Precepts to use in everyday life

1. Think for yourself, 2. Be yourself, 3. Speak up, 4. Feel free to agree and disagree, 5. Be honest with yourself and others, 6. Be open-minded, 7. Avoid being judgmental and 8. Question everything - even your own thinking.

TOK Essay Titles Nov 2017

Saturday, February 27, 2010

Examples

Human Sciences and Education (Part 3)

In this trio of articles by Harriet Sergeant, written over a period of about a year, we are presented with some key arguments for why the education system in England is failing our students. It makes grim reading, but enlightens us as to how we can move forward and re-think our educational values:

1. 'Sorry, kids, you’re all going to Smoke-and-Mirrors High' (Timesonline, Feb 8 2009)

2. 'I've seen how our education system betrays children - it's enough to make you weep' (Mailonline, April 22 2009)

3. 'Schools are churning out the unemployable' (Timesonline, Feb 21 2010)

It's really the most recent of these articles that might hit home to you - esecially if you have aspirations of going to University and enhancing your unique qualities and skills for the world out there. Here are some real-life knowledge issues you might like to reflect on:

To what extent does your work ethic make you employable? How efficiently can you think for yourself and work to your own initiative? In what ways can you overcome your limitations as a learner and challenge yourself to excel? What do you value most in your learning experience? To what extent is your education fulfilling? How far should the goal of education be to create happiness?

That the answers to these questions are firmly in the negative, especially amongst young people from poorer backgrounds, is clear to see in the articles above. So why is this happening? What are the arguments to suggest that schools are not fulfilling their special purpose in our society?

There are three key arguments:

1. The 'political correctness' argument

According to this argument, schools must promote the values of liberalism and equality so that 'every child matters', as the Government initaitive would have it. No one child, nor any group of children, is discrimminated against in the delivery of education. A grand objective, but in practise, the urge for such equality means that there is a tendency that learning (and teaching) gravitates towards the lower end of the achievement scale. In short, there is what some people often refer to as a 'dumbing down' of standards; a suspicion and sometimes downright dismissal of anything that appears too academic, intellectual or abstract and 'difficult'. It leads to an attitude whereby students are infantilised and teaching becomes merely a duty of babysitting and patronising youngsters.

2. The 'Government ideology' argument

This is also known as the 'politicisation of education' argument, whereby Governments use their education policies to win votes and thereby stay in power. In fact, it is in their interests to promote actively, and not to interfere with the movement for, political correctness. Why? If standards are reduced, the Government, either existing or waiting in the wings, will be in a better positin to control the minds of the young - in words which a student of ours put it extremely succintly, 'if we're kept stupid, we're more likely to vote for them'. Government ploughs money into education so as to build an edifice that will make them look good. This means, more often than not, that the needs of students become secondary to political point-scoring.

3. The 'target culture' argument

Over the last two decades, we have been steeped in a state of mind that is unquestioning in its belief that the only way to guage success or failure is by measuring performance against targets. It has infiltrated nearly all forms of life from business, to hospitals and now into our schools. The argument goes something like this: we need a method of measuring students' progress, of judging whether a school and its teachers are fulfilling the educational needs of our young students, so that we can build up a series of data that tells us which are the best performing schools and which schools require help to raise standards. Like in business and the health service, it is argued that setting students targets and measuring their (and hence their teachers') performance against these is the best way forward. At present, the measuring scale is something called 'Current Value Added' (careful, it's a 74 page document!), the complexities (and vagaries) of which even the most logical of mathematicians will have troube in decoding. The problems of this approach are nicely traced in Harriet Seargeant's article. What we are interested in is that making targets the singlemost important purpose of a child's education means that teachers often lose sight of what teaching is all about.

What is teaching and learning really all about...?

Thursday, February 11, 2010

Examples

Human Sciences and Education (Part 2)

'Shut up and put up!' - is this our Brave New World?

Following on from the recent post on educational values, here's an extremely interesting article in the timesonline about about another of our important public domains: health.

It's called, 'Use your initiative? Far too dangerous' and appeared on Thursday 11th February 2010.

The article focuses on the same issue as our post: what happens when Government shapes the values according to which public institutions such as State Education and the NHS should be run?

We argued that the resulting impact is mediocrity in the standards of education; the blind, unswerving adherence to rules and the letter of the law which eschews all creativity and imagination and finally, the promotion into power of people who have no sense of vocation and who simply push through the educational legislation of the Government without questioning what they're doing.

The above article presents a tragic case-study of the consequences when Government values and the target and rule-based systems which are designed to promote them are allowed to function without common sense and some element of questioning and sceptical scrutiny.

It begs a really big question: to what extent should education and health be organised in the same way Government agencies are organised?

And a related big question is this: how far should Government be allowed to dictate the way in which health and education is organised and run?

This is not to advocate the wholesale (or even minimal) privatisation of education and health services. It is to suggest that alleviating these institutions from Government interference might help to promote values that have a less tragic impact on young lives and are longer lasting. But is this a strong enough argument? What further evidence is there that Government-led institutions are really NOT organised with the interests of the public in mind? What significant reasons can we find to argue that these institutions would function better WITHOUT the stamp of Government.

Examples

Human Sciences (Economics)

Money as Debt 1



Money as Debt 2



Money as Debt 3



Money as Debt 4



Money as Debt 5



Some time ago, we posted an entry on the nature of money and how money is created. Here’s a follow up entry with some clips from youtube entitled ‘Money as Debt’. The film is extremely illuminating, especially in the context of the present economic crisis, since it explains the practises of the so-called ‘Banksters’ which, it has been alleged, helped to cause the crisis in the first place.

If you can see the connection between the debt problems around the world and the risks which banks take in creating money through the fiat system, perhaps you’ll also see how the working people suffer most when Governments bail out failing banks: it’s public money, our hard-earned tax revenue, that is used to pay off the debt which banks have incurred in the process of creating money.

Think about how this economic state of affairs has an impact on those principles on which we base our dearly loved democracy: liberty and equality.

What do you think is the moral imperative that drives the behaviour of banks, of governments and of the people (us) who allow this situation to continue? Why does education actively promote this practise of money creation and remain silent on its disastrous impact?

Monday, February 1, 2010

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