Showing posts from September, 2017

The New Education Credentials

This has been the best and worst of the times for Higher and Professional Education. While people pursuing Higher and Professional Education has attained a new peak globally, new questions about its relevance and cost have arisen too. The expansion of formal education has crowded out the ecosystems of informal learning, in effect depriving societies with one of the tried-and-tested coping mechanisms for social and technical change ( see my earlier post on this ), but it has offered little in its space. Its claims on the territory, in various avatars of Lifelong Learning or Massive Open Online Courses, have underachieved, being too structured, too bureaucratic, too content driven and too top-down. Finally, its claims of being able to assess everything overshot its capability, and created dissonance with employers as they struggled to work out hard measures of the 'soft' skills.  However, among all these debates and questions, one that attracts maximum attention is the one

The Relevance Question: Questioning The Academic Research Methods

I wrote previously about the College Trap ( see here ) - how college can't be denied to anyone in a democratic society and yet, the prevalence of college may privilege one kind of learning over others and undermine democracy itself - and, as someone pointed out to me, this is quite antithetical to my own ambitions of setting up a college eventually. At this point, my broad point about the inaneness of college education needed more empirical justification.  For a concrete example, I thought of picking Research Methods, that one thing that legitimises an academic degree, that magic wand that baptises a graduate. My choice is deliberate: I hated it and have long thought about why I hate it. And, the affectionate place that it holds in the academic imagination - in fact, it is itself the academic imagination - makes it a suitable candidate for interrogation.  I shall provide some more justification in case you are wondering what the fuss is about. Let's start with the que

The College and The Coffee-House

Over the last several decades, the politics of college has reached a consensus: Everyone seemed to agree that more people attending college is a good thing. The usual conservative position, that college should educate a gifted minority who would assume the 'commanding heights' of the society, has been undermined by the proven link between 'gift' and wealth, as well as the claims that we live in a knowledge society. The weary refrain indulged in Britain's top universities - that the elevation of Polytechnics as Universities in the 1990s was not the abolition of polytechnics, but rather that of the universities - is considered an elitist view. People like Charles Murray, who complains too many people are going to college, are usually viewed as out-of-date and out-of-touch. What's fashionable is the commitment to expand public access to Higher Education, such as the one Obama declared, and the promises of eliminating college tuition fees, such as the one that mad

Self-Colonialization of India

I came across the term, 'self-colonialization', in a news report on Arundhati Roy's recent speech in Berlin. She was speaking at the launch of her book The Ministry of Utmost Happiness in German. The news report only mentions the term cursorily: Ms Roy was speaking about the violence the Indian state unleashes on its tribal and its poor and being on the front-line of the battles for the rights of tribal and villagers, such a characterisation of the Indian state is only natural for her. Besides, coming at a time when India has drowned a few hundred villages by making Sardar Sarovar Dam operational, and fighting mini-civil wars in Central India in the name of 'Development', 'self-colonialization' sounds like an appropriate term. Surely, this would be greeted with derision in India as unnecessary bad-mouthing of India by one of the pet Hate Figures of the Indian establishment. But this has nothing to do with the validity of what Ms Roy is saying, and rath

Knowledge Or Skills?

It may seem a strange question, but this is one of the key debates in Education: Should Education be about acquiring knowledge or developing skills?  One side of the debate are people like E D Hirsch, Michael Gove and advocates of Common Core; on the other a diverse group of business executives and left-leaning educators, from those who think education should be about skills business needs to those who think what goes on as knowledge is really the dominant culture and it discriminates those from poor or minority backgrounds. Yes, I generalise, and there are many shades of argument on both sides. At the core, however, is the debate about the purpose of education along the lines of knowledge versus skills. It is important to remember in context that this is not an idle debate: The objective of both sides is to affect some sort of complete transformation of the education system. Besides, it will also be a mistake to think that both sides are starting from scratch and fighting it

Sources of Education Innovation

Earlier, I claimed Ed-Tech is over-rated: It promises too much and delivers too little. Worse, the noise of EdTech obscures Education Innovation, which encompasses lot more than gadgets and apps. My point was that the Education Innovation happening away from the limelight of twenty-somethings, venture capital and conference circuits deserve attention. ( See here ) The question is what innovation is really there in Education. Raphael's School of Athens makes a popular slide in Conferences, as the speakers often claim that the classrooms today look exactly as they were in Ancient Greece. That statement is symptomatic: It is instructive to pause at School of Athens and reflect on the claim - what counts and does not count as Innovation in the Conference Circuit. Surely the classrooms do not look anything like Raphael had painted them. Raphael's school is an Open Portal, and don't have rows of chairs and tables, people seating in neat rows. There were no black, white

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