Arlo, I really like those animated talk things. They seem to capture our attention in a broad way.
On Fri, Jan 10, 2014 at 1:23 PM, ARLO JAMES BENSINGER JR <ajb...@psu.edu>wrote: > Hi John, > > I've seen this before, its an interesting endeavor. You may have seen this > before, but this RSA Animate short touches on many of the same ideas: > http://www.thersa.org/events/rsaanimate/animate/rsa-animate-changing-paradigms > > J: Hadn't seen it before so thanks for sharing. Many great points that caught my attention. Point 1: Stated right off the bat is "Every country on earth is reforming education" I think its important to consider that much of Pirsig's railing against the academic system was against a system that is now half a century ago. Every academic I know has read ZAMM and liked it a lot. Admittedly my exposure is not as wide as some, but still it's remarkable how many tracks that book has left in people's minds and especially academics - who tend to read more than most. Point 2: Most of our education system was built up to serve the needs of an industrialized economy that doesn't exist anymore - unless you live in China. So it makes what they're doing in France with 42 look like a great idea. Point 3: I don't know what you call those whiteboard animated talks, but I've seen them before and I like them a lot. > One note of caution: "opposed to professional academics and teacher's > unions". I think there is a pendulum swinging from "sage on the stage" to > "guide on the side" that has dismissed the role of the instructor too far. > A "professional academic" is (or should be) someone who not only > understands the body of knowledge but also is skilled in pedagogy and > learning theories, someone who has the ability to access student > performance and keep the student moving forward (via what Vygotsky called > the Zone of Proximal Development). This "professional academic" is a > keystone species in this learning ecology, and even School 42 makes use of > "professional academics" (even if it wants to try to define this away). True, but it makes use of them in the guide on the side mode. And I think that's a good thing because you always value the teaching most that you seek out rather than have shoved down your throat whether you're in a receptive mood or not. Also I realize that this style isn't appropriate for every subject but it seems to me that for the art of programming - and the culture of programmers- it's uniquely appropriate. > As for "teacher's unions", while problems exist to be sure, these unions > (and the concept of tenure) were formed to protect the integrity of the > intellectual level from social-capital forces. If you abolish these, you > better have a good suggestion for how this integrity can be pre > served. > > Final note: grade-less and degree-less. This will only happen when/if > economics (and its derivative social-status) are completely disentangled > from education. So long as many (if not most) view education as 'career > training', and see degrees as both economic and symbolic forms of social > capital, this will never happen. For what its worth, I personally don't > believe this is possible in a capitalist society, where these are used to > mark the 'worth' of someone's economic value. > Again, programming is different. If you're good at it you can get a good job. It doesn't matter if you have a degree or are self taught. But I see your point. Thanks Arlo, John Moq_Discuss mailing list Listinfo, Unsubscribing etc. http://lists.moqtalk.org/listinfo.cgi/moq_discuss-moqtalk.org Archives: http://lists.moqtalk.org/pipermail/moq_discuss-moqtalk.org/ http://moq.org/md/archives.html