Archive for the 'Policy' Category
Thursday, November 7th, 2013
It would be easy to dismiss former Prime Minister John Howard’s address, to acolytes in London, presented at the invitation of climate sceptic and former UK Chancellor Lord Lawson. Over at New Matilda Ben Pobje has done that. So have others including Guy Rundle and Max Gillies in their 2002 production Your Dreaming: Poets, Pontificators and Expatriates and Jonathan Biggins and others at the Sydney Theatre Company satirise numerous politicians and others every year in their Revue.
Related articles: Australia’s Carbon Emissions Target: Intellectual Laziness At Work
Several of Howard’s statements are gratuitous, several are misrepresentations.
Howard’s principal statements must be identified for what they are. To suggest that the climate scientists’ statements are “sanctimonious” and that the term “denier” has some overtone of intimidation, as Howard does, is to misrepresent the meanings of words and the nature of the discourse.
Howard misrepresents the present state of scientific understanding by branding it as a mantra, as a set of views to be not denied. And he asserted, “In the past five years, the dynamic of the global warming debate has shifted away from exaggerated acceptance of the worst possible implications of what a majority of climate scientists tell us, towards a more balanced, and questioning approach.” Rubbish! Dangerous stupid rubbish!
This article is posted at my blog site.
Thursday, October 31st, 2013
Most of us have difficulty admitting we have been wrong. More importantly, views which cannot be supported by reasonably intelligent analysis of the facts at hand can be considered intellectual laziness, the failure to keep abreast of the latest knowledge. Behavioural economic and other studies reveal people are more wedded to their preconceived views based on their own experience and the views of those they respect than they are to what is revealed by the latest information and experience. Only what agrees with the past is retained.
That is something that typifies Tony Abbott’s ministers. The debate around climate change and Australia’s strategies have been bogged down by absolute refusal to depart from earlier policy decisions despite overwhelming evidence on two fronts, one of which is well traversed, the other less so but just as important.
The less well-known evidence has been covered several times in recent months by the splendid website Climate Spectator. The most informative article, by Tristan Edis on 16 August last year, pointed out that Australia’s abatement task may in fact be much lower than anticipated. Attention is drawn to this in the just released report from the Climate Authority.which the Government continues to be committed, and the reduction needed is actually about a third of what it was previously estimated, what is Minister Hunt’s problem in committing to increasing the emissions reduction target to 15%? Or better still 25%!
Increasing frequency and severity of storms and drought all over the world flowin g from rising temperatures make taking action more important than ever. Messrs Abbott and Hunt and others denied a link between climate change and the recent fires in New South Wales. The just released Intergovernmental Panel’s Fifth Report states clearly in one of its graphs, as pointed out by Tristan Edis, that for each of the three scenarios extreme fire weather is a significant feature!
This post is also on my blog site.
Sunday, September 29th, 2013
One of the several propositions advanced by the advocates of market (or neoclassical) economic solutions to education ‘problems’ is that independent schools achieve superior outcomes. Charter schools in the US and Academies in the UK continue to be supported despite compelling evidence that they do not address the principal drivers of student achievement. The reforms introduced by the Howard Government provided substantial additional support to independent schools. The latest international tests showed Australian student performance declining and inequity increasing!
The goal is to have individual schools take responsibility for staffing and budgets. Simultaneously this is linked to the proposition that community involvement be achieved by setting up school councils. There is a parallel in the health area with arguments that local hospitals be run by hospital boards comprising community representatives. There seems to be no recognition that governing boards are a very fraught area indeed and that school boards and hospital boards are not features of successful schools or hospitals in the countries where educational achievement and hospital outcomes are high!
Go to ‘School Leadership’ and ‘The South Side of Chicago’. The essays are edited versions of chapters in the forthcoming book Education Reform: the Unwinding of Intelligence and Creativity to be published by Springer.
Thursday, January 17th, 2013
The ideas developed about the education debate and the enumeration of the issues which I think are important, were summarised in an informal talk at the Ourimbah campus of the University of Newcastle in August 2012 arranged by the NSW Chapter of the Independent Scholars Association of Australia (ISAA).
Much of the problem arises from the focus on schools, which is where in fact students spend a relatively small amount of time, and ignores the time when greatest changes in brain architecture and cognition take place which is early childhood, and the principal influences which determine the quality of that development most of which relate to relative socioeconomic status. It is for these reasons that the principal indicator of student educational achievement is the socioeconomic status of the parents.
Continue to the Ourimbah talk.
Two essays which have appeared in recent months deserve special attention. One is by Carmen Lawrence, former Premier of Western Australia, Minister in the Australian Government and a member of the panel on Education reform chaired by David Gonski.
‘Mind the Gap: Why the rising inequality of our schools is dangerous’ by Carmen Lawrence appeared in The Monthly for July 2012
The other is by the distinguished American educational researcher Professor David Berliner; this essay really brings together some of the most important issues concerning the relationship between educational achievement and inequality in the United States, a topic on which Berliner has written over the last couple of decades. The essay is ‘Effects of Inequality and Poverty vs. Teachers and Schooling on America’s Youth’ and appears in Schools Matter for October 17 2012.
The introduction to Berliner’s essay says,
“The real education experts, academics who study and research education, teach at universities and colleges and are teachers themselves, produce volumes of peer reviewed articles, write books and give lectures to share their findings, ideas and solutions to improve education. The problem is those who control the purse strings in state education departments, government and at the U.S. Department of Education in Washington, are held hostage by corporate interests who have hijacked our children’s pedagogy. With the new Common Core Standards adopted in more than 46 states, testing every kid, in every subject, and mining the data will only exacerbate the dysfunction and lead to the inevitable revolt we are already seeing across the country. Most parents, students and teachers living through this economic depression see scarce resources further dried up and spent on more testing and more data. Austerity in the poorest and neediest schools districts has exposed the harsh reality of three decades of failed education policy that ignores inequality and poverty.”
It is appropriate to mention another event. That is because of the influence of the media: yet again Australian media failed to take advantage of the visit to Australia by distinguished researchers, as it did a couple of years ago when the University of Melbourne hosted a major conference on Curriculum.
The website of the American Association for Educational Research, perhaps the leading education research organisation in the world, featured the following report.
“The World Education Research Association (WERA) held its annual Focal Meeting in conjunction with the Australian Association for Research in Education (AARE) and the Asia-Pacific Education Research Association (APERA) in Sydney, Australia. AERA leaders, including President William Tierney; Past Presidents Arnetha Ball, David Berliner, Eva Baker, and Carol Lee; and Executive Director Felice Levine, were participants at the AARE/APERA/WERA conference, held on December 2–6 at the University of Sydney.
“The AARE/APERA/WERA international conference included more than 1,200 paper presentations and symposia, with keynote addresses by AERA Past Presidents Berliner and Ball. In addition, there were twelve outstanding symposia designated as “invited symposia,” including an AERA guest symposium at which President Tierney spoke passionately about academic freedom. There were also two WERA invited symposia; one of them, entitled “Culture, Poverty, and Opportunity to Learn: International Cases of the Complexities of Addressing Race, Ethnicity, and Class in Education,” featured AERA Past President Lee as one of three presenters.”
The above info is from AERA Highlights 10 January 2013. Further information is at http://aare-apera2012.com.au/files/AARE-APERA-2012-handbook.pdf and numerous other sites.
So far as I can determine no Australian media featured any mention of this conference or any interview with the distinguished delegates. So much for media reporting of education, media which is often quite prepared to seize on the latest international tests to criticise Australian education without paying any attention to the dynamics or principal reasons for achievement, quite apart from misrepresenting the performance of Australian students by selective and inappropriate use of statistics, as Professor Alan Reid pointed out in ‘A dumbed down debate, but those tests still hold some lessons’ (Sydney Morning Herald, December 19, 2012).
Monday, December 21st, 2009
Hoots No. 13 – 21 December 2009: “Co-producing” the Museum using social media; Education and “Radical Hope”: Noel Pearson’s essay on education and Indigenous Australians; an observation on the misdirection of attention on learning and teaching.
Co-producing the Museum – Social Media and Interaction with your Museum
On the Museum Marketing website Jim Richardson has written a very interesting article about the communications revolution “coproducing the museum”. It is the text of a keynote address he gave to the Museum Association’s Social Media Day.
Amongst the things he has to say are these:
“Change in the internet has been clear for anyone to see, with the shift from static web pages to dynamic and sharable content and social networking. The internet is no longer just a place to find information; it is now a forum for collaboration, a place to create, curate and share content online. This has changed the way we work, influenced the way we think and adjusted our individual place in society forever.
The explosion in social media has created a socio-cultural shift; the way that people act is changing and audience expectations are snowballing both online and offline, and museums need to think beyond simply building a fan page on Facebook, writing a blog or starting to use Twitter to keep up with the change.â€
He points out that people who use Facebook, iPhones, iTunes and Wikipedia, with its hyperlinks allowing users to “drill down” through information, find many of their interactions with museums, including their websites, to be unsatisfactory: static and difficult to engage with.
He quotes The Centre for the Future of Museums, “For Americans under 30, there’s an emerging structural shift in which consumers increasingly drive narrative. Technology is fundamentally enabling and wiring expectations differently, particularly among younger audiences, this time when it comes to the concept of narrative.
“Over time, museum audiences are likely to expect to be part of the narrative experience at museums. While the overall story might not change, how it is presented may change to allow visitors to take on a role as a protagonist themselves.”
He gives some really interesting examples of museums which have grasped change in the way they use social media to allow active interaction by virtual and physical visitors. Some of them are:
Tate Modern released songs, initially exclusively inside the museum, to which visitors could listen through listening posts and later on the Tate Tracks microsite, then invited the public to participate in searching for an additional track. The invitation potentially reached up to two million people. Young musicians were invited to compose a piece of music inspired by an artwork in the museum and the public were invited to vote for their favourite submitted composition.
The Metropolitan Museum of Art launched a project – “It’s time we MET” – asking people visiting the permanent collection to photograph their experience and using Flickr enter it in a competition to star in a new advertising campaign. Almost a thousand pictures were posted; a panel of judges selected two winners and five runners up.
N8 Audiotours asked members of the public to create their own audiotours about items found in venues around Amsterdam.
Brooklyn Museum launched 1stfans. “1stfan membership is an interactive relationship with the museum that takes place online and in the museum. Part of this relationship is through websites like Facebook, Twitter and Flickr where private members’ areas contain content for 1stfan members. The content in these areas includes artists composing tweets, members sharing pictures, exclusive videos and access to an active online community.”
The V&A in London used a skillfully designed web page to lead people through webpages containing clues to which interested bloggers responded. “The bloggers received further cryptic messages over the next few weeks and 7thsyndikate also entered their real lives with graffiti planted near their homes and adverts placed in newspapers. This all ended with an instruction to dress in a hat and sunglasses, and with a newspaper under the left arm, these spies were to meet a man wearing a tan mac, bowler hat and dark shoes at the Albert Memorial in London. From here he marched them single file to the entrance of the V&A and the exhibition “Cold War Modern”. In total, 35 bloggers made it to the special preview of the exhibition.”
Education: Noel Pearson
Those who read this blog will know of my interest in learning. I wrote a response recently to the Quarterly Essay, “Radical Hope” by Noel Pearson, director of the Cape York Institute for Policy and Leadership. The response was kindly posted on the “Save our Schools” site by Trevor Cobbold.
“Radical Hopeâ” traverses very important issues in respect of the education “gap” between Indigenous and non-Indigenous students, maintaining cultural identity on the margin, the nature of learning and indigenous rights including responsibilities of governments on the one hand and individuals on the other.
As Mr Pearson shows there are extremely significant findings from educational research relevant to the education of Indigenous students. Education in the western tradition of the dominant society in Australia does not by any means require suppression of Indigenous identity: in fact quite the contrary. Maintenance and strengthening of identity is fundamental to survival for almost everyone, a fact suppressed by advocates of assimilation. Diversity of identity strengthens society!â€
Quarterly Essay 36, “Australian Story” by Mungo MacCallum includes a series of responses to Pearson’s essay by people such as Fred Chaney (a director of Reconciliation Australia), Peter Shergold (Secretary of the Department of Prime Minister and Cabinet 2003 to 2008) and Peter Sutton (University of Adelaide and South Australian Museum and author of “The Politics of Suffering…”).
While the world is crying out for creativity and innovation the attention, at least of the media and business and politicians, is focused on league tables, judging teacher effectiveness by student test scores and performance pay. All these are significantly flawed and little evidence of positve contribution of them is available. The studies of learning and education show that early childhood is the critical time for intervention and that well qualified and highly regarded teachers are what make, in the long run, the greatest difference to educational achievement and a life lived, along with encouragement at home and a strong sense of self worth.
It’s rather like the major issue of now being the personal behaviour of golfer Tiger Woods, as economist Paul Krugman observed in respect of global climate change and the COP15 meetings in Copenhagen in his debate with Bjorn Lomborg.
A recent contribution to On Line Opinion by Peter Vintila observed that “Most of us believe that climate policy aims to protect an endangered planet from a badly-ordered human economy. Now listen to just about any politician or industry spokesperson and you soon hear something different: the point, all of a sudden, is not to protect the planet but to protect the human economy from the planet.”