суточные щи - April 7th, 2015

В Википедии оказалось не столь худо, сколь глупо.

Написал туда несколько параграфов начерно, сделал несколько правок, но был схвачен за руку сначала роботом, а потом каким-то юным борцом за справедливость из североамериканских штатов.

Пригрозили забанить за вандализм.

За правку тех самых параграфов, которые я же и написал.

То есть дальше править нельзя. Но в таком полукорявом виде - пожалуйста.

Ну и хуй с ними. Напишу чего-нибудь еще.

Прошелся еще раз по Паоло Фрейре в фейсбуке Nina Collins, а заодно и по аборигенскому активизму.

От имени крепостных крестьян России, само собой. Вставил шпильки куда надо.

Прям как в старые добрые времена ЖЖ-срачей. Но фейсбук для срачей все же не годится. Все это утечет куда-то в фейсбуковую канализацию, прямо ощущается как оно уже утекло. Сейчас там все единомыслящие поставят друг другу лайки, как языком друг друга оближут. Помочатся на шпильки.

И все дела.

Кстати, каким образом в австралийских университетах завелось все это вместе с Паоло Фрейре

http://www.australianuniversities.id.au/Australian_Universities-A_Portrait_of_Decline.pdf

Весьма полезная и горькая академическая статья о том, как распад австралийской академии начался с революционных менеджерских реформ лейбористов



The reforms of the Hawke government took a diversified tertiary sector that was funded more-or-less at arm‟s length from the government of the day and bludgeoned it into the National Unified System (NUS) by giving the Minister and his bureaucrats direct control of funding. Funding per student was severely cut and student numbers rose substantially. To make up the short fall, institutions were forced to become involved in distracting revenue-raising activities with little relevance to their core business and many institutions with little in common were forced into unwieldy amalgamations simply to avoid bankruptcy. The fundamental rationalisation for the reforms was to improve efficiency by running universities along corporate lines and to achieve social justice goals for disadvantaged groups, the assumption being that academics were lazy, overpaid spendthrifts who actively discriminated against people from low socioeconomic backgrounds. Two decades on, it seems that the major achievements of the Dawkins reforms have been fiscal relief for successive federal governments by transferring costs to students, the creation of a significant number of “pretend” universities and the transformation of the nation‟s academics from a group of highly skilled and committed individuals acting with a common educational purpose into little more than administrative drones. While one could accept that the tertiary sector may have been in need of change, improving the sector did not require its destruction (We are assuming here that improvement is the objective of reform).


By any measure, Australia is deep within the perfect educational storm and all the indicators point to this. We have had 30 years of the most baseless and vacuous education theory controlling curriculum and teaching in our primary and secondary schools and teacher training programs. Current theory holds that the student is the best judge of their own educational needs. They are producers and users of knowledge and teachers are there simply to manage the learning process. The teacher‟s discipline knowledge is unimportant and is more likely to be a hindrance than a help to students as they diligently go about constructing their own knowledge. There is a curious belief that all learning should be fun and that learning activities must be directly relevant to the student‟s every-day life. Rote learning and repetition are forbidden. Examinations are a discriminatory and inferior form of assessment and should be avoided as they permit the comparison of student performance which is inevitably a threat to someone‟s self-esteem. While the brightest students will continue to educate themselves, what is glaringly obvious at the tertiary level, is that there is a far greater difference in the competence between top and bottom order graduates, yet they emerge from the institution with the same qualification. Think about it the next time a medical professional snaps on the gloves in readiness for an invasive procedure.

там же, - сплошная красота


http://www.australianuniversities.id.au/Australian_Universities-A_Portrait_of_Decline.pdf

там же, - сплошная красота


http://www.australianuniversities.id.au/Australian_Universities-A_Portrait_of_Decline.pdf

Within universities there has always been a degree of tension between the humanities and the sciences. They attract very different people to their ranks and go about their work in very different ways. Perhaps the most fundamental difference, however, is that for Scientists, nature is the final arbiter of the validity of their research and thus, the knowledge base in their discipline. In contrast, the outcome of research in the humanities is eternally contested. There is no impartial umpire available to make a final decision, which has had the effect of making all ideas equal. Scientists have always felt a little smug about this state of affairs and quite reasonably felt that those with humanities credentials would remain peripheral to science. It has therefore come as a great shock to many science academics to find the teaching of their disciplines substantially hamstrung by the latest theories about learning and teaching emanating from Education and Social Science departments.


While pre-tertiary education is the obvious starting point for furthering the social justice agenda, university leaders have invoked the social justice mantra to justify their decision to lower the rigour and standard of courses. Much to the chagrin of the social justice engineers, however, none of this has made much difference to the university student demographic. The statistics show that while more people than ever are being awarded university degrees, the government‟s review of the first year demographic (The First Year Experience in Australian Universities: Findings from a Decade of National Studies) shows that changes are largely due to the vast increase in the number of foreign (predominantly Indian and Chinese) undergraduate students. More important, but routinely ignored, is the finding that poor pre-tertiary grounding is the major barrier to success at university. This would not surprise most people, as they would understand intuitively that university is not the place to attempt a reversal of twelve or so years of educational damage. To argue, however, for the maintenance of what we might call traditional or conventional education standards, is to invite contempt and derision from the social justice warriors and shrill cries of “elitist”. If reality doesn‟t agree with education theory, then reality will just have to go elsewhere. Rational analysis is not an option.

Кстати, чтение статьи о проблемах высшего образования Австралии сподвигло меня на идею отделения профессионального образования от любительского.

По аналогии со спортом.

Профессиональное образование должно вкладывать капиталы в узкий элитарный круг талантливых и/или работящих.

В то время как любительское открыто массам, желающим почувствовать некий интеллектуальный базз, эдакое завихрение в уме. Причем и профессионалы могут спиваться и превращаться в любителей, и любители могли бы расти до профессионалов.

Но это были бы разные категории образованных. Разный спрос. И отдельные источники финансирования, само собой.

Возвращение Деда Пихто

Глядя на изобилие татуированных людей кругом, не могу отделаться от впечатления, что не только римское завоевание Британии наконец успешно отбито, но и все культурные последствия его вычищены даже и на дальних фольварках и натуральные пикты торжествуют победу по всему миру




Дед Пихто, про которого все слыхали, да не видел нихто, - это тот самый пикт, безусловно. В древнесаксонских летописях фигурируют Pihtas или Pehtas.

Так они сами себя и называли, Пихты.

Джон Докинз, австралийский политик, видный лейборист, автор революционной реформы образования, во имя равенства, братства и экономической эффективности

тогда



и сейчас - Chairman, IHL Group, Sovereign Gold Company, Australian Qualifications Framework Council; Co-Chair, Government Relations Australia; Director, CBusy




после того, как стало очевидным, что его чертовски гениальные реформы не только спустили образование в Австралии в унитаз и пустили плавать по трубам, но и дурно отразились на бюджете, он гордо хлопнул дверью и ушел из политики насовсем. Теперь вот сидит на местной колыме (конечно, не на колыме, а в штаб-квартире в Сиднее) Президентом и Директором, следит соколиным глазом за тем, как у нас тут золотишко моют.

Любопытная деталь - он пытался заниматься корпоративной системой образования в частном порядке

http://www.theaustralian.com.au/business/companies/john-dawkins-quits-as-chairman-of-vocation/story-fn91v9q3-1227136518233

и конечно затея провалилась, причем с уголовщинкой. Но наш герой преследованиям не подвергся.