recentpopularlog in

robertogreco : mechanization   3

The Invented History of 'The Factory Model of Education'
[Follow-up notes here: ]

"Sal Khan is hardly the only one who tells a story of “the factory of model of education” that posits the United States adopted Prussia’s school system in order to create a compliant populace. It’s a story cited by homeschoolers and by libertarians. It’s a story told by John Taylor Gatto in his 2009 book Weapons of Mass Instruction. It’s a story echoed by The New York Times’ David Brooks. Here he is in 2012: “The American education model…was actually copied from the 18th-century Prussian model designed to create docile subjects and factory workers.”

For what it’s worth, Prussia was not highly industrialized when Frederick the Great formalized its education system in the late 1700s. (Very few places in the world were back then.) Training future factory workers, docile or not, was not really the point.

Nevertheless industrialization is often touted as both the model and the rationale for the public education system past and present. And by extension, it’s part of a narrative that now contends that schools are no longer equipped to address the needs of a post-industrial world."

"Despite these accounts offered by Toffler, Brooks, Khan, Gatto, and others, the history of schools doesn’t map so neatly onto the history of factories (and visa versa). As education historian Sherman Dorn has argued, “it makes no sense to talk about either ‘the industrial era’ or the development of public school systems as a single, coherent phase of national history.”"

"As Dorn notes, phrases like “the industrial model of education,” “the factory model of education,” and “the Prussian model of education” are used as a “rhetorical foil” in order make a particular political point – not so much to explain the history of education, as to try to shape its future."

"Many education reformers today denounce the “factory model of education” with an appeal to new machinery and new practices that will supposedly modernize the system. That argument is now and has been for a century the rationale for education technology. As Sidney Pressey, one of the inventors of the earliest “teaching machines” wrote in 1932 predicting "The Coming Industrial Revolution in Education,"
Education is the one major activity in this country which is still in a crude handicraft stage. But the economic depression may here work beneficially, in that it may force the consideration of efficiency and the need for laborsaving devices in education. Education is a large-scale industry; it should use quantity production methods. This does not mean, in any unfortunate sense, the mechanization of education. It does mean freeing the teacher from the drudgeries of her work so that she may do more real teaching, giving the pupil more adequate guidance in his learning. There may well be an “industrial revolution” in education. The ultimate results should be highly beneficial. Perhaps only by such means can universal education be made effective.

Pressey, much like Sal Khan and other education technologists today, believed that teaching machines could personalize and “revolutionize” education by allowing students to move at their own pace through the curriculum. The automation of the menial tasks of instruction would enable education to scale, Pressey – presaging MOOC proponents – asserted.

We tend to not see automation today as mechanization as much as algorithmization – the promise and potential in artificial intelligence and virtualization, as if this magically makes these new systems of standardization and control lighter and liberatory.

And so too we’ve invented a history of “the factory model of education” in order to justify an “upgrade” – to new software and hardware that will do much of the same thing schools have done for generations now, just (supposedly) more efficiently, with control moved out of the hands of labor (teachers) and into the hands of a new class of engineers, out of the realm of the government and into the realm of the market."
factoryschools  education  history  2015  audreywatters  edtech  edreform  mechanization  automation  algorithms  personalization  labor  teaching  howweteach  howwelearn  mooc  moocs  salkhan  sidneypressey  1932  prussia  horacemann  lancastersystem  frederickjohngladman  mikecaulfield  jamescordiner  prussianmodel  frederickengels  shermandorn  alvintoffler  johntaylorgatto  davidbrooksm  monitorialsystem  khanacademy  stevedenning  rickhess  us  policy  change  urgency  futureshock  1970  bellsystem  madrassystem  davidstow  victorcousin  salmankhan 
april 2015 by robertogreco
Toward a Luddite Pedagogy - Hybrid Pedagogy
"In stark contrast to the fluffy talk of a thousand “revolutions” coming from plush conference halls in places like Long Beach, California – talk that reduces serious political discourse to the level of a sales pitch – the Luddites were willing to pay the ultimate price for a real revolution in the prevailing power relations, hoping to build a social order that forward-thinking people like the Luddites might be able to believe in.

A Luddite pedagogy for the 21st century

Just as the 19th century Luddism was interested far more in a forward-looking political agenda than in particular pieces of technology, so a 21st century Luddism in education will be concerned with more important issues than whether or not allowing pupils to use their own devices in class is a good idea. Like their political ancestors, the Luddite pedagogues will wield a hammer, but they won’t see any urgency in bringing it down on trivial things like touch-screen gadgetry. Instead, the targets lie elsewhere.

One place they lie is in the false talk of liberation that has gained popularity among people using the #edtech hashtag. A Luddite pedagogy is a pedagogy of liberation, and, as such, it clashes head on with the talk of liberation peddled by advocates of edtech. According to the latter, the child, previously condemned to all the unbearably oppressive restrictions of having to learn in groups, can now be liberated by the tech that makes a 1:1 model of education feasible, launching each and every child on an utterly personal learning journey. Liberation as personalisation – here the Luddite finds something that ought to be smashed.

But what needs to be smashed is less the pedagogy itself than the idea of freedom it rests on – the more general political notion that freedom is all about freeing individuals from social constraints so that they can pursue their personal projects unhampered by the claims of society. This is the essentially liberal idea championed by Sir Ken Robinson, for instance, for whom it is enough for individuals to find things to do that they enjoy and that allow them to develop a talent.

But we need to be clear here: Luddism doesn’t want to smash the concern for personal freedom, rather it wants to smash the idea that it is enough. The untruth of personalisation is its unjustified narrowing of the horizon of liberation."

"A Luddite pedagogy takes its cue from this need to build (and later maintain) a world – a society – of a certain sort. And in pursuing this end, the Luddite hammer has to be brought down again on a number of currently dominant assumptions about education.

One is the assumption that education must be child-centred. Luddites laugh at the assumption that education must have a single centre. No, it has two (as Hannah Arendt argued). It must also be centred on the needs of the society whose construction and maintenance depend partly on education. Rather than the ideal of letting the child pursue his or her curiosity unconstrained (an impossible ideal in any case), Luddite teachers are right to cultivate the broadest possible engagement with the world that children will find themselves bearing responsibility for in the future.

And this means that the education of children at its best is less about personalisation than socialisation. And, no, it is not a form of indoctrination beginning with infants being frogmarched around the schoolyard before being compelled to learn the Little Red Book off by heart.

This does not imply any antithesis to solitary work or personal choice or occasional use of 1:1 techniques. All it entails is the inclusion of these in the broader framework of an education taking place chiefly in a school outside the home, where children can be introduced to the habits, values, ideas and ways of thinking that are crucial to a free society.

Like all societies, that free society, at the very least needs to be able to use the pronoun “we”. We can only achieve freedom historically if we find ourselves among people similarly engaged by the questions of who we are, what we are doing, what we believe and what makes sense to us. As preparation for this, a crucial initial task of school is to enable children to feel that they are part of a larger whole beyond the family, and then to equip them and inspire them to carry on the dialogue about the beliefs and ideas and frameworks of sense that hold society together."

"Because of the centrality in that debate of the questions about who we are, what we are doing, what we believe the Luddite pedagogy entails what might be called a Delphic model of education (recalling the inscription outside the Temple of Apollo in Delphi: Know Thyself), and it entails bringing the Luddite hammer down hard on the liberal taboo against what we would call an education in belief (and they would call indoctrination).

The broader liberal framework of personalising edtech requires keeping values out of education as much as possible, except as things to be studied “objectively” (e.g. in the form of comparative religion, where belief systems are presented without being questioned and evaluated). Only a minimal set of values are to be openly endorsed: chiefly the values of a respect for the facts and logic, combined with the minimal liberal agenda of tolerance, peace, and the value of a sort of idle critical thinking (idle because it is not really in earnest about criticising other systems of belief – that would be too illiberal).

A Luddite pedagogy puts the non-idle interrogation of values at the centre of the curriculum, at least in the high school, when children have a broad enough background to draw on when making their critical appraisals of ideas about value – the aim being to help children begin to think more deeply about what we believe and what makes sense and what doesn’t."
tornhalves  luddites  history  2014  luddism  edtech  education  socialization  democracy  learning  howwelearn  individualization  technology  1:1  kenrobinson  tcsnmy  freedom  collectivism  collectivity  debate  discourse  curriculum  walterbenjamin  hannaarendt  progress  disruption  mechanization  automation  atomization  subservience  revolution  neoluddism  society  unschooling  deschooling  personalization  schools  schooling  child-centered  children  1to1 
september 2014 by robertogreco
Millsin' About
"Using the Internet a great deal gives me, over time, the sense that I am rarely or never focusing my eyes in the real world: I am either looking at a screen, or my eyes are just a bit defocused, inattentive. I do not notice textures, colors, details in my environment; I take things in categorically, rather than as they are: jacket (not the details of the jacket); table (not what’s on it).

It is especially notable in its effect on memory: my memories seem more schematic than ever, more like summaries than records of perception. This seems like the habituated result of lots of textual Internet living. I note what happens, but as a tag or a description, not as actual sensory data. I mean: I’m not seeing, not looking. My eyes aren’t targeting anything; my life is in my mind, and it’s blurry and unmemorable."
attention  color  texture  brain  mind  sensorydeprivation  sensory  text  mechanization  internet  online  senses  2012  millsbaker  memory 
july 2012 by robertogreco

Copy this bookmark:

to read