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robertogreco : subjectification   2

How to Build Castles in the Air – Teachers Going Gradeless
"One of the more profound ironies of “going gradeless” is realizing just how fundamental grades are to the architecture of schools.

Grades undergird nearly everything we do in education. By threatening late penalties and administering one-shot assessments, we focus our famously distracted students on the task at hand. By regularly updating our online gradebooks, we provide an ongoing snapshot of student performance so precise it can be calculated to the hundredths place.

Grades inform our curriculum and instruction too. Because so much rides on them, it’s essential we build upon the rock of “objective” data, not the shifting sands of human judgment. Thus, we limit ourselves to those kinds of learning that can be easily measured and quantified. A multiple choice quiz testing students’ knowledge of literary devices can be reliably scored by your 10-year-old daughter (not saying I’ve ever done that). A stack of bubble sheets can be scanned on your way out of the building for the summer. Check your results online in the driveway, then go inside and make yourself a margarita.

If you want to evaluate something more complex, like writing, you had better develop an iron-clad rubric and engage in some serious range-finding sessions with your colleagues. Don’t put anything subjective like creativity or risk taking on that rubric — you’re already on shaky ground as it is. Make sure to provide an especially strict template so that the essay is fully prepared to “meet its maker.” Word choice, punctuation, sentence variety, quote incorporation — these are the nuts and bolts of writing. If the Hemingway Editor can’t see it, isn’t it just your opinion?

Hopefully, you see the irony here. Grades don’t communicate achievement; most contain a vast idiosyncratic array of weights, curves, point values, and penalties. Nor do they motivate students much beyond what it takes to maintain a respectable GPA. And by forcing us to focus on so-called objective measures, grades have us trade that which is most meaningful for that which is merely demonstrable: recall, algorithm use, anything that can be reified into a rubric. Grading reforms have sometimes succeeded in making these numbers, levels, and letters more meaningful, but more often than not it is the learning that suffers, as we continually herd our rich, interconnected disciplines into the gradebook’s endless succession of separate cells.

So, as I’ve said before, grades are not great. Nor are the ancillary tools, tests, structures, and strategies that support them. But as anyone who has gone gradeless can tell you, grades don’t just magically go away, leaving us free to fan the flames of intrinsic motivation and student passion. Grades remain the very foundation on which we build. Most gradeless teachers must enter a grade at the end of each marking period and, even if we didn’t, our whole educational enterprise is overshadowed by the specter of college admissions and scholarships. And since grades and tests rank so high in those determinations, we kid ourselves in thinking we’ve escaped their influence.

Even in a hypothetical environment without these extrinsic stresses, students are still subject to a myriad of influences, not the least of which being the tech industry with its constant bombardment of notifications and nudges. This industry, which spends billions engineering apps for maximum engagement, has already rendered the comparatively modest inducements of traditional schooling laughable. Still, the rhetoric of autonomy, passion, and engagement always seems to take this in stride, as if the Buddha — not billionaires — is behind this ever-expanding universe.

Let’s go one more step further, though, and imagine a world without the tech industry. Surely that would be a world in which the “inner mounting flame” of student passion could flourish.

But complete freedom, autonomy, and agency is not a neutral or even acceptable foundation for education. The notion of a blank slate on which to continuously project one’s passion, innovation, or genius is seriously flawed. Sherri Spelic, examining the related rhetoric of design thinking, points out how “neoliberal enthusiasm for entrepreneurship and start-up culture” does little to address “social dilemmas fueled by historic inequality and stratification.” In other words, blank spaces — including the supposed blank space of going gradeless — are usually little more than blind spots. And often these blind spots are where our more marginalized students fall through the cracks.

Even if we were able provide widespread, equitable access to springboards of self-expression, autonomy, and innovation, what then? To what extent are we all unwittingly falling into a larger neoliberal trap that, in the words of Byung-Chul Han, turns each of us into an “auto-exploiting labourer in his or her own enterprise”?
Today, we do not deem ourselves subjugated subjects, but rather projects: always refashioning and reinventing ourselves. A sense of freedom attends passing from the state of subject to that of project. All the same, this projection amounts to a form of compulsion and constraint — indeed, to a more efficient kind of subjectification and subjugation. As a project deeming itself free of external and alien limitations, the I is now subjugating itself to internal limitations and self-constraints, which are taking the form of compulsive achievement and optimization.


One doesn’t have to look too far to find the rhetoric of “harnessing student passion” and “self-regulated learners” to understand the paradoxical truth of this statement. This vision of education, in addition to constituting a new strategy of control, also undermines any sense of classrooms as communities of care and locations of resistance.
@hhschiaravalli:

A5. Watch out for our tendency to lionize those who peddle extreme personalization, individual passion, entrepreneurial mindsets. So many of these undermine any sense of collective identity, responsibility, solidarity #tg2chat


Clearly, not all intrinsic or extrinsic motivation is created equal. Perhaps instead of framing the issue in these terms, we should see it as a question of commitment or capitulation.

Commitment entails a robust willingness to construct change around what Gert Biesta describes as fundamental questions of “content, purpose, and relationship.” It requires that we find ways to better communicate and support student learning, produce more equitable results, and, yes, sometimes shield students from outside influences. Contrary to the soaring rhetoric of intrinsic motivation, none of this will happen by itself.

Capitulation means shirking this responsibility, submerging it in the reductive comfort of numbers or in neoliberal notions of autonomy.

Framing going gradeless through the lens of extrinsic versus intrinsic motivation, then, is not only misleading and limited, it’s harmful. No teacher — gradeless or otherwise — can avoid the task of finding humane ways to leverage each of these in the service of greater goals. Even if we could, there are other interests, much more powerful, much more entrenched, and much better funded than us always ready to rush into that vacuum.

To resist these forces, we will need to use everything in our power to find and imagine new structures and strategies, building our castles in air on firm foundations."
grades  grading  equity  morivation  intrinsicmotivation  extrinsicmotivation  measurement  schools  schooling  learning  howwelearn  socialjustice  neoliberalism  arthurchiaravalli  subjectivity  objectivity  systemsthinking  education  unschooling  deschooling  assessment  accountability  subjectification  subjugation  achievement  optimization  efficiency  tests  testing  standardization  control  teaching  howweteach  2018  resistance  gertbiesta  capitulation  responsibility  structure  strategy  pedagogy  gpa  ranking  sherrispelic  byung-chulhan  compulsion  constraint  self-regulation  passion  identity  solidarity  personalization  collectivism  inequality 
february 2018 by robertogreco
Ursula K. Le Guin, Keynote 5/8/14 on Vimeo
[Starting at 7:00]

“My little talk is called “Deep in Admiration.” This conference is going to be thinking about how to think outside the mindset that sees the techno fix as the answer to all problems. Just this week, I heard a poet say that the essence of modern high technology is to consider the world as disposable: use it and throw it away. Well, we know that we don't need more infantile new technologies that demand throwing away all the old ones every Tuesday. We need adult rational technologies, old and new: pottery making, bricklaying, sewing, carpentry, solar power, sustainable farming. But after our long orgy of being lords of creation and texting as we drive, it's hard to stop looking for the next technofix. We have got to change our minds. To use the world well, we need to relearn our being in it, renew our awareness of belonging to the world. How do we go about it? That awareness seems always to have involved knowing our kinship as animals with animals. Darwin gave that knowledge a scientific basis and now both poets and scientists are extending our awareness of our relationship to creatures without nervous systems and to non-living beings, our fellowship as things with other things. Relationship among all things seems to be complex and reciprocal. It's always at least two way, back-and-forth. It seems as if nothing is single in this universe and nothing goes one way. In this view, humans appear as particularly lively, intense, aware nodes of relation in an infinite network of connections, simple or complicated, direct or hidden, strong or delicate, temporary or very long lasting, a web of connections infinite, but locally fragile, with and among everything, all beings, including what we generally class as things, objects.

Decartes and the behaviorists willfully saw dogs as machines without feeling. Is seeing plants without feeling a similar arrogance? We don't know. But one way to stop seeing trees or rivers or hills only as natural resources is to class them as fellow beings, kinfolk. I guess what I'm trying to do is subjectify the universe because look where objectifying it has got us. To subjectify is not to co-opt and colonize and exploit. Rather, if it's done honestly, it involves a great reach outward of the mind and the imagination. What tools do we have to help us make such a reach? Mary Jacobus, in a book called Romantic Things, wrote, “The regulated speech of poetry may be as close as we can get to such things, to the stilled voice of the inanimate object or the insentient standing of trees.” Poetry is the human language that can try to say what a tree or a rock or a river is, that is to speak humanly for it in both senses of the word for. A poem can do so by relating the quality of an individual relationship to a thing, a rock, a river, a tree, the relationship to or simply by describing the thing as truthfully as possible. Science describes accurately from outside and poetry describes accurately from inside, you could say. Science explicates, poetry implicates. Both celebrate what they describe. We need the language of both science and poetry to save us from ignorant irresponsibility.”

[via: https://twitter.com/steelemaley/status/560283083430445057
"“To use the world well we need to relearn our being in it” -Le Guin http://vimeo.com/97364872 "]

[See also: “ARTS OF LIVING ON A DAMAGED PLANET”
http://anthropocene.au.dk/arts-of-living-on-a-damaged-planet/
https://vimeo.com/artsofliving

“Ursula K. Le Guin: Panel Discussion with Donna Haraway and James Clifford, 5/8/14”
https://vimeo.com/98270808

“Donna Haraway, "Anthropocene, Capitalocene, Chthulucene: Staying with the Trouble", 5/9/14”
https://vimeo.com/97663518

“Inhabiting Multispecies Bodies: Panel Discussion with Donna Haraway, Margaret McFall-Ngai, and Jenny Reardon, 5/9/14”
https://vimeo.com/97663316

“On Damaged Landscapes: Panel Discussion with Kate Brown, Deborah Bird Rose, Eric Porter and William Cronon, 5/9/14”
https://vimeo.com/97852132

“Jens-Christian Svenning, "Future Megafaunas: A Historical Perspective on the Scope for a Wilder Anthropocene," 5/9/14”
https://vimeo.com/98751434 ]
ursulaleguin  plants  animals  art  2014  technosolutionism  via:steelemaley  things  objects  interconnectedness  interdependence  networks  systemsthinking  technology  jens-christiansvenning  donnaharaway  anthropocene  margaretmcfall-ngai  jennyreardon  katebrown  deborabirdrose  ericporter  williamcronon  jamesclifford  multispecies  objectification  subjectification  fellowahip  kinship  poetry  science  religion  morality  compassion  henryvaughn  maryjacobus  nature  humans  humanism  responsibility  environment  universe  interconnected  interconnectivity 
january 2015 by robertogreco

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