PU #243 - IS SCHOOL A SPORT? - And Could This Be The Problem?
Read More“I offered the following as something that meets our definition of a sport yet intuitively feels like it is not a sport: school…“
PU #240 - TEACHING THEMSELVES: On The Lessons Within The Lessons
Read More“it is a reminder that the ostensible lesson taught inside a classroom can be an abject failure, but this does not necessarily mean that no learning has taken place. “
224. LIP SERVICE - On the Difficulty of Transforming What is Entrenched
Read More“As Audre Lorde so famously put it: “the master’s tools will never dismantle the master’s house”. Yet schools, as reproducers of the dominant culture of any given society by design, are the very definition of “the master’s house” and it is they which are giving students their useless tools. “
164. CHALLENGING UNIFORM - The Unwarranted Assumption Behind What Children Wear at School
Read More“We realised that there was a big, and unjustifiable, leap that has been made to get from the starting assumption of needing a uniform to the end conclusion that children need to be dressing up everyday like businesspeople from a bygone age. That even if you wanted to justify the idea of enforcing a uniform, you needed to go a long way further from that to justify the bizarre uniforms most schools actually make their poor students wear.“
161. THE GREAT CONSPIRACY - On Philosophy Classes and Dangerous Thought
Read More“conspiracy thinking - the initial pathway that leads to conspiracy answers - trades on many of the motivating assumptions of philosophy as an activity: a desire to get to some underlying hidden truth beyond the superficial understanding of everyday life.“
159. TAKING STUDENT SILLINESS SERIOUSLY - Lightning McQueen and the Importance of Battling Deepities
Read More“Like garbage washing up on the shore of a polluted sea, the Philosophy classroom is often where a lot of these deepities come to rest as students, impressed by their apparent wisdom, share them with the one person they think will be equally impressed: their Philosophy teacher. Often those students are soon disappointed, even angry, when that teacher is not impressed at all and, instead, pops the bubble of the illusion and exposes its emptiness.“
154. DISRUPTION - Its Importance and its Impotence
Read More“I’ve been thinking a lot about protest and rebellion the last week….“
131. UNWELCOME VISITORS - When Jordan Peterson Came to Michaela
Read More“We should have more unwelcome visitors to our schools, not fewer. More opportunities for students to ask questions and poke holes. More academic freedom to develop an enduring culture of critique and scrutiny so that ideas are never accepted without a fight. If we are worried about the young and impressionable minds of our students, it’s time that we stopped them being so impressionable.“
126. EDUCATED ABOUT EDUCATION - Anarchist Pedagogies and Learning From My Students
Read More“If I had planned an ideal last lesson for you (an actual lesson aimed at teaching you something new) what would we be doing and how would we be doing it?“
109. QUITTING MY JOB - The Thought Behind Making A Change
Read More“I told my form on Friday that this would be my last year at the school. I hadn’t been keeping it a secret, but there also hadn’t really been a relevant opportunity to bring it up.“
86. I'VE TOLD YOU BEFORE - On the Potential Deception of Knowledge Transfer
Read More“If the relationship of knower to supposed transferee is asymmetrical and hierarchical, abuses can happen.“
78. TESTING OUR PATIENCE - Why Not Everyone Who Is Back At School Is Getting an Education
Read More“As I sat registering my form of Year 13 students and preparing to go teach my Year 11s, I asked them how they were feeling about being brought back to school in a pandemic to not be taught anything new and just focus on revision for an upcoming series of assessments? Not a single one was happy about it. Not a single student felt they were being “educated” anymore. They were there merely to be prepped for probing, so that they could amass as many “data points” as the school needed in order to give them a final letter or number and rank their so-called accomplishments.“
57. IT’S HARD TO FOLLOW THE LOGIC ON COVID 19 - Though It's A Little Easier If You Follow The Money
Read More“As a philosopher it’s hard to follow the logic around Covid policy because in many cases there simply isn’t any. There is only the illusion of logic. A symbolic nod to a vague sense of health and safety which doesn’t dare follow its own argument to a conclusion for fear of what that conclusion might say.“
54. REFLECTIONS ON THE FIRST YEAR OF PHILOSOPHY UNLEASHED - Looking Back & Looking Forward
Read More“I hope after a year of Philosophy Unleashed existing people have figured out that these little quotes are NOT the full article and that they have to click the title to read the whole piece…”
53. WHEN IS A BUBBLE NOT A BUBBLE? - Educating The Department for Education
Read More“It doesn’t take a logician to see the problems with the Department for Education’s plan for secondary schools this September, but it can help to crystallise the specific flaws by laying out the argument carefully.”
45b. THE COVID-SECURE CLASSROOM IS A CLASSROOM UNFIT FOR PURPOSE - Further analysis in light of the DfE announcement
Read More“To re-open schools before it is safe to do so is to mistake the purpose of schools and ignore how fundamentally transformed a “Covid-secure” school will be from the schools we knew before. With no obvious benefit for returning to the socially distanced classroom before it is safe to do so, we must, as both teaching professionals and as a wider society, ask the question of what we are trying to achieve with the push to reopen our schools? “
45a. THERE IS NO ARGUMENT FOR RE-OPENING UK SCHOOLS YET - To Warrant Change, Something Significant Needs To Have Changed
Read More“When the stakes are this high (life and death) we need to be able to separate nostalgia and sentiment for what is sensible and what is necessary. “
37. ELEMENTARY LOGIC - Why UK Schools Must Close Now
Read More“In the name of public health, but also sense and logic, we must close all UK schools now.”
29. THE VALUE AND LIMITS OF DEMANDING SILENCE - On Remembering Power’s Roots and Reasons in the Classroom
Read More“often neither students or teachers remember the justificatory roots for the powers, privileges and obligations which interplay within the classroom, and that this lack of awareness may well be the source of much student/teacher conflict at school.”
28. WHO ARE THESE CHARACTERS? - Questioning Using Teachers to Teach Our Children “Character”.
Read More“are those of us in society who chose to be teachers within the current education system actually demonstrating good enough character to be suitable character “role models” for the next generation?”