Equality of Opportunity?

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The following is a quick letter I contributed to the online forum of the Globe and Mail:

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One of the great challenges to North America’s dominant political narrative is that it doesn’t actually believe in “equality of opportunity“.

If one doubts my contention, simply review the attempts here in Canada to introduce a very modest inheritance tax. The elites lash out immediately, and their friends in corporate media start drumming the beat of “liberty before taxes!” in almost perfect unison. Or take a look at the numerous recent studies that show that income mobility (or the ability to rise above one’s station in life) is increasingly weak in Canada, and even worse in the USA (a.k.a. the land of opportunity).

Unfortunately, public education, given its narrow mandate and increasingly distressed status, simply isn’t enough to address the imbalance. As a result, the massive disparity simply does not allow the children of the bottom quintile to have the same opportunities as children lucky enough to be born into the top quintile.

Perhaps Karl Marx will one day be vindicated: Inequality just isn’t immoral or (most laughably) inefficient. It is a crippling tendency built right into the DNA of capitalism, as is the need for big business to use government to avoid competition and taxes. Will DNA = destiny?

Cornel West Speaks Truth to Power

Though the current status of “public intellectuals” is somewhat unclear, there is no doubt that Cornel West – a Christian, a socialist and an African-American human rights activist –  is one of the best in America. He is pugnacious, complex and passionate. The following provides a taste of what this articulate academic has to offer.

Examining Paul Veyne’s Foucault: Chp. 4

 

Chp. 4 of Paul Veyne’s Foucault, entitled “Archaeology”, is a curious part of the book. This short section extends Veyne’s epistemological discussion of the previous chapter, but does not really examine “archaeology” as a method. Also, Foucault’s somewhat vague differentiation between “archaeology” and “genealogy” is mirrored by Veyne’s implicit conflation of the two concepts, even though I think there are important distinctions between them.

As I understand the concepts, both “archaeology” and “genealogy” are historiographical methods that Foucault uses to examine the fractured and provisional conglomerations of discourses (epistemes or discursive formations); he uses these methods to “excavate” into the hidden layers and traces of history to understand the rules and concepts that are usually beyond our conscious awareness. These systems of thought delimit what is possible to say or think, and unconsciously demarcate what is held to be true and false. Nevertheless, the latter concept, genealogy, signifies a significant break in Foucault’s thought, and, in my opinion, is a major advancement in his method of analysis. In short, genealogy examines discursive formations over time, and attempts to document the variably timed ruptures and unintended breaks that form the histories of discursive formations. Moreover, genealogy – as “an analysis of where things come from” – takes a more explicit interest in formations of power, particularly within the evolving matrices of institutional rules. Thus, in works like Discipline and Punish, Power/Knowledge and his histories of sexuality, we see Foucault regard coercion and domination (especially of the “subject”) as integral elements of “biopolitics”. Rather than a stricter emphasis on language and knowledge per se, Foucault embarks on a broader and, as I see it, more fruitful effort to connect his various histories to the governance of populations, state-building and capitalism – “governmentality”, as Foucault would call it.

 



Perspectivism and Discontinuity
:

Concepts should be swept away. Foucault remembers Nietzsche’s remark, “All concepts have come to be”; and so he proposes to “circle around anthropological universals as much as possible, in order to investigate their historical constitution”, and to dig into the archives of humanity in order to discover the complicated but humble origins of our lofty convictions. With “genealogy” as a heading, itself borrowed from Nietzsche, that is exactly what his books have done. (54)

If concepts have come to be, then so have realities. They have emerged out of the same human chaos. So they do not stem from any origin, but have been formed by epigenesis. By additions and modifications, not from any preformation. Instead, they have constituted themselves in the course of time, by unpredictable degrees, bifurcations and accidents, and through encounters with other series of chance events; and the way that they end up is equally unpredictable. There is no prime mover behind historical causality. (55)

In the opening pages of Chapter 4 (“Archaeology”), we see Veyne closer to the concept of genealogy, as I understand it, than archaeology.

Since the same objective kernel is each time perceived partially and differently and never completely or in all its nakedness, knowledge is characterized by a certain ‘rarity’, in the Latin sense of the word: it is lacunose, sparse and never sees all that there is to see. ‘My problem’, Foucault declared, ‘could be put as follows: how is it that in a particular period one can say one thing but another is never said. (57)

Human beings can never accede to the whole truth, for it exists nowhere. (57)

There is no dialectic, no perpetual sparring dialogue between received ideas and ideas that have been excluded, no return for what has been repressed. In the immense void, our petty thinking seems very patchy, very misshapen and full of surprising gaps. (58)

This last point is important. Even if we side with Gramsci and others and agree that the dialectic is not necessarily on a path to Enlightenment, any conception of the dialectic must assume that the Other is in constant, cyclical contact with the dominant formations of society. That’s part of the definition of the dialectic. Veyne, I think correctly, explains that Foucault refuses to accept this. History, for Foucault, is replete with “patchy… gaps”, irregular breaks, and ad hoc conversations. This goes to the core of the “postmodern” ethos.


Foucault and Wittgenstein
:

Similarly, it is ridiculous-and hardly philosophical to smile at the illusions of lovers, since the loved one seen through the eyes of love is not the same as that object seen by eyes that are indifferent. As a result, ‘the mode of objectivization varies according to the type of knowledge involved’. Dare I refer to Wittgenstein at this point? What he and Foucault share in common is a belief solely in singularities, a rejection of truth as an adequatio mentis et ret [the conformity between mind and thing], and a conviction that something in us (‘discourse’ or, according to Wittgenstein, language) has more to say about things than we ourselves have. (55)

In 1984, the year of his death, Foucault, to differentiate himself from Wittgenstein, defined oeuvre as a study of what he called, not language-games, but truth-games. Nevertheless, for him as for Wittgenstein, the bay tree, the object of knowledge, and the subject, the mythologist or the gardener, were not the same “in that, for the one, the knowledge in question took the form of an exegesis of a sacred text, while for the other it was an observation about nature”. (56)

 

 

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*Veyne, Paul. Foucault: His Thought, His Character. Malden, MA: Polity, 2010. Print.

Students Consider the Future of Education

One of the more useful educational tools on the Web, especially for teachers of language arts, is the blog. As a platform for authentic communication, the blog offers students a relatively simple and convenient way to express their thoughts, archive those thoughts for the future, and, if desired, converse with others over issues that matter to them.

Though access to computers is difficult in my school, I’ve been able to reserve the library’s computers for my Communications 11 class. I asked my students to create a personal blog using the free services from Edublog or Blogger, and we talked about Internet safety rules regarding names and comments. (Naturally, many students chose to use their full names and allow comments!)

For their first entry, I asked my students to think about what kind of changes to public education they’d like to see. Students typed out their responses and they peer edited each others’ work. I occasionally helped with this editing process, but I wanted them to take on most of the responsibility for this activity.

The students in this class are reluctant readers and writers, and not a single one has ever created a blog. Nevertheless, they all took to the assignment with gusto, and created their blogs and first entry with remarkable enthusiasm.

The following are a few representative entries, representing a range of students in terms of  interests, backgrounds and technical ability:

 

Back to the Future with Technology

One of the personal ironies of the current push to “21st century learning” is that I would be happy to return to the technology of the 1990’s.

Back in those halcyon days, when I lived and worked in a small community along the Alaska border, our tiny rural school had one bookable computer lab fitted with Mac Classics. Until the final year of my tenure, these computers were not connected to the Internet, and offered only basic word processing and paint programs.

Oh, how I miss that lab! Even with fairly meagre tools, we were able to create many amazing assignments and projects, and the students responded with great enthusiasm and on-task effort.

The problem now is access. Since moving to a larger school district 100 km from Vancouver, I’ve never had consistent access to a computer lab. In my current district, bookable labs for secondary classroom teachers is such a low priority that these labs are hard to find (and simply don’t exist in my present school). At best, I am able to book a “specific purpose” lab (e.g. computer science, business) for one block a day, but this is a de facto non-option if I teach the same course in two or three blocks and half my students can’t use the computers. Another option is booking the library; I am fortunate that my current school’s library has just enough computers for one class. Unfortunately, we have to share the library with many other (mostly unsupervised) students right in the middle of the room. It is a less than ideal teaching situation, particularly if I need to provide direct instruction. Moreover, despite its drawbacks, the library is enormously popular with classroom teachers, and booking the library three weeks in advance requires extraordinary planning… or a lot of luck. It’s really difficult, therefore, to rely on the library as a computer-based instructional resource.

Many educators have trumpeted the use of a mobile lab, which is a class set of laptop computers on a mobile cart. Aside from the fact that I don’t have access to such a lab, I just don’t find it appealing. First, I currently teach in a portable: I could not lift the cart up the stairs safely,  it would take a long time to get the cart to and from the main building, and, most critically, there is no wireless access in my portable, and thus no access to the Web and cloud storage.* Second, in my limited experience with mobile labs, I have found them cumbersome to work with. The operating procedures, as this list indicates, waste a lot of time, and have always seemed more time-consuming than walking into a lab and logging in. Finally, the responsibility on the classroom teacher increases substantially, as he or she must ensure the students don’t mishandle or steal portable computers that are much more expensive, mobile and fragile than their desktop equivalents.

Are dedicated classroom labs expensive? Yes, of course! They take up space in a school where space is often a premium. They require, particularly in a large secondary school, the presence of a full-time on-site technician. And they need wiring, extra power, server infrastructure and, of course, computers. But what else are we going to do as we face the “21st century learning” agenda that views IT and computers as the cornerstone of modern education? If we are serious about technology and updating our practices – and 21st century learning isn’t just a smoke-and-mirrors con job – then more money will be necessary. The government’s going to have to pony up more funding, and perhaps reverse their tax cut mania from which, “[b]etween 2000 and 2010, BC’s tax revenues fell by 1.7% of GDP … equivalent to $3.4 billion”.

Nevertheless, I do think there are some ideas that can help reduce the cost of accessible technology. First, desktop PC’s are cheaper than they’ve ever been, and a fairly powerful PC can be bought for the same price as a base iPad. Virtualized server networks are even cheaper. [These options allow you the flexibility to tackle virtually any IT project you might be interested in, because you are not limited by hardware compromises.] Moreover, most of the software I would use is free, though I’d prefer not to skimp when it comes to the Microsoft Office suite (I could use Word, PowerPoint, and Publisher on a daily basis). Finally, to maximize the use of space, I’d like to make the following proposal. Why not select three or four teachers in each school, perhaps one teacher for each major department, and outfit their rooms with a basic computer lab? Make the deal contingent on three conditions: teachers must use the technology on an-going basis, provide technology leadership to the rest of the staff, and share their lab/class with other teachers in the department for set amounts of time per term. I think this approach has many virtues. For one thing, it provides a gradual introduction of technology into daily teaching practice; as a gradualist, I think any change worth its salt must be done slowly and be based on the experience of fellow practitioners, not “fanboi” hype or a political agenda. Also, if mistakes are made and retrenchment is needed, then the costs are not as great as, say, outfitting all the students in a school with laptops or tablets, only to find they aren’t cost-effective.

What do you think? I’m sure there are many viewpoints and personal preferences out there, and mine are pretty particular and specific to my own experience. I’d like to hear your ideas and thoughts.

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*This is one reason why a BYOD strategy, particularly with devices that can efficiently create and transmit content, is not helpful. And I won’t even go into the reality that many students have no computers at home, let alone useful portable devices.

Morris Berman: “Why America Failed: The Roots of Imperial Decline”

One of the most influential and inspirational teachers I’ve ever known is the cultural historian, Morris Berman, who taught at the University of Victoria back in the 1980’s.

Morris’s view of the world is not for the faint of heart – it’s uncompromising and pessimistic. Nevertheless, he defends his thesis of America’s “negative identity” with eloquence, vigour and thoughtfulness.

The following presentation is from Morris’s recent speaking engagement in Seattle; he is promoting his new book,  Why America Failed: The Roots of Imperial Decline. [The question and answer period at the end is perhaps the most illuminating part of the session.]

Tobey Steeves: Schools as sorting machines and the imperative of reform


I am pleased to offer a guest post from my comrade-in-arms, Tobey Steeves (@symphily). I think Tobey’s call to recognize the unique qualities of each student in the face of bureaucratic classification and stratification is imperative in today’s obsession with “reform”. Tobey points to a particularly egregious proposal regarding special education: as a sop to the judicial ruling against the Liberal government, the Liberals are proposing a new special ed. funding model that (1) comes nowhere near the money the Liberals had cut nine years ago, and (2) forces educators to pit themselves and their students against each other to access this funding. Even more than normal, educators will be obliged to classify and stratify in the name of helping young people.

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If an educator may define another as a “slow learner,” a “discipline problem,” or other general category, he or she may prescribe general “treatments” that are seemingly neutral and helpful … [T]he educator is freed from the more difficult task of examining the institutional and economic context that caused these abstract labels to be placed upon a concrete individual in the first place … [T]he understandable attempt to reduce complexity … protects both the existing institution and the educator from self-doubt and from the innocence and reality of the child.” (p. 127)

Michael Apple’s (2004) Ideology and Curriculum has been cited as “one of the most important books in the history of Western education” (p. vii). Among the many provocative theses in Apple’s book is the claim that schools normalize dividing practices which naturalize and reproduce a stratified field of social relations. That is to say, in schools students are classified, diagnosed, treated, and sorted in accordance with externally-imposed classificatory grids of deviance, or – more aptly, difference. Apple also notes that many reforms which aim to ‘ameliorate’ inequities in schools – guided by the best of intentions – more often than not “ultimately harm rather than help, [and] cloud over basic issues and value conflicts rather than contributing to our ability to face them honestly” (p. 119). With Apple’s stern warning in mind, I will now link and extend his argument to the field of education policy in BC with a brief discussion on funding for special education programs and a snapshot of demographic data from BC’s classrooms. I will conclude by sketching an alternative mode of educational encounter guided by a foundation in ethics.

BC’s Ministry of Education (2011) recently released an updated ‘education plan’ which includes a promise of “tens” of millions of dollars in additional funding for students with special needs. This ameliorative policy can be put in sharp relief by considering that in 2002 the Liberal Party stripped $275 million in funding for students with special needs from the province’s yearly budget. In today’s dollars that amounts to around $330 million (Ehrcke, 2011). After a decade of ‘making due with less’, now schools will be asked to compete amongst themselves for arbitrarily scarce resources. I say ‘arbitrarily’ because it is important to remember that over the last decade the Liberal Party has enacted corporate tax cuts which tally to a minimum loss of $7 billion in provincial tax revenues (BC Federation of Labour, 2011). In this way, an ameliorative policy reifies schools as sorting machines while “protecting both the institution and the educator from self doubt” (Apple, 2004, p. 127). The Liberal Party can now appear magnanimous and teachers can more easily be corralled into advocating against their [students’] collective interests.

For a second example of problematic ameliorative treatments it may be helpful to highlight the ‘other’ end of the ‘spectrum’ – ‘high ability learners’. Side-stepping the thorny issue of defining ‘giftedness’, according to the BCTF (2011) in 2005/06 there were 11,582 designated ‘gifted’ students in BC. In 2010/11 there are 7,333, for an overall decline of 4,249 ‘gifted’ students. Where did they go? Would it be far from the truth to say BC’s government has ‘attempted to reduce complexity’ and has homogenized the “innocence and reality of the child” (Apple, 2004, p. 127) for the sake of political expedience? If so, at what cost?

To conclude I would like to complement Apple’s critique of the ‘sorting’ functions of public schooling with an ethic of hospitality. Ruitenberg (in press) argues that for teachers the “ethical challenge is to respond to [each] student in a way that lets her or him be in otherness, that does not seek to recognize or otherwise close the gap with this singular other” (p. 9). Phrased differently, whether ‘high’ ability or ‘special needs’, First Nations or ESL, privileged or poor, each student deserves an “opportunity to reimagine the socius and demos of which they, and unforeseen others, will be members” (p. 13). On the other hand, by affirming the Liberal Party’s “seemingly neutral and helpful” (Apple, 2004, p. 127) category-driven structuration of public schooling, social stratification becomes a matter of ‘efficient schooling’. On these grounds, educational reform in BC may be construed as an ethical and democratic imperative.

-Tobey Steeves

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Apple, M. (2004). Ideology and Curriculum (3rd. ed.). New York, NY: Routledge Falmer.

BC Federation of Labour. (2011, July 18). Failed policies: Corporate profits soar, corporate taxes plunge, public services cut. Accessed November 6, 2011 at http://bcfed.ca/node/2132.

BC Ministry of Education. (2011, October 4). Province tables proposal on Bill 28. Accessed November 6, 2011 at
http://www2.news.gov.bc.ca/news_releases_2009-2013/2011EDUC0082-001253.htm.

BCTF. (2011). Education funding brief 2011: BC Teachers’ Federation. Accessed September 16, 2011 at
http://bctf.ca/uploadedFiles/Education/Education_funding/98brief.pdf.

Ehrcke, T. (2011, October 4). BC government proposal for class composition is “rationing”. Accessed November 6, 2011 at
http://staffroomconfidential.blogspot.com/2011/10/bc-government-proposal-for-class.html.

Ruitenberg, C. (in press). The empty chair: Education in an ethic of hospitality. In R. Kunzman (Ed.), Philosophy of Education 2011. Urbana, IL: Philosophy of Education Society.

Examining Paul Veyne’s Foucault: Chp. 3

Foucault’s epistemological perspective is one of the more intriguing aspects of his oeuvre. Foucault never really examined his theory of knowledge in any consistent and thorough-going manner, but he offered many (sometimes cryptic) observations and remarks that have encouraged others to piece together his understanding of how we know and understand the world.

Paul Veyne rises to the challenge in Chapter 3 of his book, Foucault: His Thought, His Character *. The key point in this chapter is that Foucault is a sceptic. A sceptic is not a cynic. A sceptic admits to the possibility, however unlikely, of Absolute Truths and to palpable improvements in the human condition; a cynic, on the other hand, denies any truth at all except, possibly, for self-interest and corruption. A sceptic casts a wary eye to a world but remains engaged; a cynic immediately condemns and turns away.  Keeping this in mind, Veyne paints a picture of Foucault as a wary but engaged scholar/activist. Scepticism may doubt, but it doesn’t cripple.

Veyne also provides, with his usual clarity, a key distinction between simple and complex knowledge. Individual facts are not the issue; what matters to sceptics are those complex forms of knowledge, particularly with regard human existence, that organize multiple facts in a patterned way and purport to establish a larger meaning. These generalizations, whether we call them Truths, judgments, discourses, or theories, are immediately suspicious. To Veyne and Foucault, all complex “knowledges” are tied to a series of local,  arbitrary and shifting conditions that are rarely understood, and therefore lead to generalizations that are both misleading and dangerous.

 


 

On Scepticism:

Foucault, for whom the past constituted a cemetery of truths, for all that never reached the bitter conclusion that all is vanity; instead, he believed in the positive nature of becoming: what right has anyone to pass judgement on it?… Nothing is vain, the products of the human mind are nothing but positive, since they have existed; they are interesting and as remarkable as the products of Nature, the flowers and animals that show what the latter is capable of. (39)

Foucault was neither a nihilist nor a subjectivist, not a relativist, not a historicist. He was, as he himself acknowledged, a sceptic; which brings me to a striking quotation that says it all. Twenty-five days before his death, Foucault summed up his thought in a single word. An acute interviewer asked him, ‘Given that you recognize no universal truths, are you a sceptic?’ ‘Absolutely,’ Foucault replied. (40)

It is sometimes claimed that Foucault contradicts himself when he asserts that the truth is there is no truth; he is carried away by his scepticism and this leads to his doubting doubt itself. But that is not so, for his scepticism does not doubt everything as a matter of principle…. When a thinker casts doubt upon general ideas, he is not passing a universal judgement (for, if that were the case, he would be swept up in his own condemnation). Rather, his judgement is a numerically collective one: he does not know in advance, as a matter of principle, that there are no general truths, but he has made a critical balance-sheet of the shop of truths and has noticed that all the samples he has examined deserved criticism; this leads him to conclude that everything in the shop may be open to criticism. (45)

[Veyne uses a rather utilitarian approach to justify skepticism, but that seems unnecessary and cedes the ground to the objectivists. I think a more elegant solution is is to argue that all truth claims, including meta-claims about truth claims themselves, are contingent and provisional. Doubting doubt  is not self-cancelling; it is, indeed, entirely consistent. In this regard, one can look to Barbara Herrnstein Smith for guidance.]

 

Empirical Facts and Complex “Truths”

Let me hasten to reassure my readers: this scepticism does not affect the reality of historical facts, the facts that fill Foucault’s books; what it does affect are big questions such as ‘What is true democracy?’… To criticize generalizations is not to deny all truth and snipe at the honour of historians, as some have feared…. the truth of empirical facts is accessible to us… (41)

Leave little facts in peace, but make war on generalizations. As Foucault, this unexpected positivist, vouchsafes no more on this score, let me chance my arm. Of course, as Marc Bloch points out, historical facts do not exist ready made; they are constructions. But they are constructions built on ‘discourses’ that are neutral with regard to their truth. The tiny fact that, in some periods and some places, a haircut would be paid for with a dozen eggs rather than with money, in the twentieth century becomes an economic fact worthy of historical discourse…. Six million Jews murdered: that is a fact, and facts are stubborn, as Foucault retorted in an argument about the crimes of the Stalinist period. (46-47)

In the physical nature that the exact sciences examine, the objects of scientific ‘discourse’ display regularities, as we all know. However, in human affairs, there are and can only be transient singularities (pleasures, flesh, etc.) since, in its becoming, humanity lacks any foundation, vocation or dialectic to set it in order: every period presents nothing but a chaos of arbitrary singularities, the products of the chaotic concatenation of the preceding period. I think the above sentence sums up the principle upon which Foucauldism is based. That is why Foucault was able to tell his interviewers that, in the human domain, he could not assert any universal truths. There were only truths of details. (51)

[A] general idea, which planes above and presumes to subsume a number of singular realities that it then confuses together, is bound to be superficial and misleading. If one seeks out generalities in human affairs – concepts or an essence that is common to one of those ‘tangled pluralities of objects’ – one only ends up with ideas that are false, unclear (wide in extension but short on understanding), too vast, frequently noble but sometimes at once edifying yet pompous. (53)

 

Grasping the Pre-Discursive?

I therefore assume, rightly or wrongly**, that, according to Foucault, we always interpret things; we do that instantly…. A phenomenon that affects society and history according to how it is lived through, suffered, tolerated, praised or institutionalized has always been interpreted instantly, to become part of a whole set-up that is based on that interpretation. (49)

When we weigh up a ‘discourse’, we do have a sense of the reality of the dark nugget that it enfolds (and also perhaps of the power that is exercised upon us by the whole social, institutional, customary and theoretical etc. set-up in which the ‘discourse’ is immanent); but it is not possible for us to sift out the grain from the chaff, for the ‘discourse’ carves up that nugget that is its object and remodels it on itself. (50)

**[In the endnotes: There is one phrase of Foucault’s that makes me uneasy: ‘Such a history of the referent is no doubt possible; and I have no wish to exclude any effort to uncover and free these prediscursive experiences from the tyranny of the text’ (Archaeology of Knowledge, pp. 47-8). Is not Foucault here striving not to seem too trenchant or dogmatic? It is hard to see how access to a prediscursive referent could be possible, or how a description could be neutral. (159)]

[This is not the only time that Foucault hinted at a prediscursive politics, though his exact meaning remains debatable. Near the end of his History of Sexuality, Vol. 1, Foucault argues the following: “It is the agency of sex that we must break away from, if we aim—through a tactical reversal of the various mechanisms of sexuality—to counter the grips of power with the claims of bodies, pleasures, and knowledges, in their multiplicity and their possibility of resistance.  The rallying point for the counterattack against the deployment of sexuality ought not to be sex-desire, but bodies and pleasures.” How precisely do we break from “the agency of sex” without a nondiscursive, “authentic sexuality”? Or, is this merely a call for the deployment of counter-discourses, complex resistances which may challenge orthodoxy, but which nevertheless develop their own fictions? If the latter, isn’t this a call for resistance without liberation? And isn’t this a mark of the “tragic” [see below], and of his latent conservatism that I talked about in my Chp. 2 analysis?]

 

Human Nature and the Impossibility of the True Subject

It is thus possible to predict that people will soon cease to fasten upon ‘human nature’ as the object of their study and ‘man, [as such,] will be erased, like a face drawn in the sand at the edge of the sea’. That fatal sentence with which Les mots et les choses (The Order of Things) ends is well known, as is the clamour of frogs in the mud that greeted this conclusion, despite the fact that its context rendered it both comprehensible and innocuous… In that much maligned sentence, a fair-minded reader will detect not so much a blasphemy, but rather, forcefully incised with an elegant etcher’s needle, a metaphysical sense of the tragic aspect of life…. Foucault’s fatal phrase meant simply that it is possible to say what makes a man, but not possible to discover what is ‘a man’s being’, as Heidegger tries to (e.g., ‘What is man’s place in Everything and in time?’), or what he is internally, as Sartre does (e.g., ‘Is he a person of good faith or bad faith?’). (42-43)

‘… human beings have constantly been constructing themselves, that is to say they have continually been shifting their subjectivity, fitting themselves into an infinite and multiple series of different subjectivities that go on forever and will never bring us face to face with what man is.’

From then on, Foucault was to fill the place left empty by ‘man’, that hero of so many proverbs, by installing in his stead a process of constitution or, at other times, an act of self-stylization on the part of a free, if not all-powerful, human Subject. (44)

[I’ve always been leery of Foucault’s contention that he is able to “bracket” or avoid a conception of human nature. In the lines above, I think Veyne quite accurately describes Foucault’s view of subjectivity, and it certainly sounds like a conception of human nature. In my view, one cannot talk about the human condition and subjectivity without some sort of understanding of what it means to be human. It may be reflexively impossible to do so; it may be, quite frankly, a logical precondition. In Foucault’s case, self-construction and self-stylization are elements of a conception of human nature. His conception assumes a strong capacity for self-awareness (which may not always be realized) and existential plasticity. In Foucault, one can even sense a strain of Locke’s tabula rasa, since positivists like Foucault wish to eschew any acknowledgement of a pre-deterimined human nature. Unfortunately for Foucault, a “pre-deterimined human nature” is only one conception of this nature, and any argument about escaping its clutches sounds like a conceit.]

 

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*Veyne, Paul. Foucault: His Thought, His Character. Malden, MA: Polity, 2010. Print.

A Few Tweets with Baldrey

Twitter is an interesting technology that I’ve just started to use in the last four months (@grapemanca). So far, it has been a wonderful way to save, share and collect valuable links to fast-breaking stories. Not so useful is its capacity for discussion. Trying to follow a conversation between two other people is very difficult, since you often miss certain tweets in the middle of the debate, and it’s not always clear who is saying what.

Nevertheless, you can occasionally catch the eye of the mucky-mucks in media and government. Below is a brief exchange I had with Keith Baldrey, a well-know B.C. media pundit. This first set starts from the bottom:

[Click on the images for a larger view.]

 

 

 

 

 

 

 

I wrote the fifth and final tweet below, but did not hear back from Mr. Baldrey.

 

 

 

I think I showed restraint. What do you think?

Changes in Core Competencies?

The following is my response to the Ministry of Education’s question,

What new competencies will students need to prepare them for graduation and the future?

The question can be found on the Ministry’s new website, engage.bcedplan.ca/

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The most important competencies are the ones that have existed for millennia.

In terms of the basic literacy of secondary school students, they need to be able to write effective sentences, paragraphs and extended compositions. They need to understand the differences between writing for formal situations and communicating with friends. They should be able to distinguish words like “then” and “than”, and understand that complete sentences are not connected by commas.

They should have an inkling of ironic tone and common allusions. No, Animal Farm is not merely a children’s story about belligerent swine. They need, in short, enough “cultural depth” to start the long journey towards critical thinking, a process that cannot happen in a cultural vacuum – whatever culture that may be. And if they have to look up a witty aside on Google, the conversation has already passed them by.

Similarly, students should be able to make basic computations in their heads without rushing to a calculator. These computations are not simply “rote memory”; they represent the basic functional relationships between numbers that form the foundation of mathematical analysis and creativity.

Let’s not stop there. Are the rules of grammar completely arbitrary? Is the logic of balancing equations a matter of taste? Is the role of federalism in Canadian politics, or the increasing complexity of animal phyla, simply a jumble of random factoids that we can look up in Google? I shudder to think that anyone who is serious would say yes to any of these questions. Much of the content in our curricula is indeed quite stable, and needs to be mastered (and internalized) before any real critical thinking can occur. As more and more researchers are finding, skimming for information is not the same thing as deep thinking.

What I am saying, in other words, is that we need to be very skeptical about the latest education bandwagon and claims that things have changed fundamentally in our society and in our education system. As a teacher who has taught for almost 19 years in the classroom and online, and at the secondary and first-year university levels, I have witnessed much change, yet I have not seen any fundamental alteration of the “core competencies”.  So I wonder about things. Is this call for “21st century learning” simply a change for the sake of change? Is it a Trojan Horse designed to “teacher proof” our profession and introduce a Wisconsin-style working environment? Or perhaps it’s the result of well-meaning apparatchiks in the Ministry of Education who have little connection to front line teaching? [Would they, for example, survive a week in my remedial language arts classes?] I suspect it is all of that.

I also wonder about the lack of funding. Minister Abbott has already said there is no new money available for these massive proposed changes. But we all know that massive changes require massive increases in funding for retraining, restructuring, and rebuilding. So either the changes won’t actually happen (though there will be much chaos in the short term), or education will be reduced to the lowest common denominator. We might see, in one version of change, personalized learning based upon pre-packaged correspondence workbooks. How else could a teacher deal with 200+ separate IEP’s, 200+ sets of ongoing student research projects, and 200+ sets of tailored assessments? If this scenario comes true, we might see more variation in pace, but much more standardization of content and assessment. How factory-like!

In the end, let’s be very careful. Let’s be very suspicious of glitzy Powerpoints and videos that are long on Rousseauian slogans and short on detail. If the rumours are true, we are at the cusp of a major experiment in social engineering. Let’s make sure that the objects of this engineering – the students and their teachers – don’t suffer from the grand designs, and unintended consequences, of those whose lives and livelihoods exist outside the school.