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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On the face of it, this is a story about school truancy, and I have labelled it as “education”, because it is indeed in that general vicinity. But I think this is really a story about law. Can it truly be right to send a mother to prison for failing to make her child go to school?
A mother who became the first parent in Britain to be jailed for letting her children play truant was yesterday sent to prison again for the same offence after her youngest daughter repeatedly skipped school.
Patricia Amos, from Banbury, Oxfordshire, was sentenced by Bicester magistrates to 28 days’ imprisonment after failing to ensure her 14-year-old daughter, Jacqueline, attended lessons regularly. She had denied the charge, saying she had made “every effort” to get her daughter to go to school.
Amos was jailed for 60 days in May 2002 because Jacqueline and her older sister, Emma, persistently played truant from Banbury school. She was released on appeal after 28 days and vowed to make her daughters attend lessons, but after initial improvement – including a school prize for Emma – Jacqueline’s attendance slipped again to 61% last autumn.
One thing I do know, which is that now that the definition of child abuse has thus been widened to include achieving a school attendance rate of only 61% for your child, it will inevitably be widened still further, to include such things as smoking in the vicinity of your children, allowing them to eat sweeties and sticky buns, and no doubt in the decades to come, failing to teach them a foreign language or to give them a solid grounding in how to play computer games.
I agree that it lots of cases, forcing a particular child of a particular parent to attend a particular school rather than roam these particular streets and get into that particular sort of bad company may be a good thing, in this particular case. But the law itself is weakend when it is used to enforce something so controversially virtuous as this. Should everything that our rulers think desirable become compulsory? And everything considered improper and uncouth by our rulers illegal?
There is also the beginnings here of the creepy principle that you are legally responsible for the wrongdoings of another. Surely one of the basic ideas involved in the rule of law is that the individual who commits the crime is the one who should be punished for it, not someone else who might perhaps have influenced the criminal. Holding families legally responsible for individual behaviour sounds very collectivist to me.
File under wedge, thin end of.
And watch out, home educators.
A relentless and seemingly unstoppable trend in education in Britain is something which I call, at my Education Blog, sovietisation. This means: desperate quota fulfilment frenzies, and, increasingly, statistical measures of educational success which bear no relation to reality. In a word: cheating. Officially encouraged. With the politicians themselves implicated heavily, because they no more want to face the truth about how well they are really doing than anyone else does.
My latest sovietisation posting contained a big slice from this Telegraph article by Frank Furedi about cheating at university, and David Gillies added this comment by way of confirmation of this disturbing trend. The only thing I have cut from his comment was the brief apology at the end of it for going on at such length, which I have assured him was quite unnecessary.
This corresponds exactly to my experiences in academia. As a doctoral student, I would augment my meagre income by acting as a ‘demonstrator’ (i.e. teaching assistant). I would help guide students in the lab courses through the trickier points of the thing they were studying and give them hints when they got stuck. I also had the responsibility of marking the reports they subsequently prepared.
At the end of one term, I was given the task of marking the results of a fairly major project that one class had undertaken. After about ten of them I noticed an ominous trend. Phrases and in some cases entire paragraphs were copied verbatim between reports. As I proceeded, I started to notice that there were several different, sometimes overlapping variants of the report. I began to be able to discern a sort of taxonomic structure – in the end I was almost able to ascribe a sort of evolutionary tree to the plagiarised reports, rather like philologists do with missing or partial texts of ancient manuscripts.
By now both worried and annoyed, I wrote a detailed memorandum, with copious examples of the suspect work, heavily footnoted and with an explanation of my hypothetical taxonomy (I seem to recall it took me about three days to write). I went to the lecturer who was running the course and said, “we have a serious problem.” He looked at my memo and promptly got the Head of Department involved. The Head sent my report over to Admin, along with some thoughts of his own and the lecturer. And then – nothing. The degree of plagiarism varied from student to student. The most egregious example was one in which, as far as I could tell, two students had run off two copies of the same report with simply their names substituted. For these I recommended expulsion. For the remainder, I recommended sanctions ranging from failing that module of the course to failing the course entirely. Most severe sanction actually imposed: loss of marks for that module and a written warning put on file. Most escaped scot-free.
I was sickened. Just a few years earlier, as part of our induction to studying Physics at Imperial College, we were given an afternoon’s worth of lectures on integrity, ethics and the scientific method. We were told in no uncertain terms that not only would cheating get us kicked out, it would end our scientific careers. And yet, in the mid ’90’s, students at a University in the north of England could plagiarise with near impunity.
The reason? Money. Every lost student was a lost grant. So shackled is the University system to the filthy teat of Government (especially post the hare-brained notion that more than a small fraction of a nation’s youth is capable of conducting study at degree level) that chasing grants is the primary, secondary and tertiary priority of universities. Teaching and research quality is important only inasmuch as it can be used to garner a tick in the right box in the latest assessment exercise. Only a complete divorce of higher education from government can halt and reverse this trend.
UPDATE: See also this confessional memoir by Natalie Solent.
I’ve just done a rather long posting on my Education Blog about a teacher called Francis Gilbert, who has written a book highly critical of government education policies. Put it this way, I classified the post under one of my most frequently used headings: “Sovietisation.” The guts of Sovietisation is when the measuring system imposed from the centre completely overwhelms the activity it is supposedly measuring. In the old USSR, people spent all their time fulfilling quotas, by hook or by crook, as opposed to doing useful work. Now, more and more teachers are pushing, and faking, children through exams. And as also happened in the old USSR, everyone knows that this is happening, but nobody except a few very unusual dissidents can afford to go out on a limb and admit it.
While I was linking to articles by and about Gilbert, and to his recent book, Kit Taylor was simultaneously emailing me, twice, about a radio performance that Gilbert did today.
Email one:
Teacher Francis Gilbert was on Radio2’s Drive Time programme this evening (wednesday 10th March), promoting his book “I’m a Teacher Get Me Out of Here!”
Though he described himself as being of the left and wanting equality, he delivered a tirade against a crushing bureaucracy he likened to something out of 1984, and said that he was disillusioned by “what the left had done.” Notably, as questioned why schools weren’t free to devise their own curriculums, something utterly uncontroversial as far as I’m concerned but seemingly unthinkable in today’s political climate.
Host Johnnie Walker even chipped in agreeably, pontificating that anything the government tried to run it messed up!
All this on primetime national radio. Cause for optimism?
And then, just as I was going to press (having included email one at the last minute), in comes email two:
Actually, now I think on Francis Gilbert something even more interesting in the interview.
It was along the lines of –
“I can go to the corner shop, and I can buy a good quality jam or a cheaper one. I have that option. But if I want my daughter [aged three] to learn french or classics, the choices aren’t available.”
If advanced by the Tories, I’d be unsurprised if such a notion were attacked as Thatcherite extremism. What’s interesting is that Gilbert’s comments were not apparently derived from ideological dogma, but the product of a “man in the street” intuitively questioning why a system that was working well in one aspect of his life wasn’t being applied in another that wasn’t.
As I think I may already have been quoted here as saying, we do have one rather big advantage over our opponents, which is that reality is on our side.
This sounds promising:
The Tories’ flagship education policy to give parents more freedom to choose their children’s schools is to be dramatically expanded, the party has announced.
The “pupils passport” will be rolled out across England and Wales rather than just inner city areas as originally planned.
And so on. Basically it is education vouchers, but not called that.
There is even a good soundbite on offer:
“Under the Conservatives you’ll be able to go to the right school even if your family lives in the wrong street.”
Nice one. I was going to put this posting on my Education Blog, for obvious reasons. But thinking about it, I think the real significance of this announcement may be more what it says about the general attitude of the Conservatives.
Much as I dislike Tories because of the way they talk, dress, are, etc., this sounds very promising. Their problem for the last decade or so has been that they have simply stood up in the House of Commons and read out all the complaints everyone has had about what the government has done, is doing, or is about to do, regardless of whether the criticisms add up to a coherent alternative attitude to government. This tax increase is bad, but so is that spending cut. This attack on freedom is bad, yet this other attack on freedom is insufficiently ferocious. And their handling of the Iraq war has been a mess, I think. We aren’t sure about the war as a whole, but this … (fill in the detail of the week that they happen to be moaning about) … is terrible.
But this education announcement actually suggests a bunch of people who think that they might one day be the government. Three of four more announcements of this substantial sort, and the public might start to think of the Conservatives with a modicum of respect.
This is not what everyone would ideally like for education. That would be for everyone’s child to become a genius, with no effort, as a result of an infinitely powerful and infinitely nice Prime Minister with an infinitely nice smile waving an infinitely magic wand over each child’s head, causing all children everywhere to get ahead of all the other children everywhere else. But people are starting to get that a wish list is not necessarily a workable policy.
The Conservatives are never going to be liked. But people are starting to despise this government, for announcing rather too many wish lists – each one headed “dramatic new policy”, “radical shake-up”, etc. So even if people still quite like Tony Blair, they are starting to lose respect for him. If they ever start respecting the Conservatives more, then that will be a new phase of British politics, and a potentially Conservative phase.
The way to tell what is really happening by reading newspapers – which is not always very easy, is it? – is to look for what both sides in arguments agree about. And in Africa the reports which I read from time to time all seem to agree that educational standards are falling. The only argument is about whose fault that is.
Take this report, which I found on a google hit list from typing in, as is my occasional wont, “education”:
Principals in secondary schools in Ebonyi State have been identified as responsible for the falling standard of education in Post-Primary schools as they contribute significantly to examination malpractices in the state.
This was the view of members of State House of Assembly who spoke when the planning committee on the forthcoming Ebonyi State educational summit paid advocacy visit to the House in Abakaliki on Monday.
The House members frowned at the prevailing situation where many principals allegedly collect money from students and aid them during NECO and WASC examinations and even negotiate deals between the students and examination supervisors.
Sounds like Nigerian business as usual is proceeding as usual. I do not know anyone with direct experience of Nigeria who does not regard the place as the world capital of anarcho-capitalism, in a bad way. In London – which is now, like the Internet itself, infested with dishonest Nigerians – our default attitude is: crooks the lot of them, until an individual can prove himself an exception to the rule. Anyone not totally prejudiced against Nigerians, from the trust point of view, is totally ignorant.
At first the link to this report didn’t work, and my immediate inclination was to blame a Nigerian somewhere for taking a bribe instead of doing his job, but that may have been somewhat unfair. (And when I checked the link again before posting this, it was back to not working again. Bloody Nigerians!)
Not that those “House members” who “frowned” at all this are going to do anything about it. They are just higher up in the bribery chain.
My solution: make Nigeria anarcho-capitalist in a good way. Stop trying to have a government that does anything, because whatever government there is will be totally corrupt. Make the system that everything is for sale and everything negotiable official, including law and order. Then the place might work semi-reasonably.
But then again it still might not.
The Office of Fair Trading (the name being a splendid example of British irony in action) has ordered 60 private schools in the UK to hand over documents for an inquiry into alleged fee-fixing in violation of the 1998 Competition Act.
The OFT’s move provoked protests from the Independent Schools Council, which said it had “serious concerns about the protracted nature of this investigation and the effect it may have on schools”.
However, the ISC appeared to acknowledge that some schools may have fallen foul of a change in the law, but blamed the Government for failing to keep them informed.
Yet again we see that the scope and burden of state regulation is such that it is almost impossible for businesses to avoid breaking some laws unless they employ a ruinously huge staff of lawyers and ‘compliance officers’. Of course the very notion that the state, which imposes vast distorting pressures throughout the economy, can be an arbiter of ‘Fair Trading’ is almost beyond parody. As the Angry Economist said the other day:
Now, I would be the last person to claim that markets always produce good results. Some problems are hard for markets to solve simply because they are hard problems. Pointing to a problem which is hard for markets to solve doesn’t automatically mean that solution-by-government will be better. It may turn out to be that government interference will produce a better result (pareto optimal) than peaceful cooperation. I allow that as a possibility at the same time that I doubt it will ever happen, once all costs are accounted for.
The trouble is, as economies are complex networked systems, that it is not always obvious how this law over here buggers up that market over there. The distortions are often not a single causal step away and thus might as well be completely unrelated unless you are willing to take the time to really look at why things happen the way they do… and in most political systems, it is usually easier to just pass another law.
Yesterday I finally got around to renting the DVD of the documentary (“D – O – C – U – M – E – N – T” um er “A – R – Y”) movie Spellbound, which is about a bunch of American kids selected for their variety of ethnic backgound – as well as unity of linguistic (“L – I – N – G” er “U – I – S – TIC”) foreground or course – who took part in the 1999 National Spelling Bee Championships in Washington DC. Until now I had not really appreciated what an important piece of Americana the institution of the Spelling Bee is. (And by the way, what does the “Bee” bit mean? Is that bee as in the insect, and if so, how did that come about?)
The spelling of English is notoriously perverse and difficult. Spelling Bees turn what might have been a horrible barrier to becoming an American into a patriotically shared ordeal, and this movie shows this process still to be in rude health. Spelling Bees for other languages would not make nearly so much sense, because other languages are so much easier to spell. Spanish spelling, for instance, is a doddle (doddle? – could you give me the language of origin please? – language unknown) compared to English spelling.
My favourite bit of Spellbound was watching an Indian-American boy who had sailed through hundreds of other words being struck dumb by “Darjeeling” (“DAR” – “D – A – R” pause, etc.). You could really see the American Dream and the American Melting Pot working at full power, melting the various ethnically diverse peoples who still now flood into America into Americans, in the heat of competition, gripped by a shared desire to Get Educated and to Get Ahead, and join in being Americans by competing with other Americans for the Good Life and the Glory of winning the National Spelling Bee Championship. Since competition is such a huge part of American culture, the psychological art of handling it is also central to being a successful American, and you could see them all learning about that also. (“Our daughter was a winner just by getting this far”, etc.)
The key quote probably came from the mother of the Indian-American girl who actually won it, in the form of the claim that she now felt that she “belonged”. Quite so. Americans, bound together by their shared struggle to spell the American language. Bound by spelling, that being the point of this movie’s title.
I know, I know, champion spellers are only a geeky freaky minority. But think how much trouble such intellectuals can make when they have some ethnic differences and resentments to work with. Getting the clever ones stirred really thoroughly into the Melting Pot counts for a lot more than their mere numbers would suggest. → Continue reading: Spelling Bees and Melting Pots
You can tell that maths teaching in Britain is in a mess. How do we know? This report in the Guardian:
The report calls on the government to set up a “maths tsar” to help revamp the structure and content of the maths curriculum and also to advise ministers.
As we have said here before, when they appoint a “tsar”, it means that they have a problem, but no idea how to solve it.
Our only problem is how we are supposed to spell the damn word.
Stop all the clocks. Cut off the telephone. Prevent the dog from barking with a juicy bone. For the UK’s University lecturers are going on strike. On Wednesday. Put it in your diary. It’s a catastrophe.
If anybody notices, of course.
“We’ve got the support of the students,” said one earnest lecturer, on the radio this morning. From what I remember of my own ear-ringed, combat-trousered, drunken oblivion, in academia, I used to just love lecturers going on strike. It was simply great for extending hangover recovery times. And with Wednesday being a traditional sports day, within British Universities, the lecturers, I presume, will only be sacrificing about three hours pay, from their 10am coffee break, which starts the morning, to the 1pm finish time, which ends their arduous half-working day.
So brave of them. Don’t ya think? → Continue reading: Bringing down the ivory tower
This is quite a little story, and with my libertarian stirrer hat on I say that the more it gets around the better, because the more it will draw attention to the existence of the libertarian journal Liberty, and of the libertarian movement generally. And when a little story gets written about in the New York Times, I guess that makes it not such a little story:
ALPINE, Tex., Feb. 16 — The first indication that Dr. Larry J. Sechrest’s neighbors and students had read his article titled “A Strange Little Town in Texas” was when he began receiving death threats and obscene phone calls and his house was vandalized.
The article by Dr. Sechrest, an economics professor at Sul Ross State University, was published in the January issue of Liberty, a small libertarian magazine with a circulation of about 10,000 and only two local subscribers, one of whom is Dr. Sechrest. But it was weeks before people heard about it in remote Alpine, which is three hours from the closest Barnes & Noble, in Midland, Tex.
The article lauded the beauty of West Texas, the pleasant climate, the friendliness and tolerance of the locals. But Dr. Sechrest, who has a Ph.D. in business administration from the University of Texas, also contended that “the students at Sul Ross, and more generally, the long-term residents of the entire area, are appallingly ignorant, irrational, anti-intellectual, and, well, … just plain stupid.”
Well, death threats and obscene phone calls does sound pretty plain stupid to me, so although Sechrest may regret his candour, he has nothing to apologise for.
Sadly, Liberty seems to be one of those paper publications which is reluctant to give all its writings away on the Internet until several years have passed (which you can understand), so the actual article by Larry Secrest that caused all the fuss is not linkable to. But in addition addition to the NYT piece linked to above, there’s also this from the Desert-Mountain Times:
Sechrest said he regretted publishing parts of the article that have caused such a strong reaction in the community.
“I thought there were two libertarians in the community,” he said. “If that’s true, I thought, ‘Who will ever see it’ – it never crossed my mind it would cause such an uproar. If I knew the reaction it would cause, would I have done it? Of course not.”
Ah, but the libertarian movement is bigger and more pervasive than you think!
The New York Times piece ends on a positive note:
Last week Dr. Sechrest said he had begun to receive more positive e-mail and phone calls. He noted in particular an e-mail message from a former student.
“As I read your article I found myself laughing out loud and saying things like ‘amen’ and ‘true,’ ” the former student wrote. “At the same time I felt somewhat guilty because it really did offend people I really care about. There’s no denying these are legitimate concerns. The lack of interest in anything beyond Brewster County lines also baffled me.”
The student added, “It is my sincere hope that all involved can extract what is true and good from your article, and get over the rest.”
The message was signed, “A former clod.”
Maybe getting a not unsympathetic write-up in the New York Times will stir Alpine into being less cloddish, and Sul Ross State University into improving its standards. It certainly sounds as if that could be the longer term outcome. Maybe Sechrest has done the whole area a favour, in other words. If he has, it would not be the first time in human history that criticism was met first with anger, but then with a resolve by the people criticised to do better in the future.
There was a nice little post yesterday at Daryl Cobranchi’s homeschooling blog:
A teacher’s union official has said that g-school teachers are incompetent. I’m sure she didn’t mean to but it is the only logical conclusion.
1. Teachers are underpaid (according to the union official)
2. “If you don’t pay competitive salaries, we’re never going to get competent teachers.”
Therefore, the current teachers must be incompetent. Q.E.D.
Cruel, but correct.
Almost everywhere I turn I hear bad news and horror stories about youth and education. Based on that I was quite surprised by this paragraph in a DOD press release:
These reference group scores are called norms. The current ASVAB norms were developed in 1980, and no longer accurately reflect the aptitude of today’s youth. Over the past 20 years, aptitude levels in the United States have increased. Scores on educational achievement tests such as the National Assessment of Educational Progress (NAEP) are up; high school and college attendance rates have increased; youth demographics have shifted; and the country has experienced an explosion in technology development and application. Consequently, the 1980 norms are no longer representative of American youth.
It must be the computer games.
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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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