Category Archives: Neo-progressivism

Lenin and Rand: Why the Need to Disrupt Our Schools?

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When I was growing up a significant number of people on the left were intent on destroying capitalism. They loathed its focus on the individual and extolled the virtue of the collective. They were suspicious of new technology, worried that it would take away jobs. They were protective of their own and were intent on battling the bosses. Some looked to Russia for inspiration.

It has fascinated me for sometime how a significant number of contemporary leftists far from wanting to destroy capitalism seem to want to reshape society in its image. Instead of capitalism making the proletariat who are ready to bring down the bourgeoisie the ‘nouveau leftist’ seems content to throw in their lot with global capitalism; they love the tech companies many of which originated in ‘silicon valley’. Instead of finding common collective ground to resist the Californian dream they want to alter our world to fit in with the silicon vision. For many this seems to begin in our schools, where the technophile leftist believes in individualisation, choice, preparing children for a world of uncertainty and having to follow an uberfication of the workforce, neatly summed up as jobs that haven’t been invented yet and twenty first century skills. The only thing that some of our nouveau technophile leftists have in common with their more luddite comrades from the past is that they still look fondly upon Russia.

How can this be?

The leftist technophile leader in a school who introduces iPads to every classroom or insists on a ‘google has changed everything approach’ might not know it but she has connections to Ayn Rand, Lenin, Julian Assange, Trump, Putin, Steve Bannon and others. Arguably she is the unwitting agent of unfettered capitalism and companies which sometimes seem to belong in the pages of 1984 and Brave New World. Far from wanting to bring down these ‘neo-liberal’ global conglomerates, she has been kite marked as an apple and pears educator, a micro-hard missionary or a googley grandee.

Our technophile seems full of contradictions yet if we go back a few years into pre-Russian revolution times we find the roots of this contradiction and how some leftists of today can extol the virtues of global capitalist brands and insist our entire education system should be disrupted to serve a techno capitalist future. Just like some of the old leftists our nouveau leftist is drawn to the works of Vladimir Ilyich Lenin but also, more surprisingly, it is the thinking of the controversial capitalist thinker Ayn Rand who has influenced many of those who argue for new ways of teaching and learning in our classrooms.

Inspired by the book: What Is to Be Done? by Nikolai Chernyshevsky, Lenin intended to destroy things as they were and to replace them with a Soviet ‘scientific utopia’ which was to be run by rational ‘technical experts’.

That Leninism was inspired by Chernyshevsky’s book is one thing, for it also to inspire Ayn Rand is another… the arch communist and arch selfish capitalist make, at first sight, a bizarre couple, but what united both, apart from their motherland, is Chernyshevsky’s main character, Rakhmetov a revolutionary who believed in ‘rational egoism’. According to Adam Weiner:

Rational egoism, though actually built on an immovable foundation of determinism, indulged its followers with the idea of endless personal freedom, depicting again and again an almost miraculous process of transformation by which socially inept people became like aristocrats, prostitutes became honest workers, hack writers became literary giants.

Dostoevsky wrote ‘Notes from the Underground’ as an attack on rational egoism:

“who was it who first proclaimed that man does nasty things only because he does not know his true interests, and that if he were enlightened, if his eyes were opened to his true, normal interests, then man would immediately stop doing nasty things, would immediately become good and noble, because being enlightened and understanding where his true interest lies, he would see that his own interest lies in goodness, and it’s well known that there is not one man who can act knowingly against his own personal gain, ergo, so to speak, he would be compelled to do good deeds? O, the babe! O, the pure, innocent child!”

Lenin also named his first major publication “What is to be Done?” And Rand seemed to borrow from the same source, her heroes in the Fountainhead and Atlas Shrugged share many traits with Rakhmetov and rational egoism had many features in common with her philosophy of ‘objectivism.’

In 1967 Herman Kahn, a foremost nuclear thinker from the Rand corporation, predicted a world in which ‘pocket phones’ and home computers were commonplace in which each user would have a private file space in a central computer and, according to Thomas Rid in his fascinating book the Rise of the Machines: ‘Computer access would be used to reduce crime, as police can check immediately the record of any person stopped for questioning’. He predicted a rise of bionic machines with creative capacities and ‘as the distinction between man and lesser creatures and machines begins to shade off, the uniqueness of man and the rights that are attributed to this uniqueness may begin to attenuate.’

The writer Jonathan Freedland wrote in the Guardian about how Rand influenced the Silicon valley entrepreneurs:

Rand… might just be “the most influential figure in the industry”. When the CEO of Uber, Travis Kalanick, had to choose an avatar for his Twitter account in 2015, he opted for the cover of The Fountainhead. Peter Thiel, Facebook’s first major investor and a rare example of a man who straddles both Silicon Valley and Trumpworld, is a Randian. Meanwhile, Steve Jobs is said by his Apple co-founder, Steve Wozniak, to have regarded Atlas Shrugged as one of his “guides in life”

Among these new masters of the universe, the Rand influence is manifest less in party political libertarianism than in a single-minded determination to follow a personal vision, regardless of the impact. No wonder the tech companies don’t mind destroying, say, the taxi business or the traditional news media. Such concerns are beneath the young, powerful men at the top: even to listen to such concerns would be to betray the singularity of their own pure vision. It would be to break Rand’s golden rule, by which the visionary must never sacrifice himself to others.

Seemingly, we find the west coast libertarian children of Rand as the fellow travellers of those who seek to disrupt traditional education with a rational, technical utopia where children are educated by brand new machines.

According to Andrew G Kirk in his extremely interesting book ‘CounterCulture Green: The Whole Earth Catalog and American Environmentalism’, ‘Cyber-libertarianism’ as a philosophy is a hybrid fusion of left and right, it blends:

the individualism and liberal social values of the counterculture with a traditionally western distrust of big government and centralised authority… [it embraces the] technology unique to their generation while rejecting the national orientation and emphasised on collective achievement that characterised the Right and Left… [They value] individual agency over communal action and [champion] the free flow of information and access to tools as the best means of empowerment and change.

The great American technical companies: Google, Apple, Microsoft, Facebook, and others have managed to unite libertarian philosophy, green ideology, hippy idealism, into a utopian message of uniting the youth into a sub ‘brave new world’ utopianism where we all choose to indulge our egos in social media bubbles. That they are doing their best to shape schooling around this ego driven individualism should come as no surprise. Technology and schools is a huge market. This market intends to disrupt schools in the same way as UBER disrupt taxi firms.

Perhaps the best example of rational egoism we have today is Julian Assange, described by Hilary Clinton as a ‘kind of nihilistic opportunist’ he is, according to David Aaronovitch:

someone for whom the destruction of existing beliefs and institutions is more important than the question of what replaces them… one man’s disruptor is another man’s innovator…

Aaronovitch goes on to compare this tendency with that of Lenin who represents:

tearing the place up and putting something else there instead…

He adds that Steve Bannon described himself as a Leninist quoting him as having said that:

“Lenin wanted to destroy the state, and that’s my goal too. I want to bring everything crashing down, and destroy all today’s establishment.”

Of course Assange, it transpires, tried to angle a job allied with the Trump administration. Yet he is also a hero of many leftists – Chomsky, Ken Loach, Michael Moore, Pilger and others have all supported him. Despite Assange’s rational egoism seemingly to know of no boundaries – he maintains support from the left because he is seen as a disruptor of the tradition.

That Russia is accused of being in cahoots with the spreading of misinformation, alternative facts, and various methods of disruption on social media, the leaking of emails, and having connections to Assange and Trump might come as no surprise to students of how modern politics, beyond left and right, is conducted.

But for others ‘progressive cyber libertarianism’ seems to confuse. In a world where dichotomies between left and right, liberal and conservative, progressive and traditional, no longer seemed to sum up our politics this ‘new’ politics is difficult to come to terms with.

It disrupts us.

Yet if we go back to ‘What is to be Done?’ we can see how some on the left and the right, have come together through a philosophy imbued with a ‘rational’ use of technology, rampant individualism and a Leninist disruption of much that many held dear. Trumpism and Brexit have been mentioned as symptoms of this desire to disrupt, as have new technologies and the global capitalists who make it all possible.

And it is this reach into the political world that has made some people edgy, yet, at the same time, it is this philosophy that reaches into our classrooms.

In today’s education landscape there are many echoes with the idea of rational egoism and disruption in the work of libertarian individualists and technophile lefties who seem to want to achieve many of the aims articulated in the book ‘What is to be Done?’

The rational argument is steeped in language of the workplace and twenty-first century skills. Personalisation of the curriculum is the lead in for the individual focused ‘egoism’ around which all else must be built. These two pursuits seem to require that the school as currently realised is disrupted. Instead of classrooms looking like they do (the (wrong) argument suggests they are based on a 19th century factory model) these classrooms should be replaced by children roaming in a much freer way – though harnessed to the ‘objective’ machine – wired for google… so rational, so technical… so egocentric… And, with it’s connections to the Californian ideology conversant with Randian objectivism and the countercultural thesis born from publications like the Whole Earth Catalog it is the thinking of technophile ex hippies that has become so mainstream for many who extol the uses of technology and regularly use it shape their world view.

At first sight it seemed  bizarre that Alison Peacock the CEO of the College of Teaching found herself talking to a leftist disruptor with an interest in technology, Graham Brown Martin, who works for technology company Pi Top, about the need to disrupt traditional western education models on a programme called ‘Are the Kids Alright?’ ,made by ‘Renegade Inc’. and broadcast on Russia Today, the programme asked:

‘Western education curriculums are still preparing pupils for a standardised world as rising inequality, an ageing population, exploding levels of individual and government debt begin to bite, how does a stagnating education system reinvent itself to equip students to solve these problems and prepare them for a workplace that doesn’t yet exist?’

Our ‘stagnating education system’ needs to be disrupted in the name of future oriented workplaces that don’t yet exist.

Renegade Inc describe themselves as:

…an independent knowledge platform for people who think differently. We find thinkers, writers, leaders and creators in search of the best new ideas, businesses and policies. Many more people are now questioning the conventional wisdom of modern life and asking a simple question: How do I live well during the age of uncertainty? Renegade Inc. was founded to answer some of those questions.

Renegade Inc was co-founded by Megan and Ross Ashcroft, award-winning film producers and co-founders of the advisory and investment business Motherlode.

Megan – was previously the Associate Director of UBS Investment Bank and consultant at Lloyds TSB. 

Ross is a strategic advisor to businesses in different sectors and currently advises Asymmetric Return Capital.

Renegade Inc broadcast their programmes on Russia Today.

This is the new politics, in which, in Marx’s well worn phrase: ‘All that is solid melts into air” takes centre stage. With the need to question the conventional wisdom of modern life    disruption is the order of the day, technical expertise is needed for the soon to come scientific, pragmatic, free individuals who will be connected to ‘the singular cloud’ in some sort of blissful utopia in which all will have their eyes opened to their true interests and man will ‘immediately stop doing nasty things, would immediately become good and noble, because being enlightened and understanding where his true interest lies, he would see that his own interest lies in goodness’ . That many try to propagate this technological individualism in our schools should come as no surprise, imbued with the ‘neutral’ ‘pragmatic’ language of ‘what our businesses need’ and ‘creativity’ allied to ‘whose knowledge?’ ‘who says what is truth?’ the attempt to disrupt the western education, tradition, is clearly within their remit.

Whether you approve of this political turn or not it is interesting to trace its roots back to Rational Egoism and a Russian book which enabled West to meet East and the ‘Leninist’ Left to find itself in cahoots with the Libertarian, ‘Randian’ Right.

 

 

 

 

 

 

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Democratic Education is no Utopia

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Don’t say goodbye to Mr Chips!!!

Maybe its because I’ve read Lord of the Flies but I’m not sure putting children in charge of education is the best thing for them, our schools, or, indeed, all of our futures. In her ‘Utopian Thinking’ piece in the Guardian, Rachel Roberts argues:

There are a few things we are teaching our children that will be redundant. First, memorising and regurgitating a lot of information – they have information at their fingertips, quite possibly beamed directly into their brains by the time they become active participants in adult society. Second, being told what to do – if they are going to have to resolve problems that have never been faced before they need to know how to think creatively, not follow. And, finally, they do not need to be subordinates on the bottom rung of an authority structure that prepares them simply to obey regardless of the orders – they need to be regarded as the experts that they are.

I don’t know whether Rachel has children or not. Imagine, however, if children were brought up by their parents following this fashionable approach. No learning to read, it might be beamed into your head in the future. No telling you what to do, no toilet training, shit when and where you feel like it: Reductio Ad Abturdum… No following any adult orders at all, just cross that road, I don’t want you to obey me, be the expert that you are, under the wheels of that car.

I have an inkling this is not what she means. I expect her views are not shaped by the home experience, I expect she has a fondness for a degree of adult authority in the home. Though I don’t know. But it is the school that is the target of most of her ire. Roberts is an education consultant.

So what does an education system that isn’t entrenched in top-down authority structures look like? What does it take to get to the point where children are entering our adult world with the wisdom and intuition required to navigate the abundance of information and ride the waves of unexpected new realities?

Democratic education is needed

The answer: put children in charge of schools. Allow them to decide when, where, what, how and with whom they learn; have them resolving real problems day in, day out…

Such a system would be supported by two pillars. The first is collective decision-making, with children fully participating in governing the school community. This should go far beyond a school council. There should be a school meeting where one person has one vote – regardless of age – and where school rules, behaviour management and legislation are the matters at stake.

The second is “self-directed discovery”, with children following their inherently inquisitive nature. Young people are curious, they want to make sense of the world, that’s why they ask questions: “why, why, why … ” A good education system doesn’t intervene, ask them to stop being this way and tell them what to learn. It puts the trust in the child, thus increasing their motivation and allowing them to learn what they need to.

This means rights and responsibilities. A child of any age. Now, with anything like this, it all sounds lovely if children vote the way you want them to. Roberts asks:

Wish some of our “grown up” political decisions were made like this? I’d say children are equipped to be involved, I’d trust them to take me through the challenging times ahead. Wouldn’t you?

But in a true democracy they might vote in ways that you don’t want them to. Just as well meaning ‘liberal’ types  have taken part in recent democratic processes and have found that sometimes people with opposing views to them can win and have found it to be a bit of a shock, I wonder what shock awaits the well meaning ‘give the kids power’ education consultant when they find that the children choose to exercise power in ways that they wouldn’t choose. Especially when you consider these are intended to be children who have received little to no authority in their young lives. As William Golding asks

“What are we? Humans? Or animals? Or savages?” 

Who will intervene to ensure the behaviour management strategy is not ‘beating up the younger children because they are annoying?’ Where the school rules include sexual favours for certain children or where the right to indoctrinate younger children with terrorist propaganda is flavour of the month with the bigger kids? What if they vote to take away the vote from younger kids?

And why not intervene when a child is exploring online? The self centred discovery of a child lacking control as they are let free in a, so called, ‘adult world’ of depraved images and depictions, arguments and falsities. Roberts is entirely wrong when she states that:

A good education system doesn’t intervene, ask them to stop being this way and tell them what to learn 

Because a good education system DOES intervene, it is there to help children navigate a world of complexity and danger, beauty and joy, immorality and judgement, carefree and careful, an education in these things and more needs authority.

And just like the authority of the parent who teaches her child to read, his child to eat well, her child to go to sleep at a sensible hour, this authority is about love.

Exercising authority is about care. Care for our children is part protective and part empowering. This is not a process of throwing babies into a fully adult world. It is one of nurture. Children need to learn that the human condition is not perfect, they must learn how to cope with that realisation. The most caring way of preparing them for this is to educate them properly by teaching them in a structured and thoughtful way rather than neglecting them.

Roberts’ utopian view is a frightening dystopia in which adults lose any semblance of control they have and give it to those who have no experience about what to do with it. Our world is flawed not because we are adults but because we are human. It won’t be made better by putting children in charge, they are human too and, probably, even more flawed than us. Especially if no one has thought about how to best educate them.

Get Kids Cultured

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To be cultured means to nail one’s colours to the mast, and those who fear what’s arbitrary in that (and run to theory for protection) fear culture itself.

Howard Jacobson

The importance of tradition, the great tradition, is not that it is the only possibility but it is the best one that we have. For Jacobson, his tutor at Cambridge, FR Leavis, opened up a world of education to him:

Leavis told a particular story about English literature. It’s not the only one. But we owe it to him to show that, so far, nobody has told a better one, or told it with a braver conviction of why it matters to tell it at all.

Being right isn’t what matters to Jacobson but it is the ‘nailing one’s colours to the mast’ that does. This is ‘being cultured’. The vision for education is important, to be involved in that conversation, to add to it, to argue, to say ‘yes… but…’ but not to dismiss and the involvement in the dialogue is lifelong.

It is telling that in a piece called:

Building 21st-century skills: preparing pupils for the future, that a life ‘after education’ is envisaged:

In an ever-evolving world, how can we ensure that future generations have the skills that will truly prepare them for life after education?

In the past I have called this type of progressive education ‘neo-progressivism’. Instead of being revolutionary it is tied to the interests of global capitalism. Instead of education being an ever-evolving involvement with a lifetime of reading and exploring the rich tapestry of culture, the neo-progresssive sees education as a finite vehicle for the good of global capitalism. In her sponsored piece in the Guardian Jessica Clifton, the marketing manager for Lego Education nails her colours to the mast:

…there is a certain expectation to simply fill students with facts and figures. However, this can actually hinder learning, limiting students’ potential to explore concepts and discover solutions for themselves. What we need to do is, quite literally, put learning into students’ hands.

Which, for Jessica is Lego. And I love lego, but it is not ‘Culture’. It is a great toy, and toys can be used for great art; through their knowledge of Goya, the Chapman Brothers, were driven to create works of ‘vertiginous obscenity’ by melting down toy soldiers, maiming, twisting and painting them. The art created is dystopian and disturbing. This is not the vision Lego Education has when it wants to put learning in students’ hands. The article sees education as far more sterile, it quotes Andy Snape, assistant head of sixth form at Newcastle-under-Lyme College, as saying:

“As a teacher, I want to give students the greatest opportunities to achieve and I have found hands-on, creative lessons to be the most effective. Why? Because this learning style not only enthuses and engages pupils, but gives them the chance to understand the purpose of what they’re learning… we use LEGO® MINDSTORMS® Education EV3 to teach engineering, mathematics and computing, as well as using it for an extracurricular robotics club. Using the central programmable “Intelligent Brick”, students can design and build robotic solutions to different scenarios and problems. This could be anything from a sorting system that organises items into distinct categories based on colour, or a prototype space rover that avoids obstacles and performs basic tasks remotely.”

Education as a means to an end, not a life within culture but one that sees education as having a predetermined purpose, to serve the needs of business. It is the misunderstanding of creativity that irks me most. Let us nail our colours to the mast, creativity is not a ‘learning style’, it can be downright dangerous and dirty, but as a great  education cliche it has become the clinical servant of capital. Lego education, Persil et al, who peddle this version of creativity are anti-education, anti-culture, and paradoxically anti-creativity. Creativity is a life force, central to humanity and not the servant of a utilitarian drive to get people into STEM subjects to prepare them for the jobs that have yet to be invented.

This is the tension between tradition and progress; on the side of tradition we have great art, literature and the humanities and a continual dialogue, a great cultural education. On the side of progress we have Lego, STEM subjects (not the subjects themselves but their adoption as ‘a thing’) and an education that finishes when the world of work has taken over your life, this education is anti-cultural. It is the philistine fear of a truly cultural education that drives much of the verbiage of the neo-progressive movement. For them it is all brands, futurology, and education for utility: ‘Mcdonaldisation’; it is the sort of education that will halt progress in its tracks, for it forgets the importance of facts and figures and the knowledge and richness of the past. For all their trumpeting of creativity the neo-progressives can’t create a better story than the one education has been telling for centuries.

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