Liked Students as customers by Clint Lalonde (EdTech Factotum)
I do believe that educators need to continually kickback at the notion that students are customers because it fundamentally changes the nature of our relationship, boiling it down to dollars and sense. Getting a post-secondary education isnโ€™t like buying a new car. Deep learning has to be driven by something other than economics and the more the language of consumerism seeps into our conversations, the more education adopts values that mimic the market. And we are not the market.
Richard Wells builds upon a preview post. I have written about trees before and the way in which they each grow in their own way, depending on a multiplicity of reasons. Interestingly, Yong Zhao suggests that gardeners are in fact dictators. In part, this is what Bernard Bull touches on when explaining that how we pick the produce impacts what produce we pick. What I find intriguing about gardens is that they do not stop growing if we stop caring for them, something that I learnt when my mother died.
Bookmarked I am a data factory (and so are you) by Nicholas Carr (ROUGH TYPE)
The shift of data ownership from the private to the public sector may well succeed in reducing the economic power of Silicon Valley, but what it would also do is reinforce and indeed institutionalize Silicon Valleyโ€™s computationalist ideology, with its foundational, Taylorist belief that, at a personal and collective level, humanity can and should be optimized through better programming.
Nicholas Carr reflects on the metaphors that we use and demonstrates some of the flaws, particularly when they are used against us inadvertently. This is something brought to the for with Google’s effort to support wellbeing. As Arielle Pardes explains:

While Google says “digital wellness” is now part of the company’s ethos, not once during the Google I/O keynote did anyone mention “privacy.”

๐Ÿ““ Educational Metaphors

In a post exploring a vision for education, Bernard Bull provides a metaphor of the ‘field’:

Education is neither art nor science. It is a field that encompasses both, not to mention ideas and practices that do not necessarily fit neatly into the category of art or science. The word โ€œfieldโ€ might be a useful metaphor. We talk about fields of study. What do we mean by this? The word โ€œfieldโ€ derives from the Old English โ€œfeldโ€, or cultivated land (in contrast to woodlands). There is a thoughtful, even systematic cultivation of select crops in a field, compared to the randomness of the woodlands. What you plant, how you grow it, and how you cultivate it depends upon the context. There are affordances and limitations to those decisions, informed by sometimes competing and conflicting values. This is why Iโ€™ve long argued for the value of a diverse education ecosystem. Or, if it helps, picture a massive community-based garden, with different people and individuals planting and cultivating alongside one another. Some opt for a beautiful selection of flowers. Others go for a wide array of vegetables. Some choose raised beds while others stick with old-school rows. There will we some shared rules for those who play and plant in this field, but there is room for variety.