Archive of March 2016
Why the Math Curriculum Makes No Sense ¶
I’ve come to believe that even this simple question—“who designed this?”—rests on a flawed assumption. The broad thing we call “the math curriculum” isn’t really “designed.” Rather, like all educational institutions and systems, it is shaped by a hailstorm of competing forces…
I think this isn’t a challenge just in education, but in the field of design at large. The idea that things can be well-planned but flawed in execution causes so many issues. Every design has to live in the real world, or it isn’t design. And every real world thing will include elements that have been designed for in advance, but will have features and realities thrust at it that expose where the original design didn’t account for something.
Design can’t account for everything. Do the best you can within the constraints you’re able to identify. Then make changes if it isn’t working.
Susan Lin’s Website ¶
What Thomas Hardy Taught Me ¶
Freddie DeBoer responds to Rebecca Mead’s AltSchools essay:
The point is not that the humanities, or the liberal arts, or the deeper concepts and values of civilization, or whatever only have value because of how they support more narrowly-remunerative skills. The point is that these deeper values and these monetizable skills exist in relationships so deeply intertwined that they are permanently inextricable from one another. […] I have no doubt that we will come in time to learn again the absolute necessity of learning that goes beyond the rote skills we currently perceive to be important, that someday people will learn to again see the utter necessity of humanistic thinking. But such understanding will only come after we have allowed deluded privateers to wring every last dollar out of our educational system as they strip it of all learning that has a function other than training more efficient little capitalists.
Dan Meyer comments:
I applied to film school out of high school and spent a large fraction of my university math education reading screenplays and writing about movies. The coffin eventually closed on those aspirations, but my interest in narrative and storytelling has permeated every aspect of my teaching, research, and current work in education technology.
I personally agree about the value of liberal arts education, but I have to wonder if there’s a role that privilege plays in this point of view. I also wonder if the division between technical “job skills” and humanistic education is a false one?