Which is better? A technically superb photo of something you’ve seen many times before, like a wonderful still life oil painting? Or, a technically very average photo of something remarkable, that you never thought you’d live to see?
If you are in the mood for the second sort of photo, and you are someone who likes the kind of ideas that Samizdata seeks to spread, you should definitely take a look at this:
This is a group of Chinese people to whom Tim Evans of the Cobden Centre, seated proudly in their midst, was speaking, on Friday September 20th, about … Austrian Economics. And yes that is people from China China, not from some already strongly capitalistic outlying fragment of China.
My thanks to Simon Gibbs of Libertarian Home for telling me about this. Gibbs writes:
Tim Evans of the Austrianist Cobden Centre shared this image on Facebook. It is unclear who is visiting who but he is depicted front and centre with a delegation of Chinese officials as if he was an honoured guest or leader. Tim has been training the group in the details of Austrianism. The group worked with the Chinese State Council and the Central Committee of the Chinese Communist Party.
Of this exercise, Tim Evans writes:
Spent a great day on Friday lecturing key academic and economic advisers to the Chinese State Council and the Central Committee of the Chinese Communist Party. I regularly work with senior Chinese officials and find many of them to be increasingly well versed in the ideas of the Austrian School of Economics.
Austrian Economics is very persuasive to a certain sort of economically curious person, because it is basically a statement of how things are. It describes a world of realities which are true whether you care about or accept their truth or not. This stuff is true no matter what else you choose merely to believe. You can, in principle, understand that Austrian Economics describes how the world is, yet still believe that the world ought to be a centralised despotism or a socialist nirvana, or maybe even some combination of the two.
But, it is rather difficult to stick with such beliefs on a permanent basis. Once you accept the truths that Austrian Economics tells you, it is difficult not to find yourself believing that the world ought to be different from the tyrannical way that a lot of it still is.
We need these government training schemes to produce skilled workers, they have not learnt any meaningful skills in, er, government schools
- Samizdata commenter Mr. Ed
No one was killed, no one was injured. Do not excite yourselves.
From Adrian Hilton in the Spectator: Revd Dr Alan Clifford’s ‘homophobic’ comments referred to the CPS
The Criminal Justice and Immigration Act 2008 contains the offence of stirring up hatred on the grounds of sexual orientation. Anyone using threatening words or behaviour, or anyone displaying, publishing or distributing any written material which is threatening, is liable for prosecution. Former Conservative Home Secretary Lord Waddington won an amendment to an earlier version of the law, which established that no one might be prosecuted for stating their belief that homosexuality is sinful or wrong. It read: ‘For the avoidance of doubt, the discussion or criticism of sexual conduct or practices or the urging of persons to refrain from or modify such conduct or practices shall not be taken of itself to be threatening or intended to stir up hatred.’
But that protection will be illusory for as long as homophobia is defined and understood by the police as ‘any incident which is perceived to be homophobic by the victim or any other person’. Against that background, all mission-orientated Christians will need to temper their proselytism – especially on Gay Pride marches.
Dr Clifford tells me that Huguenot Calvinists are not easily intimidated, and that his faith in God is sustaining him: ‘I am not in deep shock: I enjoy perfect peace,’ he said. Others, of course, may not be so robust and may indeed prefer to pay a £90 fine. Much may depend on the tone and manner of the interrogating police officer.
From Damien Gayle in the Daily Mail via Tim Worstall: Armed police turn up at family home with a battering ram to seize their children after they defy Germany’s ban on home schooling
A team of 20 social workers, police officers, and special agents stormed the home of Dirk and Petra Wunderlich because they refused to send their children to state schools. The youngsters were taken to unknown locations after officials allegedly ominously promised the parents that they would not be seeing them again ‘any time soon’.
The only legal grounds for the removal of the children, aged from seven to 14, were the family’s insistence on home schooling their children, with no other allegations of abuse or neglect.
“How did it come to pass that so many teachers and students, in some of the freest and most scientifically accomplished nations in the world, entertained such an illiberal, illogical, and politically repressive account of the relationship between science and society? Part of the answer may be that universities generally, and humanities departments in particular, are more backward than is universally recognised. For most of their history, universities functioned primarily as repositories of tradition. It was professors, not priests, who refused to look through Galileo’s telescope, and who drove genuinely progressive students like Francis Bacon and John Locke to distraction with their endless logic-chopping and parsing of ancient texts. Similarly it was twentieth-century humanities professors who, confronted with the glories of modern science and the triumph of the liberal democracies over totalitarianism, responded by denigrating virtually every political philosophy except totalitarianism.”
- The Science of Liberty, by Timothy Ferris, pages 257-8.
This is the Timothy Ferris who writes mostly about science, not the Timothy Ferris of the “Four-hour body” and other such works.
Instpundit gleefully links to an article entitled (my reaction to this sentence was to see if SQotD was already taken – it was):
America’s best educated kids don’t go to school
Why? Well, partly of course it’s all the usual public sector stuff, about a big old nationalised industry getting worse and worse, no matter how much other people’s money they throw at it. Unions won’t allow bad teachers to be fired. Politicians won’t allow bad kids to be disciplined. And so on. Public sector education in the USA is a like a great big Detroit, spreading out across the entire country. All true.
But I think there’s another big force at work here. Another key sentence in this piece, aside from its title, is a quote from Walter Russell Mead:
Many parents these days have just as much education as teachers if not more.
A few years back, I did a spell of education blogging, and one of the big conclusions I reached was that countries where teaching was a much coveted career were at a fundamentally different stage in their development to ones where teaching was what you did when you couldn’t get a better job. Basically, in develop-ing countries, teaching was and is a great job. Everyone knows education will separate you from the pack of the dirt poor, but the jobs you’ll then get offered will still be pretty terrible, so a very appealing job is to be a teacher. But in a develop-ed country, where the economy has worked out how to make seriously good use of educated people, teaching is strictly a second best, if that. The result is this odd flip-flop. The more developed the country, the crappier its schools tended to be, at least compared to what you might have expected. Lavishly funded, crammed with textbooks and computers, but still a horrible disappointment.
To put all this another way, what I am saying is that the familiar slogan saying that Those Who Can Do and Those Who Can’t Teach applies with unequal force, depending on what else there is to do.
I recall reading, long ago, in a book by the late Peter Drucker (he was one of the first people I ever read who told it like it was about the public sector), about how computers had, for the first time in human history, created an abundance of well paid jobs for mathematicians. Given that the world now cries out for maths geeks, to do things like programme computers, analyse share prices, stop bridges collapsing, streamline cars, predict market share, sort out logistics in warehouses, and so on and so on and so on, it’s no wonder that maths teachers are on the whole not what they used to be. The same principle applies to education generally.
A hundred years ago, the typical American kid’s best chance of learning good stuff about the world was to go to a school and pay attention to the teachers there, who tended to be far better educated than his own parents. Now, increasingly, the same kid would do better to skip school and spend time with his now far better educated parents. (The big question now being: can those parents spare the time? Suggestion: a developed economy that is in an economic slump is especially good at encouraging home education.)
As commenters will surely explain, there are plenty of other influences that explain the current inexorable rise of home education, the fact that computers are now to be found in every home – now, in just about every hand – being another obvious fact about this story. But I do believe that the tendency, now as opposed to a century ago, of well educated people in rich countries only to want to be teachers if they are too mediocre to do any better is a big part of this story.
In response to a rather gushing article by Sally Gardner, a dyslexic novelist, entitled “Dyslexia is not a disability – it’s a gift”, one Alftser responded that if he or she had been given that gift “I’d find the receipt and get a refund.”
I laughed at that. However stripped of all the self-dramatisation (a pardonable sin in a novelist) and the wishful bagging of Einstein, Steve Jobs, and any public figure who ever misspelled a word as fellow dyslexics, Ms Gardner’s story is quite impressive: she is a winner of the Carnegie Medal who did not learn to read until she was 14. In a sense one cannot quarrel with her assessment that her own dyslexia has been a gift – and not just because she has been successful but because one cannot quarrel with anyone’s experience of their own lives. Well, one can quarrel with it. I’ve known people who could quarrel with the speaking clock. But you know what I mean.
Sadly, for most dyslexic people dyslexia is a pain in the part of the anatomy that I will exercise sufficient self control to not make a joke of misspelling, because dyslexics have heard all the jokes before. Most children with dyslexia are not going to have their inner genius unleashed even when presented with positive role models because they do not have an inner genius. Humanity is like that: mostly supplied with the inner genius slot vacant. Dyslexia may indeed, as Ms Gardner suggests, promote the skill of navigating the world by other means than arranging the written word, but in most cases this skill is simply not as useful as the one it substitutes for. That’s tough, but not insurmountable. Surmount it.
For a minority of dyslexics and quite a few pretenders, the diagnosis is a means to get free laptops, extra time and marks in exams, and a ready made victim identity.
Free stuff takes a very strong spirit to refuse. The extra marks are OK, so long as you do not end up deceiving others or yourself. But DO NOT TAKE THE VICTIM IDENTITY. It is poison.
ADDED LATER: G K Chesterton once said, “The dipsomaniac and the abstainer are not only both mistaken, but they both make the same mistake. They both regard wine as a drug and not as a drink.” I think that those who, like Sally Gardner, regard themselves (without irony) as being special because of their dyslexia (“Dyslexia is not a disability – it’s a gift. It means that I, and many other dyslexic thinkers can portray the world through images because we think in images. I can build worlds, freeze the frame, walk around and touch. I can read people’s faces, drawings, buildings, landscapes and all things in the visual world more quickly than many of my non-dyslexic friends. I paint with words; they are my colours.”) and those who embrace victimhood are making the same mistake. They both regard dyslexia as an identity and not as a condition.
Even by the standards of the authortarian depravity of people who work in the West’s places of higher education, this caught my eye:
“Against Autonomy is a defence of paternalistic laws; that is, laws that make you do things, or prevent you from doing things, for your own good. I argue that autonomy, or the freedom to act in accordance with your own decisions, is overrated — that the common high evaluation of the importance of autonomy is based on a belief that we are much more rational than we actually are. We now have lots of evidence from psychology and behavioural economics that we are often very bad at choosing effective means to our ends. In such cases, we need the help of others — and in particular, of government regulation — to keep us from going wrong.”
Via the website of Stephen Hicks.
Read the whole thing. And look at the sort of coercive measures she favours, such as over the number of children that people have. Here is the book.
The other day, we had a debate on this site about free will and determinism. It is a debate that goes back centuries. For what it is worth, I am on the side of those who believe that human beings, by their very nature, have volition – it is hard to see how humans can form concepts, judge and reason without a volitional capacity. Here is a great discussion of the issues over at Diana Hsieh’s Philosophy in Action blog.
Now, some people argue, this is all very academic. But as the example above shows, once supposedly “academic” and “scientific” people put about the idea that we are nothing more than puppets in a deterministic universe, certain consequences follow. It can – although it needn’t – lead to fatalism and nihilism. It can also mean that certain intellectuals and the like, rather as the Marxists of old, consider themselves able to rise above the herd, diagnose the ills of we meat-puppets, and lead us “for our own good”. Just as a Marxist would shout “bourgeois illusion!” if a person ever contested such ideas as historical inevitability, so today’s modern determinists, such the Sam Harrises, do the same in suggesting that our free will/volition is also an illusion.
And Harris’ recent forays into the world of political philosophy give us a good idea of how collectivist such people frequently are. Here, by the way, is an excellent short book by Tim Mawson, a philosopher, on the free will issue – it has a huge bibliography at the back which is also very useful.
Some things change and some things stay the same. And it seems that one constant debate is that between those who think that Man is, to an extent anyway, the master or author of his own story, and those who would rather Man just did what he was told, for his own good, of course. Well, I know which side I’m on.
Update, via the Art and Letters Daily website, I came across this rather soft-ball review of the book by a certain Cass Sunstein, one of those unashamed paternalists whom, it pains me to say, seem to be popular with the current political class. (But even he has reservations about this book.)
Successful people are often born into a world that is not, so to speak, theirs. The world in which they get dealt their first cards is what it is and where it is, but their real world, the world they were meant for, is something and somewhere else. They are born the son of a coal miner or of a provincial shopkeeper, yet their natural place in the world is to be a classical musician or a weather forecaster in a big city or a diplomat or a music hall comedian or a technology billionaire. The mega-successes are those who know, early, not so much what they want or want to do, as where they need to be – where, for them, the action is – and who shift heaven and earth to get to that sweet spot in the world just as soon as possible, often taking truly hair-raising risks to get there. They identify where they want to be, calculate the price of getting there, and pay that price. And then, having got to where they need to be, they are happy! The inconveniences and disappointments – even the humiliations – that they then encounter do not depress them, because everything that happens, however bad, is evidence that they are exactly where they want to be and where they should be.
In the early pages of Think Tank, subtitled “The Story of the Adam Smith Institute”, we are told exactly such a story, of a group of young pro-free-market guns knowing where they need to be, and doing whatever they have to do to get to that exact place, namely within ten minutes walk of the House of Commons, in the centre of London. They juggle finances, scrounge furniture off aunts in faraway places, put money down on a London office lease well before they know how they are going to meet the payments, buy and sell cottages in Scotland, earn extra money by teaching, and generally bet their farms on their new farm being just what they want. (By the way if you want a shorter review of this book than this posting is, try the three short reviews at the other end of the above link. All three are very positive, but also very informative.)
To help me think about this posting, I asked a respected friend what he thought of the Adam Smith Institute. I expected some sort of rumination on what they had achieved and what they might yet achieve, on what they have got right and what wrong. Instead my friend simply said that he liked Madsen Pirie. This is a significant fact about the ASI, I think. Simply, they are nice people, fun and interesting to be with. Following Madsen Pirie’s lead, they exude a gleeful camaraderie that my friend and I, and surely many others of a like mind, find very appealing. Madsen Pirie’s Think Tank radiates a similarly good humoured and companionable atmosphere. When reading it, I kept hearing that Madsen Pirie voice, with its big grin and its self-mockingly over-precise diction.
Cards on the table. I liked and admired this book a lot, just as I have long liked and admired its author. I was given a free copy of it by its author, who had very good reason to hope that I would say nice things about it, and I will. I recommend this book as an entertaining and informative way to acquaint yourself with the Adam Smith Institute and with those who founded and still lead it.
→ Continue reading: What the Adam Smith Institute did
UNESCO has published some statistics (in a fact sheet) about how badly Nigeria is doing educationally. But, says James Stanfield:
Unfortunately, these statistics fail to take into account the thousands of unregistered low cost private schools that exist across Nigeria and the millions of children who attend these schools.
But why is this unfortunate? First, the state of the world is better than someone says it is, which is good to know. Second, a bunch of people with the desire to govern, in practice to derange, the entire world is ignorant of what is really going on in it. To me, that also sounds rather good. Accurate statistics are the lifeblood of government.
Stanfield’s answer to why it is unfortunate that UNESCO is wrong about Nigerian education goes like this:
Without an education crisis and UNESCO would quickly become redundant. Second, by widely exaggerating the number of out of school children, this also allows UNESCO to point the finger at Western donors for failing to meet their funding commitments.
If proving UNESCO wrong about education in Nigeria would really lead to UNESCO’s demise, then Stanfield might be right to call UNESCO’s mistaken statistics unfortunate and to set about convincing UNESCO and the world of UNESCO’s wrongness. But they will surely have no such effect. “If only” says Stanfield’s title, UNESCO would admit its errors. But UNESCO being wrong about it hasn’t stopped education improving in Nigeria. UNESCO will go on being wrong about education in Nigeria. Education in Nigeria will continue to improve.
I do not object to the substance of Stanfield’s blog posting, merely its rather unfortunate wording about how unfortunate the UNESCO “fact” sheet really is. The ideal arrangement is for people like James Stanfield to carrying right on telling everyone how well education is now doing in places like Nigeria. This tells rich donors that they can keep their money instead of giving it to UNESCO, and it tells people in rich countries to stop fretting about education in poorer countries, and instead to tackle their own educational problems, by dismantling their own state education systems.
Last night, before going to sleep, I switched on the radio commentary for the India England cricket match now in progress in Kolkata, so that, in the event that I did the opposite of dozing off (dozing on?) I would keep up with England’s currrently very satisfactory progress in that game. With luck, tonight and tomorrow night, England will bowl out India cheaply in their second innings and England will go 2-1 up in the four game series. Find out if that happens by looking, e.g., here.
So far so sporty. But this morning, waking up at tea time, so to speak, I found myself listening, not to England’s batsmen batting and India’s bowlers bowling, but to this broadcast (that link switches it on straight away which you might not like – maybe going here would be more convenient – details down a bit on the left) done by the BBC’s long-time cricket commentator Jonathan Agnew. This broadcast was about a charitable enterprise in Kolkata which rescues street children, gives them somewhere unscary and unprecarious and unchanging to live, and which then educates them.
This broadcast lasts a mere fifteen minutes, otherwise it would have gone on longer than the tea interval. The enterprise it reports on is called Future Hope.
Learning about Future Hope is the sort of process that causes people with opinions about how the world should be organised to say: “and this just goes to show how right I have always been about …”. To me, what comes through is how morally uncorrupted these children were when first rescued, it having been precisely their moral excellence that got the attention of the man, a chap called Tim Grandage, who started Future Hope, in order to rescue some of these children from their terrible physical deprivations and torments. The children who have grown up in the care of Future Hope sound, in this broadcast anyway, like the very definition of the “deserving poor”.
This being a Test Match Special broadcast, you would expect cricket to figure in the story, and it does, although for a long time rugger seems to have been a bigger deal than cricket for Future Hope. Is Grandage a rugger enthusiast, I wonder? Indeed he is. Ever since it started, Future Hope has used sport to physically improve, to socialise and to excite its charges, and generally to give them positive and amusing things to think, and thereby helping to take their minds off past miseries. But India being India, Future Hope also wants to develop its cricket. The England Cricket Team have got involved, and they recently spent a day at Future Hope, as the broadcast describes. England’s formidable new captain, Alastair Cook, opened their new cricket coaching operation for them. Good for him.
This is the first time I have ever heard about Future Hope, and I have no idea if it really is as good a thing as Jonathan Agnew and the Future Hope people he talked to made it sound. These days, you can’t help but be slightly concerned about such a phenomenon. But it did sound like a very good thing indeed. And I want to believe that if there were any doubts about its excellence, the England cricket team would not have gone anywhere near it.
In primary school I very much enjoyed arithmetic. I distinctly remember rattling through activity books with names like “Starting Points” and “Fletcher”. One day, someone, possibly a teacher, alluded to a kind of mathematics that involved letters instead of numbers. It sounded very interesting, and I looked forward to “getting to” that. That was how it was, in school. You sort of learned what you were told to learn.
At the time it did not occur to me that I could just go and study algebra. In fairness I remember individual teachers in later years who gave me out-of-curriculum books to take home. But looking back on this I am left thinking that it is very easy for schools to hold children back, and even beat the enthusiasm out of them. I think the unschooling movement gets a lot of things right. Self-directed learning is more efficient because you are always studying what you are interested in.
Meanwhile, in Ethiopia, we find out what happens when you leave a big pile of tablet computers (loaded with Neal-Stephenson-Diamond-Age-esque software) in a village with no school.
We left the boxes in the village. Closed. Taped shut. No instruction, no human being. I thought, the kids will play with the boxes! Within four minutes, one kid not only opened the box, but found the on/off switch. He’d never seen an on/off switch. He powered it up. Within five days, they were using 47 apps per child per day. Within two weeks, they were singing ABC songs [in English] in the village. And within five months, they had hacked Android. Some idiot in our organization or in the Media Lab had disabled the camera! And they figured out it had a camera, and they hacked Android.
Via Bishop Hill, I learn that Christopher Booker has an interesting little story up about a student who got a (nearly) fail for expressing insubordinate climatic opinions in an exam.
Her son is “an excellent scientist” who got “straight As” on his other science papers, but he is also “very knowledgeable about climate change and very sceptical about man-made global warming”. His questioning of the sources earned an “E”, the lowest possible score. His mother then paid £60 for his paper to be re-marked. It was judged to be “articulate, well-structured” and clearly well-informed, but again he was marked down with “E” for fail.
I realise that the ideal to which educationalists ought, in an ideal world, to aspire to is to measure how well a student understands and can explicate a particular body of alleged knowledge, rather than merely noting whether he agrees with that alleged knowledge. But this is a lot to expect. I have always regarded exams as measuring not so much actual rightness about things, as the ability to find out what the examiners want to be told, and to put that as fluently and ingratiatingly as possible. Exams have always been about identifying articulate yes-men. It’s just that what examinees have to say yes to changes from decade to decade.
But maybe this will change with the arrival of the internet, now that anyone who gets failed for saying “no”, fluently and persuasively, can now, as in this case, expose the inevitable biases of the education system to outside scrutiny and derision.
I look forward to learning who this young man is, what he actually wrote in his exam, and more about exactly who the examiners were who failed him. If he displayed a real knowledge of official opinion about climate change, before then explaining why he did not share this opinion, he might yet come out of this spat very well, better than if he had merely got straight As.
He might, for instance, get himself a job as a scientific journalist.