The article summarizes what Mitra spoke about in his TED talk (linked below). This tells us a lot about the role technology can play in education along with the role of intrinsic motivation and self guided learning. Our recent foray into remote learning calls into question a lot of our assumptions about education.
One group in Rajasthan, he said, learnt how to record and play music on the computer within four hours of it arriving in their village.
“At the end of it we concluded that groups of children can learn to use computers on their own irrespective of who or where they are,” he said.
With survivors and perpetrators living side by side, and given the country’s divided politics, it is hard to imagine closure and reconciliation coming soon…
Schooling, like so much in Bosnia, is still divided along ethnic lines. Pupils are split into separate classes for “national subjects” such as history, and while the Bosniak textbooks cover the genocide, the Serb textbooks gloss it over. There is little hope of a unified curriculum in the country in the foreseeable future. “The main nationalist parties that continue to benefit from social division have no interest in changing a divisive status quo,” said Valery Perry, of the Democratization Policy Council in Sarajevo.
KQs: What knowledge is worth knowing? What makes knowledge valuable?
I have four teenagers. I’ve spent a lot of time working with them on their math homework. More often than not, after helping them answer whatever questions are assigned that day, I’m left with questions of my own — questions that I can’t find good answers to. Why are we teaching kids these things? Does anyone actually use the math we are teaching in their daily life? Is there any benefit at all to learning this stuff? And are there not more interesting and useful things we could be teaching them? Don’t get me wrong. I’m not anti-math. I use mathematical thinking, statistics, and data analysis constantly, whether I’m writing economics papers, trying to get better at golf, or hoping to pick winners at the race track. But here is the thing: the math tools I actually use, and the math tools I see people around me actually using, seem to have nothing to do with what my kids are learning in school. Which makes me think that we must be able to better for our children when it comes to teaching them math.
“Something has gone wrong in the university — especially in certain fields within the humanities,” the three authors of the fake papers wrote in an article in the online journal Areo explaining what they had done. “Scholarship based less upon finding truth and more upon attending to social grievances has become firmly established, if not fully dominant, within these fields.”
“A lot of common terms may seem ‘neutral’ but reinforce racism. A teacher’s textbook case.”
Wilderness? Permanent? More loaded terms
“Wilderness” is another problematic term. It implies a place that humans neither modify nor call home. So when we attempt to convey respect for Indigenous knowledge with sentences like “Indigenous people were highly skilled at navigating and surviving in the “wilderness,” we present an oxymoron. Were Indigenous peoples other than human? If it is wilderness, how can people inhabit it? Allowing this paradox to stand sustains questions that should long ago have been taken off life support, but that retain vibrancy in powerful arenas, not the least of which include our courts: Were these “organized societies” living in the wilderness? Did these people have “exclusive use and occupation” of the wilderness? The absurdity of these questions comes clear when we jettison “wilderness” for more appropriate language, something like “homeland” or better yet, the people’s own term, the hahuułni of the Nuu-chah-nulth, Haa Aani among the Tlingit, or Anishinaabe akiiing. Kimmerer tells us, “When we call a place by its name it is transformed from wilderness to homeland.”
“The multiculturalist syllabus was shaped by a belief in relativism and its daughters. The multiculturalists hold that it is impossible to determine the very best works of literature humanity has produced, because there can be no objective standard of quality or merit. Thus, students should be guided to read texts from as diverse a field of authors as possible and to view texts as political artefacts and nothing else; they are to be understood as evidence of ‘identities,’ the prima facie reality of human life.”
“The timeless storytelling of Homer, the complex characters of Shakespeare, the unparalleled wit of Voltaire are all of enduring value. But in many ways these texts are also, in this context, tools for the sculpting of the human spirit. The multiculturalists were wrong to abandon this fundamental goal 30 years ago, and they are wrong to abandon it now. Education must be more than a mere scavenger hunt for instances of oppression, cruelty, and hatred. It must ask how each of us can live better. The multicultural canon offers the voices of more individuals, but fewer opportunities for the student to look beyond the polis and into his own being.”
“An ignorance of history can prove fatal for any country. A narrow understanding that only reinforces biases and supports political factions is not much better. Americans need to know the entire story of who we have been — the good, the bad and the complex. That is how we perfect our union. That is how we make one nation from many.”
In the US, it’s often taught as a heroic struggle for freedom against the tyrannical British Empire, which was unfairly taxing the colonists without giving them representation in government (though in some high school classes, and certainly at the college level, it’s taught with more nuance).
But how is the American Revolution taught in the UK and in other countries around the world?
“This is how history is made — or rather, how the hue and cry of the present and near past gets lodged into the long-term cultural memory or else is allowed to quietly fade into an inaudible whisper. Public education has always been a battleground between cultural forces; one reason that Texas’ school-board members find themselves at the very center of the battlefield is, not surprisingly, money.”
“Since Egypt’s 1952 revolution, when a group of army officers overthrew the monarchy, the public education system has been an extension of the government. Textbooks and curriculums offered pro-government narratives, conveniently omitting facts or tweaking the truth. But now, the politicization in the schools has reached new heights, marked by efforts to erase or play down opponents’ contributions to history.”