The difficult problem is not persuading people that abilities are jagged, but figuring out how to reliably identify those abilities, and how to help students capitalize on them to meet educational goals. Likewise, the challenge is not persuading people that personality interacts with context, but identifying which contexts matter for which children. And if there is more than one way to reach an educational goal (proficiency in algebra, for example) we need to know how to identify those different pathways, and how select a pathway for a given child. Rose answers these questions by his personal story—he figured out what works for him. But most children don’t, and adults can’t expect them to.
Daniel T. Willingham unpacks the End of Average. He focuses on personalisation and how we might measure our jaggedness. I wonder if this all leads to AltSchool or Bridge International? It is also interesting considering this alongside James Bridle’s discussion of computational thinking in the New Dark Age