Jiva Technology

The BIG ISSUE on education

I’m a regular reader of the Big Issue. There’s obviously the part about ‘a hand up, not a hand out’, but it’s also about the journalism. They naturally seem to have a different angle on a story; perhaps its down to journalistic freedom or maybe they just start from a different place. The late August issue was about education and there’s a fabulous section where famous people talk about what school meant to them and the impact it had on their lives. Most were moderate or even low achievers at school, but it didn’t stop them from going on to achieve great things in business, entertainment or culture. A feedback loop like this is strangely absent from school life.

Most of the time we hear about school life from one of three places: teachers, family or the star pupil who comes back to tell you how great they are. Pretty much everyone has a memory of a family member telling them what it was like ‘in their day’, usually at exactly the point when you least want the advice. Cue rolling of the eyes. Teachers don’t count because they’re, well teachers. And star former pupils should discount themselves immediately on the basis that they are the outliers. The ‘lessons you can learn from my personal brilliance’ speech doesn’t go down well whether you’re 16 or 60. Which is where the Big Issue comes in. Just hearing an actress you might have have heard of tell you that she had to be good at acting because she was so poor at everything else can be a boost. Desperation is an awfully strong motivator.

Perhaps the Big Issue should expand their story. A website of people telling their stories about school and what it meant to them is a nice idea. A place to look and compare and make you realise that if you’re a stunning success in year 12, it doesn’t mean you’ll be a star in life, or where everything looks bleak and surely my life is over. Maybe its something we should start doing here at Tutorhub. Now there’s a thought.

How the other half lives.

At a time when shouting at each other across social media is a favourite pastime for many, its hard to see things through other people’s eyes. Its not that easy and feels like an intrusion to ask how people live. Which is why I like this feature from my favourite Institute of Facts, the Gapminder Foundation. It provides some insight into what life looks like for people around the world, how they live and what they I’ve on.

Its worth five minutes of anyones’ time: Gapminder Dollar Street

The institute also have books and videos on, “how not to be ignorant about the world” which is no bad thing when misconceptions seem to drive a lot of what’s bad in our world today. For those who don’t know the Gapminder Foundation, it was founded by an inspirational statistician (yes, there are some), called Hans Rosling. He died in 2017, but his work lives on. Which is a good thing in itself. One of the things that Rosling frequently talked about is our in built desire to think of things in a binary way: good and bad, have’s and have not’s. But its clear that it clouds our judgement and leads to the sort of division (and shouting) that we see today. As Rosling pointed out, whilst many people think of rich and poor, three quarters of the worlds’ population are neither; they live in middle income countries. So even the phrases we use, such as, “how the other half lives” can be intensely misleading. We need to think in averages and gradations. Something that comes easy to few people. Which is why the Gapminder Foundation is such a great concept, because its a place to continually go back to and remind ourselves that the world is in a better place than most of us realise and that those who say otherwise may well have other reasons for saying so.

Are we in a new Golden Age of science?

Its often the case that of the three major scientific disciplines taught in schools and university, one or other of physics, chemistry or biology comes out on top. For a long period, it seemed that physics was top dog, with its endless discoveries at a quantum scale, the continuing affirmation of Einsteins theories of relativity and the benefit of NASA space programmes. Back in the late 1800’s and early 1900’s, it would have been chemistry that was top dog, with new elements being discovered, radioactivity and crystallography giving up its secrets. And in the late 90’s and early 200’s, biology was revolutionised with genome sequencing opening up a myriad of new research options.

But if you look across the scientific landscape at the moment, has there ever been a moment when science was either more needed and, at the same time, more productive. In all the major scientific disciplines, ground breaking new work is not only pushing back the boundaries of our knowledge, but also being applied to practical problems at an ever more rapid pace. Has there ever been a better time to study science?

As we shift to a post-carbon economy, the work of chemists in battery technology and materials science will have a profound impact on the speed of transition. Environmental scientists work on ever more complex models of our planet in an attempt to halt the worst effects of global warming. Biologists have given us gene editing tools, immunotherapies and gene therapies. Physicists inch ever closer to uniting our understanding the quantum world with gravity and spacetime; LIGO has for the first time actually recorded the presence of gravitational waves. Neuroscience moves ahead in leaps and bounds, quantum computing bounds forward, robotics and artificial intelligence have moved out of the laboratory, China has joined the scientific community with resources and scientists that can only help the global search for knowledge. And so on.

A friend of mine who engages in post-doctoral research in neuroscience said to me recently, “there are a lot of smart people in the world to compete with” when we were talking about progress in science. I came away thinking that was a good thing. With global funding for science on the increase and smart people drawn to all the scientific disciplines, this golden age of science is a source of inspiration; long may it last.

testing, testing …

Its not an original observation, but it does appear that the relentless focus on tests and testing from an early age within the British education might just be turning large swathes of young people off the idea of education at just the time in history when they need it more than ever. The idea of testing makes sense; in management consulting parlance, if you can’t measure something, you can’t manage it. And with the nation pouring large amounts of cash into the education, its natural to want to know that we’re getting value for money. What’s the alternative? Put up the cash and hope for the best? But school now seems to be an endless succession of hurdles that kids are asked to jump over and where’s the fun in that? Is anyone seriously asking the users of the system how that feels? Because (albeit with a microscpoic sample size), the answers I hear ain’t pretty.

It simply isn’t true that every year of your school life is as important as the others. Surely there’s room to have some years without testing? Years when students can explore topics for fun or push the boundaries a little. The UK is unusual in holding formal exams at 16 and 18, so how about a little give and take? it wouldn’t be difficult to map out muti-year plans that say, ‘you can ease off a bot here because its going to get tough in these years’. Apart from anything else, one of the most valuable skills that students will learn is not passing exams, but in successfully organising and executing indepent inquiry.

If anyone out there has seen any studies or feedback or research on how the ‘users’ of the education system view ┬árelentless testing, we’d be glad to hear about it.



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