Status Quo Part One: Book Leanin'

I may be a day late and somewhat deficient of appropriate remuneration, but insomnia is a hell of a thing. If possible, I'll try to make up for doubling up on Brian's day with all the wit and vigor sleep deprivation affords me. Its been suggested that I discuss problems I have with the idea of a status quo. I like that idea, but in order to do it proper justice I need cover a fair bit of additional ground. I've chosen to start this little journey by exploring education.

My first target here is standardization. On paper, setting a standard is great; it seeks to ensure maximum saturation and retention of information while minimizing the percentage of the population abandoned to hopeless ignorance. The problem (as has been discussed ad nauseam by everyone from ivory tower academics to the self-congratulatory "wont someone think of the children" idiots) is that the size and relative complexity of our society demands that focus be placed on that second part. This means that in order to keep that percentage of failure low, the limited resources of our education system tend to be funneled into greater standardization. Some of this is problematic because those standards tend to define success at progressively lower levels of retention, dragging the whole system ever closer to incompetence. We manage this by taking a page from capitalism and rewarding success. We give more subsidies to schools that have a higher pass rate on standardized tests (more on this next time) which allows them to afford better teaches and more classroom resources, it also leaves schools that were already struggling pretty well fucked. As more of these schools start to suffer the habit is then to essential only teach children how to pass the relevant tests, forgoing anything like actual education. More schools "succeed" but the actual value and density of the information students receive has less context and less use outside of passing a given test. But, rather puzzlingly, that isn't the part I find most disturbing. High level standardization of education demands an increasingly rigid structure in the classroom. Which would be great if childhood wasn't a thing.

Think for a moment about all the things that are going on for a child. They are (hopefully) starting to develop the awareness of other people as people, dealing with these newly extant people, learning empathy, constantly expanding a rudimentary understanding of a massive and complex world and themselves, growing and changing at a frankly terrifying rate, and trying to construct a conceptual universe that can justify all of those experiences. That is completely ignoring any schooling and all but denying anything other than an optimal home life. Now imagine how a fucking disgustingly high percentage of these children are dealing with some form of abuse at home. Oh, and all the while they're being told that if they lack focus in class it could ruin their lives. In the midst of this clusterfuck of, what is to them, completely new and complex experience we tell them to sit down, forget all of that and focus on poorly contextualized facts and over-abstracted maths for between four and eight hours a day, depending on age. Now pack thirty or forty of these things into desks together and see how many of them "fail to perform to expectations".

The other major concern I have with the bastion of competing ideology that is education is just that, we can't seem to agree what its supposed to accomplish. Some people argue that schooling is meant to make children into well rounded adults, others argue that it's supposed to prepare children for the "real world" usually meaning the job market. Now, I'll reign in from the bile-spewing polemic about children spending all their time learning how to best sell themselves into slavery and try to only address these issues in themselves. If the idea is to produce well rounded adults then school would be more of a guided discussion with teachers and students interacting with concepts and generally progressing toward relevant details. Alternately, if the goal of education was to prepare children for the "real world", there would be a much greater emphasis on understanding social roles and the mechanics of various industries. The really tricky part is that either interpretation on its own would demand a higher regard for practical application. Unfortunately, the prevailing combination of the two is a gross maladaptation where general concepts and contextualization are largely ignored and the realities of economies and market factors are denied in favor of either hollow optimism or cynical resignation. Practical skills are all but left out entirely.

We place so much weight on the importance of education that these holes in the system don't just fuck with our children, they end up tearing at society as a whole. Because we don't really give children the opportunity to become real people, we end up with a population where many of us never get past stupid high school bullshit. Because we can't agree on what purpose education ought to serve, it largely ends up doing nothing for those twelve mandatory years, and even if you pursue high education you'll still have to fight through the shit to get anything out of it.

I know this might not seem like it leads into a critique of status quo mentality, but give me a couple posts to work through the details and I'll try to lead us into a coherent narrative.