| duke_aldhein ( @ 2006-07-24 15:09:00 |
outside in
I had a little rant on here some time ago about 'the nonsense we take for granted and call education'. There were a couple of comments I wanted to pick up, summed up by
csn:
The arguments I make about structures like our present education system are not arguments for an assault on them, but for investing one's time and energy in developing alternatives that have the potential to render them obsolete. In this sense, the most effective activists are similar to what, in the world of business, people call 'disruptive entrepreneurs'. What distinguishes the conventional entrepreneur from the activist is the priority put on measurable, monetary value - Pick Me Up, for example, is produced and distributed for free, but those of us involved have generally felt well-rewarded. I think of this kind of activism as entrepreneurship rooted in the diverse flows of value that make up human community, rather than the single (though important) flow of value dealt with by conventional economics. (One consequence of this difference is that the activist-as-disruptive-entrepreneur is better prepared for disruptions of economic 'reality'.)
Two distinctions may be useful. The 'DIY Culture' of the punk scene and much 'anarchist' activism has similarities to the the way something like Pick Me Up is produced - but it also tends to centre around a purist rejection of the mainstream economy which leads back to the worshipping-the-system-by-attacking-it problem. The kind of activism I celebrate is unashamedly pragmatic, because it sees 'purity' as not only unattainable but undesireable. On the other hand, I would distinguish this kind of activism from 'Social Entrepreneurship' because that goes under that label involves filling the gaps in current structures rather than innovating to render them obsolete. (I'm not saying that may not be valuable, I'm just making the case for another approach.) If I had to give the people I'm talking about a label, I'd call them Guerrilla Social Entrepreneurs.
One other element is important to this kind of activism - a deep grounding in the diversity of ways that people have lived at different places and times. This is why I find such value in the work of anthropologists like Hugh Brody, writers like John Berger and Alan Garner, social thinkers like Ivan Illich, as well as theologians. Rather than the utopian thinking which has shaped 'progressive' politics for two centuries, it is an attention to the variety of ways of living people have already practised that gives the confidence and the insights necessary to question what we currently take for granted.
I'm skimming over a lot of ground here - ground I'll hope to cover more satisfactorily in the closing section of the book - but I'd value people's questions.
Finally, to give an example relevant to the original subject of education, let me say a little about a project I'm currently involved with. This is an attempt to create an online mechanism for putting people who want to learn a certain skill or discipline in touch with one another and with those who can teach them. The idea is not to facilitate online learning, but to use the internet to make it easier for people to find others to learn with or from in their local area. I can't go into much detail, as we're on the point of getting development funding and need to be aware of the risk of someone else coming along and lifting our idea - but perhaps you can see the potential of such a project for disrupting the existing structures of education. (It's certainly something I'll be interested in discussing once we're further down the line.)
I had a little rant on here some time ago about 'the nonsense we take for granted and call education'. There were a couple of comments I wanted to pick up, summed up by
I tend to think that working within the system to change the structure is more effective than attempting to demolish it from the outside, though...I wanted to come back to this, because so many intelligent and well-intentioned people succumb to this argument and much energy and talent is wasted as a result. I have yet to find a situation in which there is genuinely no choice except between 'working within the system' or 'attempting to demolish it from the outside'. In fact, I would go further - those apparent opposites have a common effect. To do either is to worship 'the system', in the sense of investing it with absolute importance and power. (This is also an argument against 'anti-' protests of any kind - although it must be balanced with the potentially transformative experience of participating in such events...)
The arguments I make about structures like our present education system are not arguments for an assault on them, but for investing one's time and energy in developing alternatives that have the potential to render them obsolete. In this sense, the most effective activists are similar to what, in the world of business, people call 'disruptive entrepreneurs'. What distinguishes the conventional entrepreneur from the activist is the priority put on measurable, monetary value - Pick Me Up, for example, is produced and distributed for free, but those of us involved have generally felt well-rewarded. I think of this kind of activism as entrepreneurship rooted in the diverse flows of value that make up human community, rather than the single (though important) flow of value dealt with by conventional economics. (One consequence of this difference is that the activist-as-disruptive-entrepreneur is better prepared for disruptions of economic 'reality'.)
Two distinctions may be useful. The 'DIY Culture' of the punk scene and much 'anarchist' activism has similarities to the the way something like Pick Me Up is produced - but it also tends to centre around a purist rejection of the mainstream economy which leads back to the worshipping-the-system-by-attacking-it problem. The kind of activism I celebrate is unashamedly pragmatic, because it sees 'purity' as not only unattainable but undesireable. On the other hand, I would distinguish this kind of activism from 'Social Entrepreneurship' because that goes under that label involves filling the gaps in current structures rather than innovating to render them obsolete. (I'm not saying that may not be valuable, I'm just making the case for another approach.) If I had to give the people I'm talking about a label, I'd call them Guerrilla Social Entrepreneurs.
One other element is important to this kind of activism - a deep grounding in the diversity of ways that people have lived at different places and times. This is why I find such value in the work of anthropologists like Hugh Brody, writers like John Berger and Alan Garner, social thinkers like Ivan Illich, as well as theologians. Rather than the utopian thinking which has shaped 'progressive' politics for two centuries, it is an attention to the variety of ways of living people have already practised that gives the confidence and the insights necessary to question what we currently take for granted.
I'm skimming over a lot of ground here - ground I'll hope to cover more satisfactorily in the closing section of the book - but I'd value people's questions.
Finally, to give an example relevant to the original subject of education, let me say a little about a project I'm currently involved with. This is an attempt to create an online mechanism for putting people who want to learn a certain skill or discipline in touch with one another and with those who can teach them. The idea is not to facilitate online learning, but to use the internet to make it easier for people to find others to learn with or from in their local area. I can't go into much detail, as we're on the point of getting development funding and need to be aware of the risk of someone else coming along and lifting our idea - but perhaps you can see the potential of such a project for disrupting the existing structures of education. (It's certainly something I'll be interested in discussing once we're further down the line.)