic abilities, then sooner or later supply would come through, if not from the UK’s own workforce, then from overseas forms of supply. Up to a point I agree. As a free marketeer, it would be perverse for me to bleat about “shortages” or X and Y and then not realise that one person’s shortage is another person’s entrepreneurial opportunity.
The difficulty, of course, is that we don’t have a fully free market system of education in this country, but one in which the incentive impact of price signals and salary levels gets blunted by a predominantly state-run system, with its national programmes, bureaucracies and state-mandated certificates and qualifications. This means that if there is a shortage of say, physics teachers, it may take a while for the shortage to be made up. Learning physics to a high standard can take even the brightest students quite a while. And if the supply of teachers in certain fields drops off, it can take several years to make up the gap easily, though modern technology possibly can help disseminate information more effectively than the chalk-and-blackboard approach of the past.
If, on the other hand, the scarcity of physics teachers changes slowly, then a more market-driven schooling system can react to that more nimbly. People who work in industry but who may want a less stressful life might be interested in teaching science part-time, for example. Among the greying populations of the industrialised world, there might be a potentially big pool of people who might like to teach the young but on a part-time basis.
A story here points to continued worries about what is happening with science education in this country, especially in the field of physics. I am not of course saying that the existing system can be made better by tweaking a few courses here and there. A move towards a genuine market in education is what is required over the long term.
For those who think of schooling in a post-Prussian statist mindset, you can blow out some collectivist cobwebs here and also here
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Who Are We? The Samizdata people are a bunch of sinister and heavily armed globalist illuminati who seek to infect the entire world with the values of personal liberty and several property. Amongst our many crimes is a sense of humour and the intermittent use of British spelling.
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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