“What kind of reality is that, huh, you know, with a thirteen-amp plug on the end of it? Huh? Huh?... That can be un-plugged like that?
We finished up our “13-amp plug kind of day” drinking with the locals outside Muldoon’s pub in Orewa’s beachside community – no one mentioned 21st Century learners, Second Life, Web2.0, e-learning or digital immigrants all night.
I am beginning to suspect that there is a critical disconnect between the concerns of the MoE’s e Learning Action Plan and edu_bloggers' posts with the rest of New Zealand - who seem deliciously disinterested in it all. It reminds me of that Tomorrow's Schools “No I don’t think our marriage will benefit from a mission statement” thing all over again.
Absolutely Fabulous’ Eddie captures this e disconnect best, but Luke’s comment comes a close second...
Eddie: Yeah I was gonna' make a- [taps microphone] Testing. Testing. -Yeah I was gonna' make a speech, but I just can't be bothered anymore. I mean, this used to be like fun you know; yeah it used to be fun, but I'm getting bored of all the 'fun' bits now. You know, your endless bloody lunches and launches, you know, no-career celebrities and party desperates. And what for, huh? Some colony of crap tags and mags! Well I'm sorry there has to be a little more than that doesn't there? [slams her handbag down] Hmmm? You know I had a speech, you know, my... my integrated-projected-global-tele-network system bloody system-system. But you know, if that's what the worlds coming to I don't want to be in it. No I don't want that. I don't want to be in some sort of cyber-space-hypervirtual bloody reality. I don't want that- exchanging e-mails with some old age bloody hippies with more information at their fingertips than is safe to know about. I don't want that! What kind of reality is that, huh, you know, with a thirteen-amp plug on the end of it? Huh? Huh?... That can be un-plugged like that? Come-on I'm going. [She turns to leave, but... ] No I'm not going yet! No, you! [points to her competition, Claudia Bing] You, you, just sit there like your velcroed to some bloody add-man! You know those crap-head add-men over there, you know, those kings of bastardization that have just taken everything that was ever real and genuine and honest and original and attached it to a toilet cleaner! Whereas I, I... Like a bird on a wire... Like a drunk in a midnight choir... I have tried in my way to be free. [Then she sings] Like a bird, on a wire. • "Absolutely Fabulous" (1992)
I have so enjoyed thinking about the comments in response to the last Artichoke post that it has made me reluctant to post anything new. I didn’t want to do anything that might interfere with the prisoners of the nation state comment “flow” – That along with the fact that I am trying to fall in love with a new "blacker than black" DELL laptop and operating system and making sense of some fascinating new books purchased in random acts of cognitive whimsy from Amazon and Alibris.
[Will admit at this point that I am so used to reading light transmitted from a screen nowadays that reading the light reflected from the page of a book triggers narcolepsy.]
When Teemu suggested that Sweden was a worthy destination for educators seeking “Illich like” convivial societal lifestyles I imagined nothing could trump this comment, and secretly willed it to remain frozen as the final insight offered.
I forgot about Luke.
Just like Eddie in Absolutely Fabulous there is something absolutely compelling about the insights provided by the maverick in education. I have always reckoned that we have so few mavericks in New Zealand that it wouldn’t be unreasonable to ask the MoE to set up an endangered edu_mavericks register. But then as The Magnet likes to remind me they already keep a register of mavericks – they just call it something else.
Thinking about the role of, and support for, the maverick in society is interesting.
When I started reading and thinking about the key competencies I had many questions. And the more I read the more questions I had – When I re-read them tonight the concern for the maverick/ schizoid creative is strong …
When the key competencies were first mooted I wanted to know:
Are there really a set of generic (subject independent) competencies needed for effective participation in life?
And if we can be convinced that they exist, how might we define and select these key competencies? For example would you choose generic competencies based on notions of communication, problem-solving, reasoning, leadership, creativity, motivation, team-work and ability to learn? Or would you choose generic competencies based on notions of iconoclasts, mavericks, unconventional eccentricity, rebellious simplicity and marching to a different drummer?
To have notions of competence in schools, do we have to have notions of incompetence?
Is it useful to distinguish between personal and professional competencies?
Which competencies are particularly relevant for educators?
Are there competencies possessed by individuals that are more modifiable than others. Can we distinguish between competencies possessed and competencies that can be developed? Can we distinguish between those competencies that are modifiable only to a very small degree, versus those competencies that are acquired and can be developed?
Within the MOE key competencies are there “necessary but insufficient” competencies?
Is metacognitive competence the key, key competency? Both necessary and sufficient? If you can understand and control your own thinking, can you control your own learning? Is the key to engaged life long learners, self initiated, self regulated and intentional learning?
Given our current predilection for assessment - are any of the MOE key competencies measurable?
Will a focus on key competencies in our schools develop a new inequality – a society of competence rich and competence poor? Will there be a new funding pool to address this?
How can the promotion of competitive competencies ever sit comfortably beside the co-operative competencies? How can notions of excellence, efficiency, diversity, and choice sit comfortably alongside social justice and equality of opportunities, solidarity and tolerance?
Can we ever resolve the tension between competencies in self-reliance, risk-taking, initiative and entrepreneurship with competencies in teamwork, consideration, solidarity, dialogue and active citizenship.
What skills and competencies are needed in today's workplaces and social environments, and how can they best be studied and promoted in schools?
Enhancing the maverick student in school is currently framed as “A Good Thing” to do for the economic future and competitive advantage of New Zealand.
“For New Zealand, the development of a prosperous and confident knowledge society means the development of new skills and knowledge. It will require a culture of continuous enquiry, innovation and improvement, risk taking and entrepreneurship. This can only come from the education system.” Steve Maharey Minister of Education June 2006
Enabling the 21st Century Learner. An e-Learning Action Plan for Schools 2006-2010
Looking at how we enhance creativity in individuals is called for in Sir Ken Robinson’s TED talk, Prime Minister Helen Clark niche marketing response to outsourcing NZ jobs overseas and Education Minister Steve Maharey
What is not so clear is what creativity/ innovation is, and how we might help kids do this better.
More thinking about building creativity in schools tomorrow ...
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