As someone who is apparently in a microgeneration between Generation X and Millennials, I feel constantly the tension between the “old ways” of doing things and the “throwing things against the wall to see what sticks” approach.
This article frames the issue nicely: everyone has something to teach, no matter whether you’re the person with lots of experience to share, or the person with the new approach.
Gaining experience takes time, effort, and often comes at the price of making painful mistakes. You don’t want to let those lessons go. You want them to mean something, to help you from making the same painful mistakes again. To help others from making the same mistakes you made. So it will always be the case that those with the most experience – and the good, smart, accurate wisdom that comes from it – will be the least willing to adapt their views as the world evolves.
Neither should be the case, because every generation cycles through the same process. Today’s older generation once understood the world better than their parents, who scoffed at them. Today’s younger generation will one day be stuck in the antiquated norms of their past, and their kids will scoff at them. I can imagine my son in 80 years screaming, “Get off my metaverse lawn!”
One takeaway from this is that no age has a monopoly on insight, and different levels of experience offer different kinds of lessons. Vishal Khandelwal recently wrote that old guys don’t understand tech, but young guys don’t understand risk. Another way to put it is: everyone has something to teach.
Earlier in my career, when I worked for Jisc, I was based at Northumbria University in Newcastle. It’s just been announced that 770 students there have been infected with COVID-19.
As Lorna Finlayson, a philosophy lecturer at the University of Essex, points out, the desire to get students on campus for face-to-face teaching is driven by economics. Universities are businesses, and some of them are likely to fail this academic year.
[A]fter years of pushing to expand online learning and “lecture capture” on the basis that it is what students want, university managers have decided that what students really want now, during a global pandemic, is face-to-face contact. This sudden-onset fetish reached its most perverse extreme in the case of Boston University, which, realising that many teaching rooms lack good ventilation or even windows, decided to order “giant air circulators”, only to discover that the air circulators were very noisy. Apparently unable to source enough “mufflers” for the air circulators, the university ordered Bluetooth headsets to enable students and teachers to communicate over the roar of machinery.
All of which raises the question: why? The determination to bring students back to campus at any cost doesn’t stem from a dewy-eyed appreciation of in-person pedagogy, nor from concerns about the impact of isolation on students’ mental health. If university managers had any interest in such things, they would not have spent years cutting back on study skills support and counselling services.
I know people who work in universities in various positions. What they tell me astounds me; a callous disregard for human life in the pursuit of either economic survival, or profit.
This is, as usual, all about the money. With student fees and rents now their main source of revenue, universities will do anything to recruit and retain. When the pandemic hit, university managers warned of a potentially catastrophic loss of income from international student fees in particular. Many used this as an excuse to cut jobs and freeze pay, even as vice-chancellors and senior management continued to rake in huge salaries. As it turned out, international student admissions reached a record high this year, with domestic undergraduate numbers also up – perhaps less due to the irresistibility of universities’ “offer” than to the lack of other options (needless to say, staff jobs and pay have yet to be reinstated).
But students are more than just fee-payers. They are rent-payers too. Rightly or wrongly, most of those in charge of universities have assumed that only the promise of face-to-face classes would tempt students back to their accommodation. That promise can be safely broken only once rental contracts are signed and income streams flowing.
This popped up in my Twitter feed this week and brought joy to my life. So simple but so effective: either randomly go to, or browse radio stations around the world. The one featured in the screenshot above is one close to me I forgot existed!
Every time we get a new kind of tool, we start by making the new thing fit the existing ways that we work, but then, over time, we change the work to fit the new tool. You’re used to making your metrics dashboard in PowerPoint, and then the cloud comes along and you can make it in Google Docs and everyone always has the latest version. But one day, you realise that the dashboard could be generated automatically and be a live webpage, and no-one needs to make those slides at all. Today, sometimes doing the meeting as a video call is a poor substitute for human interaction, but sometimes it’s like putting the slides in the cloud.
I don’t think we can know which is which right now, but we’re going through a vast, forced public experiment to find out which bits of human psychology will align with which kinds of tool, just as we did with SMS, email or indeed phone calls in previous generations.
An interesting post that both invokes ‘green eggs and ham’ as a metaphor, and includes an anecdote from an Ofcom report towards the end about a woman named Polly that no-one who does training or usability testing should ever forget.
What future learning environments need is not more mechanization, but more humanization; not more data, but more wisdom; not more objectification, but more subjectification; not more Plato, but more Aristotle.
William Rankin (regenerative.global)
I agree, although ‘subjectification’ is a really awkward word that suggests school subjects, which isn’t the author’s point. After all of this, I can’t see parents, in particular, accepting going back to how school has been. At least, I hope not.
This guide… is meant to give you hope and fear. To beat COVID-19 in a way that also protects our mental & financial health, we need optimism to create plans, and pessimism to create backup plans. As Gladys Bronwyn Stern once said, “The optimist invents the airplane and the pessimist the parachute.”
Marcel Salathé & Nicky Case
Modelling what happens next in terms of lockdowns, etc. is not an easy think to understand, and there are many competing opinions. This guide, with ‘playable simulations’ is the best thing I’ve seen so far, and I feel I’m much better prepared for the next decade (yes, you read that correctly).
By the time Michel de Montaigne wrote “Of Experience,” the last entry in his third and final book of essays, the French statesman and author had weathered numerous outbreaks of plague (in 1585, while he was mayor of Bordeaux, a third of the population perished), political uprisings, the death of five daughters, and an onslaught of physical ailments, from rotting teeth to debilitating kidney stones.
The ubiquity of suffering heightened Montaigne’s attentiveness to the complexity of human experience. Pleasure, he contends, flows not from free rein but structure. The brevity of existence, he goes on, gives it a certain heft. Exertion, truth be told, is the best form of compensation. Time is slippery, the more reason to grab hold.
There’s a children’s book that I love, The Greentail Mouse by Leo Lionni. It plays on the old theme of the town mouse and the country mouse. In this telling, the town mouse comes to visit his cousins in their rural idyll, and they ask him about life in the town. It’s horrible, he says, noisy and dangerous, but there is one day a year when it’s amazing, and that’s when carnival comes around. So the country mice decide to hold a carnival of their own: they make costumes and masks, they grunt and shriek and howl and jump around like wild things. But then, at some point, they forget that they are wearing masks; they end up believing that they are the fierce creatures they have been playing at being, and their formerly peaceful community becomes filled with fear, hatred and suspicion.
Dougald Hine is taking Charlie Davies’ course Clarity for Teachers and is blogging each day about it. This is from the last post in the series. I’m including it partly to point towards Homeward Bound, which I’ve just signed up for, and which starts next Thursday.
First I search for my new item of interest, then I filter the results by “People I Follow.” (You can try it out with some of my recent searches: “Roger Angell,” “Captain Beefheart,” and “Rockford Files.”) Depending on the subject, I might have pages and pages of links, all handily selected for me by people I find interesting.
In his most recent newsletter, Austin Kleon referenced this post of his from five years ago. I think the idea is a great one and I’ll definitely be doing this in future! Twitter move settings around occasionally, but it’s still there under ‘search filters’.
Perhaps the most counter-intuitive truth of the universe is that the more you give to others, the more you’ll get. Understanding this is the beginning of wisdom.
Before you are old, attend as many funerals as you can bear, and listen. Nobody talks about the departed’s achievements. The only thing people will remember is what kind of person you were while you were achieving.
Over the long term, the future is decided by optimists. To be an optimist you don’t have to ignore all the many problems we create; you just have to imagine improving our capacity to solve problems.
Kevin Kelly (The Technium)
The venerable KK is now 68 years of age and so has dispensed some wisdom. It’s a mixed bag, but I particularly liked these the three bits of advice I’ve quoted above.