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robertogreco : outcomes   20

Yong Zhao "What Works May Hurt: Side Effects in Education" - YouTube
"Proponents of standardized testing and privatization in education have sought to prove their effectiveness in improving education with an abundance of evidence. These efforts, however, can have dangerous side effects, causing long-lasting damage to children, teachers, and schools. Yong Zhao, Foundation Distinguished Professor in the School of Education at the University of Kansas, will argue that education interventions are like medical products: They can have serious, sometimes detrimental, side effects while also providing cures. Using standardized testing and privatization as examples, Zhao, author of the internationally bestselling Who’s Afraid of the Big Bad Dragon? Why China Has the Best (and Worst) Education System in the World, will talk about his new book on why and how pursuing a narrow set of short-term outcomes causes irreparable harm in education."
yongzhao  2018  schools  schooling  pisa  education  testing  standardizedtesting  standardization  china  us  history  testscores  children  teaching  howweteach  howwelearn  sideeffects  privatization  tims  math  reading  confidence  assessment  economics  depression  diversity  entrepreneurship  japan  creativity  korea  vietnam  homogenization  intolerance  prosperity  tolerance  filtering  sorting  humans  meritocracy  effort  inheritance  numeracy  literacy  achievementgap  kindergarten  nclb  rttt  policy  data  homogeneity  selectivity  charterschools  centralization  decentralization  local  control  inequity  curriculum  autonomy  learning  memorization  directinstruction  instruction  poverty  outcomes  tfa  teachforamerica  finland  singapore  miltonfriedman  vouchers  resilience  growthmindset  motivation  psychology  research  positivepsychology  caroldweck  intrinsicmotivation  choice  neoliberalism  high-stakestesting 
6 weeks ago by robertogreco
The Misguided Drive to Measure ‘Learning Outcomes’ - The New York Times
"It seems that the pressure to assess student learning outcomes has grown most quickly at poorly funded regional universities that have absorbed a large proportion of financially disadvantaged students, where profound deficits in preparation and resources hamper achievement. Research indicates that the more selective a university, the less likely it is to embrace assessment. Learning outcomes assessment has become one way to answer the question, “If you get unprepared students in your class and they don’t do well, how does that get explained?” Mr. Eubanks at Furman University told me.

When Erik Gilbert, a professor of history at Arkansas State University, reached the end of his World Civilization course last fall, he dutifully imposed the required assessment: an extra question on the final exam that asked students to read a document about Samurai culture and answer questions using knowledge of Japanese history. Yet his course focused on “cross-cultural connections, trade, travel, empire, migration and bigger-scale questions, rather than area studies,” Mr. Gilbert told me. His students had not studied Japanese domestic history. “We do it this way because it satisfies what the assessment office wants, not because it addresses concerns that we as a department have.”

Mr. Gilbert became an outspoken assessment skeptic after years of watching the process fail to capture what happens in his classes — and seeing it miss the real reasons students struggle. “Maybe all your students have full-time jobs, but that’s something you can’t fix, even though that’s really the core problem,” he said. “Instead, you’re expected to find some small problem, like students don’t understand historical chronology, so you might add a reading to address that. You’re supposed to make something up every semester, then write up a narrative” explaining your solution to administrators.

Here is the second irony: Learning assessment has not spurred discussion of the deep structural problems that send so many students to college unprepared to succeed. Instead, it lets politicians and accreditors ignore these problems as long as bureaucratic mechanisms appear to be holding someone — usually a professor — accountable for student performance.

All professors could benefit from serious conversations about what is and is not working in their classes. But instead they end up preoccupied with feeding the bureaucratic beast. “It’s a bit like the old Soviet Union. You speak two languages,” said Frank Furedi, an emeritus professor of sociology at the University of Kent in Britain, which has a booming assessment culture. “You do a performance for the sake of the auditors, but in reality, you carry on.”

Yet bureaucratic jargon subtly shapes the expectations of students and teachers alike. On the first day of class, my colleagues and I — especially in the humanities, where professors are perpetually anxious about falling enrollment — find ourselves rattling off the skills our courses offer (“Critical thinking! Clear writing!”), hyping our products like Apple Store clerks.

I teach intellectual history. Of course that includes skills: learning to read a historical source, interpret evidence and build an argument. But cultivating historical consciousness is more than that: It means helping students immerse themselves in a body of knowledge, question assumptions about memory and orient themselves toward current events in a new way.

If we describe college courses as mainly delivery mechanisms for skills to please a future employer, if we imply that history, literature and linguistics are more or less interchangeable “content” that convey the same mental tools, we oversimplify the intellectual complexity that makes a university education worthwhile in the first place. We end up using the language of the capitalist marketplace and speak to our students as customers rather than fellow thinkers. They deserve better.

“When kids come from backgrounds where they’re the first in their families to go to college, we have to take them seriously, and not flatter them and give them third-rate ideas,” Mr. Furedi told me. “They need to be challenged and inspired by the idea of our disciplines.” Assessment culture is dumbing down universities, he said: “One of the horrible things is that many universities think that giving access to nontraditional students means turning a university into a high school. That’s not giving them access to higher education.”

Here is the third irony: The value of universities to a capitalist society depends on their ability to resist capitalism, to carve out space for intellectual endeavors that don’t have obvious metrics or market value.

Consider that holy grail of learning outcomes, critical thinking — what the philosopher John Dewey called the ability “to maintain the state of doubt and to carry on systematic and protracted inquiry.” Teaching it is not a cheap or efficient process. It does not come from trying to educate the most students at the lowest possible cost or from emphasizing short, quantifiable, standardized assignments at the expense of meandering, creative and difficult investigation.

Producing thoughtful, talented graduates is not a matter of focusing on market-ready skills. It’s about giving students an opportunity that most of them will never have again in their lives: the chance for serious exploration of complicated intellectual problems, the gift of time in an institution where curiosity and discovery are the source of meaning.

That’s how we produce the critical thinkers American employers want to hire. And there’s just no app for that."
learning  learningoutcomes  outcomes  academia  assessment  evaluation  quantification  measurement  accountability  highered  highereducation  2018  mollywhorthen  criticalthinking  johndewey  metrics  inquiry  efficiency  standardization  standardizedtesting  capitalism  content  complexity  howwelearn  howwethink  knowledge  education  lcproject  openstudioproject  unschooling  deschooling  schools  pedagogy  teaching  skepticism  bureaucracy  corporatism  corporatization  inequality 
february 2018 by robertogreco
Show your support | Educationforward
"Education has to change – to move forward – so that our schools and students can face the unprecedented challenges of the future, with confidence, capability and compassion.

We believe:

1. That schools should be judged on a much broader set of outcomes (e.g. students’ resourcefulness; their ability to engage with political, economic and ecological issues; their confidence with digital technologies; their enjoyment of reading) than they currently face;

2. That the voices of parents, families, and students should be central to process of education policy formulation;

3. That students who neither want, nor need, to go to university should not be made to feel inadequate or failures by an overly narrow and overly academic curriculum;

4. That high-stakes testing has gone too far, has caused too much stress and anxiety to teachers and students, and is a wholly inadequate means of assessing a student’s full range of talents;

5. That the way teachers teach should foster more than the ability to recall snippets of knowledge – the future will ask students not simply what they know, but what they can do with what they know, how they critically evaluate data, and what to do when they don’t know what to do ;

6. That the knowledge that will matter to students in the mid-21st century will be very different to the knowledge that is currently considered core – re-thinking a curriculum fit for the future is an urgent, widespread concern;

7. That providing evidence of learning has attempted to become ‘teacher-proof’, whilst teaching to the test has become endemic. We have to trust teacher judgements more and invest in their professional development;

8. That too many people cast the debate around education in binary terms, despite the growing numbers of schools whose students get good grades and develop confidence, capability and self-direction in their learning.We need to learn from these schools so that their practices can spread like wildfire;

9. That politicians should focus their energies less on cherry-picking evidence to support their entrenched views, and more on the fundamental purpose of education. We need to improve, and deepen, the quality of public debate around schooling;

10. That we live in times of turbulence and anxiety, where truth is a casualty of intolerance. Education has to help people strengthen their dispositions to tolerate uncertainty, to think carefully about complex issues, to understand the position of others and, where necessary, to disagree gracefully. This matters – not just for our communities and our children’s well-being, but for the future of our world."
education  change  sfsh  outcomes  resourcefulness  policy  schools  acadmemics  testing  standardizedtesting  stress  anxiety  teaching  learning  society  howweteach  howelearn  knowledge  tcsnmy  openstudioproject  lcproject  curriculum  purpose  schooling  turbulence  intolerance  truth  uncertainty  complexity  understanding  grace  disagreement  uk 
november 2017 by robertogreco
Why I Don't Grade | Jesse Stommel
"I've long argued education should be about encouraging and rewarding not knowing more than knowing. When I give presentatiatons on grading and assessment, I often get some variation of the question: “How would you want your doctor to have been assessed?” My cheeky first answer is that I want the system to assure my doctor has read all the books of Jane Austen, because critical thinking is what will help them save my life when they encounter a situation they've never encountered before. I go on to say that I would want a mixture of things assessed and a mixture of kinds of assessment, because the work of being a doctor (or engineer, sociologist, teacher, etc.) is sufficiently complex that any one system of measurement or indicator of supposed mastery will necessarily fail.

There are lots of alternatives to traditional assessment and ways to approach ungrading, which I'll explore further in a future post. In some ways, I am withholding the mechanics of ungrading deliberately here, because I agree with Alfie Kohn who writes, “When the how’s of assessment preoccupy us, they tend to chase the why’s back into the shadows.” Grades are not something we should have ever allowed to be naturalized. Assessment should be, by its nature, an open question."
jessestommel  grades  grading  assessment  2017  syllabus  alfiekohn  cathydavidson  collaboration  learning  howwelearn  teaching  howweteach  sfsh  rubrics  motivation  participation  lauragibbs  objectivity  gradeinflation  outcomes  unschooling  deschooling  pedagogy  syllabi 
october 2017 by robertogreco
The Art of Teaching
[via: "The slide deck for the workshop is superb. Such a great experience, so grateful to @tchoi8 & the other participants."

referencing also: "How I learn to build things. Something I created for @tchoi8’s Art of Learning workshop at @eyeofestival." ]

[video: "Absence is Presence with Distance"

"As an artist, I work with technology and narrative – formal and relational projects. As an activist, I examine personal and political – practice and praxis. As an educator, I create feedback between plastic and elastic – learning and unlearning. My talk is set at the dawn. We are waiting for the sun to rise and we are full of questions. What’s the role of an artist as an activist now? How can we critique oppressive systems that create the sense of ‘others’ based on ability and legal status? What’s kind of pedagogy can we experiment through alternative schools? How can we create a community among those who have nothing in common? By creating art, we can give form to our intentions, contribute to making the world we want to live in.

( For a companion posting to this talk visit: )]
taeyoonchoi  education  teaching  purpose  routine  ritual  silence  flow  conflict  communication  structure  nurture  authority  kojinkaratani  jean-lucnancy  community  howweteach  pedagogy  learning  howwelearn  eyeo2017  unlearning  curriculum  syllabus  sfpc  schoolforpoeticcomputation  art  craft  beauty  utility  generosity  sfsh  tcsnmy  lcproject  openstudioproject  classideas  cv  reciprocity  gifts  kant  discretion  instruction  discipline  johndewey  bmc  blackmountaincollege  justice  annialbers  stndardization  weaving  textiles  making  projectbasedlearning  materials  progress  progressive  unschooling  deschooling  control  experimentation  knowledge  fabrication  buckminsterfuller  constructivism  constructionism  georgehein  habit  freedom  democracy  paulofreire  judithbutler  sunaurataylor  walking  christinesunkim  uncertainty  representation  intervention  speculation  simulation  christopheralexander  objectives  outcomes  learningoutcomes  learningobjectives  remembering  creativity  evaluation  application  analysis  understanding  emancipation  allankaprow  judychicago  s 
june 2017 by robertogreco
interfluidity » Home is where the cartel is
"Housing is a bitch.

A case can be made that divisive hot-button issues like inequality and immigration ultimately derive from housing dysfunction. Kevin Erdmann eloquently tells the tale. Matt Rognlie has famously argued that the increase in capital’s share of income, often blamed for inequality, is due largely to housing, once depreciation is taken into account. All of this reinforces the thesis of people like Ryan Avent, Edward Glaeser, and Matt Yglesias who have argued for years that housing supply constraints are to blame for high rents in powerhouse cities, and may constitute an important drag on productivity growth and a cause of macroeconomic stagnation. (See also Paul Krugman, quite recently.) Several of these writers argue that cities should eliminate restrictive zoning and other regulatory barriers to development, then let the free-market create housing supply. In a competitive marketplace, high prices are supposed to be their own cure. Zoning restrictions, urban permitting, and the de facto capacity of existing residents to veto new development are barriers to entry that prevent the magic of competition from taking hold and solving the problem.

My view is that the “market urbanist” diagnosis of the problem is more persuasive than its prescription for addressing it. As a positive matter, they just won’t win the political fights they propose. On normative grounds, I’m not sure that they should. The market urbanists present themselves as capitalist deregulators but I think they can be described with equal accuracy as radical redistributionists. The customary property rights surrounding homeownership in many cities and suburbs include much more than the use of a square of earth and whatever is built on it. Existing homeowners bought into particular neighborhoods in large part because of their “character”, which includes nice-sounding things like walkability or “charm”, as well as not-so-nice-sounding things like access to exclusionary education. Newer residents have bought and paid for those amenities, while older residents may feel they have earned them by helping to create them. Economists describe houses as a form of capital that provides a stream of services, rather than a cash flow, to owner-occupants. We should also describe the arrangement of neighborhoods as a form of capital that provides services people value. Property owners have disproportionate use of, and, informally, enjoy substantial control rights over this “neighborhood capital”, and these benefits have been capitalized into residential real-estate prices. (Location, location, location!) “Zoning reform” is an anodyne way to describe an expropriation of those customary rights. It amounts to diminishing residents’ ability to preserve or control the evolution of their neighborhoods, in order to challenge the exclusivity on which the value of existing neighborhood amenities may be based.

Market urbanists sometimes respond that eliminating restrictions should, in economic terms, be good for existing property owners. Suppose I own a plot of land, and today I’m only allowed to have a two story house on it. If tomorrow I suddenly have the right to build ten stories, but I can still keep the little house if that’s what I prefer, the new option can only improve my property’s value, right? Surely de-zoning would be a windfall for property owners, as land prices would include part of the capitalized stream of rents from the ten urban lofts that could now, potentially, be built there.

This is unpersuasive “partial-equilibrium” reasoning, which explains why homeowners are usually unpersuaded. Any given property owner rationally wants restrictions lifted on the use their own property, but lifting restrictions on neighbors’ use of their properties creates risks and costs. The ultimate effect of a general upzoning is hard to predict and may not be positive for incumbents, especially when potential impairment existing amenities — “neighborhood capital” — is factored in. Far from being a sure gain to existing residents, upzoning is a form of risky investment, the proceeds of which will be shared with developers and new residents, the costs of which will be concentrated on people whose financial statements and human lives are deeply exposed, with little diversification, to the quality of their neighborhoods. Even if, in aggregate, land values increase, densification of an existing neighborhood creates risks for individual property owners they many not wish to bear. If an apartment block is built next door, my old neighbor may have gotten rich from selling, but my plot may not be suitable for putting up yet another tower, and my home may be worth less for its busy, unquaint new neighbor. People experience individual not aggregate outcomes, and individual outcomes are usually riskier than aggregate outcomes. Absent some insurance mechanism, it is rationally hard to persuade individuals to consent to policy changes that, in aggregate terms, would meet a return-to-risk hurdle but at an individual level might not. When market urbanists point to how much more productive and awesome the city as a whole might become, they are missing this point."

"I don’t know what will work. But, looking around a bit, I’d suggest we take a look at two particularly promising examples. The housing policies of Singapore and Germany couldn’t be more different. But both countries have been remarkably successful.

Singapore never solved the problem we are banging our head against, how to take existing prosperous neighborhoods and make them more dense. It never tried. Instead, Singapore expanded its housing supply, at remarkable speed and scale, by building out extremely dense but nevertheless green, livable, and attractive “new towns“. Rather than restricting our attention to putting more housing in existing desirable neighborhoods, why not follow Singapore and build new neighborhoods, and when we run out of space for those, new ring cities? Singapore has done a ton of experimenting, in regulation, architecture and urban design, in putting greenspaces around (and on) increasingly creative high-rise developments. Obviously, Singapore is very different, socially and politically, than the United States and other Western countries. Some things won’t (and shouldn’t) translate. But we still have a lot to learn from their experience. Are we really incapable of building new, compact, microcities without their becoming Cabrini-Green or the banlieues of Paris?

Germany’s virtues are less sexy than Singapore’s sci-fi eco-towers. But they are great virtues nonetheless. Somehow, Germany has managed to avoid the price booms that in so many countries (including the Scandinavians) have segregated society between those who were homeowners at just the right times and those who were not. Germany’s path is ideologically mixed. On the one hand, German property owners have a right to build within broad planning parameters. On the other hand, what we in the United States call rent controls are universal in Germany. (German leases are implicitly “rent stabilized”. Berlin has recently begun an experiment with old fashioned administered prices.) Lending for home buying is regulated and conservative in Germany, preventing joint credit/housing booms. (You’ll recall that German banks had to dive headlong into American junk housing securities and Southern European bonds to get themselves into trouble, since their own economy wouldn’t produce enough product.) Homeownership and renting are roughly balanced, and home prices have had no tendency to increase dramatically. Homes in Germany are what a naive economist might predict they should be, a very durable consumption good that provides a stream of housing services, not a ticket to financial gain at all. Germany’s cities are very affordable relative to their counterparts elsewhere in Europe and in the United States. Germany’s housing success seems boring, in the way that your chest might seem boring to a guy who has just been stabbed and is spurting blood from a ventricle. Boring, but wonderful.

Boring Germany, sci-fi Singapore, or something else entirely. Urban housing is a really hard problem. We’ll need lots of inspiration. That economics textbook might help a little, but don’t try to use it as a cookbook."
housing  economics  via:tealtan  2015  steverandywaldman  germany  singapore  us  capitalism  cities  urban  sanfrancisco  rents  inequality  affordability  regulation  policy  ryanavent  edwardglaeser  paulkrugman  kevinerdmann  mattrognlie  exclusion  outcomes  risk  aggregation  matthewyglesias 
december 2015 by robertogreco
A Bad Education | The Pedagogical Impulse
"PH: … I don’t want to make art that’s about say­ing that I did some­thing. I want to make art that does some­thing. I don’t always care whether peo­ple under­stand or not that I am doing it, but I want to know for my own sake that what I did had that impulse.

To me, that’s the enor­mous gap between art that claims to be about social change, and art that embod­ies social change. And that is why the rela­tion­ship between ped­a­gogy and art is absolutely cru­cial, because ped­a­gogy and edu­ca­tion are about empha­sis on the embod­i­ment of the process, on the dia­logue, on the exchange, on inter­sub­jec­tive com­mu­ni­ca­tion, and on human rela­tion­ships. The prod­uct may or may not be nec­es­sary or impor­tant. But it can­not hap­pen if this exchange does not take place. Art, tra­di­tion­ally, has not always been about the process. Ulti­mately in a museum when you look at a paint­ing, the process of its mak­ing is inter­est­ing to know, but it is not essen­tial to expe­ri­enc­ing the work. What mat­ters is that it’s there; that it hap­pened. In socially engaged art, that is the oppo­site: what is impor­tant is the process, and the process is inex­tri­ca­ble from the experience.

HR: What you are say­ing reminds me of some­thing that Shan­non Jack­son men­tioned in her talk at Open Engage­ment this past year. She said some­thing to the effect of what looks like inno­va­tion in one field may be old news in another field. And I’m think­ing about this in the way that some processes of edu­ca­tion are taken up in socially engaged art.

I was read­ing a bit about Reg­gio Emilia before I came to meet you, because I had learned that you have a Reg­gio Emilia com­po­nent in the show down­stairs. I found this quote by Loris Malaguzzi: “We need to pro­duce sit­u­a­tions in which chil­dren learn by them­selves, in which chil­dren can take advan­tage of their own knowl­edge and resources… We need to define the role of the adult, not as a trans­mit­ter, but as a cre­ator of rela­tion­ships — rela­tion­ships not only between peo­ple but also between things, between thoughts, with the envi­ron­ment.”[ii]

PH: Sounds a lot like socially engaged art, right?

HR: Right! But I wanted to ask you about where we diverge. It feels like we may be in a com­pro­mised posi­tion. As artists there is an imper­a­tive to par­tic­i­pate in a cycle of pro­duc­tion, to be acknowl­edged as authors, or to be thought of as pri­mary authors, and to par­tic­i­pate in an art dis­course. In what way do we have to diverge from edu­ca­tional processes?

PH: We still belong to a tra­di­tion of art mak­ing where things acquire dif­fer­ent mean­ings depend­ing on the con­text. So like Duchamp’s uri­nal, of course it’s use­ful as a uri­nal and when it becomes art it becomes use­ful in other ways as art. And like what Tom Fin­kle­pearl was say­ing, it’s time to put the uri­nal back in the bath­room[iii], because we’ve come to a point where the use­ful­ness of art as aes­thet­ics has run its course. So it’s time to go back and think about aes­thet­ics as some­thing that func­tions in the world in a dif­fer­ent way.

Which cre­ates an inter­est­ing prob­lem: why don’t we just aban­don aes­thet­ics alto­gether? Why don’t I just become a Reg­gio Emilia edu­ca­tor since their phi­los­o­phy is close to what I do? Maybe I should just move to Italy and teach lit­tle kids. There’s this ten­dency by young artists of think­ing: “maybe I’m just doing some­thing ill informed and ridicu­lous, and I might as well just become a pro­fes­sional in what­ever field I’m inter­ested in. Maybe I should become a hor­ti­cul­tur­al­ist”, or what­ever. The other side is that the artist is per­form­ing roles that are osten­si­bly per­formed bet­ter by pro­fes­sion­als of those dis­ci­plines, like in Rirkrit’s case: the edu­ca­tors do it so much bet­ter than them, so why is he get­ting the credit? And why is what edu­ca­tors are doing not con­sid­ered art? Why should a mediocre edu­ca­tion pro­gram be cel­e­brated as this won­der­ful rela­tional aes­thet­ics piece, when a won­der­ful edu­ca­tion pro­gram that really changes people’s lives can never be con­sid­ered an impor­tant artwork?

So the issue is really, what is the con­tex­tual social ter­ri­tory where this takes place? Where are you stak­ing your claims? And where are you pro­duc­ing crit­i­cal­ity? To sim­ply say that Reg­gio Emilia is a great art­work is com­pletely untrue. That’s not their goal; their goal is to cre­ate bet­ter cit­i­zens for the world, etc. As an artist, what becomes really inter­est­ing is to con­sider this think­ing within the con­text of art mak­ing, the con­text of the role of art in soci­ety. Art, for bet­ter or for worse, con­tin­ues to be this play­ing field that is defined by its capac­ity to rede­fine itself. You can­not say, “This is not art!” because tomor­row it could be, or “It can be art,” because I say it is. Art is a space, which we have cre­ated, where we can cease to sub­scribe to the demands and the rules of soci­ety; it is a space where we can pre­tend. We can play, we can rethink things, we can think about them backwards.

But just to clar­ify: when I say that Reg­gio Emilia is not real art, I don’t think it’s enough to make art with “pre­tend” edu­ca­tion. I don’t think one should jus­tify the use of any sem­blance in edu­ca­tion for the sake of art, as was the case of that children’s activ­ity by Rirkrit I described, unless if you are just meant to be jok­ing or play­ing (which is not very inter­est­ing to begin with). My point is that when you are mak­ing cer­tain claims, or even gen­er­at­ing cer­tain impres­sions about what you are doing, you need to do them in an effec­tive way in order to really affect the world, oth­er­wise your artis­tic inter­ven­tion in the social realm is no dif­fer­ent from mak­ing a paint­ing in the stu­dio. And there is a dif­fer­ence between sym­bolic and actual intervention."

"PH: Why is it that we can be very crit­i­cal of stan­dard art­works that we under­stand the para­me­ters of? We can be very crit­i­cal of this work because we are very famil­iar with for­mal­ism and with abstrac­tion, and there are a slew of the­o­ret­i­cal approaches. When­ever you do an abstract paint­ing that looks exactly like Mon­drian, peo­ple will tell you that your work is not very rel­e­vant because you’re just copy­ing Mon­drian. And yet, you’re com­pletely home free if you do this con­cep­tual project of a school that doesn’t teach any­body and where nobody learns any­thing, but it looks really great in the press release.

HR: So by “abstract edu­ca­tion” you meant projects that use the lan­guage and frame­work of edu­ca­tion, but don’t func­tion as education?

PH: It’s com­pli­cated. Because I don’t want to say that it’s bad to do that. Some­times you just want to do a project that’s about the idea of this or that. You want to do a project that’s about dance; it doesn’t mean that you have to dance. It’s very dif­fer­ent to do a paint­ing about war, than to par­tic­i­pate in a war.

That’s why in my book, Edu­ca­tion for Socially Engaged Art, I tried to address this prob­lem by mak­ing a dis­tinc­tion between what I under­stand as sym­bolic ver­sus actual prac­tice. What I tried to argue in the book is that in art, the strongest, more long­stand­ing tra­di­tion is art as sym­bolic act; art that’s a rep­re­sen­ta­tion of the world. You make an art­work that is a thing on its own, but it addresses the world. Guer­nica is a sym­bolic act. It tells you about the hor­rors of Guer­nica, the mass killings.

In the 60s that starts to change, artists don’t want to do things about the world; they want to do things that are acts in the world. That’s why per­for­mance art emerges. I’m not going to make a the­atre piece where I pre­tend to be x, y or z. I’m going do a real live action where I am Pablo Helguera and I’m talk­ing to you, Helen. And we’re going to have this expe­ri­ence, and this expe­ri­ence can only pos­si­bly exist in this moment in time and never again, any­where else. And that’s what this art­work is about. That’s what Fluxus was about, that’s what John Cage talked about, and that’s what Alan Kaprow’s hap­pen­ings were about; it’s a very Zen idea. Suzanne Lacy’s per­for­mances, for exam­ple, they were about these women at this moment. It might be art his­tory later. It might later become a prod­uct. But the fact of the mat­ter is that what it is at that moment can never be repeated.

So, to me, socially engaged art emerges from that tra­di­tion of the here-and-now. What the “here-and-now” means, in my view, is that the artis­tic act is inex­tri­ca­ble from the time/place con­text, but that it also affects it in a very direct way. The work needs to be under­stood, described, and pos­si­bly eval­u­ated and cri­tiqued in terms of what those actual events were. When­ever you don’t have that infor­ma­tion, which is unfor­tu­nately most of the time, there is no way to know whether it hap­pened or not. Those projects that you know are really cre­at­ing an impact, that they have a pres­ence; it’s almost self-evident. I mean what­ever you want to say about Tania Bruguera’s Immi­grant Move­ment Inter­na­tional, you can go there today and see it. It’s hap­pen­ing right now. She isn’t mak­ing it up.

HR: Can you talk about the ten­sion between use­ful­ness, ambi­gu­ity, and learn­ing out­comes? You men­tion that we eval­u­ate things all the time any­way. How do you eval­u­ate art ped­a­gogy projects?

PH: Cre­at­ing an … [more]
via:ablerism  2015  art  education  helenreed  pablohelguera  socialpracticeart  pedagogy  reggioemilia  informal  accountability  relationships  arteducation  artschools  learning  howwelearn  teaching  howweteach  institutions  revolution  resistance  stabilization  socialengagement  conversation  critique  criticism  alternative  altgdp  museums  museumeducation  schoolofpanamericanunrest  usefulness  ambiguity  outcomes  evaluation  happenings  performance  performanceart  fluxus  hereandnow  taniabruguera  johncage  suzannelacy  context  socialchange  experience  everyday  openengagement  shannonjackson  aesthetics  buckminsterfuller  power  artschool 
february 2015 by robertogreco
Mu of Zero | ThinkThankThunk
"What happens when you get to the bottom of a slippery slope?

You end up attempting to optimize a system that has no high point.

It began simply: someone, somewhere, said that they knew a few things that they were sure everyone needed to know, probably on East Coast around 1910.

The list grew exponentially [ ]. The draws [ ] on school grew with them, and you end up with an institution designed to be bad spaghetti sauce.

Surely, though, there are some golden pieces of knowledge [ ] that everyone must know:

Reading, writing, arithmetic…

Philosophy, theology, personal finance…

Basic biology, abstract thinking skills, algebra…

Cooking, cleaning, candlestick making…

Oh, wait.

Curriculum isn’t an outcome. The fact that no one can agree on the list above, is exactly why trying to make that list is damaging. Damaging to students, teachers, parents, and a society.

Allowing someone the mentorship to discover that a specific piece of content is necessary to create economic and/or social value. That’s an easy package for me to wrap. Much easier than pretending that learning to divide polynomials is the best way to become an abstract critical thinker, whatever that means."
shawncornally  curriculum  schools  education  content  teaching  society  mentorship  2015  workload  breadth  outcomes  lists 
february 2015 by robertogreco
If Freire Made a MOOC: Open Education as Resistance - Hybrid Pedagogy
"What Critical Digital Pedagogy can Teach the MOOC: 6 theses

MOOCs and Critical Pedagogy are not obvious bedfellows. The hype around MOOCs has centered mostly on a brand of sage on the stage courseware at direct odds with Critical Pedagogy’s emphasis on learner agency. Despite this — or, more to the point, because of this — we remain, like Paulo Freire, hopeful Critical Pedagogues. In Pedagogy of Hope, he writes, “I am hopeful, not out of mere stubbornness, but out of an existential, concrete imperative.” The simple truth is that we must be hopeful, for in hope lies possibility. But, also like Freire, we recognize that hope must be balanced with action and struggle. There is no use in mere hopefulness. Ceding authority is an active endeavor. Critical Pedagogy requires an engagement with reality that is persistent and demanding, and that engagement must result in real action, even if that action is exemplary and minute. To effect any change is to effect change.

We offer here 6 theses that work to reimagine MOOCs — and open education more broadly — as potential sites of resistance and liberation. These theses are tentative, meant to invite conversation, in the nature of Freire’s notion of dialogue.

Thesis #1: A course is a conversation, not a static reservoir or receptacle for content. …

Thesis #2: Education cannot be compulsory. The work of learning starts with agency. …

Thesis #3: Best practices are snake oil. …

Thesis #4: Outcomes should give way to epiphanies. …

Thesis #5: Learning should not be structured to conform to assessment mechanisms. …

Thesis #6: In education, we rise and fall together. …

A rallying cry for open education

We will be required to cede our authority many times over. Critical Pedagogy is, according to Freire, “made and remade.” And, “Critical reflection is also action.” This means that educators and students will need to return again and again to their fundamental assumptions about education, about open education, about MOOCs, about assessment, about outcomes, and about what it means to be part of a community of educators and students.

The field of Critical Digital Pedagogy is yet nascent. As Jesse says, it “will not, cannot, be defined by a single voice but must gather together a cacophony of voices.” So we find ourselves, appropriately, with more questions than answers about how this work might continue to take shape: How can we cede authority? What technological tools are missing that will permit greater openness, more rampant empowerment? How shall the scholarship of pedagogy — words like these ones right here — words that aim at action, gape at world-changing — give way to the voices of learners, gathered together, a networked community of radical generosity?"

[See also: ]
mooc  moocs  seanmichaelmorris  jessestommel  paulofreire  criticalpedagogy  criticaldigitalpedagogy  education  highered  highereducation  conversation  compulsory  assessment  outcomes  bestpractices  agency  lcproject  howweteach  pedagogy  learning  howwelearn  open  openeducation  henrygiroux 
november 2014 by robertogreco
What #isamuseum | Sam Durant
"Is a museum a school?
Is a museum political?
Is a museum truthful?
Is a museum fun?
Is a museum for everyone?

Sam Durant, the 2013 Getty Artists Program invitee, is a multimedia artist whose work explores the relationships between politics and culture. His socially engaged practice addresses subjects as diverse as the civil rights movement, Southern rock music, and modernism.

For his project, What #isamuseum?, Durant continues to investigate these ideas by engaging Museum visitors and staff in an exploration of the roles and functions of a museum. Through a call-and-response format, visitors discover a series of artist-designed questions placed in unexpected locations throughout the Getty Center. With these questions, Durant invites reflections on and responses to the expectations and preconceptions of what a museum is. Individual responses can be shared on, and visitors can input their answers at an iPad hub site located in the Museum Entrance Hall. Social-media outlets, such as Twitter, Facebook, and the Getty Voices project, also serve as channels to discuss the questions and broaden the discourse.

According to Durant, "By expanding the conversation and encouraging different forms of response, participants can become active within the project and even change the debate around the initial issue.”"

[See also (tags here are for that too): ]
[Via: ]

[Mentioned in the video: Caroline Woolard's Exchange Cafe at MoMA

here too ]
museums  samdurant  art  politics  culture  education  #isamuseum  getty  purpose  2013  googleartproject  pablohelguera  robertsain  lacmalab  sandiego  google  ncm  gettyartistsprogram  tobytannenbaum  jessicacusick  moma  centerforlivingarts  glvo  cv  why  learning  artists  chrisburden  engagement  community  children  children'smuseums  public  exchangecafe  institutions  openstudioproject  lcproject  participation  cocreation  collaboration  participatory  metrics  outcomes  success  civics  schools  future  candychang  civicengagement  law  legal  carolinewoolard  cafes  ncmideas  participatoryart 
june 2013 by robertogreco
The threat to our universities | Books | The Guardian
"In talking to audiences outside universities (some of whom may be graduates), I am struck by the level of curiosity about, and enthusiasm for, ideas and the quest for greater understanding, whether in history and literature, or physics and biology, or any number of other fields…

Such audiences do not want to be told that we judge the success of a university education by how much more graduates can earn than non-graduates, any more than they want to hear how much scholarship and science may indirectly contribute to GDP. They are, rather, susceptible to the romance of ideas and the power of beauty; they want to learn about far-off times and faraway worlds; they expect to hear language used more inventively, more exactly, more evocatively than it normally is in their workaday world; they want to know that, somewhere, human understanding is being pressed to its limits, unconstrained by immediate practical outcomes."
values  knowledge  understanding  aspiration  aspirations  aspirationalselves  uk  colleges  universities  outcomes  practicality  wonder  ideas  beauty  philosophy  idealism  2012  purpose  liberalarts  curiosity  learning  highereducation  education  stefancollini 
february 2012 by robertogreco
Times Higher Education - The unseen academy
[Again, too much to quote, so just a clip.]

"Neoliberalism is totalising: it is justified only if everyone participates in its markets, and if all human inter-relatedness becomes mercantile transactions. Hence, we get the agenda for "widening participation", but for widening participation in a market, not in a university education. In that market, the university's "product" needs its own measurements and standards. Everything is now a commodity; and anything that is not obviously a commodity is either eradicated or officially ignored: it goes underground. And the Quality Assurance Agency will measure; but it will measure and validate only that which is official or transparent, only that which it can call a commodity.

The QAA, a key driver of the Transparent-Information mythology, makes one basic error: it confounds a concern for standards (meaning quality) with a demand for standardisation (assured by quantity-measurement); and this drives the sector steadily towards homogenisation."
neoliberalism  homogeneity  highered  uk  highereducation  2011  thomasdocherty  learning  criticalthinking  standardization  standards  measurement  academia  history  control  knowledge  commoditization  transparency  information  quantification  resistance  tcsnmy  lcproject  unschooling  deschooling  objectives  outcomes  curiosity  exploration  knowledgemaking  truthseeking  bureaucracy  kis  economics  mediocrity  collaboration  martinamis  1995  1984  georgeorwell  authoritarianism  intellectualism  governance  immeasurables 
november 2011 by robertogreco
AIGA | Video: Jonathan Harris [Cold + Bold]
"Combining elements of computer science, architecture, statistics, storytelling and design, Jonathan Harris’s online projects create large-scale living portraits of the human world—portraits that both simplify and complicate our understanding of it. Jonathan discusses his recent work and poses intriguing questions about what kind of space the digital world is becoming and what that world is doing to us as individuals."

[I find myself on a Jonathan Harris binge about once a year. This time sparked by an article: . Hadn't seen this video before.]

[The passage he reads in the video was originally posted here: ]
design  art  jonathanharris  storytelling  coding  coldness  2010  thewhy  purpose  meaning  meaningfulness  human  digital  life  empathy  programming  depression  glvo  relationships  feelings  emotions  rationality  determinism  problemsolving  detachment  expression  web  internet  abstraction  humanity  control  learning  resistance  resistanceofthemedium  process  cold+bold  identity  individuality  diversity  outcomes  scale  sociopaths  jaronlanier  culture  behavior  introspection  self-reflection  time  computation  howwework 
august 2011 by robertogreco
What does your school stand for? « Re-educate Seattle
"What does it stand for? What is its mission? What does it believe in? What outcomes does it consistently deliver? Is there a match between what the school offers & what kids & families want?…

Finally, it’s unlikely that a match exists between the school & families because the school has never really figured out what it’s trying to accomplish. Many families have reduced their hopes to merely surviving the ordeal w/ a minimum amount of pain.

One of the best things we can do to help transform our schools is figure out—specifically—what they’re trying to accomplish. & that doesn’t mean all schools should have the same mission. In fact, each school should have its own unique mission.

Once that’s established, schools can go about the business of connecting w/ families that are a good fit for their particular mission. Either that, or they can continue declaring “academic achievement for all” & stumbling on the never-ending “reform” treadmill."
education  values  mission  missionstatements  tcsnmy  clarity  purpose  outcomes  lcproject  teaching  learning  community  parents  students  stevemiranda  pscs  publicschools  2011  pugetsoundcommunityschool 
june 2011 by robertogreco
Near Future Laboratory » And the time it takes to make them is the time taken to mean it.
"'[Martin Puryear's] sculptures look the way they do because they need to in order to mean what they do. The labor that is compressed into them allows them to work over time, and the time it takes to make them is the time taken to mean it. That they so often employ specialized tradesmen’s skills in their making allows them to work at the edges of utility—vessels that might be dwellings in the shapes of bodies—and in that fertile seam between representation and abstraction.'

A quote from “From Head to Hand: Art and the Manual” by David Levi Strauss.

Why do I blog this? I like the way that time is emphasized here rather than the outcome. The emphasis is on the the practice and process, which have so much to say about the sculpture."
sculrpture  process  toshare  topost  julianbleecker  martinpuryear  davidlevistrauss  creation  time  processoverproduct  productasindicationofprocess  outcomes  labor  craft  representation  abstraction  sculpture  craftsmanship 
july 2010 by robertogreco
Outcomes-based Education and the Death of Knowledge [.pdf]
"The Death Of Knowledge Occurs: When Evidence Of Learning Becomes More Important Than The Learning Itself."
education  teaching  change  curriculum  deschooling  unschooling  tcsnmy  outcomes  assessment  learning  schools  schooling  lcproject  homeschool  filetype:pdf  media:document 
may 2009 by robertogreco
Artichoke: Conversations over incinerating meat ...
"Perhaps the correlation between independent (private) schools and high test scores is more to do with what these schools are in terms of their student population, than what the schools can do for the students they have enrolled." [Bingo!]
freakonomics  schools  education  parenting  learning  families  children  assessment  testing  privateschools  outcomes  artichokeblog  pamhook 
december 2007 by robertogreco
Voluntary System of Accountability
"The Voluntary System of Accountability (VSA) communicates information on the undergraduate student experience through a common web reporting template, the College Portrait."
accountability  colleges  universities  rankings  outcomes  assessment 
november 2007 by robertogreco

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