Monday, 17 August 2009

Big Endian or Little Endian?

How do you like your boiled egg, hard or soft? And where do you break your boiled eggs, the big end or the little end?  Who is or was hard and who soft at your school? When I was at school someone who was good at beating people up was 'hard' someone who was good at being beaten up was 'soft'. This unfortunate classroom logic labelled each of us - some were harder than others and some softer. A boy who played a violin was, inevitably, usually, 'soft'. If he was good at studying he was ripe for a good kicking. This language of 'hard' and 'soft' is not sophisticated in the classroom and is unbecoming of anyone who wants to use the same language to describe the relative values of disciplines and domains.

Carlos Acosta, a principal dancer at the Royal Ballet might be shocked to learn that he has chosen a soft option for his study and career. Michael Gove says that, "Every A-level is assumed to be of equal value when it comes to measuring school performance, but universities are explicit that they don't consider every A-level to be equally rigorous. Cambridge, the LSE and others have warned prospective students that taking "softer" A-levels such as media studies and dance will count against applicants at admission time." 

Now I know that some knowledge is considered 'hard', but in any quiz show is a hard question just one that you don't know the answer to? Is there an assumption that some knowledge is better than other knowledge? Is Music soft and Physics hard? Did Leonardo take a soft option when he painted the Mona Lisa, but worked hard on his 'spiral' helicopter? Is running a marathon soft but doing sums hard? Is boxing soft and reading Jane Austen hard? Is Reading English at Lady Margaret Hall hard? Whereas studying drama at the Royal Academy of Dramatic Arts soft? How should we decide? Perhaps Harry Hill's way of solving arguments should be recommended: "FIGHT!" Bryn Terfal could fight Stephen Hawking, Alan Rickman could have a bout with Michael Gove, in the spirit of 'Fight Club' Da Vinci could fight himself, the possibilities are endless and would make excellent Saturday Night television. 

The words 'soft' and 'hard' are not at all helpful in what should be a discussion about suitability. Are A levels in Dance, Art and Psychology useful for someone who wants to study PPE in Cambridge? Are A levels in Politics, Philosophy and Ethics and Economics useful for someone who, eventually, wants to study Art and Dance Therapy at Roehampton? Rigour is not something that can only be equated with academic study. Rigour should be a pre requisite of all study, learning, and exams; it should not be something that the fickleness of our politicians' particular bias and opinions should be involved in. As Gove himself says education should be moved, "Towards greater power for those who believe in academic rigour, and away from politicians meddling, micromanaging, and dumbing down." But by saying that some subjects are softer than others, those disciplines will inevitably be seen as dumbing down rather than valued as disciplines in their own right. A victory for hard boiled thinking?

Just for information, I'm a confirmed 'Little Endian'.

5 comments:

  1. Couldn't agree more.

    I'm a little endian too.
    ReplyDelete
  2. Good post. August is the month I just want to hide under a rock until its all over. Failing that, start throwing rocks.
    ReplyDelete
  3. The purpose of Michael Gove's proposal (and, indeed, anything and everything he says) is to get publicity. The same goes for Ed Balls. Both these guys are ex-journalists with no experience of education whose expertise lies in getting a headline that relates in some way to so-called common-sense, back to basics, parental choice themes. This latest proposal has got nothing to do with education, and everything to do with getting a bit of attention from the BBC and the Daily Mail and anyone else who needs to pad out their column inches or 24 hour news programmes with this kind of piffling nonsense. As you say, Gove has criticized political meddling....and then he does it himself.

    I agree with what you write. Rigour should apply to all learning: Gove (remember, he is not an educational expert) has confused rigour with traditional subjects and shortage subjects.
    ReplyDelete
  4. Yes. However, the underdog / underclass often finds a voice in time.

    Do institutions want to encourage a subject that teaches lower class / less able students to see their shackles and the bonds that connect them to their owners? Science once taught us that the world was flat, amongst other authoritative statements and yet it continues to evolve and stand tall.

    Perhaps A Level Physics and Maths would be more popular if they had something to offer students in 'real' jobs. Perhaps these subjects would be as popular as Media if they were taught as well?

    We can't all be astronauts, we can't all go to public schools and top flight universities but we can learn skills that allow us to be more productive and Media Studies seems to do that in spades. Media Studies students learn how to critique, analyse, write reports, develop marketing campaigns that are tailored to specific audiences, wield complex IT packages for DTP, web design and video and audio production. Our students learn to present ideas to groups and use technical terminology in context. They learn to identify patterns that are governed by rules: codes, conventions and laws.It really isn't that foreign or forlorn.

    In the future, we'll look back on these 'new' subjects as pivotal to our development as global and literate citizens but there will always be things that are considered to be less valuable. I imagine it depend on your viewpoint.
    Teachers attempt to enable students to succeed in a plethora of subjects which range from the rarified to the rudimentary. The entire spectrum of subjects and students has value and it is, ironically, often the rudimentary that underpins the greatest achievements.

    As I continue to fashion a website that supports a 'soft' subject, I sometimes have to remind myself of the incredible passion of the students I have had the privilege to teach; it was through such vocational / applied courses that some unlikely students found a voice. I've been in classrooms on many occasions when a less classicaly gifted student agrees to help out another when advanced IT skills are required for a project. Projects, jobs, schools and colleges need diverse teams to meet challenging objectives. We ignore the 'new' at our peril.

    Should we be denigrating Media or asking ourselves why it is that some subjects rolls are falling? In fact, would it be more productive to focus how to emulate the same sense of passion, achievement and popularity found in Media Studies across the core and optional curricula?

    I'm game to try.
    ReplyDelete
  5. richardgent:

    "Perhaps A Level Physics and Maths would be more popular if they had something to offer students in 'real' jobs. Perhaps these subjects would be as popular as Media if they were taught as well?"

    On the whole I agree with all you say, Richard. I believe Media Studies could be/is an extremely valuable subject. But I do not think you do your argument any favours by taking pot shots at other subjects and other teachers.

    Agreed. I apologise.

    I am always disturbed at the media's approach to Media Studies at this time of year. Our teachers and students work very hard and should not be slighted on an annual basis. I think it would be fair to say that there are a number of subjects with perennial problems and I am very keen to aid the case of all subjects in this category, where possible.

    For instance, I'm keen to extend the subjects I currently offer, in terms of support sites, to Maths and Physics (just as an example) - if this would help. However, I'm well aware that it may not just be a case of providing staff and students with this type of support. Likewise, I'm sure there are excellent support sites already in place.

    The reason I offer to help is that this is what I'm doing now that I've left teaching. I left teaching as I had my own set of problems and I'm involved with subject support because I like the idea of helping folk in a similar situation to myself. Websites are something I can do to make a difference.

    I take back my 'pot shot' - it was uncalled for and wrong.

    Kind regards, Richard Gent
    ReplyDelete