The lack of looking back in schools is proof of their anti-learning design in the same way the randomness of the timetabling of siloed subjects is. It makes no sense to anyone that the best immediate preparation for an hour’s study of Romeo & Juliet, is a serious deep-dive into photosynthesis but schools do it anyway because any student output allows us to compare them regardless if it fails to help them learn.
Look Back to Move Forward by Richard Wells
I remember studying the representations of Holocaust at university whilst also emerging myself into the world Baudrillard and postmodernism. My interests in literary theory could not help but bleed, let alone clash, with historical thinking. I really struggled to properly partition those different approaches. This is nothing when going from Romeo & Juliet to photosynthesis. Such transitions often feel like pulling the hard drive out before it has properly been ejected. Never feels right.
The conundrum is what a modern school looks like that is not dictated by the “production for ranking/judgement”? Yes, you can choose your pedagogy, but I feel at some point someone, somewhere is going to come asking for some sort of data and big data requires order, which often leads to classes and timetables. I guess that is your point.
I had never thought of all this as neo-eugenics exercise? I am not completely sure if this is the intent of things such as Australia’s My Schools website, but it definitely has me thinking. I am left wondering how much information getting added to student management systems is for the benefits of the student, say the emergency contact, and how much is for those managing the bigger picture?