Making money off the misery of others

Among the things I got from my father is a phrase he used to guide the way he engaged with the world. You don’t make money off the misery of others. This was usually applied by him to to the provision and practice of socialised medicine. But, it extended beyond the health of individuals with a powerful positive corollary: if people are in misery and you could do something, but choose to make money in the face of that misery you are sure as shit slips off a shovel making money off their misery. Private, for-profit hospitals were axiomatically, for him, wrong. I do not think he could have imagined private prisons let alone a society – or single human – which or who would benefit from such a thing.

I accept as a society and member of such, that I might want to use force to prevent the immiseration of others directly: robbery, assault and so on directly immiserate the victims. Those who prevent such activity should be paid as good a wage as anyone engaged in the alleviation of misery. I understand incarceration as a part of a holistic approach to making the world a less miserable place. But, we shouldn’t fund pensions through such activity and we certainly should not fund lavish lives. Surplus value created through the alleviation of misery should be returned to common wealth not private benefice. Removing liberty is as fundamental as providing any service, which alleviates misery. A preventative corollary follows. The liberty to profit from immiseration should be restricted.

There is, of course, a 1,000 mile question in this inquiry.  How close to the misery do I have to be – in space or time – before anything I do should be restricted in order to turn all my resources to the alleviation of that misery?

Reflection in action: professional development study visits

How close to the moment can you get? “Be here now,”  urges 1960s psychologist Richard Alpert. A mythical Google aspires to a perfect concurrent rendering of this reality: in real-time, in software. How much rewinding can we do before anyone notices the pause for thought? Reflection in action often has the effect of: “Oops! Don’t do that again.” Have we all heard ourselves tell ourselves, “Don’t say that,” and then hear ourselves say it? The warning reverberates like a slow bell buoy. It fades until the next wave makes a ding! Good learning is sometimes referred to as “authentic”. What is this but being “in the moment”?

I have been invited to “Listen to and comment on” a number of presentations this morning. These presentations will be made by participants on a study tour for Chinese academics and higher education professional and student-support services staff.

I received the invitation yesterday morning in a hotel dining room in Cardiff, shortly before co-facilitating a workshop for newer academic staff at the University of Cardiff, who may be new to teaching and leading study modules.

So this is a note to myself, in the moment between. My colleagues at OCSLD and I use a phenomenographic approach to analysing learning events and the work of those who lead, teach or otherwise facilitate learning in higher education. Try to distinguish between event and judgement. There is data. And, there is analysis.

I have engaged with four one or two-day events organised by Oxford Prospects Programmes. Two events were for about 50 “senior academics” (n=100) from a number of Chinese Universities. One event was for about 45 professional and student-support services staff. One event was a symposium on “Education and Social Governance” jointly organised by Beijing Normal University and the Department of Education at the University of Oxford. At the symposium, academics from both institutions, eminent local government officers and representatives of the British Embassy in Beijing and the Chinese Embassy in London addressed contemporary socio-economic impacts of higher education and the role of education in social governance issues such as rural depopulation, industrial development and teacher education.

I am seeing these events all through a professional development eye as an authentic opportunity to consider where a globalising academy sees itself going next.

One notebook warning

One notebook

One notebook

I write. Not as much or as well as I should. But I write. Two very broad forms interest me: poetry and philosophy of learning, knowledge, theory. What is true and good?

Do these concepts mean anything? I believe they do. My job, and much of this writing, here, has to do with trying to explain – to myself as much or more than anyone else – what it means to learn and do “well”, that which is “right to do”: Plato, Aristotle, Chuang Tzu, Lucretius, Karl Marx, Julia Kristeva, Frantz Fanon, Paulo Freire, Bob Dylan, Paul Eluard, Alain Badiou, Bob Marley, Slavoj Žižek and Mikey Smith mashed up.

Žižek, late in this monologue, says the real artist does not add, but takes away.

I used to keep a separate notebook for work and a different one for poetry. I took it away  one and a half notebooks ago.

I am adopting that principle here in this blog. Over the next few weeks I will be on a rescue mission to a few old websites.

And the warning? You might come across some poems. You might come across some philosophy. You might come across some teaching. My honest intention is to make connections. To converse. It is all dialogue. And, a story.

Last of the summer wine

Took my last day of annual leave before the new leave year today.20190804_162828

So, I spent several hours moving this domain from Gandi.net to WordPress.com and then importing the posts from “My work blog”, rworld2.brookesblogs.net. I previously lost about 20 posts two years ago from the previous host of the rWorld2.net domain and personal blog. I had registered these somewhere when I tried, between about 2010 and 2015 to build a domain of my own for Digital Storytelling (DS106).

So here I go again.

DS106, 2017. A History of ds106 [WWW Document]. URL http://ds106.us/history/ (accessed 8.23.19).

Shaping an Identity: hacking the human?

Higher education shapes identity on many levels. We can readily identify three:

  1. the individual student/academic;
  2. the institutional characteristics of the higher education sector;
  3. and wider transnational cultural-historical activity.

This slicing into comprehensible tranches is characteristic of my pragmatic approach to knowing, characterised by a logic of effectiveness in the present: sure, it is a continuum, but clumping into useful groups helps if you want to do something.

Continue reading “Shaping an Identity: hacking the human?”

Scaffolding Ed Dev conversations: a response to Roxå, T., & Mårtensson, K. (2017)

  • Roxå, T., & Mårtensson, K. (2017). Agency and structure in academic development practices: are we liberating academic teachers or are we part of a machinery suppressing them? International Journal for Academic Development, 22(2), 95–105. https://doi.org/10.1080/1360144X.2016.1218883

Roxå and Mårtensson (2017) argue that the discourses of academic development as mediated through formal education and training programmes by academic development departments are seen by some academics as:

a suppressing machinery anchored in globalisation and economification with an agenda to control academic teachers for the benefit of economic growth linked to a neoliberal ideology of life… Academic teachers can no longer embody the idea of academia as a place for free and critical inquiry (p 97).

Continue reading “Scaffolding Ed Dev conversations: a response to Roxå, T., & Mårtensson, K. (2017)”