In the UK, it used to be the case that children could leave school at 16. This was the reason for ‘O’ levels (which my parents took), and GCSEs, which I sat at that age.
However, these days, young people must remain in education or training until they are 18 years old. What, then, is the point of taking exams aged 16 and 18?
A group of Tory MPs has written a report, with one of the authors, Flick Drummond, making some good points:
The paper argues that preparation for GCSE exams means that pupils miss a large chunk of valuable learning because of the time taken up with mock exams and revision, followed by the exams themselves. “That’s almost six months out of a whole year spent preparing for exams,” said Drummond.
She said she was particularly concerned by the impact of exams on mental health, citing a report backed by the Children’s Society in August that ranked England 36th out of 45 countries in Europe and North America for wellbeing.
Instead, the new report says, the exams should be replaced by a baccalaureate, which would cover several years’ study and would allow children more time from the age of 15 to settle on the subjects they wanted to study in the sixth form for A-levels or vocational qualifications such as T-levels and apprenticeships, and to explore potential careers in a structured way.
As a parent of children who could be affected by this, I actually think this should be trialled first in the private sector and then rolled out in the state sector. Too often, the private sector benefits from treating state school pupils as guinea pigs, and then cherry-picking what works.
I’m having to write this ahead of time due to travel commitments. Still, there’s the usual mixed bag of content in here, everything from digital credentials through to survival, with a bit of panpsychism thrown in for good measure.
Recognition is from a certain point of view hyperlocal, and it is this hyperlocality that gives it its global value – not the other way around. The space of recognition is the community in which the competency is developed and activated. The recognition of a practitioner in a community is not reduced to those generally considered to belong to a “community of practice”, but to the intersection of multiple communities and practices, starting with the clients of these practices: the community of practice of chefs does not exist independently of the communities of their suppliers and clients. There is also a very strong link between individual recognition and that of the community to which the person is identified: shady notaries and politicians can bring discredit on an entire community.
As this roundup goes live I’ll be at Open Belgium, and I’m looking forward to catching up with Serge while I’m there! My take on the points that he’s making in this (long) post is actually what I’m talking about at the event: open initiatives need open organisations.
Mr Higgins, who was opening a celebration of Trinity College Dublin’s College Historical Debating Society, said “universities are not there merely to produce students who are useful”.
“They are there to produce citizens who are respectful of the rights of others to participate and also to be able to participate fully, drawing on a wide range of scholarship,” he said on Monday night.
The President said there is a growing cohort of people who are alienated and “who feel they have lost their attachment to society and decision making”.
Jack Horgan-Jones (The Irish Times)
As a Philosophy graduate, I wholeheartedly agree with this, and also with his assessment of how people are obsessed with ‘markets’.
Not everyone will accept this sort of inclusivism. Some will insist on a stark choice between Jesus or hell, the Quran or hell. In some ways, overcertain exclusivism is a much better marketing strategy than sympathetic inclusivism. But if just some of the world’s population opened their minds to the wisdom of other religions, without having to leave their own faith, the world would be a better, more peaceful place. Like Aldous Huxley, I still believe in the possibility of growing spiritual convergence between different religions and philosophies, even if right now the tide seems to be going the other way.
Jules Evans (Aeon)
This is an interesting article about the philosophy of Aldous Huxley, whose books have always fascinated me. For some reason, I hadn’t twigged that he was related to Thomas Henry Huxley (aka “Darwin’s bulldog”).
So what really failed, maybe, wasn’t iTunes at all—it was the implicit promise of Gmail-style computing. The explosion of cloud storage and the invention of smartphones both arrived at roughly the same time, and they both subverted the idea that we should organize our computer. What they offered in its place was a vision of ease and readiness. What the idealized iPhone user and the idealized Gmail user shared was a perfect executive-functioning system: Every time they picked up their phone or opened their web browser, they knew exactly what they wanted to do, got it done with a calm single-mindedness, and then closed their device. This dream illuminated Inbox Zero and Kinfolk and minimalist writing apps. It didn’t work. What we got instead was Inbox Infinity and the algorithmic timeline. Each of us became a wanderer in a sea of content. Each of us adopted the tacit—but still shameful—assumption that we are just treading water, that the clock is always running, and that the work will never end.
Robinson Meyer (The Atlantic)
This is curiously-written (and well-written) piece, in the form of an ordered list, that takes you through the changes since iTunes launched. It’s hard to disagree with the author’s arguments.
But what if YouTube had failed? Would we have missed out on decades of cultural phenomena and innovative ideas? Would we have avoided a wave of dystopian propaganda and misinformation? Or would the internet have simply spiraled into new — yet strangely familiar — shapes, with their own joys and disasters?
Adi Robertson (The Verge)
I love this approach of imagining how the world would have been different had YouTube not been the massive success it’s been over the last 15 years. Food for thought.
It’s tempting to look for laws of people the way we look for the laws of gravity. But science is hard, people are complex, and generalizing can be problematic. Although experiments might be the ultimate truthtellers, they can also lead us astray in surprising ways.
Hannah Fry (The New Yorker)
A balanced look at the way that companies, especially those we classify as ‘Big Tech’ tend to experiment for the purposes of engagement and, ultimately, profit. Definitely worth a read.
The trend to tap into is the changing nature of trust. One of the biggest social trends of our time is the loss of faith in institutions and previously trusted authorities. People no longer trust the Government to tell them the truth. Banks are less trusted than ever since the Financial Crisis. The mainstream media can no longer be trusted by many. Fake news. The anti-vac movement. At the same time, we have a generation of people who are looking to their peers for information.
Lawrence Lundy (Outlier Ventures)
This post is making the case for blockchain-based technologies. But the wider point is a better one, that we should trust people rather than companies.
Any sufficiently advanced technology is indistinguishable from nature. Agriculture de-wilded the meadows and the forests, so that even a seemingly pristine landscape can be a heavily processed environment. Manufactured products have become thoroughly mixed in with natural structures. Now, our machines are becoming so lifelike we can’t tell the difference. Each stage of technological development adds layers of abstraction between us and the physical world. Few people experience nature red in tooth and claw, or would want to. So, although the world of basic physics may always remain mindless, we do not live in that world. We live in the world of those abstractions.
George Musser (Nautilus)
This article, about artificial ‘panpsychism’ is really challenging to the reader’s initial assumptions (well, mine at least) and really makes you think.
It would appear that our brains are much better at coping in the cold than dealing with being too hot. This is because our bodies’ survival strategies centre around keeping our vital organs running at the expense of less essential body parts. The most essential of all, of course, is our brain. By the time that Shatayeva and her fellow climbers were experiencing cognitive issues, they were probably already experiencing other organ failures elsewhere in their bodies.
William Park (BBC Future)
Not just one story in this article, but several with fascinating links and information.
Ben Williamson shines a light on the organisation behind the PISA testing regime moving into the realm of social and emotional skills:
The OECD itself has adopted ‘social and emotional skills,’ or ‘socio-emotional skills,’ in its own publications and projects. This choice is not just a minor issue of nomenclature. It also references how the OECD has established itself as an authoritative global organization focused specifically on cross-cutting, learnable skills and competencies with international, cross-cultural applicability and measurability rather than on country-specific subject achievement or locally-grounded policy agendas.
I really can’t stand this kind of stuff. Using proxies for the thing instead of trying to engender a more holistic form of education. It’s reductionist and instrumentalist.
This project exemplifies a form of stealth assessment whereby students are being assessed on criteria they know nothing about, and which rely on micro-analytics of their gestures across interfaces and keyboards. It appears likely that SSES, too, will involve correlating such process metadata with the OECD’s own SELS constructs to produce stealth assessments for quantifying student skills.
If you create data, people will use that data to judge students and rank them. Of course they will.
However, over time SSES could experience function creep. PISA testing has itself evolved considerably and gradually been taken up in more and more countries over different iterations of the test. The new PISA-based Test for Schools was produced in response to demand from schools. Organizations like CASEL are already lobbying hard for social-emotional learning to be used as an accountability measure in US education—and has produced a State-Scan Scorecard to assess each of the 50 states on SEL goals and standards. Even if the OECD resists ranking and comparing countries by SELS, national governments and the media are likely to interpret the data comparatively anyway.