A new branch of outreach from the Uehiro Centre By Joanna Demaree-Cotton From this summer, a number of our academics and graduate students will be swapping their offices and lecture halls to teach in a different kind of venue: UK prisons. Philosophy In Prison is a wonderful, small, UK-based charity. Run by philosophers, they organise… Read More »Philosophy in Prison
Written by Thomas Moller-Nielsen
News that children in England were to switch to online schooling as part of the country’s third national lockdown in response to the Covid-19 global pandemic was met with widespread support in the British press. Doctors, public health specialists, and even teaching unions similarly applauded the decision. (Nurseries, which have remained open during the latest lockdown period, have also been put under heavy pressure to close.)
The justification for the suspension of in-person schooling during this pandemic, however, is far from obvious. Indeed, there are at least two prima facie plausible reasons for scepticism. Firstly, children are far less susceptible to serious infection or death from Covid-19 than adults are. (While the precise figures are open to dispute, the Medical Research Council Biostatistics Unit at the University of Cambridge has estimated that the infection-fatality rate for 5-14 year-olds in England is 0.0013% – which is roughly 24 times smaller than the infection fatality rate for 25-44 year-olds, and approximately 9000 times smaller than the infection-fatality rate for 75+ year-olds.) Secondly, virtual schooling – in addition to being a poor substitute for in-person schooling – is widely recognized to be a key contributing factor in students’ increased feelings of stress, depression, and anxiety during the pandemic, and has been similarly linked to many physical paediatric disorders such as juvenile hypertension and obesity.
In other words, it seems that: (i) children are not in serious danger of being (directly) harmed by Covid-19; and (ii) children are in very real danger of being harmed by online schooling. Why, then, should students be required to attend virtual school?Read More »Guest Post: What Is The Case For Virtual Schooling?
(Photo: Daily Telegraph)
I am a bitter opponent of private education. All my political hackles rise whenever the subject is mentioned.
Yet of my four currently school-aged children, one (‘A’) is educated privately (at a specialist choir school), and another (‘B’, who is dyslexic) will shortly be in private education (at a hip, Indian-cotton swathed, high-fibre, bongo-drumming, holistic school). The two others (‘C’ and ‘D’) are currently in state primary schools. There are two older children too (‘E’ and ‘F’) They were both educated privately, at a fairly traditional school.
How can I live with myself?
One way would be to avert my eyes from the apparently plain discrepancy between my actions and my political convictions. That’s often been my strategy. But I want to attempt some kind of defence – at least in relation to A and B, and lay the ground for a potential defence in relation to C and D, should we choose to educate them privately.Read More »Private education: in defence of hypocrisy
Written By Johanna Ahola-Launonen
University of Helsinki
In bioethical discussion, it is often debated whether or not some studies espouse genetic determinism. A recent study by Tuomas Aivelo and Anna Uitto[1] give important insight to the matter. They studied main genetics education textbooks used in Finnish upper secondary school curricula and compared the results to other similar studies from e.g. Swedish and English textbooks. The authors found that gene models used in the textbooks are based on old “Mendelian law”-based gene models not compatible with current knowledge on gene-gene-environment-interaction. The authors also identified several types of genetic determinism, that is, weak determinism and strong determinism, which both were present in the textbooks. The somewhat intuitive remark is that genetic education has to have a strong trickle-down effect on how people understand genes, and that we should be careful not to maintain these flawed conceptions. Furthermore, it would be useful to separate the discussion on genetic determinism into the terms “weak” and “strong”, of which the strong version is undoubtedly rarer while the weak is more prevalent.
Read More »Guest Post: Genetics education, genetic determinism, and the trickle-down effect
My book of the year, by a very wide margin, is Jay Griffiths’ splendid ‘Kith: The Riddle of the Childscape’ (Hamish Hamilton, 2013). Amongst her many virtues is a loathing of Plato’s Republic. Here she is, in typically swashbuckling style:
‘Excessive laughter is banned and so is the liquid superfluity of metaphor. Plato would rid his ideal state of anything that could arouse emotion, mischief, wildness or fun….so ghastly is his Republic that it could be interpreted as satire. But, generally, its ambition has been taken with deadly seriousness as a founding text on the education of boys. The purpose of The Republic is to school its youth to be good soldiers engaged in unending war to take the resources of neighbouring lands. It is a handbook for the education of imperialists.
Brick by brick, Plato builds the walls of his citadel of control, hierarchy and obedience. His ideal republic is obsessed with rule – not only the rule of command, but the rule of measurement… the heart of his vision [is] that Apollo, god of measure, metre, civilisation and, surely, god of metronomes, should keep Dionysus, god of the Romantic movement, god of wildness and nature, firmly under his thumb.’ 1
Familiar? It should be – at least to UK readers. It’s the policy of Michael Gove and his rightly vilified Department. They want to produce a generation of nerdish measurers – people who wield rulers rather than wands, and who write in Excel rather than blank verse.
Read More »Get your nasty Platonic hands off my kids, Mr. Gove
Tonight I participated in BBC’s “The Moral Maze”, discussing the recent reactions to a report by Dominic Cummings, an advisor to the education secretary, that mentioned that genetic factors have a big impact on educational outcomes. This ties in with the recent book G is for Genes by Kathryn Asbury (also on the program) and Robert Plomin where they argue that children are not blank slates and that genetic information might enable personalized education. Ah, children, genetics, IQ, schools – the perfect mixture for debate!
Unfortunately for me the panel tore into my transhumanist views rather than ask me about the main topic for the evening, so I ended up debating something different. This is what I would have argued if there had been time:
By Luke Davies
Luke can now be followed on Twitter.
Anders Breivik, the 34-year-old Norwegian man responsible for the death of 77 and wounding of 232 people in an attack in 2011, has been enrolled in political science modules at the University of Oslo. The attack Breivik carried out, which happened on 22 July 2011, was motivated by a fear of the “Islamisation” of Europe and was meant to defend Norway from immigration and multiculturalism. Despite an initial assessment to the contrary, Breivik was held to be sane at the time of the attack, and therefore capable to stand trial. He was sentenced to 21 years in jail.
While Breivik didn’t meet the formal requirements for entry into a degree-granting program, the university was clear from the start that it would assess his application only on its merits.Read More »Should some people be barred from pursuing higher education?
Alex Tabarrok on Marginal Revolution posted about how the software company Turnitin is not just helping schools detect student plagiarism, but also providing WriteCheck, a tool for checking that a paper is non-infringing. Are they providing a useful service for conscientious students to avoid unconscious infringement, or just playing both sides of the fence, profiting from an arms race where they sell all the arms?
Read More »Buying authenticity: plagiarism checking and counter-checking
