Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts

31 July 2013

Number cards

After a sudden flurry of requests for copies of the following, I've just made them available for download; if they are useful to you, take them and use them freely. They are simple packs of cards for use in a wide range of educational number work. Each set is a PDF file with nine cards to an A4 page; print the pages you want and skip the rest.
Example use...
A "snap" card matching game with number bonds totalling (for example) 100.
A solitaire game based on factors.
A game in which the cards are shuffled and dealt to the players , and can then be played domino style into a grid with two rules:
  1. That each card after the first must share a side with at least one other
  2. That a card can only share a side with another carrying a number of the same "type". So, for example...
    • 13 is prime and so can be laid alongside 7;
    • 9 is a square and is also a multiple of 3, so can be laid alongside both 12 and 16 (you may or may not, depending on the learning context, want to exclude some specific classes of linkage, such as multiples or just odd/even, as qualifying number types);
    • 8 is a cube and so can be laid alongside 27.
Scoring can be simple and coöperative (a group tries to play out all of their cards) or more complex and competitive (eg: allocate one point for each valid card edge match for the player creating it).
Feel free to email me questions, suggestions or other feedback: growlery[at]gmx.ie

01 February 2013

Reggie's photogram

Some time ago, my partner and I ran a series of photography workshops for a group of friends and neighbours with learning difficulties. It was a profoundly rewarding experience; their interest was intense and emotionally connected. Though some of them had difficulties with managing anger, they were consistent in their attention to producing images of gentle subtlety.
One of the sessions was spent on photograms: one off monoprint images made by exposing photographic emulsions directly to light whilst partially protected by shadows. Various artists have explored this technique, including Virna Haffir (who simply called them photograms), Man Ray* (who, with typical egotism, dubbed them “Rayograms”) and Christian Schad (who didn't call them anything, but whose variant is often known as a “Schadograph”). Our friends took the process, and the opportunity to exercise complete control over their vision, to their hearts.
I've recently found copies of some prints from that session. The one below, lovingly made by Reggie using a found piece of rubbish, is an example. (As always, click it for a larger view.)

* An exhibition of Man Ray's portrait (not photogram) work opens on Feb 7th at London's National Portrait Gallery.
though the popular belief that he invented them is false; it has its roots nearly two centuries earlier.

23 January 2013

Careers advice

Vivid's mention of careers advice in her latest post prompted me to post this … though it has little to do with Vivid's intent, nor her important message. It is just an aimless an anecdote about careers advice, 40+ years ago.
In my mid teens my parents were on a home posting in Britain, between two overseas ones, and I was doing time in an all boys grammar school in … let's call it Shirecester.
At some point the school was visited by Mr Tombs, external careers advisor. (I change his name to spare his blushes … but his real name did have an equally ominous and sepulchral sound.)
I went into my careers interview with high hopes.
“So” said Mr Tombs, jovially, “what do you want to be when you leave school?”
“A photographer!” I replied, with enthusiasm, and waited expectantly for advice on how to pursue this career ambition.
[As I have mentioned elsewhere, I was eight when my maternal grandfather gave me an ancient Brownie box camera. I was captivated by the endlessly subtle shades of grey, in both print and negative; I would sit and lose myself in them for hours at a time. Even the utter failures were a wonder to me. That such a rich tonal range could exist between white and pale grey in an overexposed frame! Then my father showed me how those tones grew before your eyes, under a red light in the smell of hypo. This was magic made flesh, and I was hooked. By the time of my interview with Mr tombs, I had a complete portable darkroom, understood metol and hydroquinone, the use of borax as a buffer, the effects of temperature and agitation. And the Brownie had been replaced by folding wartime Dalmeyer which was my pride and joy.]
“Don't be silly” replied Mr Tombs, with a dismissive laugh, “you can't make a living at that. You seem to be good at mathematics; that's the way to go.”
And my first ever career advice interview was over.
I thought carefully about Mr Tombs' advice. Was it really impossible to make a living as a photographer? What of my heroes such as Eve Arnold, Jane Bown, Henri Cartier-Bresson, Barbara Morgan, Yousof Karsh, W Eugene Smith, Dorothea Lange; did they not make a living?
[I didn't bother my parents with this. I knew that they had no detailed knowledge to help directly, but they did give me something much more valuable: unfailing, unquestioning support for my passions and a belief that I could do anything at all if I wanted to. They also gave me, just after my my meeting with Mr Tombs, a concrete vote of confidence in the Russian-built Leica-copy camera which replaced the Dalmeyer.]
The editor of Shirecester's weekly local newspaper was as generous with advice as Mr Tombs had been brief. Naively, I just turned up at his office, one day on the way home from school, and he invited me in. He explained pay scales, apprenticeships, qualifications and the importance of a portfolio. He introduced me to the local technical college, and steered me through its complexities.
When I next saw Mr Tombs, a year later, I was older and wiser. I had completed an evening course at the college, going there twice a week straight from school and gaining a vocational qualification certificate. I could quote salary scales. I walked confidently into my second careers advice interview.
“So” said Mr Tombs, jovially, “what do you want to be when you leave school?”
“A photographer!” I replied with deliberate determination. On the desk between us, as evidence of seriousness and feasibility, I placed prospectuses for relevant degree-level courses in Bath, Hounslow, London, Rochester NY, and Vienna.
“Don't be silly” replied Mr Tombs, “you can't make a living at that.” With a magician's sleight of hand, my prospectuses disappeared. “You're good at mathematics; that's the way to go.”
From Shirecester we went eventually to a Mediterranean island, where we would stay until I took my A level exams at age eighteen. Though we were not an Army family I travelled, in a local bus with a motley mix of other expatriate children, to a British army school 80km away – a raucous bus journey over the Island's pitted roads. At this school, too, there was careers advice and I was looking forward to a fresh start after the disappointments in Shirecester.
At first, I had hopes of the permanent careers teacher, Mr King. He was available every day, but I soon learned that he had little or no idea of life outside the school. He was only the careers teacher because nobody wanted Latin any more and he could teach nothing else. I settled down to wait philosophically for the professional careers specialist, flown out from Britain by the army once a year, just after the Easter vacation.
[Meanwhile, I fell in love with the island and, being 16, heroically but unsuccessfully with every girl in sight. My camera went with me everywhere; my friends called it my ‘growth’, but without malice. All my friends and classmates were documented (especially the girls). When we staged A Winter's Tale and Waiting for Godot as part of the English Lit course, my photographic record took longer to view than the performances themselves. All my money went into film, chemicals, paper. The island's Ilford Photographic importers, a genial pair of Armenian brothers, maintained a shop between a brothel and a mosque, and encouraged me just as the Shirecester editor had done. I got my materials at a discount, and was sometimes given marginally outdated stock at no charge at all.]
The day came.
I had learned some lessons; this new start would be on my own terms.
First impressions count. I would give clear signals to this new careers advisor that I had done my homework; that I was not a romantic, glamour-seeking, head-in-the-clouds David Bailey wannabe. Under my arm I had a clean, brand new ring binder, carefully devoid of teenage graffiti. It contained three years worth of notes and questions about potential photographic career paths.
I went up to the first floor balcony, found the room, checked my watch, knocked on the door and entered with a spring in my step.
And stopped dead, horrified.
“So” said Mr Tombs, jovially, “what do you want to be when you leave school?”

20 January 2013

A life more vivid

Vivid doesn't post frequently, but when she posts it's always a substantial and worthwhile event.
Ten months after the last one, there is a new Vivid post up now: “More than my job's worth”. It's funny, deep, thought provoking, true, challenging: thoroughly recommended.

01 July 2012

Attend to the soil...

A healthy artistic climate does not depend solely on the work of a handful of supremely gifted individuals. It demands the cultivation of talent and ability at all levels. It demands that everyday work, run-of-the-mill work, esoteric and unpopular work should be given a chance; not so much in the hope that genius may one day spring from it, but because, for those who make the arts their life and work, even modest accomplishment is an end in itself and a value worth encouraging.

Always true, always worth quoting ... and I'm using it in the intro to a short course, so thought I'd air it again here.

And it doesn't just apply to the arts, either ... science, sport, business: everything depends upon the environment within which it grows.


  • Gough Whitlam, Prime Minister of Australia 1973-4 (requoted from Germain Greer's The Obstacle Race. 1979, London: Secker & Warburg. 043618799X.)

10 June 2012

The library thing*

A couple of weeks ago, I sang the praises of libraries in general and British libraries of the 1960s in particular. In a comment just up, Julie Heyward directs my attention (thank you, Julie) to the following extract from a Paris Review interview with the recently departed master story teller Ray Bradbury...

INTERVIEWER

You’re self-educated, aren’t you?

BRADBURY

Yes, I am. I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books?

I am a librarian. I discovered me in the library. I went to find me in the library. Before I fell in love with libraries, I was just a six-year-old boy. The library fueled all of my curiosities, from dinosaurs to ancient Egypt. When I graduated from high school in 1938, I began going to the library three nights a week. I did this every week for almost ten years and finally, in 1947, around the time I got married, I figured I was done. So I graduated from the library when I was twenty-seven. I discovered that the library is the real school.

I wouldn't go quite as far as Bradbury. At its very best, school (and teachers such as Mr Cooper and Mr Cothey, the inspirational biologist and mathematician I mentioned in the previous post) can be as valuable as any other component of education. My experience of school from the mid fifties to the beginning of the seventies was generally pretty dire ... but was from time to time shot through with occasional transcendent meteor streaks which always trailed a particularly good teacher.

And there are perils to self education. Without reference to outside teachers, and other fixed touchstones, there is nothing to test and refine one's own learning against. However ...

... I do believe that the very best education starts with self education, draws on good teachers, and finishes with self education. And the library (which these days includes, is enhanced by, but is in no way replaced by, the internet) is the crucible within which that self education can fire itself without shackles.

The best education contains many components; but curiosity and fuel for it are, as Bradbury says, key to it.


*Title ripped off, in case you didn't know, from the web site of the same name)

28 May 2012

On growth and form

In my mid teens, my family were for a while in a small city close to the border between England and Wales. I have, in general, little good to say about the school I attended there; but two of the teachers were inspirational and played a large part in shaping my life.
Also critical to what I would become was the Municipal Public Library.
It's difficult, now, to explain how wonderful libraries in the UK used to be. They are still immeasurably valuable, of course; without them, minds would be infinitely poorer; but their wings have been successively clipped by rounds of financial cutbacks and by changes in social outlook over the years. Back then, a fourteen year old with his head full of ideas planted by one of those inspirational teachers could walk down to the library and ask for ... anything at all. For free.
One of the things I asked for was Erik Pontoppidan's 1755 The natural history of Norway. Luckily for me (I hadn't realised that the original would be in Danish), the library actually obtained a copy of the 1855 English translation instead. It arrived within the week, brought down for me from the British Library: a huge, old book, printed in archaic type on thick paper pages which I turned in awed reverential amazement. I couldn't take it home; it had to be read in the library itself, brought into a side room where a librarian engaged on administrative tasks could keep a discreet eye on me; but I didn't care. I cycled from school to the library each day and immersed myself in it, reading it twice before it had to be returned.
Another request was for D'arcy Thompson's On growth and form. It came in the second, larger (over a thousand pages) edition from 1942, and it took me a full year to read. I didn't have to read it at the library this time; I could take it home with me, though I had to renew it every two weeks and return it to the shelves every six before (it was on local stock, not on loan from elsewhere like Pontoppidan) booking it out again the following day.
On growth and form was perfectly designed to penetrate my fourteen year old (fifteen year old by the time I finished it) psyche. The two inspirational teachers happened to be in maths and biology, and On growth and form was a meeting of those two fields, a revelation which entranced me in itself. It had at least two other tricks up its sleeve as well.
First, it was written in a beautiful way. The English Literature teacher at school was not one of the inspirational ones, in fact he seemed to have a talent for treading on any youthful interest he encountered (unlike the later Mr Abbot), but he was unable to stamp out the love of language and literature which my parents had kindled in me. The syllabus included plenty of material into which I could disappear, hiding in the undergrowth beyond his reach. And On growth and form was literature in the same way: a lyrical and beautiful landscape in which I could wonder and wander.
Second, it spoke to another discovery which I had made and was exploring at that time: that mathematics and the visual plastic arts were intimately linked. I had recently discovered (in the classroom) the magical alchemy of transformational geometry and the way it could be elegantly encoded in the four or nine digits of a matrix. Thompson's chapter IX, "On the theory of transformations, or the comparison of related forms", showing how this idea could be extended to variable physical identities, took my breath away.
Nowadays, anyone can play with his concepts in a few seconds, using a visually intuitive warp mesh in a graphics package like PaintShop Pro or the more rigorous symbolic methods of a computer algebra language like Mathematica, but in 1966 they were well beyond my (or even my teacher's) analytical scope. That inability to emulate, however, did nothing to take away the sheer awe inspiring beauty of seeing Thompson transform for me on the page one fish or one skull into another. One of the central messages of On growth and form is nature's economy, reusing a simple idea over and over again, and this chapter encapsulated it in way which drew art, biology, language and mathematics in one beautiful gift wrapped package. I have since discovered as an adult that this same chapter is his best known and most widely quoted; but at the time it belonged to me alone.
The reason On growth and form took me a year to read was not just those thousand plus pages; I would have covered them fairly swiftly, slowed down only by the wish to savour them and think about their content. No; what took me a year was laboriously decoding (dictionaries on one side, grammar guides on the other) all his untranslated passages quoted from French, German, Greek, Italian and Latin. I had none of those languages (I still have none in any functional sense), but kept worrying at them until I extracted at least some partial sense from them. Then there were the casual references to Buffon, Democritus, Kant, Maxwell, Plateau (of those five I had heard only of Buffon, and that through his eponymous needle) and others, all of whom I had to look up .
I now (again as an adult) see that Thompson was both brilliant and blinkered, also of a classically educated class which was already beginning to disappear as he wrote. Nobody could write a book like his now, and hope to sell it. And yet, I don't regret the difficulty of reading it. I was, at the time, going for a cross country run every morning (although I told nobody at school and avoided games afternoons if possible): forcing aching muscles beyond common sense for the endorphin rush and the pleasure of early light on dew laden landscape had a lot in common with pushing through unknown linguistic thickets for fuller understanding of Thompson's lucid English. And muscles develop with use; when, a couple of years later on an English literature course, I had to study Chaucer, the same mental muscles stirred, remembered themselves, and didn't let me down; in fact they carried me on through chunks of Dante's Inferno and Vita Nuova, Bocaccio's Decameron, not to mention T S Eliot's relatively trivial scatterings of a lines, couplets, quatrains.
Another two or three years down the line, as an undergraduate, I returned to Thompson, and to chapter IX in particular. Then, though I never forgot him, I didn't see him again for decades. But recently I have been gradually, little by little, here and there, gathering again the books which influenced me as I grew. Many of them arrive thanks to the love of my life who hears me mention a book and goes off to find it for me: so it was with On growth and form, which she gave me on my most recent birthday in an abridged version (a mere 345 pages) perfect for reacquaintance.
By coincidence, whilst writing this I have received an email from a talented social sciences student with whom I am currently working, in which she mentions the effect of seeing a documentary:
"…while I was never good at physics or chemistry … a friend of mine sat me down in front of a documentary ... Basically a lot of talking head quantum physicists talking about quantum physics, but in a very accessible way. But it totally blew me away. ... Once it had finished, my friend and I went and sat outside in the night air, barely talking, just sitting there and breathing, and looking at the world in an entirely new way."
I recognise that feeling; and it is one of the things which Thompson gave me, all that time ago when England was winning the soccer world cup. Science too often takes a po-faced view of itself, demanding to be taken very seriously and feeling belittled if it is treated as a launch pad for general, nonscientific cultural growth. But science and general culture are mutually dependent; neither can exist without the other, each can inform and infuse the other, and they should celebrate any bridge between them, whatever its nature or extent and however tangential.
And, to come back to where I started, free public libraries are a vital investment in cultural completeness - even in the wonderfully empowering days of the world wide web.

  • Erik Pontoppidan, The Natural History of Norway [English translation by Andreas Berthelson] 1755, London: A. Linde.
  • D'Arcy Wentworth Thompson, On growth and form. (Abridged) 1992, Cambridge: Canto. 9780521437769 (pbk.). [Originally 1917 and1942, Cambridge: Cambridge University Press.]

01 January 2012

When is education not education...?

I had a conversation with my nephew, the day before yesterday, which has left me thoughtful.

For as long as anyone can remember, he has had a passion for archæology.

In October, he started a degree course which included archæology.

He has now lost all his interest in archæology.

This is a sad story, but not unique. How often do we kill rather than nourish the passion for our subjects? I've experienced versions of it myself, in my own life when younger; I fear I've also, inadvertently, done it to others.

Talking to my nephew, asking questions born of living on this side of the education fence and listening for the subtexts below his replies, what I heard was a tale not of the subject itself letting him down but of the delivery extinguishing his passion. Which gives me much to think about, as I get ready to return from the winter break.

26 November 2011

In two minds

I've just spent some time jointly preparing a history of art lecture. The other person involved chose the subject, decided the direction and thrust of the message to be carried, and will be doing the delivery, but is new to teaching. My responsibility, therefore, was to provide nuts and bolts experience in the construction and management of somebody else's vision, without getting in its way.

It was a richly, surprisingly, and thought provokingly educational experience for me. The approach and material selection differed, in several respects, from those which I would myself have followed. Both from this difference in itself and from my own necessary introspection in ensuring that I didn't pollute it, came a continuous and multidimensional process of self examination. Some of my own views changed, some were reaffirmed, others broadened or refined.

Immensely valuable.

18 August 2011

The "real" thing - the flip side

It's high time, having talked often enough about my lack of æsthetic pleasure when reading from digital devices, that I redress the balance; and an inner city café conversation has given me the push to do so.

When Matt Revell commented on my "The real thing" post, regarding his change of feelings on this subject he emphasised “the convenience that the Kindle offers”, which I couldn't deny; I have never disputed the convenience of electronic readers, only their æsthetics. However, he also opened with one nuclear deterrent of a point which trumps everything: “I'm reading a lot more” ... and with that I cannot argue. It's the same argument which I've now encountered in a dramatic way.

P is the "alpha" in a group of young women whom I encounter within an education outreach programme: all of them intelligent, all of them educationally disconnected, all of them exploring, suspiciously, ways to escape the trap into which those two facts have led them. I mention her alpha status because it is crucial to my relationship with them. They are all there because P is there; if P lost interest and left, none of them would stay long without her.

P could not be more different from Matt. Whereas he was already a reader with an profound interest in literature, for whom the electronic reader has enabled continuance in a busy life, she is someone whom literacy let down at an early age: she found reading slow and difficult, something to be worked at if the payoff was worthwhile, but not in itself a source of any enjoyment. It's P's story which has, nevertheless, echoed Matt's.

P says that she had never in her life read a book beyond the first chapter or so, never mind all the way through. She would sometimes start one, always when there was nothing else to do, but “couln't be arsed with carrying it around”. The next time she was at a loose end, but only if she happened to be wherever she had left the book, she would pick it up again ... but couldn't remember where she'd gotten to, or what had happened, when she put it down days or even weeks before. After a while she would “get fucked off with it and give up”. Later she would try another, repeat the process, reinforce the negative feelings, give up again.

Christmas 2009, she was given an e-reader. She thought it “a rubbish present” and it sat on a shelf for months, plugged in but unused and ignored.

Then came the day when she was bored, it was raining, none of her friends answered the phone, and in desperation she picked up the reader. It was preloaded with a dozen books; the giver had obviously thought carefully about them, since they included Stephenie Meyer's Twilight saga vampire quartet and P had enjoyed the first two films adapted from the first two novels in that sequence.

She started reading Twilight, the first novel but, as usual, put it aside as soon as another diversion offered itself. She forgot it again for a couple of weeks but, when she returned, the device remembered where she had stopped. She moved back one page to recover the thread and then took up where she had left off. After a couple of such returns, she stopped reading to go shopping. Encouraged by the new continuity and by the small size and weight of the reader, instead of putting it down she unplugged it from the wall for the first time and dropped it into her bag. On the bus, she pulled it out again and continued reading until she reached the shops. When she finished Twilight she went on to Eclipse.

To cut a long story short by leaping about a year to the present (you can, I'm sure, construct the intervening steps for yourself), P is now reading “about a book a week or ten days”. She has also investigated some surprising material, including a complete works of Shakespeare which was on her reader alongside Meyer: “Most of Shakespeare is crap”, she assures me, “don't waste your time on it. But a couple of his plays are cool, like The tempest is well wicked f'rinstance, and some of the sonnets are absolutely fucking amazing”.

She has moved beyond fiction, too. She has a number of reference guides related to things that interest her and that, it seems, was what brought her (and thus her group, too) to tentative reengagement with education through the outreach programme.

Lacking my moral squeamishness about copyright, P has recruited an unrequited technophile admirer to supply her new habit with free hacked copies of most titles she wants. But she does buy “about one new book ever six weeks or so, 'cos I can't be arsed with waiting for the crack”, so the writing and publishing industries are still benefitting from her to an extent. I'm turning over in my mind the philosophical relationships between this and public libraries, but haven't formulated any opinions as yet. Her local public library, in fact, plans an ebook loan service shortly, and perhaps that will be a hook to draw her deeper into what the system has to offer her intellect.


  • Stephenie Meyer, Twilight. 2005, New York: Little, Brown, 9780316160179 or 2006, London: Atom. 1904233805 (pbk.). Digital edition 2009, London: Hachette Digital. 1904233651
  • Stephenie Meyer, Eclipse. 2007, London: Atom. 9781904233893 (hbk.) and 9781904233909 (pbk.), or more recently 2010, London: Atom. 9781905654635 (pbk.). Digital edition 2009, London: Hachette Digital. 1907410505

12 August 2011

Heads up - Elvis has left the building!

Steve Wheeler yesterday mused on the social implications of head up display (HUD) devices as a projected way of unifying all the various screens (TV, computer, games console, phone, eReader, etc) which we now use in our daily lives.

It’s an interesting question ... especially as such development seems very plausible. I wrote a quick comment at about half past ten last night ( in a nutshell: that technologies don’t cause processes of social cohesion or fragmentation, but are used by them), but went on thinking about it.

The application of HUDs, and of ICT carapaces in general, is a topic which has interested me for some time. Ray Girvan and I (in our Babbage and Lovelace alter egos), wearing science spectacles, visited it in a Difference of Opinion piece, twelve years or so ago. In his cyberpunk novel Neuromancer, William Gibson gives his cyborg mercenary character Molly the ultimate HUD by implanting it directly on the optic nerve. Some current thinkers, such as Kevin Warwick at the University of Reading, believe that this is a likely future. The implanting of technology raises a lot of issues of its own but, from the viewpoint of Steve Wheeler’s question, it makes little difference whether the technology is internally or externally worn.

In an unusual reversal, I found myself thinking about an issue which Steve hadn’t mentioned: not the broader social picture but the specific application to educational spaces.

The classroom now is, to state the blindingly obvious, a different place from the ones in which I was a child. The dominant information retrieval technology, then, was the book, backed up by collections of books in a library; now it is the web. The dominant medium for execution and recording of learners’ work, then, was paper; that’s still true to greater or lesser extent, depending on level of the education process, but digital media are rapidly replacing it across the board. Surreptitious interaction between students in my primary days was by notes passed from hand to hand or (more daringly) written on paper darts; now it is by SMS or Twitter. The most important educational discourse of all, between students outside the classroom, used to take place in small social huddles in a café or other gathering place; it still does, but is now also amplified by networked digital media.

In some rural African schools, however, I’ve also had the opportunity to see an earlier model still. With only one copy of a key book, or perhaps no books at all, information is delivered verbally from teacher to child. Slates provide a writing surface for working on, but not for storage of information, so the educational model is based very much on memorisation. There are no paper notes or darts, because there is no paper and because constant attention is essential in a single serial flow of unrecoverable information. Most interaction takes place outside, again in physical gatherings.

Between those rural African schools and my British, Irish and US students lie two distinct step changes. There have, of course, been processes constructed from numerous other changes, many of them radical ... from books as expensive investments to cheap mass publication, for instance; the arrival of radio and TV in schools ... but let’s keep it simple: from slate to book to networked digital information. Thanks to programmes such as One Laptop Per Child (OLPC), some children in the developing world are leapfrogging the middle step: from slate directly to the constructivist possibilities of WiFi global interaction. (I said children. Older students too, of course, but the process often starts at the root, with children learning to read and type rather than read and write, using laptops as primers and learning to maintain them as well.) This sudden leap really does produce social tensions: primary school age children suddenly have access to an informational world which is not just incrementally different from that of their parents (and teachers), as has always happened, but an inconceivable leap in paradigm. Grandparents (parents, for teenaged students) in Europe and the US talk of a disconnect from their children’s educational processes because of the ICT explosion since their own school days; magnify that a millionfold for a physically and culturally isolated rural developing world community into which comes an OLPC powered educator bearing clockwork or solar powered laptops.

We are, in the liberal democracies, already looking at an educational landscape which is detaching itself from physical location. How far that detachment will go, we cannot yet guess. I am inclined to think that human beings are strongly gregarious, and the desire for some components of education to be sited within a mutual physical space is likely to persist; but there is no longer any absolute need for it to do so. There is certainly no future for a model which restricts education to the classroom or lecture hall, nor probably even for one which focuses it primarily there. Already, more than half of my students come into a physical campus very rarely and a small but significant (and growing) proportion never do so at all. Some colleagues in the Scottish Highlands and Islands (or in Scandinavia, or the Australian outback, or other areas of scattered population) reverse my position: they only ever meet a small minority of their students. Increasing use is made of virtual worlds. In that sort of world, too, there is no necessary reason to tie faculty into a physical location which their students no longer inhabit.

We are perched on the cusp of a dispersion about which we can only hypothesise imaginatively. And replacement of multiple screens by personal HUDs could, I suspect, be a trigger for the next step change. What essential need will there be for a student sit in a computer centre to study material which is as easily available lying on a grassy bank in the sunshine, or sitting with a cup of coffee in the kitchen at home, or even walking around the neighborhood like (as my nephew pointed out to me recently) Aristotle’s peripatetics?

One of the things about which I agree with Steve Wheeler (there are many, despite areas of difference) is his conviction that the institutional Virtual Learning Environment (VLE) is a dinosaur. It does have necessary functions. In the short term, it serves as a vehicle (admittedly very imperfect) by which old codgers of my own generation migrate from old ideas to new methods. More persistently, it is likely to remain an essential repository for some institution specific information for privacy and commercial sensitivity reasons. Those are, however, a very small rump of the functions which institutions, stuck well behind the rapidly expanding wavefront of socioeducational reality, presently try to cram into it. Ironically, though, I suspect that as education from the students’ point of view evaporates off into various mixes of physical location, the institutional VLE will gain a very modest second lease of life, as the management core for administrative interconnection of increasingly subdivided and diversified personal learning programmes.


  • William Gibson, Neuromancer. 1984, London: Gollancz. 057503470X. [more recently 2001, London: Voyager. 0007119585 (pbk.)]

29 July 2011

Chocolate and moral philosophy in Stone Lane

A general guiding rule, for me, is "never go back". If the place (or person, on context) holds bad memories, why revisit them; if good memories, why risk spoiling them? It's a good rule, on the whole ...when I forget to follow it, I usually wish I hadn't. However ... I'm human and I do, sometimes, forget. So, finding myself not far from a seaside town on the south coast of England, where I spent many happy fragments of my childhood, I have allowed myself to be tempted into a wander down memory lane ... or, more accurately, Stone Lane: a long rural road running out from the town's margins into open countryside.

The seven or eight kilometres of Stone Lane held only six houses, then, all in one cluster. There are eight now; still in one cluster, several carrying the same names as half a century ago though most of them are modern rebuilds on the sites of those I remember.

This one, for instance. It bears the same name, "Stonevale Cottage", as did the house where my maternal grandfather lived ... but it's a completely different building, perhaps twenty years old at most. And that builder's merchant (part of a large national chain) behind it: that occupies the quarter hectare of what was his garden and my adventure playground.

Next door to my grandfather, on his right, lived the Goldman family. Mrs Goldman was round faced and jolly; so was her husband, though he was crippled by some degenerative illness and moved slowly, painfully on crutches. Their daughter Julie, six or seven years older than I, good naturedly took me under her wing whenever we visited. Julie didn't even disown me when Simon, her first boyfriend, with motorcycle, leathers and Teddyboy haircut, hinted strongly that three was a crowd. Mr Goldman welcomed me into his shed; I watched as, leaning on his crutches, he worked a miniature lathe to produce tiny, working steam locomotives or aeroplanes. Mrs Goldman fed me scones, home made lemonade and raspberry jam, clotted cream.

Beyond the Goldmans were Mr and Mrs Villiers. I saw Mr Villiers rarely; he worked in London, leaving early and returning late. On rare occasions when I did meet him, he was tall, balding, and seemed ill at ease with me. He would frown, hop from foot to foot, say “well... hello ... old chap ... well...”, hop some more, say “well...” a few more times, then disappear. Mrs Villiers was a different matter; though quite severely arthritic, she moved continually if slowly about her house and her half hectare of garden, chatting with me the whole time about what she was doing. The Villiers, like the Goldmans, had a daughter; unlike Julie Goldman, though, Angela Villiers was probably twenty years older than I, lived elsewhere and visited only occasionally. I probably met Angela only three or four times in my life. On one of those occasions, though, she took me into her bedroom and showed me her complete childhood collection of Biggles books - the aviation adventure stories of W E Johns. So long as I took only one at a time, took great care of it, and returned it as soon as I finished it, I could borrow them whenever I liked. Over subsequent visits, through the years, I worked my way through them all.

Beyond the Villiers were the Kitsons. I sometimes played or went swimming with their son, Simon, if he wasn't at school. Mr Kitson drove a taxi, and was rarely seen unless he offered us a lift to the swimming pool. Mrs Kitson was simply a person who smiled and waved at Simon as we disappeared to play.

There was nobody beyond the Kitsons.

Opposite the front of my grandfather's house, on the other side of the lane, was the Birds' House. The birds were not a family; this was my grandfather's name for a strip of woodland, about fifty metres wide, which stretched the length of Stone Lane. To the right, southward past the Kitsons', it extended a couple of kilometres to the Top Road which I was not allowed to cross. Northward on the left it ran about five kilometres or so until stopped by the village of Five Elms, pausing only briefly after a few hundred metres to enfold a derelict brick works which could, according to an imaginative child's need, be anything from the Alamo through the lost city of the Incas to a Mars colony.

On the other side of my grandfather's house, to the left, were the Cotters. Mr Cotter was the archetypical caricature of a countryman: weatherbeaten, all brown leathery skin and sinew, grey hair, eyes that squinted into the sun, wind and rain even when he was indoors. He was retired (from what, I don't know) but still managed to work a full seven day week as part time game warden for several local farmers, jobbing gardener, repairer of bridges, stiles, culverts, fences and dry stone walls. He too, like Julie Goldman, good naturedly allowed me to trail around after him; from him I acquired portions of a lifetime's landcraft, learned how to track wildlife, discovered how to tickle a trout, saw fox cubs in their lair. Mrs Cotter was bed ridden (again, with what I do not know); the house was home to at least twenty cats, of which a dozen or so were always to be found on or around her bed. As a child I was afraid of her illness but enjoyed her company in the small snug bedroom. Mr Cotter would bring up a tray with a pot of tea or mugs of cocoa, a barrel of biscuits or a plate piled high with thick sliced dense grained home baked bread, toasted on the open fire and topped with fresh churned butter; Mrs Cotter called him Tom, and he called her Alice, and the three of us ate and talked surrounded by cats.

And beyond the Cotters to the left, the last dwelling to disturb the timeless arboreal solitude of Stone Lane, was the house of Miss Baines.

I am ashamed to say that, for no reason that I can now identify, I didn't like Miss Baines. So far as I can remember, she was never anything but kind and friendly to me; yet I maintained my dislike over the dozen years of our visits to Stone Lane. This thoroughly unjust feeling was so strong that, when I wanted to go down the lane beyond the Cotters' front gate, I crossed over and entered the Birds' House to a depth of ten metres or so, went left through the trees for a hundred metres until out of Miss Baines' line of sight, and only then emerge onto the road again.

When I was about seven years old, Miss Baines presented me with the first moral dilemma I consciously remember having to confront. She gave me a packet of chocolate buttons.

What should I do with these chocolate buttons? Of course, I wanted to eat them. Of course, I felt distrust of them. But, beyond those selfish considerations, I also felt the prickings of conscience and guilt. Was it hypocritical (not that I knew that word; was it wrong) to eat a gift knowing that I felt so much dislike for the giver? Was it ungrateful (I knew that word) not to eat them? Was it wrong to not eat, and thereby waste, food when some people had none? On a practical note: if I didn’t eat them, what was I to do with them? The best solution seemed to be to give them to someone else, who would want to eat them; but who, in the small world of Stone Lane, would accept and eat them without asking questions and (despite my feelings, I had no wish to hurt hers) without risk of Miss Baines hearing about it?

Eventually, I went down to the bottom of my grandfather's long, sloping garden, beyond the shed, beyond the tall lines of runner beans and sweet peas, below the deep bank held up by old railway sleepers, out of view of the house and its neighbours. I burrowed deep into the thick privet hedge which separated the garden from a grazing dairy herd. There I dug a deep hole. Into the hole I counted out exactly half of the chocolate buttons, put back the displaced earth, then concealed the spot with scattered leaves and twigs. The other half of the packet I ate. Back in the house, I placed the empty wrapper in the kitchen rubbish bin.

In 1959 Miss Baines was, I estimate, somewhere in her sixties. She must, by now, be long past caring about the ungenerous spirit of a child to whom she caused no harm and tried to be friendly; but I shamefacedly apologise for it, anyway, to her memory.

13 July 2011

Nasties under the bed

Just found, in Games and culture...

This paper explores the characterizations of enemies in military-themed video games, with special attention given to the games Conflict: Desert Storm and America's Army. I demonstrate how the public enemy of America's Army is one not confined to any nationality, ethnicity, or political agenda. This marks a significant departure from games such as Conflict: Desert Storm. I argue that the production of this abstract enemy--what I call the unreal enemy''--is significantly shaped by a biopolitical system that intertwines the military and electronic entertainment industries. This arrangement delocalizes power, distributing it through a network of institutions and subjects. Throughout, I use ethnographic examples that explore how this abstract enemy has been constructed and juxtaposed against more concrete and personal figures, such as the America's Army Real Heroes, individuals upheld as the embodiment of personal achievement in the U.S. Army. I conclude by asserting that the unreal enemy of America's Army is, ultimately, an enemy that is not exclusive to a video game, but one that exists as an anonymous specter, ever present in the militarized American cultural imaginary.


Late addition, 2011-07-19. The following is a comment to this post, by Dr.C, but seems worth promotion to full visibility here.

I am not sure I completely agree with this. At the present time the generic "enemy" seems to be more of mid-Eastern extract. There are examples where people will refuse to fly in an airplane next to anyone who is swarthy. The irony is, of course, that we invaded "them" and not the opposite.


  • Robertson Allen, "The Unreal Enemy of America's Army". in Games and Culture, 2011. 6(1): p. 38-60. DOI 10.1177/1555412010377321

09 July 2011

Breaking up is hard to do

Different education systems in different liberal democracies tackle common problems in different ways. Broadly speaking, across the range of common objectives, they achieve comparable levels of success. If one system makes gains in a given area which is not managed by another, that is usually balanced by shortfall in another. I'm not inclined to believe that any one system is, overall, "better" or "worse" than another.

I am, however, inclined to believe that common shifts in philosophical bases for education systems across the liberal democracies can make a difference to long term educational drifts ... and have done so. Some of those drifts are (to my own mind, at least) good; some are unfortunate; some may be neutral; some may be mixed. Among those which are, in my own personal opinion, retrograde is the increasing trend towards earlier and earlier specialisation.

Children are natural sponges, programmed by biology to learn. They are also naturally inclined to make and pursue interconnections within that learning. Curiosity is a live and potent force within them, and acknowledges no boundaries. A boundary between specialisms, by interrupting their hot pursuit of a curiosity driven line of thought, damages their enthusiasm for knowledge. (As a new secondary student miserably told me, ten years ago, “last year, maths was real ... like designing an Olympic stadium ... but now it’s just A, B and C filling a bath with a teaspoon while D empties it with an egg-cup and nobody tries to stop him ...”)

Ruairí Quinn, Minister for Education in the republic of Eire, like his opposite numbers elsewhere, is faced with a need to improve literacy and numeracy. This is a real need; the only question is how to meet it. Like many others, his approach is to increase the amount of time focused on this particular need. His strategy of increasing daily teaching time allocations hypothecated to literacy and numeracy closely mirrors, just for example, that which has already been followed across the Irish Sea in the United Kingdom.

I have no disagreement with that, in principle. The problem, for me, lies in the fact that in systems which specialise, increase in time for one specialism inevitably reduces time available for breadth of study overall.

In Eire, post primary education is organised into Junior Certificate (Teastas Sóisearach) subjects, tested by examination (with a couple of exceptions) in the mid teens. Six subjects make up a mandatory core curriculum, additional subjects being selected from a menu of options. Despite many differences of detail, it's a system easily related to, for example, the British GCSE or US Junior High School models.

But here's the thing ... and I'm using Eire only as an example; the systemic principles would apply to most equivalent systems elsewhere. Given a fixed number of school hours per week, the extra time taken from the timetable for teaching discrete literacy and numeracy (roughly totalling between five and ten hours per school week, depending on how you count and calculate) means that one of three things must happen.

  1. The time spent on each existing subject can be reduced, to make time for the new literacy and numeracy time.
  2. Literacy and numeracy can be taught through integration with the existing subjects.
  3. Existing subjects can be dropped to make way for the new literacy and numeracy time.

The first runs immediately into the brick wall of examination requirements. No administrator nor politician dares risk stealing time from an examination subject and perhaps being blamed for subsequent fall in success rates in that subject. It would also raise (amongst parents, voters, and employers) questions of comparability between new graduates from the system and those in the past.

The second would be in immediate opposition to the declared intention of visibly giving additional time "exclusively for the teaching of" basic skills.

And so Mr Quinn has, inevitably, taken the third course: removing subjects. From this coming September intake, secondary students will have their choice of subjects capped at a maximum of eight.

By the time mandatory subjects are allowed for, this means a reduction of between 11% and 33% in the total diversity of a typical student's academic encounter range. For options, once mandatory subjects are counted in, the reduction in real choice clocks in at between 33% and 67%. And, since the number of students estimated to be “experiencing serious [literacy and numeracy] problems” is one in ten, this reduction is being applied to a majority of students who will not gain from the intended benefits. (I do not argue that last point too strongly; I believe that all students, however able and brilliant, would benefit from increased focus on literacy and numeracy competence if it were delivered to them in an appropriate way.)

So what would I suggest as an alternative? Well ... realistically, I have to admit that Mr Quinn is caught between the well known rock and hard place for the reasons above; the harsh environment gives him no choices at all unless he is willing to throw away his career on a gamble. He is, like Eire itself, doing his best in an impossible world and I do not criticise him, nor his country, nor any of the others struggling with similar vicious circles elsewhere in the world. But my answer, from the safety of a seat where I have neither to implement my beliefs nor pay for them, is that numeracy and literacy needs would be far more effectively tackled by integrating the new emphasis into broader study. The chosen approach not only restricts the value of education in general, it undercuts the whole (valuable) intent behind the reform itself.

When I am dictator of the world, I will unify secondary study by abolishing boundaries between subjects. Students will learn through integrated "themes", as they did in primary school, allowing their interest to range (and their minds, and their skills, to grow) across the full gamut of human knowledge – or, at least, across that part of it which can realistically be encompassed by a school's day and resources. Literacy and numeracy will then become part of everything the student does, growing organically in most and nurtured in those who need it.

I will also abolish examinations altogether; but that's another story, and I don't want to frighten the voters who must make me dictator before any of this can happen, so best keep that bit quiet for now...


  • Irish Times, "Minister orders cap on exam subjects". Saturday, July 8th, 2011.

22 June 2011

Quote, unquote

Today I sat in an audience and heard a speaker say, amongst many other things over a period of forty minutes, the following:

“Socialisation is a process which delivers benefits to all, even the least fortunate, which nobody in their right mind (least of all I) would give up. Unfortunately, part of the price for those benefits is to convert a significant proportion of a predominantly bright, intelligent, curious population of five year olds into dull, prefrontally lobotomised eighteen year olds. For some, too few, education serves to slow down, arrest, reverse or even prevent that conversion process. For a greater proportion, education is part of that process. For others, possibly the largest (and maybe the saddest) proportion, it has no obvious effect in either direction. We badly need to seek ways of increasing the size of the first group at the expense of the other two.”

The speaker was, ten years ago, a fourteen year old education system reject from a "sink estate", whom I met in an urban outreach scheme made possible by an enlightened and far sighted café owner. Today he is a graduate with a first class honours degree in hand, not much money in the bank, but five years of passionate dedication under his belt to helping a new generation of education system rejects to reconnect with their "bright, intelligent, curious" five year old selves.

Some people make me proud to be human; the speaker, and the café owner who was also in the audience, are two examples.

05 February 2011

Bizarrest, bizarrer, and merely bizarre...

Within an interesting, as always, post yesterday (Bizarre notes, bizarre cheers), JSBlog commented that...

... the more I read of US school/college traditions ... the gladder I am I went to British ones, where you can just attend, get your education, and leave. Ritual chants are just the tip of the iceberg of a set of effectively compulsory tribal systems...

When I read it, I simply thought "hear, hear" (my limited observation of US academic life confirming my agreement) and read on. Having thought about it over the hours since, I still agree and just as strongly – but have also realised that British education is not itself free of bizarre undergrowth. While post-compulsory education in the United Kingdom (and more widely in western Europe) is certainly refreshingly different in that way from its US equivalents, there are oddities (I would personally say unhealthy oddities) further down the chain.

As a thirteen year old I moved from a coeducational Australian school where you sank or swam amongst your contemporaries according to the usual vagaries of children everywhere to a British single sex school. Here I had to be thrown into the fishpond. Teachers who would later send me home because I had forgotten my school cap showed no sign of noticing that green water running from my sodden uniform was forming a malodorous pool around my desk. The following day, I had to be stripped behind the fives court and then retrieve my clothes from the branches of various trees. Passing teachers again showed no surprise at seeing a slightly podgy boy climbing a tree in the nude to retrieve his underwear. I thought at first that this was dislike of me, personally; but as time and a half went by, I observed that it happened to all newcomers and staff even made jokes about it – except when a boy complained, in which case they made pompous remarks about the communal value of initiation ceremonies. Then there was the French teacher (reputedly an infantry colonel in the 1939 to 1945 war) who made us run around the grounds in our underwear, shooting each other with water pistols containing red ink ... and refused to teach us unless we took part. Let's not get into the strange behaviour (not, I hasten to add, paedophilic ... just ritualistically odd) of the games master during pre and post sports changing times.

Things have improved immeasurably in the decades since 1965 ... but I have heard of both the ducking and the stripping ceremonies in different schools within the past year, and while games masters are generally respected professionals, the occasional exception is not unknown.

Moving back in time, at ten years old I briefly attended a primary school on the Sussex coast. Daily assembly contained a number of mystifying rituals, including the singing (every day) of Sussex by the sea, then British grenadiers and finally Men of Harlech. (Each of these is available in different versions; the links are to the closest I can find to those we sang.) That sequence is interesting because, while all of them are of a martial cast, they become progressively more so. By the time we started the day's lessons we had imbibed enough blood and guts for a schlock movie. Furthermore, they become increasingly distant from we who sang them daily. Sussex, I concede, was relevant; but the clearly male voice, culminating in “the girls so kind that we left behind”, was odd for a school whose students were 50% girls. British grenadiers had no obvious relevance to anything at all. Harlech was the other side of the British isles and several centuries; not to mention the other side of the Saxon/Celt divide.

No ... I still prefer the British model to the US one; it has more flexibility, more freedom to choose ideas, less pressure to rigid conformity; the US system is at the "bizarrest" end of the spectrum, the British equivalents "merely bizarre" ... but we are not ideally housed for unlimited stone throwing.

03 December 2010

Bus stop

I met a very interesting person, today.

It was seven in the morning, and the air was bitterly cold as I arrived at the bus stop. My bus was due in ten minutes. The man already standing there with no hat told me that he had been waiting for half an hour, he had given up on the bus he'd come for and was now looking forward to the next.

We got chatting, as people do when they stand for any length of time together in the dark and the cold. We compared notes on this and that, and eventually got around to what we do.

He is a doctor, a GP working in a practice at the other end of two bus routes. That already puts him above me in the scale of things; the world needs doctors more than it needs mathematicians. But as we talked, there was more. He is Senegalese. He trained at the University of California medical school at Davis. He runs a free clinic in Senegal.

Hang on ... wind back a bit ... if he runs a free clinic in West Africa, what is he doing at a bus stop on the western edge of Europe?

He is, I learned, one of several doctors at the clinic. Since free clinics generate no income, and since this one is unfunded, money has to come from somewhere to pay its running costs and to feed the families of the staff (medical and otherwise). So, the doctors take it in turns to take contracts in developed economies. The income from these contracts goes to maintain the clinic, its staff, and their dependents. My bus stop companion is in his sixties and half way through a two year contract, a year away from his family whom he misses desperately and with another year to go.

That this system is able to work depends, of course, on the same asymmetry which makes it necessary: the yawning gulf between first and third world economies. This doctor, and his colleagues, live and work at one end of an economic gravity well where money is scarce so costs and incomes are low. They have found a way to exploit that same gradient, using it to make a first world salary run a clinic, pay operating costs (including salaries), and provide pension provision for old age.

I've seen a fair amount of quiet heroism in the face of third world poverty and health needs. In the field, I've carried bedpans or washed bandages or ... but then I've always scuttled back to my comfortable first world billet. I've supported campaigns to fund third world medicine ... but never for even a day to the extent that this man and his partners do, across whole lifetimes. Any of them could stay permanently in our more comfortable settings, bring their families with them, reap the rewards of the hard work which gained them the qualifications and expertise which they now possess ... but they don't.

I didn't get around to asking where the pump priming finance came from, to put him through a US medical school in the first place. Wherever it came from, though, it wasn't used to buy his way out of hardship; it has been ploughed back over a lifetime into his roots.

Four of the charity links at the top left of this page point to organisations concerned with the third world; two of them are medical; one is dedicated to helping communities meet long term health issues and thus escape a cycle which they can't afford to break on their own. If you have money which you are inclined to donate, any one of those charities (and many more besides) would be a worthy recipient – but, after my bus stop conversation, Health Poverty Action (formerly Health Unlimited) is the one that will get any extra that I have available this festive season. And if you want to combine a lifeline with present giving, they have a selection of ideas starting from as little as US$8/€6/£5 (a contribution to child health monitoring) running up by easy increments ($16/€12/£10, $24/€18/£15...) through a set of surgical instruments ($160/€120/£100) to the top whack installation of a life saving water system ($630/€470/£400).

25 November 2010

21 November 2010

Son of "I am Google..."

I've just read "What digital literacies?", on Steve Wheeler's Learning with 'e's.

One of the digital literacies which he identifies is “Reusing/repurposing content”, which (given the trains of thought which I have been pursuing yesterday and today) linked in my mind to my two "I am Google" posts. (But the connection is mine and mine alone.)

For anything put up on the web, traditional copyright concerns are purely theoretical. Any material on this blog, for instance, could be copied and "reused" or "repurposed" by anybody else ... I'd be unlikely to even know about it, never mind have any realistic chance of doing anything about it. I don't have any problem with that ... I try to be punctilious about crediting my own reuse of others' work, but recognise that if I post something then the reality is as it is ... if I don't like it, I shouldn't post digital material.

But (this, if you were beginning to wonder, is the point): in the long run, both copyright and copyright law are, pragmatically at least, going to have to change. Both were invented in days when reproducing (and reusing or repurposing) were much more physically difficult. Laws of this kind can only really be enforced while their breach involves crossing a hurdle of some kind ... and these days there are no real hurdles to cross in breach of copyright.

Intellectual property remains important, both morally and economically ... but how the future will deal with it, I'm b*##*r*d if I know!

This is not an original thought, of course. The music industry has been grappling with it for decades, and one of the possible solution sets there has been provided by bands which treat downloadable music as a disposable hook into other, more controllable and financially activities or assets. Still, the situation is in flux and nobody knows which models will turn out to be stable and sustainable in the long run.

"Learned journals" have a similar problem: how to make use of the technology as an economic way to disseminate and capitalise upon content without losing control of it? The solution there makes the best of a bad job. If I want a copy of Pfning's Ferret wangling as a metacultural pursuit, (don't waste time looking it up – I invented and its author) I can either persuade an institution to purchase access or I can go to the journal in which it was published and pay to download a PDF copy ... but, either way, there is nothing beyond my own sense of things (and, of course, the number of people I know who have the slightest interest in ferret wangling) to stop me then providing copies to all and sundry. They rely on the fact that, by providing access, they minimise the growth of bootleg supply. The timing of DVD release and television network rights for films is similar ... hold onto the original cinema version long enough to maximise return, release legally purchasable copies soon enough to minimise the economic viability of piracy, then drop the DVD price for the same reason when television right kick in.

Back in education, which is what Steve Wheeler had in mind, it seems fairly clear that institutions which accept the free flow of information and content beyond their own cell wall (that's a biological metaphor, not a criminal one) through communal web reuse and repurpose are likely to do better than those who try to lock it up in their own VLN*. Maintaining miserly control involves costs and absorbs energy which could be better deployed in more positive ways. Any perceived loss in traditional terms is balanced by gain from the same process as material from elsewhere is reused and repurposed inward. Allowing your material to be accessed from elsewhere gives an institution kudos and reputation which has economic value of its own. And there are cross fertilisation benefits on both sides which probably swamp all other considerations. The only real benefit of guarding content accrues to those providers (institutional or commercial) who can provide an active, service based product which the client finds it more beneficial to buy than to duplicate.

None of which solves my agonising over digitisation of Jay Appleton ... but does provide a welcome alternative path down which to wander!


* VLN: Virtual Learning Environment

29 August 2010

Cupboard love

Thanks, once again, to Watoosa at Conscience pudding for recommending another winner: 100 Cupboards.

The mechanism of the story (twelve year old protagonist* Henry York discovers a wall full of cupboards leading to other space/time loci) links to many other fictions from which Through the looking glass, Changing planes, Ancient shores and Monsters Inc are only a snapshot. Why didn't I didn't include CS Lewis's Narnia Chronicles in the comparison examples above? It is, admittedly, the first that springs to mind (and Watoosa made use of it). But, to my mind, the fresh, new and engrossing story in 100 Cupboards sits more comfortably alongside contemporary (and adult*) equivalents.

There are the classic oppositions of good and evil (reminiscent not only of Narnia but, as Watoosa also says, Tolkien's Lord of the Rings – and, of course, many another tale). Among too many notable facets to mention, the evil to be opposed is not an abstract or a neatly packaged bogey but something always potentially present, requiring resistance day to day. Henry learns this through vivid lessons which hint at our own world's genocides and show the difficulty of always behaving heroically (do you save yourself and one within reach, or make a principled but doomed stand?) But don't make the mistake of thinking it's gloomy: though unafraid of darkness, the book has a bright warm heart.

I started 100 Cupboards on a bus journey, last Wednesday morning, and I finished it on another the same afternoon. In between, though only half way through, I ordered the first sequel (Dandelion fire) which arrived today and which I look forward to starting when it rises to the top of the "waiting to be read" pile ( probably some time next week). I have no doubt that I shall shortly thereafter be ordering the third book, The chestnut king.

(An aside ... Henry's parents are unsympathetic characters. They share some characteristics with me ... but hey, I can laugh at myself :-)


  • N D Wilson, 100 cupboards. 2007, New York: Random House. 9780375838828 (pbk.).
  • Lewis Carroll, Through the looking-glass, and what Alice found there. Illustrations by John Tenniel. 1872, London: Macmillan & Co. [Available from Project Gutenberg or as numerous recent reprints including 2006, London: Macmillan, 9781405055680 (pbk.)]
  • Ursula K Le Guin, Changing planes. 2003, New York: Harcourt. 0151009716.
  • Jack McDevitt, Ancient shores. 1996, New York: Harper. 0061052078.
  • Pete Docter et al, Monsters Inc. 2001, Emeryville CA: Pixar.
  • N D Wilson, Dandelion fire. 2009, New York: Random House. 9780375838842 (pbk).
  • N D Wilson, The Chestnut King. 2010, New York: Random House. 9780375838866 (pbk).

* Preachy and teacher-ish footnote: I've said this before, but it bears repeating. Some people won't read children's literature, making the assumption that it is beneath them. If you are one of those people, then you'll never discover the joys of 100 Cupboards or of many other richly and imaginatively rewarding fictions which leave much adult literature in the shade. You may not agree with me about this book, and that's perfectly OK; but if you don't even try it, just because it is written for an age group which is better equipped with open minded imagination than yours or mine ... then I urge you to think again. Your choice, but I believe that you are impoverishing yourself (or, as TTMF put it a couple of days ago, in a different context, "I reserve the right to think you're daft").