These are all descriptors I’ve encountered for Canada, from one source or another. I can make of each one something contextual. Yet as each suggests a departure or break from something previous, that’s really just a subtle way of saying, “Here’s what we aren’t.”
Yet describing something with negative terminology is ultimately meaningless because it can end up becoming silly; for instance, “I am not a giant Godzilla-like dragon that breaths fire and enjoys sipping my iced coffee on Tuesdays.” We could literally imagine anything that isn’t the case and say as much, and we’re no further ahead knowing what actually is the case.
So when I see descriptors like these – for Canada but really for anything – I’m unclear and confused about what to think. It’s a concern for me, the citizen, because who I am and what I value have direct effect on you and everyone else, and me in return all over again.
Ignoring the post-modern fallacy, i.e. nothing is true other than the statement that confirms nothing is true, this description of Canadian identity also falls in line with the negative terminology and serves as the on-ramp to the freeway of silliness upon which no Godzillas sip their Tuesday coffee.
And where the link above was an American take on our Prime Minister’s interpretation of whom he leads, others have taken noted concern of his statement, too, among them some Canadians whom he leads…
On the other hand, and perhaps in response (?), the Government of Canada is now apparently reversing course, telling Canadians and would-be Canadians something awfully more specific about Canadian identity:
I admit, once more, to losing track as a “Canadian,” although at least this time the terminology is positive: “We are indeed ‘this’ and ‘that.’”
Some pretty specific stuff in this Global Affairs guide. For example…
“When lining up in a public place, the bank for instance, Canadians require at least 14 inches of space…”
Right down to the inch? Granted, I’m not the most social-media savvy citizen you could find, but I think a colloquial Canadian response to this – at least on-line – might be “WTF!!!”
Still, please don’t let me speak on your behalf. That said, the guide seems to have been compiled by one person in an interview format with a second person because it’s written with a first-person perspective: it’s uniquely Canadian, you might say.
Now, if your rejoinder is to excuse this guide as merely a helpful list of suggestions for what is “Canadian,” then I counter with the challenge to separate, in these suggestions, what are quintessential as compared to what are stereotypical descriptions. After all, what Canadian does NOT love beer and hockey and The Hip, just as they detest the gesturing of hands and public displays of affection?
We’re approaching another freeway on-ramp, this one a sloped and slippery freeway that circles and loops and arrives at no particular destination because at its terminus interminably works a construction crew, who build it out just a little further than before, apparently with no idea who they are, or what they do, or – perhaps worst of all – why they might want to reflect, with no small concern, upon the work they consider to be of national significance.
Seriously, am I the only one who’s concerned by this?
In the previous post, I proposed that development and learning co-exist alongside winning and that contriving debate to place them at odds actually misconstrues their concerted relationship. I add, here, that development and learning are characteristic of people, and winning and losing is inherent to the Game of Football and to sport in general. In other words, development & learning and winning & losing are not at odds; they arise in concert as people compete with one another by participating as opponents when they play a game.
I also suggest in that post that all sorts of people have fun playing the Game of Football for all sorts of reasons and that competition and fun, like development and winning, are not and should not be mutually exclusive.
Another facet to this topic, based on the inherent nature of winning & losing to sport, is that any and all attempts to win are justifiable. This discussion becomes especially heated in the context of youth sport because such a purist approach can be detrimental to the players as they learn how to play and be members of a team. In that light, what I discuss below is development & learning in youth sport – specifically, in youth football (soccer).
To those who say that the Game is purely about winning & losing: saying so is a red herring. We must account for the fact that youth football has been distinguished from the adult game, and this distinction is for good reason.
Although at first it might seem contradictory, I already grant that the objective of the Game of Football is to win. I have clearly claimed that every team plays to win. Nobody plays to lose – in sport, or cards, or board games, or any game. Youth modifications don’t change that. Yes, as in any game, the objective in the Game of Football is to win.
But the objective lies apart from learning how to play and training to play to win. The modifications to Youth Football have come about on account of younger peoples’ traits and abilities. By analogy, it’s like when cars are modified for those learning to drive: two steering wheels, wider mirrors, or driving on quieter out-of-the-way roads, or using VR simulators. There’s a gradual learning process by which new drivers grow accustomed to the road.
Reversing that analogy, U9s play 7 a-side on a smaller field with a smaller ball and various rule alterations – the very existence of such modifications is evidence that the Youth Game differs from the Adult Game on account of youth differing from adults.
If someone is coaching a Youth team in accordance with the modifications, they tacitly acknowledge the difference. Therefore, to see nothing wrong with a purist viewpoint – that winning is utterly and always justifiable, even in the context of youth football – strikes me as insincere, perhaps in denial that young people differ from adults, or that priorities are skewed to place the self-security of winning above all else, or that someone is ignorant or uninterested in child growth & development , or some combination of these.
To simply say the Game is about winning… yes, it’s correct as far as the pure Game is understood, as a concept, but it reduces your margin for error. On that basis, we’d better be flawless now, and play with mastery, or else we amount to nothing more than a loser and a failure. I suspect none of our teams is flawless, as much as a purist belief might require them to be.
One youth team I coached (Ass’t Coach) years ago was successful enough that, during our U11 year, we were able to play versus three professional F.A. Academy sides. The results were 0-15, 0-5, 0-9. We had no illusions, and our players were shattered by the reality that same-age teams could have such quality and be so dominant, just as we were back home – that’s how we were accepted to play these Academies in the first place. In any event, there it was: a level of mastery relative to us that we were obliged to respect.
So, given a belief in the purist objective of winning… unless you take on similar opponents, who can challenge your team, then purist winning reflects poorly upon you, making you look ignorant, if not cowardly. If the Game is simply to be played to its purest, then nothing short of mastery will do. And if that playing field is to be a level one, then the best example of mastery we have, in reality, is the pro game. To purists, I say this: if you test your youth team at that level, as I’ve done, you may well discover that…
(a) your challenge may not even be accepted but, if it is, then
(b) you may have a rude awakening.
In fact, that may be exactly what a purist needs. On the other hand, if it comes at your players’ expense, it’s not worth the cost. As I say, our team was shattered, and we had a great deal of respect for youth training and development, being professional educators and researchers as we (still) are.
Things are always much easier when all’s well and we’re winning. Real humility is found when we aren’t winning. To those who take a purist approach to sport, enjoy the ride at the top while it lasts because, someday, you may discover that you’ve not learned how to cope, yourselves.
Outside of corruption, throwing the game, which has no place in this discussion, I submit that nobody deliberately plays to lose.
Specifically, I’m talking about football, less commonly known as soccer, and perhaps this discussion even applies to many different sports. But, as a player and coach, football is the beautiful game that I know best, so here goes.
Playing football, we would anticipate the team that makes the fewest mistakes ought to win – as in, the fewest mistakes both in and out of possession, from the kick-off until full-time. If so, then consistent quality performances are key because these should result in more opportunities to earn a win and prevent a loss. What’s more, as the reward for winning grows more lucrative, and the stakes are raised, players must all-the-more learn to develop that “consistent quality performance” on demand, under whatever pressure: effective decisions, executed at the proper moments, skillfully, every time, or at least as frequently as possible. Developing this “quality performance” consistency also demands that opponents earn victories rather than handing them the result, unimpeded, because now they’re challenged to execute just as consistently, if not just as flawlessly. As I say, no one competes to lose.
So, what of development and winning in light of all this? Too often, for me, these two ideas are falsely conflated into sides of what is truly a non-existent – or, at least, a very ill-conceived – debate. As ends-in-themselves, development and winning are typically deemed incompatible. Further, winning is then often vilified since winners produce losers while development is commended for being inclusive. At that point, I find the debate often sidetracks into competition versus fun, another false dichotomy, but in any case, the parameters are so muddled as to render all a meaningless waste of breath. For the sake of dispensing with the issue, I simply ask: why would we not reasonably expect to see fun in conjunction with competition? These are not oil and water, nor do they need to be, nor should they be deemed to be.
Football, the Game, can be played for fun, exhilaration, fitness, camaraderie, focus, perseverance, discipline, teamwork, all manner of virtues and benefits, yet all these on account of the very nature of the Game as a contest of opposition. And where one person finds things fun and enjoyable, another does not necessarily agree, yet who’s to say who is correct, if the Game has enabled all? All sorts of people find all sorts of fun in all sorts of things – who’s to say that finding competition to be fun is wrong, if only because it makes you squeamish? Just the same, if someone’s threshold for intense competitive drive is lower than another’s, can each still not enjoy playing with like-minded peers? In fact, just for instance, this is exactly why various youth and adult leagues categorize levels of play into (for ease of this discussion) gold, silver, and bronze tiers. Everyone must learn to play, and development (to whatever degree) will occur as they go. That implicates teammates, the quality of coaching, and other factors relating to a team or league’s motives for playing in the first place (i.e. gold vs silver vs bronze). Motive, however, does not change the nature of the Game, itself, or the nature of effective learning, development, coaching, and teaching.
As I see it, the issue is not Development for its Own Sake versus Winning for its Own Sake or even Development for its Own Sake versus Development in order to Win. The issue is Development and Learning as a concept, altogether, period, because how else could you learn to play? And the more you play, the more you develop. Whether that development is good or poor is down to context, and a separate issue.
And when the arguments start, what’s really being debated, it seems to me, is how any one person simply wants to be “right” and demand that everyone else agree with what constitutes “successful” participation in the Game. Ironically, it’s a territorial argument over ideology. But to win an egotistical war suggests to me that we might better spend our efforts re-evaluating our culture and how we wish to treat other people.
Fair enough, people want to be “right.” We all have egos. But can we at least offer some basis from which to claim what the word “successful” can mean? So here goes.
Since losing a match always remains a possibility, no matter how consistent our quality performance might be, we ought to measure “success” as the degree to which a player or team has developed that consistent quality of performance (process) over time, at their corresponding level and motive for play, regardless of winning (product).
**I’ll specify, as I did above, that where wins are lucrative – such as in professional play – the stakes grow higher, and different debates will ensue about what “success” means. Yet that’s a commercial issue, relating to development and learning on the basis of peoples’ patience and tolerance for financial pleasure or pain: in other words, the two issues are not inherently related but coincidental: a crowd of supporters or sponsors are willing to pay to back the team for a season.**
For the Game, itself, we must let winning take care of itself because players control what they are able to control, under conditions that also include the pitch, the ball, the referee, the weather, health, fitness, and so forth. So what can we measure? Measurements ought to fall under player and team control, e.g. shots at goal, completed passes, tackles won, saves made, etc. Far from counteracting the importance of winning, such consistent measurements of quality performance provide feedback, i.e. if our pass completion is 90% successful around the penalty box, then maybe we don’t score because our shooting is infrequent or inaccurate. One might even argue that the statistical measurements we gather are less important than the ones we’ve overlooked.
In any case, successful players and successful teams identify strong and weak areas by regularly measuring consistent quality across a range of performance details, and they develop each area for consistency – which we anticipate will translate into more wins – because consistent quality performances usually translate into what can be measured as an “ongoing success.” Success now defines a degree of purposeful, committed, consistent hard work, which makes for more focused, more effective training. Developmentally, the more successful you are, the more often you can theoretically win – but if your opponents also train and measure, and respond better than you do, then guess what? That’s called competition.
Development and winning not only can but already do co-exist. And they always have. It’s people who separate them, falsely, perhaps because they want to win more than they want to earn wins – or, worse, perhaps because they merely want to win a territorial argument about development vs winning that never existed before someone’s ego dreamt it up.
Beyond on-field training and competing, development and learning should cover a range of areas that affect yet lie beyond the Game, e.g. health, fitness, nutrition, goal setting, mental preparation, personal responsibility. Coaches ought to take players beyond the Game, teaching them how to train, how to contribute to a team, how to compete at higher levels of skill and intensity, how to manage the dynamics and emotions of competition, and how to conduct themselves with personal integrity in all respects. Of course, the Game is included within the scope of these matters because that’s why we’re a team in the first place. And the range of these inclusions will comprise a more holistic football program. We implement and evaluate that program as we go, or we ought to.
Effective programs inevitably reveal the crux of commitment, either thanks to peoples’ dedication or on account of their inconsistency. Effective programs encourage trust and a shared pursuit of common goals. Where trust and commitment are maintained consistently and respectfully, a team and its members learn to measure quality and respond consistently, i.e. successfully. Such programs require time, discipline, and patience to learn, but the degree to which participants buy into the philosophy is met with concomitant developmental consistency, and again, one can expect winning to result more often than not, relative to the quality of the opposition. Likewise, individual people can take credit for this-or-that achievement only relative to their teammates, who are also active participants in the program.
Active participation should find team members applying complementary strengths by filling key roles on the path to team success. Individual contributions accumulate, and if these have been consistently defined by common goals and measured for consistent quality, “success” is more likely because people can envision it more clearly and pursue it more meaningfully.
Opponents, especially of equal or slightly higher abilities, likewise play a key role in a team’s pursuit of success since measuring consistent quality performances against them is, in one sense, what the Game – and what sport – is all about. Active involvement in a program unites a team, preparing everyone for more advanced challenges. Occasionally, a teammate might advance to more elite programs, and when a team member grows beyond the scope of the program, that is a team success that all of us can share.
“The needs of the economy and our society are changing and therefore you need to have a learning system that fits the purpose, and that purpose is constantly shifting.”
So said Anthony Mackay, CEO of the Centre for Strategic Education (CSE) in Australia, during an interview with Tracy Sherlock from The Vancouver Sun. Mr Mackay was at SFU’s Wosk Centre for Dialogue in Vancouver on January 29, 2015, facilitating a forum about the changing face of education. Although links to the forum’s webcast archive and Sherlock’s interview are now inactive, I did save a copy of the interview text at the time, posted here beneath this essay. Tracy Sherlock has since told me that she doesn’t know why the interview’s links have been disconnected (e-mail communication, January 27, 2017). Nonetheless, there remainsampleon-line and pdf-printpromotion and coverage of the event.
The forum and the interview were first brought to my attention via e-mail, shared by an enthusiastic colleague who hoped to spur discussion, which is altogether not an uncommon thing for teachers. Originally, I wrote distinct yet connected responses to a series of quotations from Mr Mackay’s interview. Here, some thirty-two months later, I’ve edited things into a more fluid essay although, substantively, my thoughts remain unchanged. Regrettably, so does the bigger picture.
For starters, Mr Mackay’s remark tips his hand – and that of the CSE – when he precedes society with economy. Spotting related news reports makes the idea somewhat more plausible, that of a new curriculum “…addressing a chronic skills shortage in one of the few areas of the Canadian economy that is doing well” (Silcoff). Meanwhile, in Sherlock’s interview [posted below this essay], Mr Mackay concludes by invoking “the business community,” “the economy of the future,” and employers’ confidence. Make no mistake, Mr Mackay is as ideological as anyone out there, including me and you and everybody, and I credit him for being obvious. On the other hand, he plays into the hands of the grand voice of public educators, perhaps willfully yet in a way that strikes me as disingenuous, couched in language so positive that you’re a sinner to challenge him. Very well, I accept the challenge.
Whatever “purpose” of education Mr Mackay has in mind, here, it’s necessarily more specific unto itself than to any single student’s interests or passions. In other words, as I take his portrayal, some student somewhere is a square peg about to be shown a round hole. Yet this so-called purpose is also “constantly shifting,” so perhaps these are triangular or star-shaped holes, or whatever, as time passes by.
Enter “discovery learning” – by the way, are we in classrooms, or out-and-about on some experiential trip? – and the teacher says only what the problem is, leaving the students to, well, discover the rest. I can see where it has a place; how it enables learning seems obvious enough since we learn by doing – teach someone to fish, and all. But when it comes to deciding which fish to throw back, or how many fish are enough when you don’t have a fridge to store them in before they rot and attract hungry bears… when it comes to deciding what’s more versus less important, those minutiae of mastery, it’s not always as easy as an aphorism or a live-stream video conference. Where it’s more hands-off from the teacher, in order to accommodate the student, discovery learning seems to me better suited to learners well past any novice stage. And if the teacher said, “Sorry, that’s not discovery learning,” would the students remain motivated? Some would; others most certainly would not: their problem, or the teacher’s? When both the teacher and the students say, “We really do need to follow my lead just now,” which party needs to compromise for the other, and to what extent? Teaching and learning ought to be a negotiation, yes, but never an adversarial one! In the case of “discovery learning,” I wonder whether “teacher” is even the right title anymore.
In any case, Mr Mackay appears guilty of placing the cart before the horse where it comes to educating students according to some systemic purpose. I’ve got more to say about this particular detail, what he calls “personalization.” For now, it’s worth setting some foundation: Ken Osborne wrote a book called Education, which I would recommend as a good basis for challenging Mr Mackay’s remarks from this interview.
That Osborne’s book was published in 1999 I think serves my point, which is to say that discernment, critical thinking, effective communication, and other such lauded 21st century skills were in style long before the impending obscurity of the new millennium. They have always offered that hedge against uncertainty. People always have and always will need to think and listen and speak and read, and teachers can rely on this. Let’s not ever lose sight of literacy of any sort, in any venue. Which reminds me…
“Isn’t that tough when we don’t know what the jobs of the future will be?”
I must be frank and admit… this notion of unimaginable jobs of the future never resonated with me. I don’t remember when I first heard it, or even who coined it, but way-back-whenever, it instantly struck me as either amazing clairvoyance or patent nonsense. I’ve heard it uttered umpteen times by local school administrators, and visiting Ministry staff, and various politicians promoting the latest new curriculum. The idea is widely familiar to most people in education these days: jobs of the future, a future we can’t even imagine! Wow!
Well, if the unimaginable future puzzles even the government, then good lord! What hope, the rest of us? And if the future is so unimaginable, how are we even certain to head any direction at all? When you’re lost in the wilderness, the advice is to stay put and wait for rescue. On the other hand, staying put doesn’t seem appropriate to this discussion; education does need to adapt and evolve, so we should periodically review and revise curricula. But what of this word unimaginable?
For months prior to its launch, proponents of BC’s new curriculum clarified – although, really, they admonished – that learning is, among other things, no longer about fingers quaintly turning the pages of outmoded textbooks. To paraphrase the cliché, that ship didn’t just sail, it sank. No need to worry, though. All aboard were saved thanks to new PDFs– er, I mean PFDs, personal floatation devices– er, um, that is to say personal floatation e-devices, the latest MOBI-equipped e-readers, to be precise. As for coming to know things (you know, the whole reason behind “reading” and all…), well, we have Google and the Internet for everything you ever did, or didn’t, need to know, not to mention a 24/7 news cycle, all available at the click of a trackpad. It’s the 21st century, and learning has reserved passage aboard a newer, better, uber-modern cruise ship where students recline in ergonomic deck chairs, their fingertips sliding across Smart screens like shuffleboard pucks. Welcome aboard! And did I mention? Technology is no mere Unsinkable Ship, it’s Sustainable too, saving forests of trees from the printing press (at a gigawatt-cost of electricity, mind, but let’s not pack too much baggage on this voyage).
Sorry, yes, that’s all a little facetious, and I confess to swiping as broadly and inaccurately as calling the future “unimaginable.” More to the point: for heaven’s sake, if we aren’t able to imagine the future, how on earth do we prepare anybody for it? Looking back, we should probably excuse Harland & Wolff, too – evidently, they knew nothing of icebergs. Except that they did know, just as Captain Smith was supposed to know how to avoid them.
But time and tide wait for no one which, as I gather, is how anything unimaginable arose in the first place. Very well, if we’re compelled toward the unknowable future, a cruise aboard the good ship Technology at least sounds pleasant. And if e-PFDs can save me weeks of exhausting time-consuming annoying life-skills practice – you know, like swimming lessons – so much the better. Who’s honestly got time for all that practical life-skills crap, anyway, particularly when technology can look after it for you – you know, like GPS.
If the 21st century tide is rising so rapidly that it’s literally unimaginable (I mean apart from being certain that we’re done with books), then I guess we’re wise to embrace this urgent… what is it, an alert? a prognostication? guesswork? Well, whatever it is, thank you, Whoever You Are, for such vivid foresight– hey, that’s another thing: who exactly receives the credit for guiding this voyage? Who’s our Captain aboard this cruise ship? Tech Departments might pilot the helm, or tend the engine room, but who’s the navigator charting our course to future ports of call? What’s our destination? Even the most desperate voyage has a destination; I wouldn’t even think a ship gets built unless it’s needed. Loosen your collars, everybody, it’s about to get teleological in here.
Q: What destination, good ship Technology?
A: The unknowable future…
Land?-ho! The Not-Quite-Yet-Discovered Country… hmm, would that be 21st century purgatory? Forgive my Hamlet reference – it’s from a mere book.
To comprehend the future, let’s consider the past. History can be instructive. Remember that apocryphal bit of historical nonsense, that Christopher Columbus “discovered America,” as if the entire North American continent lay indecipherably upon the planet, unbeknownst to Earthlings? (Or maybe you’re a 21st century zealot who only reads blogs and Twitter, I don’t know.) Faulty history aside, we can say that Columbus had an ambitious thesis, a western shipping route to Asia, without which he’d never have persuaded his political sponsors to back the attempt. You know what else we can say about Columbus, on top of his thesis? He also had navigation and seafaring skill, an established reputation that enabled him to approach his sponsors in the first place. As a man with a plan to chart the uncharted, even so Columbus possessed some means of measuring his progress and finding his way. In that respect, it might be more accurate to say he earned his small fleet of well-equipped ships. What history then unfolded tells its own tale, the point here simply that Columbus may not have had accurate charts, but he also didn’t set sail, clueless, to discover the unimaginable in a void of invisible nowhere.
But what void confronts us? Do we really have no clue what to expect? To hear the likes of Mackay tell it, with technological innovation this rapid, this influential, we’re going to need all hands on deck, all eyes trained forward, toward… what exactly? Why is the future so unimaginable? Here’s a theory of my very own: it’s not.
Discovering in the void might better describe Galileo, say, or Kepler, who against the mainstream recharted a mischarted solar system along with the physics that describe it. Where they disagreed over detail such as ocean tides (as I gather, Kepler was right), they each had pretty stable Copernican paradigms, mediated as much by their own empirical data as by education. Staring into the great void, perhaps these astronomers didn’t always recognise exactly what they saw, but they still had enough of the right stuff to interpret it. Again, the point here is not about reaching outcomes so much as holding a steady course. Galileo pilots himself against the political current and is historically vindicated on account of his curious mix of technological proficiency, field expertise, and persistent vision. For all that he was unable to predict or fully understand, Galileo still seemed to know where he was going.
I suppose if anyone might be accused of launching speculative missions into the great void of invisible nowhere, it would be NASA, but even there is clarity. Just to name a few: Pioneer, Apollo, Voyager, Hubble – missions with destinations, destinies, and legacies. Meanwhile, up in the middle of Nowhere, people now live in the International Space Station. NASA doesn’t launch people into space willy-nilly. It all happens, as it should, and as it must, in a context with articulated objectives. Such accomplishments do not arise because the future is unimaginable; on the contrary, they arise precisely because people are able to imagine the future.
Which brings me back to Mr Mackay and the government’s forum on education. It’s not accurate for me to pit one side against another when we all want students to succeed. If I’ve belaboured the point here, it’s because our task concerns young people, in loco parentis. Selling those efforts as some blind adventure seems, to me, the height of irresponsibility wrapped in an audacious marketing campaign disguised as an inevitable future, a ship setting sail so climb aboard, and hurry! Yes, I see where urgency is borne of rapid innovation, technological advancement made obsolete mere weeks or months later. For some, I know that’s thrilling. For me, it’s more like the America’s Cup race in a typhoon: thanks, but no thanks, I’ll tarry ashore a while longer, in no rush to head for open sea, not even aboard a vaunted ocean liner.
We simply mustn’t be so eager to journey into the unknown without objectives and a plan, not even accompanied as we are by machines that contain microprocessors, which is all “technology” seems to imply nowadays. There’s the respect that makes calamity of downloading the latest tablet apps, or what-have-you, just because the technology exists to make it available. How many times have teachers said the issue is not technology per se so much as knowing how best to use it? Teleology, remember? By the way, since we’re on the subject, what is the meaning of life? One theme seems consistent: the ambition of human endeavour. Sharpen weapon, kill beast. Discover fire, cook beast! Discover agriculture, domesticate beast. Realise surplus, and follows world-spanning conquest that eventually reaches stars.
Look, if learning is no longer about fingers quaintly turning the pages of outmoded textbooks, then fine. I still have my doubts – I’ve long said vinyl sounds better – but let that go. Can we please just drop the bandwagoning and sloganeering, and get more specific? By now, I’ve grown so weary of “the unimaginable future” as to give it the dreaded eye-roll. And if I’m a teenaged student, as much as I might be thrilled by inventing jobs of the future, I probably need to get to know me, too, what I’m all about.
In truth, educators do have one specific aim – personalized learning – which increasingly has come into curricular focus. Personalization raises some contentious issues, not least of which is sufficient funding since the need for individualized attention requires more time and resources per student. Nevertheless, it’s a strategy that I’ve found positive, and I agree it’s worth pursuing. That brings me back to Ken Osborne. One of the best lessons I gathered from his book was the practicality of meeting individuals wherever they reside as compared to determining broader needs and asking individuals to meet expectations.
Briefly, the debate presents itself as follows…
Side ‘A’ would determine communal needs and educate students to fill the roles
In my humble opinion, this is an eventual move toward social engineering and a return to unpleasant historical precedent. Know your history, everybody.
Side ‘B’ would assess an individual’s needs and educate a student to fulfil personal potential
In my humble opinion, this is a course that educators claim to follow everyday, especially these days, and one that they would do well to continue pursuing in earnest.
In my experience, students find collective learning models less relevant and less authentic than the inherent incentives found in personalized approaches that engender esteem and respect. Essentially, when we educate individuals, we leave them room to sort themselves out and accord them due respect for their ways and means along the way. In return, each person is able to grasp the value of personal responsibility. Just as importantly, the opportunity for self-actualisation is now not only unfettered but facilitated by school curricula, which I suspect is what was intended by all the “unimaginable” bluster. The communal roles from Osborne’s Side ‘A’ can still be filled, now by sheer numbers from the talent pool rather than by pre-conceived aims to sculpt square pegs for round holes.
Where I opened this essay with Anthony Mackay’s purposeful call to link business and education, I’ve been commenting as a professional educator because that is my field, so that is my purview. In fairness to government, I’ve found that more recent curricular promotion perhaps hints at reversing course from the murk of the “unimaginable” future by emphasizing, instead, more proactive talk of skills and empowerment. Even so, a different posture remains (touched upon in Katie Hyslop’s reporting of the forum and its participants, and a fairly commondiscursivethread in education in its own right) that implicitly conflates the aims of education and business, and even the arts. Curricular draft work distinguishes the “world of work” from details that otherwise describe British Columbia’s “educated citizen” (p. 2).  Both Ontario and Alberta’s curricular plans have developed comparably to BC’s, noting employers’ rising expectations that “a human capital plan” will address our ever-changing “world of work” (p. 5) – it’s as if school’s industrial role were a given. Credit where it’s due, I suppose: they proceed from a vision towards a destination. And being neither an economist nor an industrialist, I don’t aim to question the broader need for business, entrepreneurship, or a healthy economy. Everybody needs to eat.
What I am is a professional educator, and that means I have been carefully and intentionally trained and accredited alongside my colleagues to envision, on behalf of all, what is best for students. So when I read a claim like Mr Mackay’s, that “what business wants in terms of the graduate is exactly what educators want in terms of the whole person,” I am wary that his educational vision and leadership are yielding our judgment to interests, such as commerce and industry, that lie beyond the immediately appropriate interests of students. Anthony Mackay demonstrates what is, for me, the greatest failing in education: leaders whose faulty vision makes impossible the very aims they set out to reach. (By the by, I’ve also watched such leadership condemn brilliant teaching that reaches those aims.) As much as a blanket statement, Mr Mackay makes an unfounded statement, and I could hardly do better to find an example of begging the question. If Mr Mackay is captain of the ship, then maybe responsible educators should be reading Herman Wouk – one last book, sorry, couldn’t resist.
Education is about empowering individuals to make their own decisions, and any way you slice it, individuals making decisions is how society diversifies itself. That includes diversifying the economy, as compared to the other way around (the economy differentiating individuals). Some people are inevitably more influential than others. All the more reason then for everybody, from captains of industry on down, to learn to accept responsibility for respecting an individual’s space, even while everybody learns to decide what course to ply for themselves. Personalized learning is the way to go as far as resources can be distributed, so leave that to the trained professional educators who are entrusted with the task, who are experts at reading the charts, spotting the hazards, and navigating the course, even through a void. Expertise is a headlight, or whatever those are called aboard ships, so where objectives require particular expertise, let us be lead by qualified experts.
And stop with the nonsense. No unimaginable future “world of work” should be the aim of students to discover while their teachers tag along like tour guides. Anyway, I thought the whole Columbus “discovery” thing had helped us to amend that sort of thinking, or maybe I was wrong. Or maybe the wrong people decided to ignore history and spend their time, instead, staring at something they convinced themselves was impossible to see.
“The learning partnership has gotto go beyond the partnership of young person and family, teacher and school, to the community and supportive agencies. TONY MACKAY CEO, CENTRE FOR STRATEGIC EDUCATION IN AUSTRALIA
Tony Mackay, CEO at the Centre for Strategic Education in Australia, was in Vancouver recently, facilitating a forum about changing the education system to make it more flexible and personalized. He spoke about the rapidly changing world and what it means for education.
Q Why does the education system need to change?
A The needs of the economy and our society are changing and therefore you need to have a learning system that fits the purpose, and that purpose is constantly shifting. So it’s not just a matter of saying we can reach a particular level and we’ll be OK, because you’ve got such a dynamic global context that you have a compelling case that says we will never be able to ensure our ongoing level of economic and social prosperity unless we have a learning system that can deliver young people who are ready — ready for further education, ready for the workforce, ready for a global context. That’s the compelling case for change.
Q Isn’t that tough when we don’t know what the jobs of the future will be?
A In the past we knew what the skill set was and we could prepare young people for specialization in particular jobs. Now we’re talking about skill sets that include creativity, problem solving, collaboration, and the global competence to be flexible and to have cultural understanding. It’s not either or, it’s both and — you need fantastic learning and brilliant learning in the domains, which we know are fundamental, but you also need additional skills that increasingly focus on emotional and social, personal and inter-personal, and perseverance and enterprising spirit. And we’re not saying we just want that for some kids, we want to ensure that all young people graduate with that skill set. And we know they’re going to have to effectively “learn” a living — they’re going to have to keep on learning in order to have the kind of life that they want and that we’re going to need to have an economy that thrives. I believe that’s a pretty compelling case for change.
Q How do you teach flexibility?
A When I think about the conditions for quality learning, it’s pretty clear that you need to be in an environment where not only are you feeling emotionally positive, you are being challenged — there’s that sense that you are challenged to push yourself beyond a level of comfort, but not so much that it generates anxiety and it translates into a lack of success and a feeling of failure that creates blockages to learning. You need to be working with others at the same time — the social nature of learning is essential. When you’re working with others on a common problem that is real and you have to work as a team and be collaborative. You have to know how to show your levels of performance as an individual and as a group. You can’t do any of that sort of stuff as you are learning together without developing flexibility and being adaptive. If you don’t adapt to the kind of environment that is uncertain and volatile, then you’re not going to thrive.
Q What does the science of learning tell us?
A We now know more about the science of learning than ever before and the question is are we translating that into our teaching and learning programs? It’s not just deeper learning in the disciplines, but we want more powerful learning in those 21st-century skills we talked about. That means we have to know more than ever before about the emotions of learning and how to engage young people and how young people can encourage themselves to self-regulate their learning.
The truth is that education is increasingly about personalization. How do you make sure that an individual is being encouraged in their own learning path? How do we make sure we’re tapping into their strengths and their qualities? In the end, that passion and that success in whatever endeavour is what will make them more productive and frankly, happier.
Q But how do you change an entire education system?
A Once you learn what practice is done and is successful, how do you spread that practice in a school system so it’s not just pockets of excellence, but you’ve actually got an innovation strategy that helps you to spread new and emerging practice that’s powerful? You’re doing this all in the context of a rapidly changing environment, which is why you need those skills like flexibility and creativity. The learning partnership has got to go beyond the partnership of young person and family, teacher and school, to the community and supportive agencies. If we don’t get the business community into this call to action for lifelong learning even further, we are not going to be able to get there. In the end, we are all interdependent. The economy of the future — and we’re talking about tomorrow — is going to require young people with the knowledge, skills and dispositions that employers are confident about and can build on.
Some leaders talk a great game, but no matter the words coming out of their mouths, people respond to the culture they’re part of, and within it, they respond in both overt and subtle ways.
By the way, leaders aren’t limited to those in the head office… leaders are people who take initiative, work to their strengths, and lift others to do the same thing… so pay attention to making your strengths and inspiration constructive instead of deflating or injurious.
It’s a shame when aims and culture contradict. It’s hypocrisy when aims are ignored or undermined by deliberately contradictory culture.
No shame in reflection. Reflection is learning, and learning’s a virtue.
Also agreed! School education should be “looking beyond the short term and thinking more about what kinds of adults they’re trying to develop.” That’s always been my approach.
Post-secondary, career, parenthood, civic involvement… all these and more will come about, and with guidance, let each person find their own way. But the adult human beings making their life decisions need a virtuous, thoughtful, positive foundation, and that’s what school education should always be about.
Maclean’s columnist, David Moscrop, wrote today (June 23, 2017) about BC Premier Christy Clark’s shallow grasp at retaining power. Below, in reverse order, are my response and Moscrop’s opinion piece that prompted me.
A Pathetic Throne Speech is Not a Dangerous One
“Insidious and dangerous” is a bit much. I do agree on some basis with the article – my own first thought after hearing Clark’s platform announcement was “OK, why even have parties”?
But, obviously, among that 40% of voters are some very upset conservatives. They’ll see that Clark gets turfed as leader, and that will be a measure of accountability for her pathetic desperation-move. She can’t change horses mid-stream without upsetting plenty of Liberals so, no, nothing insidious or dangerous in her move. Moscrop puts it best, himself, near his closing: “…she imagines a world…”
Exactly. In Clark’s imagination, this shameless attempt actually had a chance, which is the only explanation for her attempting it – all the more reason to pity her, cast her aside, and move on. Politics and cynicism are sure to find new heroes anyway. Meanwhile, sixteen years of Clark has been far more than plenty. This move underscores her character, and the one thing long-serving professional politicians need is a dose of humility.
If any government move is insidious (although not necessarily dangerous, as compared to the potential for impasse after impasse), it’s Trudeau’s non-partisan Senate. Plenty has been written about that, even this week. Or how about the ‘Access To Information’ revisions revealed this week that actually expand exemptions and make access to information more difficult?
Incidentally, there’s nothing, repeat, nothing Machiavellian going on with Clark, for a couple reasons: (i) Machiavelli was advising Medici, who wasn’t known for his embrace of representative democracy, and (ii) when implemented shrewdly under the right circumstances, Machiavelli’s advice works. Please don’t insult Machiavelli’s intelligence and insight by lifting Clark to any such achievement. Machiavelli would be pitying her bald-faced panic and laughing – not rolling – in his grave. As for Sophocles, he at least had Antigone kill herself. Then again, Antigone had integrity.
I also agree that Clark’s move reflects the broader political extremism that Moscrop mentions. Seems a bit of poetic justice, then, given how much Clark referred to the US President and his looming presence during her campaign, that she’s fallen victim to similarly extreme behaviour and its consequences. She can’t be impeached, but she can be discarded.
One final point: the NDP-Greens are absolutely not “in the rather awkward position of having to vote against their own ideas” – not at all. What they’re voting against is Clark’s trustworthiness and credibility. Thanks to Clark, they’re able to vote “no confidence” with not only honesty but accuracy. It can only be described as one of the utterly truthful moments politics has ever known.
The foul cynicism of Christy Clark’s speech from the throne
Why the doomed B.C. Liberals’ Throne Speech—gruesomely stitched together from the platforms of the party’s rivals—was insidious and dangerous
British Columbia Premier Christy Clark, left, and NDP leader John Horgan, right, look on as B.C. Lieutenant Governor Judith Guichon gives the Speech from the Throne in Victoria, Thursday, June 22, 2017. THE CANADIAN PRESS/Jonathan Hayward
There’s an old joke, often attributed to Groucho Marx, that I spent the better part of Thursday thinking about after British Columbia’s premier, Christy Clark, presented her doomed government’s speech from the throne. The comedian is said to have quipped: “These are my principles. And if you don’t like them, I have others.” To be honest, I’d be laughing more right now if the line wasn’t so prescient and insightful as an explanatory tool for understanding politics in the province right now.
In Clark’s speech, read by B.C.’s Lieutenant Governor Judith Guichon, the premier made 30 pledges that were absent from her Liberal Party’s platform of just weeks ago, including more than a dozen lifted from the platforms of the likely-to-govern-soon New Democrats and their Green Party backers. After opposing proposals (presumably as recently as a week ago) such as a referendum on electoral reform, a ban on corporate and union donations to political parties, increases in funding for daycare, social assistance, and disability, scrapping the requirement for a referendum on new transit funding sources, and getting rid of tolls on the Port Mann Bridge, Clark and her Liberals hastily came to embrace them—and others, too.
Friends, I think I’m starting to become rather cynical towards politics.
The Liberals have spun their remarkable about-face as “listening to the voters.” I call shenanigans. The party received about 40 per cent of the popular vote in the 2017 election—down about 4 per cent from their 2013 result—and dropped from 49 seats to 43. These numbers raise the question: just who is the party listening to? Were they not listening to them in 2013? Or is it different voters they’re listening to now? Which ones? Perhaps voters in swing ridings? Or in presumably safe ridings where they lost by a slim margin? I suppose what the premier means is that she’s listening to some new voters, if those folks happen to live where it counts.
Clark’s dramatic conversion to an NDP/Green-light version of her party seems rather like an overcorrection given the modest shift in support between 2013 and 2017. Indeed, if I can be ever-so-cynical for another moment, it seems like the premier is desperately trying to cling to power by selling out her party and its supporters by offering a de facto “renewed” policy platform that stands in stark contrast to the last several years of the B.C. Liberal government and the still-warm corpse of the party’s election platform. No, I think Clark’s volte-face has nothing to do with “listening”—instead, it looks to be the most cynical ploy to maintain (or soon regain) power that I’ve seen in politics in Canada. I mean, who knew that when you mix orange and green you’d get B.C. Liberal blue?
I seem naive, don’t I? How is this any more cynical than politics-as-usual in late-modern liberal democracies? Perhaps Clark’s speech is no different in type when compared to other political ploys, but it’s certainly more extreme in degree. Honestly: The premier lost an election just weeks ago. Her party has been in power for 16 years. She has been premier for six years. And staring down defeat, what does she do? She “borrows” policies from the parties poised to defeat her days from now, abandons years of party commitments, and spins her reversal as “listening to voters,” as if she’d just now discovered the practice of consulting the electorate whom she is meant to serve. And all this after declaring that NDP leader John Horgan is a flip-flopper who isn’t to be trusted and labeling him “Say Anything John.”
Cynicism aside: will the gambit work for Clark? I don’t think so. It’s unlikely that any New Democrat or Green member of the Legislative Assembly (MLA) will break ranks and support the premier. Why would they? Once the Liberal government falls, they’ll get their shot at governing, short-lived as it may be; even if an NDP MLA were tempted to trade their shot at governing for a more stable legislature and some of their policies, their supporters wouldn’t soon forget the betrayal. And for the Greens, they’ve just made a deal to support the NDP, so it would be tricky from them to try to wiggle their way out of it so soon. On top of it all, of course, who can trust Clark and her Liberals now? No: the NDP and the Greens will, as expected, defeat the Clark government next week on a confidence motion and John Horgan will become premier of British Columbia.
Nonetheless, the Throne Speech does put the two opposition parties in the rather awkward position of having to vote against their own ideas. Yes, NDP leader John Horgan and Green Party leader Andrew Weaver must instruct their caucuses to defeat their own agenda—for the moment—so that it can be reborn and pursued under the aegis of the NDP-Green supply and confidence agreement. It’s a moment worthy of Sophocles. If Sophocles were a total hack.
As shrewd as this move may seem to Clark, who will surely use the “Nay” votes of NDP and Green MLAs as fodder for her election argument—“See, I tried to work with these guys! I even copied their platforms!”—the Premier may end up hoisted with her own petard. What happens when the NDP and Greens re-introduce these policies in the months to come (after all, the policies are their ideas) and Clark as Leader of the Opposition is faced with either supporting the government or voting against pledges she’s just recently made in her own Throne Speech? Perhaps she’ll be able to find some minor concerns to use as a pretext to oppose the NDP-Green iteration of the policy, but by then we’ll be way, way down the rabbit hole.
Whatever happens in the days, weeks, and months to come, though, one of the most insidious threats embedded in Clark’s cynical Throne Speech is a deeply disturbing conception of politics. Premier Clark has, in effect, tried to reduce politics to mere management and power; by raiding the NDP and Green platforms with abandon, by taking policy ideas that happen to be popular now, and by arguing that she is just borrowing the best bits from each party, she has indicated that deep and persistent ideological differences, which are reflective of real differences that one should expect and even celebrate in a pluralist democracy, are trivial concerns when power is at stake. Clark has stitched together a Frankenstein’s monster that she claims she’s best suited to command. What could go wrong? After all, everything turns out okay in Frankenstein, right?
The Premier’s vision of politics presented in the Throne Speech is post-political; she’s imagining a world where parties are mere brokers of the public will of the moment, interchangeable except for their respective management expertise, and the only questions relevant to politics is how to gain and keep power, alongside some technical questions about how to implement whichever policies happen to be fashionable at the time. Clark’s approach to politics is dangerous, not only because it’s hopelessly and shamelessly cynical, but also because it’s disrespectful and unhelpful to voters who rely on parties as aggregators of ideas that lead to policies they like. Reducing politics to mere whims of the moment, technocratic management concerns, and Machiavellian power struggles undermines parties and productive partisanship as helpful touchstones for voters while also pretending that there aren’t very real and very persistent disagreements in our society that cannot be reduced to technical questions of “how” and “by whom,” rather than “what” or “why.”
British Columbians will survive this frustrating and embarrassing chapter in the history of our politics. Citizens are not fools, and our system of government remains, as ever, plenty sound—if not quite as inclusive and participatory as it might be. Indeed, I believe Clark’s cynical gambit will fail, and we’ll all move on.
And yet, we shouldn’t forget what happened with this speech from the throne. That speech represents the worst of a short-sighted, desperate, and cynical kind of politics. In the future, leaders ought to hold it up as an example of what we should all strive to avoid in civic life. If we can do that, perhaps some good will come from this sad mess.
Well-respected journalist, Dan Rather, posted on Facebook today (June 20, 2017). Below, in reverse order, are my response, then Rather’s post, and finally the editorial that prompted him, a column by Michael Gerson of The Washington Post.
On “The Nobility of the Political Enterprise”
On nearly every point (from Gerson, cited by Rather) I agree, as each pertains to this president. But this final one… “the nobility of the political enterprise, viewing politics as conquest rather than as service” is all too easily suggested, in light of all this president’s incompetence. Surely the nobility of the political enterprise is under continual threat, just for starters: extremely bi-partisan Washington, talk radio echo chambers, silos of identity-politics, the debt-ceiling game of chicken, professional lobbying, gerrymandering, the list goes on, and these merely recent examples.
Remember the movie, ‘Dave,’ when Charles Grodin says his business would fail if he ran it like government? We all got the joke, and that was nearly thirty years ago, so the threat to nobility was just as real then, and before then. Ironically, today, this president is proving the opposite, that government can’t be run like business because – indeed – it is a noble enterprise, not a profit-making endeavour, and it requires careful stewardship on behalf of everyone.
Where in the world does any systemic “political nobility” exist in the first place, aside from the abstract, like the Constitution on paper? I don’t ask about one-off examples but, rather, for some historical examples of noble political longevity. My guess is that any example comes down to the inter-relationship of many many people, altogether, which dovetails nicely with all the criticism aimed here at this president and his childish lies and bullying. Yes, this president’s incompetence amplifies and reinvigorates itself in noteworthy, significant ways, and he is a fool and an ignoramus, and he is pathetic. But he is far from the lone guilty party when it comes to the nobility of the political enterprise. If anything, the current political enterprise is guilty of permitting him any kind of access, much less success, in the first place.
With respect to service over conquest, or any sought-after political outcomes in a system that’s up-and-running, don’t we simply get what we deserve? If we don’t like the outcomes, then change the inner works and the loopholes and various machinations. This president is undeniably hapless and utterly out of his depth, dead to any nobility. Yet he’s also an American citizen whose ultimate path to government was inherently made possible and available because there he now sits as living proof.
“Trump has been ruled by compulsions, obsessions and vindictiveness, expressed nearly daily on Twitter. He has demonstrated an egotism that borders on solipsism. His political skills as president have been close to nonexistent. His White House is divided, incompetent and chaotic, and key administration jobs remain unfilled. His legislative agenda has gone nowhere. He has told constant, childish, refuted, uncorrected lies, and demanded and habituated deception among his underlings. He has humiliated and undercut his staff while requiring and rewarding flattery. He has promoted self-serving conspiracy theories. He has displayed pathetic, even frightening, ignorance on policy matters foreign and domestic. He has inflicted his ethically challenged associates on the nation. He is dead to the poetry of language and to the nobility of the political enterprise, viewing politics as conquest rather than as service.”
Such is the verdict of Michael Gerson, writing in the Washington Post. He is not some liberal critic but a proud Republican who was a top aide to President George W. Bush. Needless to say he is not a fan of Donald Trump, but neither does he support Democratic policies. His point is that no good will come to the GOP from its complicity with Donald Trump, because we are on a dangerous path with no clear end game.
His column is worth reading in full.
From The Washington Post
The GOP’s hard, messy options for destroying Trumpism
Nearly 150 days into the Trump era, no non-delusional conservative can be happy with the direction of events or pleased with the options going forward.
President Trump is remarkably unpopular, particularly with the young (among whom his approval is underwater by a remarkable 48 percentage points in one poll). And the reasons have little to do with elitism or media bias.
Trump has been ruled by compulsions, obsessions and vindictiveness, expressed nearly daily on Twitter. He has demonstrated an egotism that borders on solipsism. His political skills as president have been close to nonexistent. His White House is divided, incompetent and chaotic, and key administration jobs remain unfilled. His legislative agenda has gone nowhere. He has told constant, childish, refuted, uncorrected lies, and demanded and habituated deception among his underlings. He has humiliated and undercut his staff while requiring and rewarding flattery. He has promoted self-serving conspiracy theories. He has displayed pathetic, even frightening, ignorance on policy matters foreign and domestic. He has inflicted his ethically challenged associates on the nation. He is dead to the poetry of language and to the nobility of the political enterprise, viewing politics as conquest rather than as service.
Trump has made consistent appeals to prejudice based on religion and ethnicity, and associated the Republican Party with bias. He has stoked tribal hostilities. He has carelessly fractured our national unity. He has attempted to undermine respect for any institution that opposes or limits him — be it the responsible press, the courts or the intelligence community. He has invited criminal investigation through his secrecy and carelessness. He has publicly attempted to intimidate law enforcement. He has systematically alarmed our allies and given comfort to authoritarians. He promised to emancipate the world from American moral leadership — and has kept that pledge.
For many Republicans and conservatives, there is apparently no last straw, with offenses mounting bale by bale. The argument goes: Trump is still superior to Democratic rule — which would deliver apocalyptic harm — and thus anything that hurts Trump is bad for the republic. He is the general, so shut up and salute. What, after all, is the conservative endgame other than Trump’s success?
This is the recommendation of sycophancy based on hysteria. At some point, hope for a new and improved Trump deteriorates into unreason. The idea that an alliance with Trump will end anywhere but disaster is a delusion. Both individuals and parties have long-term interests that are served by integrity, honor and sanity. Both individuals and the Republican Party are being corrupted and stained by their embrace of Trump. The endgame of accommodation is to be morally and politically discredited. Those committed to this approach warn of national decline — and are practically assisting it. They warn of decadence — and provide refreshments at the orgy.
So what is the proper objective for Republicans and conservatives? It is the defeat of Trumpism, preferably without the destruction of the GOP itself. And how does that happen?
Creating a conservative third party — as some have proposed — would have the effect of delivering national victories to a uniformly liberal and unreformed Democratic Party. A bad idea.
A primary challenge to Trump in the 2020 presidential election is more attractive, but very much an outside shot. An unlikely idea.
It is possible — if Democrats take the House in 2018 — that impeachment will ripen into a serious movement, which thoughtful Republicans might join (as they eventually did against Richard Nixon). But this depends on matters of fact and law that are currently hidden from view. A theoretical idea.
A Democratic victory in the 2020 election would represent the defeat of Trumpism and might be a prelude to Republican reform. But Democrats seem to be viewing Trump’s troubles as an opportunity to plunge leftward with a more frankly socialistic and culturally liberal message. That is hardly attractive to Republican reformers. A heretical idea.
Or Republicans and conservatives could just try to outlast Trump — closing the shutters and waiting for the hurricane to pass — while rooting for the success of a strong bench of rising 40-something leaders (Marco Rubio, Mike Lee, Nikki Haley, Tom Cotton, Ben Sasse). This may be the most practical approach but risks eight years of ideological entrenchment by Trumpism, along with massive damage to the Republican brand. A complacent idea.
Whatever option is chosen, it will not be easy or pretty. And any comfort for Republicans will be cold because they brought this fate on themselves and the country.