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Thought Shrapnel

A stream of things going in and out of the brain of Doug Belshaw

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    Friday fluctuations

    Have a quick skim through these links that I came across this week and found interesting:

    • Overrated: Ludwig Wittgenstein (Standpoint) — "Wittgenstein’s reputation for genius did not depend on incomprehensibility alone. He was also “tortured”, rude and unreliable. He had an intense gaze. He spent months in cold places like Norway to isolate himself. He temporarily quit philosophy, because he believed that he had solved all its problems in his 1922 Tractatus Logico-Philosophicus, and worked as a gardener. He gave away his family fortune. And, of course, he was Austrian, as so many of the best geniuses are."
    • EdTech Resistance (Ben Williamson) ⁠— "We should not and cannot ignore these tensions and challenges. They are early signals of resistance ahead for edtech which need to be engaged with before they turn to public outrage. By paying attention to and acting on edtech resistances it may be possible to create education systems, curricula and practices that are fair and trustworthy. It is important not to allow edtech resistance to metamorphose into resistance to education itself."
    • The Guardian view on machine learning: a computer cleverer than you? (The Guardian) — "The promise of AI is that it will imbue machines with the ability to spot patterns from data, and make decisions faster and better than humans do. What happens if they make worse decisions faster? Governments need to pause and take stock of the societal repercussions of allowing machines over a few decades to replicate human skills that have been evolving for millions of years."
    • A nerdocratic oath (Scott Aaronson) — "I will never allow anyone else to make me a cog. I will never do what is stupid or horrible because “that’s what the regulations say” or “that’s what my supervisor said,” and then sleep soundly at night. I’ll never do my part for a project unless I’m satisfied that the project’s broader goals are, at worst, morally neutral. There’s no one on earth who gets to say: “I just solve technical problems. Moral implications are outside my scope”."
    • Privacy is power (Aeon) — "The power that comes about as a result of knowing personal details about someone is a very particular kind of power. Like economic power and political power, privacy power is a distinct type of power, but it also allows those who hold it the possibility of transforming it into economic, political and other kinds of power. Power over others’ privacy is the quintessential kind of power in the digital age."
    • The Symmetry and Chaos of the World's Megacities (WIRED) — "Koopmans manages to create fresh-looking images by finding unique vantage points, often by scouting his locations on Google Earth. As a rule, he tries to get as high as he can—one of his favorite tricks is talking local work crews into letting him shoot from the cockpit of a construction crane."
    • Green cities of the future - what we can expect in 2050 (RNZ) — "In their lush vision of the future, a hyperloop monorail races past in the foreground and greenery drapes the sides of skyscrapers that house communal gardens and vertical farms."
    • Wittgenstein Teaches Elementary School (Existential Comics) ⁠— "And I'll have you all know, there is no crying in predicate logic."
    • Ask Yourself These 5 Questions to Inspire a More Meaningful Career Move (Inc.) — "Introspection on the right things can lead to the life you want."

    Image from Do It Yurtself

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    Man must choose whether to be rich in things or in the freedom to use them

    So said Ivan Illich. Another person I can imagine saying that is Diogenes the Cynic, perhaps my favourite philosopher of all time. He famously lived in a large barrel, sometimes pretended he was a dog, and allegedly told Alexander the Great to stand out of his sunlight.

    What a guy. The thing that Diogenes understood is that freedom is much more important than power. That's the subject of a New York Times Op-Ed by essayist and cartoonist Tim Kreiger, who explains:

    I would define power as the ability to make other people do what you want; freedom is the ability to do what you want. Like gravity and acceleration, these are two forces that appear to be different but are in fact one. Freedom is the defensive, or pre-emptive, form of power: the power that’s necessary to resist all the power the world attempts to exert over us from day one. So immense and pervasive is this force that it takes a considerable counterforce just to restore and maintain mere autonomy. Who was ultimately more powerful: the conqueror Alexander, who ruled the known world, or the philosopher Diogenes, whom Alexander could neither offer nor threaten with anything? (Alexander reportedly said that if he weren’t Alexander, he would want to be Diogenes. Diogenes said that if he weren’t Diogenes, he’d want to be Diogenes too.)

    Tim Kreider

    Of course, Tim is a privileged white dude, just like me. His opinion piece does, however, give us an interesting way into the cultural phenomenon of young white men opting out of regular employment.

    As Andrew Fiouzi writes for Mel Magazine, the gap between what you're told (and what you see your older relatives achieving) and what you're offered can sometimes be stark. Michael Madowitz, an economist at the Center for American Progress, is cited by Fiouzi in the article.

    While there’s a lot of speculation as to why this is the case, Madowitz says it has little to do with the common narrative that millennial men are too busy playing video games. Instead, he argues that millennials... who entered the labor market at a time when it was less likely than ever to adequately reward them for their work — “I couldn’t get any interviews and I tried doing some freelance stuff, but I could barely find anything, so I took an unpaid internship at a design agency,” says [one example] — were simply less likely to feel the upside of working.

    Andrew Fiouzi

    By default in our western culture, no matter how much a man earns, if he's in a hetrosexual relationship, then it's the woman who becomes the care-giver after they have children. I think that's changing a bit, and men are more likely to at least share the responsibilities.

    So in the end, it may be the very inflexibility of an economy built on traditional gender roles that ultimately brings down the male-dominated labor apparatus, one stay-at-home dad at a time.

    ANDREW FIOUZI

    Part of the problem, I think, is the constant advice to 'follow your heart' and find work that's 'your passion'. While I think you absolutely should be guided by your values, how that plays out depends a lot on context.

    Pavithra Mohan takes this up in an article for Fast Company. She writes:

    Sometimes, compensation or job function may be more important to you than meaning, while at other times location and flexibility may take precedence. 

    [...]

    Something that can get lost in the conversation around meaningful work is that even pursuing it takes privilege.

    [...]

    Making an impact can also mean very different things to different people. If you feel fulfilled by your family or social life, for example, being connected to your work may not—and need not—be of utmost importance. You might find more meaning in volunteer work or believe you can make more of an impact by practicing effective altruism and putting the money you earn towards charitable causes. 

    Pavithra Mohan

    I've certainly been thinking about that this Bank Holiday weekend. What gets squeezed out in your personal life, when you're busy trying to find the perfect 'work' life? Or, to return to a question that Jocelyn K. Glei asks, who are you without the doing?

    Also check out:

    • Is pleasure all that is good about experience? (Journal of Philosophical Studies) — "In this article I present the claim that hedonism is not the most plausible experientialist account of wellbeing. The value of experience should not be understood as being limited to pleasure, and as such, the most plausible experientialist account of wellbeing is pluralistic, not hedonistic."
    • Strong Opinions Loosely Held Might be the Worst Idea in Tech (The Glowforge Blog) — "What really happens? The loudest, most bombastic engineer states their case with certainty, and that shuts down discussion. Other people either assume the loudmouth knows best, or don’t want to stick out their neck and risk criticism and shame. This is especially true if the loudmouth is senior, or there is any other power differential."
    • Why Play a Music CD? ‘No Ads, No Privacy Terrors, No Algorithms’ (The New York Times) — "What formerly hyped, supposedly essential technology has since been exposed for gross privacy violations, or for how easily it has become a tool for predatory disinformation?"
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    Educational institutions are at a crossroads of relevance

    One of the things that attracted me to the world of Open Badges and digital credentialing back in 2011 was the question of relevance. As a Philosophy graduate, I'm absolutely down with the idea of a broad, balanced education, and learning as a means of human flourishing.

    However, in a world where we measure schools, colleges, and universities through an economic lens, it's inevitable that learners do so too. As I've said in presentations and to clients many times, I want my children to choose to go to university because it's the right choice for them, not because they have to.

    In an article in Forbes, Brandon Busteed notes that we're on the verge of a huge change in Higher Education:

    This shift will go down as the biggest disruption in higher education whereby colleges and universities will be disintermediated by employers and job seekers going direct. Higher education won’t be eliminated from the model; degrees and other credentials will remain valuable and desired, but for a growing number of young people they’ll be part of getting a job as opposed to college as its own discrete experience. This is already happening in the case of working adults and employers that offer college education as a benefit. But it will soon be true among traditional age students. Based on a Kaplan University Partners-QuestResearch study I led and which was released today, I predict as many as one-third of all traditional students in the next decade will "Go Pro Early" in work directly out of high school with the chance to earn a college degree as part of the package.

    This is true to some degree in the UK as well, through Higher Apprenticeships. University study becomes a part-time deal with the 'job' paying for fees. It's easy to see how this could quickly become a two-tier system for rich and poor.

    A "job-first, college included model" could well become one of the biggest drivers of both increasing college completion rates in the U.S. and reducing the cost of college. In the examples of employers offering college degrees as benefits, a portion of the college expense will shift to the employer, who sees it as a valuable talent development and retention strategy with measurable return on investment benefits. This is further enhanced through bulk-rate tuition discounts offered by the higher educational institutions partnering with these employers. Students would still be eligible for federal financial aid, and they’d be making an income while going to college. To one degree or another, this model has the potential to make college more affordable for more people, while lowering or eliminating student loan debt and increasing college enrollments. It would certainly help bridge the career readiness gap that many of today’s college graduates encounter.

    The 'career readiness' that Busteed discusses here is an interesting concept, and one that I think has been invented by employers who don't want to foot the bill for training. Certainly, my parents' generation weren't supposed to be immediately ready for employment straight after their education — and, of course, they weren't saddled with student debt, either.

    Related, in my mind, is the way that we treat young people as data to be entered on a spreadsheet. This is managerialism at its worst. Back when I was a teacher and a form tutor, I remember how sorry I felt for the young people in my charge, who were effectively moved around a machine for 'processing' them.

    Now, in an article for The Guardian, Jeremy Hannay tells it like it is for those who don't have an insight into the Kafkaesque world of schools:

    Let me clear up this edu-mess for you. It’s not Sats. It’s not workload. The elephant in the room is high-stakes accountability. And I’m calling bullshit. Our education system actively promotes holding schools, leaders and teachers at gunpoint for a very narrow set of test outcomes. This has long been proven to be one of the worst ways to bring about sustainable change. It is time to change this educational paradigm before we have no one left in the classroom except the children.

    Just like our dog-eat-dog society in the UK could be much more collaborative, so our education system badly needs remodelling. We've deprofessionalised teaching, and introduced a managerial culture. Things could be different, as they are elsewhere in the world.

    In such systems – and they do exist in some countries, such as Finland and Canada, and even in some brave schools in this country – development isn’t centred on inspection, but rather professional collaboration. These schools don’t perform regular observations and monitoring, or fire out over-prescriptive performance policies. Instead, they discuss and design pedagogy, engage in action research, and regularly perform activities such as learning and lesson study. Everyone understands that growing great educators involves moments of brilliance and moments of mayhem.

    That's the key: "moments of brilliance and moments of mayhem". Ironically, bureaucratic, hierarchical systems cannot cope with amazing teachers, because they're to some extent unpredictable. You can't put them in a box (on a spreadsheet).

    Actually, perhaps it's not the hierarchy per se, but the power dynamics, as Richard D. Bartlett points out in this post.

    Yes, when a hierarchical shape is applied to a human group, it tends to encourage coercive power dynamics. Usually the people at the top are given more importance than the rest. But the problem is the power, not the shape. 

    What we're doing is retro-fitting the worst forms of corporate power dynamics onto education and expecting everything to be fine. Newsflash: learning is different to work, and always will be.

    Interestingly, Bartlett defines three different forms of power dynamics, which I think is enlightening:

    Follett coined the terms “power-over” and “power-with” in 1924. Starhawk adds a third category “power-from-within”. These labels provide three useful lenses for analysing the power dynamics of an organisation. With apologies to the original authors, here’s my definitions:

    • power-from-within or empowerment — the creative force you feel when you’re making art, or speaking up for something you believe in
    • power-with or social power — influence, status, rank, or reputation that determines how much you are listened to in a group
    • power-over or coercion — power used by one person to control another

    The problem with educational institutions, I feel, is that we've largely done away with empowerment and social power, and put all of our eggs in the basket of coercion.

    Also check out:

    • Working collaboratively and learning cooperatively (Harold Jarche) — "Two types of behaviours are necessary in the network era workplace — collaboration and cooperation. Cooperation is not the same as collaboration, though they are complementary."
    • Learning Alignment Model (Tom Barrett) - "It is not a step by step process to design learning, but more of a high-level thinking model to engage with that uncovers some interesting potential tensions in our classroom work."
    • A Definition of Academic Innovation (Inside Higher Ed) - "What if academic innovation was built upon the research and theory of our field, incorporating social constructivist, constructionist and activity theory?"
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    Foucault understood the power of ambiguity

    To have a settled position on anything is anachronistic. There has to be an element of ambiguity in your work and thinking, otherwise you’re dealing in what Richard Rorty called ‘dead metaphors’.

    Foucault understood this by never espousing a theory of power:

    Herein lies the richness and the challenge of Foucault’s work. His is a philosophical approach to power characterised by innovative, painstaking, sometimes frustrating, and often dazzling attempts to politicise power itself. Rather than using philosophy to freeze power into a timeless essence, and then to use that essence to comprehend so much of power’s manifestations in the world, Foucault sought to unburden philosophy of its icy gaze of capturing essences. He wanted to free philosophy to track the movements of power, the heat and the fury of it working to define the order of things.
    By not spending time defending your own position, you have time to recognise and critique what you see you be wrong and insidious in the world:
    Foucault’s skeptical supposition thus allowed him to conduct careful enquiries into the actual functions of power. What these studies reveal is that power, which easily frightens us, turns out to be all the more cunning because its basic forms of operation can change in response to our ongoing efforts to free ourselves from its grip.
    I'm reading China Miéville's October: The Story of the Russian Revolution at the moment. It's making me re-realise that power is never given, it's always taken.

    Source: Aeon

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    Potentially huge wind farm proposed in the North Sea

    Dogger Bank, which thousands of years ago as Doggerland would have been visible from the North East of England where I live, is the proposed site for a huge new wind farm complex with a central island power hub.

    To accommodate all the equipment, the island would take up around 5-6 sq km, about a fifth the size of Hayling Island in the English Channel.

    While the actual engineering challenge of building the island seems enormous, Van der Hage is not daunted. “Is it difficult? In the Netherlands, when we see a piece of water we want to build islands or land. We’ve been doing that for centuries. That is not the biggest challenge,” he said.

    The short YouTube video is pretty cool.

    Source: The Guardian