The Evolving ‘R’ - Story of Education in the West (Part-3)

We are discussing the history of education in the West. In Part-1, we looked at Greek and Roman education, influence of Christianity that led to the formation of Church schools, Monasteries, Grammar schools and later to formation of Universities. The 3Rs of education at this point were – Reading, ‘Riting and Religion. In Part-2, we looked at the influence of growing trade that gave impetus to Apprenticeship and also added the fourth R - ‘Rithmetic to the education mix. Renaissance and Humanists propagated the idea of ‘education for all’ and Age of Enlightenment then gave rise to the scientific method. Reason became the 5^th R of education.

The bohemian spirit of Renaissance went up in steam… literally! The Industrial Revolution took a dictator-like grip on education, demanding schools produce large numbers of compliant, inter-changeable cogs for the industrial behemoth. Education entered Modern Times, and much like Charlie Chaplin, students were force-fed and accelerated along an assembly line of standardised curriculum.

To train large number of people in new skills, experiments such as the Monitorial system were tried. A teacher standardised the instruction, trained a few students – called monitors - and these monitors then imparted the same standardised instruction to their fellow students. This way, one teacher could teach hundreds of students while keeping the cost of imparting education low. In 1892, the American National Education Association appointed a Committee of Ten. The Committee recommended 12 years of compulsory education and its standardisation, which meant adopting a one-size-fits-all curriculum and pedagogy.

Denizens of the agrarian economy thought of time in months – plough the land, sow the seeds, then harvest. But the ideal worker for the factories required changing this mindset to ‘work in 8 hours shift, with short breaks in between’. So they invented school bells. Study one subject for 40 minutes, then switch to another subject. Take a short lunch break and get back to class again. Sit in rows, follow rules and routine (timetable) and be obedient. Sound familiar?

The World Wars that needed very large number of soldiers and nurses and the post-war immigration further stoked the need for mass standardised education. In America, to sort students quickly and efficiently, a professor in Kansas invented the multiple-choice test, which he described as ‘a test of low order thinking’. This format has become the most used assessment format in education today and has made us outstanding at mass testing lower order thinking, which in turn means that now lower order thinking is all we prepare students for!

Though on the positive side, after the Wars schooling was extended and school-leaving age raised. Child labour was abolished. War created disabilities raised awareness about special education. In England, The 1918 Education Act, made schooling for all disabled children compulsory.

Pavlov’s experiment with salivating dogs and Skinner's operant conditioning chamber led to the adoption of the carrot & stick approach to motivating learners. Rote memorisation and regurgitation of this learnt-by-heart information in exams, strict discipline imposed through fear and emphasis on conformity became the norm of education. Think Pink Floyd’s anthemic “We don't need no education. We don't need no thought control.”

By and large this post Industrial Revolution education system is what we are still following. Students get admitted to a particular grade or class based on their age, not based on their ability. All students in a particular class then learn the same curriculum in exactly the same way and face standardised assessment. Some thrive in this system. Many fail. It could be argued that education today does not even meet the age-old objective of ‘Know Thyself’ thus making joyful living elusive to most.

At Timeless Lifeskills, we believe this need not be the case.

Seven billion human population that will soon become nine billion (mostly frustrated or unhappy), growing inter-dependence that leads to local problems cascading globally - be it a financial crisis or a viral epidemic, poverty and widening gap between the haves and the have-nots, diseases, climate change, terrorism, wars, advances in technology and other such factors require not a redefined set of ‘R’s but a paradigmatic shift in education.

We need to shift from the narrow ‘R’s based education to an education system that addresses all aspects of life. The 4Ds of education should look at success in all four dimensions of life – social success, physiological success, psychological success and existential success (a life of exuberance, joy and bliss). This 21^st century education should also be personalised – suiting the ability and disposition of each learner, highly affordable and universal. From being a privilege, such education should become a life long right, for all.

Only then can we hope for this story to meet a conclusion we can all benefit from.

The Evolving ‘R’ - Story of Education in the West (Part-2)

We are tracing the story of education in the West and in Part-1 we considered how the disciplinary Spartans, philosophical Athenians, pragmatic Romans and zealous Christians envisioned an educated person.

The Christian Cathedral schools and Monastic schools grew in numbers and in importance. These schools were effectively run by one teacher, and as some teachers became famous, their fan following grew. As it happens when local television personalities become celebrities and move to Hollywood, rising tension between the groupies/students of two teachers and skirmishes with locals made some famous teachers move to bigger cities like Bologna, Rome and Paris.

Meanwhile, multiplying MCCXXXIV with MMCCCXLV became much simpler because in Indo-Arabic numerals this simply meant multiplying 1,234 with 2,345, and instead of a ‘hungry tailor looking for an undraped farmer’, the ka-ching of money replaced barter and smoothened trade. As trade picked up, Merchant Guilds were formed, wherein apprenticeship was the preferred form of education and training. This meant that by the end of 12th century, education was no longer limited to monks, clergy and nobility. Traders and merchants emerged as the new educated class.

To the existing 3Rs of education - Reading, ‘Riting and Religion, a 4th R got added – that of ‘Rithmetic.

Celebrity teachers who attracted larger number of students also became a magnet for other teachers. These other teachers ‘set up their chairs’ in close proximity to the star teachers. These places came to be known as studia publica or studia generalia – i.e. a generally recognised place of study. More teachers attracted more students and a micro eco-system got created that attracted other people to service these students and teachers like administrators, librarians, scribes, lower officials who prepared the parchment and others. This congregation of teachers, students and support staff led to the formation of universities, those of Bologna, Sorbonne, Oxford and Cambridge, among the most famous ones.

The plot thickened during the Renaissance – an era that was marked by its questioning of authority and emphasis on the individual. Protestants wanted everyone to be able to read the Bible and humanists wanted all citizens to be able to read and write so that they could become effective participants in the civic life of their community. To the Trivium curriculum, the humanists added history, poetry and moral philosophy and called it studia humanitatis, what today has been replaced by the more banal-sounding humanities.

The invention of the printing press was another catalyst here - it led to the Bible becoming affordable and available in the vernacular. This further stimulated the desire to read and learn.Many of the modern trends in education are not so modern. Martin Luther’s ‘Sermon on Indulgences and Grace’ written in pamphlet form, for instance, is arguably the first example of ‘bite-size learning’ and its distribution by travellers who carried it to other towns where local printers re-printed the pamphlet, probably the first use of ‘social-media in education’ – both terms we hear a lot these days

Renaissance led to the Age of Enlightenment whose educational heroes were John Locke and Rousseau - both advocated the importance of shaping young minds early. Prussia, because of a decree issued by Frederick the Great in 1763, became one of the first countries to offer a tax-funded, compulsory primary education for boys and girls. French and American Revolutions added impetus to the need for providing universal education. By late Enlightenment, education was no longer limited to a few, instead for the first time, in theory at least, the spirit was ‘education for all’.

The Age of Enlightenment placed emphasis on reason. This led to the emergence of the Scientific Method, which meant arriving at conclusions not on the basis of belief or religious faith, but by formulating hypothesis, conducting experiments and using empirical observation.

A 5th R of Reason was added to the existing 4Rs of education.

Coming up tomorrow: Did you know that the school bell was introduced to discipline students, in preparation for their futures as “compliant cogs” in an industry-driven world? We look at the genesis of such practices and why they have become anachronistic today.

The Evolving ‘R’ - Story of Education in the West (Part-1)

The answer to the question “How ‘R’ you?” over the centuries has come to epitomise who is considered an educated person. ‘R’ is the defining letter when it comes to understanding the evolving story of western education. ‘R’ stands for Reading, of course, but the ‘R’ of ‘Riting and ‘Rithmetic follow not too far behind. How they got added and how ‘R’ was redefined from Rhetoric to Religion to Reason, reveals the changing emphasis of education, which is what we’re talking about here.

We begin the story with the Spartans for whom an unyielding Resolve was the essence of education.

The Spartans considered the art of fighting, courage and valour as the end game of education for their lads (not the girls mind you, they had to learn sewing, knitting and cooking from their mums and nurses). If you have seen the movie 300, you know this. The setting is the Battle of Thermopylae fought in 480 B.C. where King Leonidas of Sparta, with just 300 soldiers, shows the Persian army a thing or two about daring gallantry and superhuman grit. That was what Spartan education aspired to impart. Rowdiness and bullying would have probably got you an A+ in a Spartan school!

After defeating the Persians in the Battle of Marathon earlier in 390 B.C., their neighbours, the Athenians, had become a little wussy. Their sense of duty to the State had got diluted and to them, the sign of an educated man (again not the women and men only if they could claim the right antecedents) was a person literate in grammar – elegance of language, and in rhetoric – the fine art of argumentation. Their teachers, called Sophists, through discussions and debates, trained Athenian students to reason effectively on both sides of an argument. Sophists would make a killing today tutoring politicians!

Socrates was the rockstar teacher and he added the ‘art of living a good life’ to the Athenian curriculum. Man became the measure of all things, emphasis was on correct individual thinking and 'Know Thyself' became the key mantra of good education. Socrates’ superstar student, Plato, founded the ‘Academy’ in 386 B.C. that became the model for famous schools like ‘Lyceum' started in 335 B.C. by Plato’s protégé Aristotle (same chap who was tutor to Alexander the Great) and the school of the Epicureans, founded by Epicurus in 306 B.C., among others.

Then the Romans came along. They were doers, not really into philosophical ruminations. They believed great education meant excellence in agriculture and the ability to engineer fine aqueducts so that rich Roman citizens could have luxurious baths in the comfort of their homes. They built an Empire and gave it law and order. When the Romans clashed with the Greeks, this alchemy led to the philosophical, intellectual and aesthetic education cultivated by the Greeks, being enjoyed and promoted through much of the vast Roman Empire.

The next big change in education came with the rise of Christianity and the zeal with which its believers wanted to influence (some would say indoctrinate) those with a more pagan bent of mind. The spread of churches meant that a greater number of trained clergy was required and a rudimentary form of school called Episcopal schools emerged to meet this growing demand. In 529, St Benedict, a wealthy Roman, tired of corruption in his city, founded the monastery of Monte Cassino, with a strict curriculum that included living a life of poverty, chastity, obedience, labour and religious devotion. (Read: No fun!) This idea caught on and thousands of monasteries were established. Among other things, the monks diligently copied famous classical texts like writings of Plato and Aristotle, thus preserving this knowledge for posterity. Good thing there were no copyright lawyers then!

Christians loved their choir music and Song schools emerged to impart training. This was a welcome move for the monks who could now focus on advancing knowledge in the seven liberal arts – the Trivium: grammar, rhetoric and dialectic (logic), and the Quadravium: arithmetic, geometry, astronomy and music. They created advance schools called Grammar schools. The rising demand for church schools meant more teachers were needed and the obvious way to meet this demand was to train more assistant teachers, under the supervision of the diocese. And in 1150, the License Raj in teaching emerged as a License to Teach was required to join a church school.

The 3Rs of education at this time were Reading, ‘Riting and Religion.

Coming up tomorrow: Ever tried multiplying MCCXXXIV with MMCCCXLV? No? Well, that's because of how this story evolves. Watch this space. (Oh, and that's 1,234 times 2,345).

AI Versus Me

‘Humans Need Not Apply’ - a video that recently went viral describes the future of intelligent machines and how they will disrupt human employability. (https://youtu.be/7Pq-S557XQU)

Famous inventor and futurist, Ray Kurzweil, predicts that exponential increase in computing power will see artificial intelligence (AI) surpassing human intelligence in 2045. He describes this as the ‘Technological Singularity’, because by then, Kurzweil postulates, self-improving machines will think, act and communicate so quickly that normal humans will not even comprehend what is going on, and this will forever change the course of human history.

The rate at which machines are replacing jobs that require physical labour has gone up significantly since the Industrial Revolution. Automation and mechanisation has led to replacement of humans with machines – number of people employed in agriculture has dropped drastically (while farm production has increased), robots now work on the assembly line, vending machines are replacing shopkeepers, ATMs have replaced bank tellers, you find self-check-in kiosks at airports, tele-marketing is becoming automated, at home we use vacuum cleaners and dishwashers instead of employing domestic help and so forth.

As machines replaced human labour, the complexion of the economy changed and knowledge in a domain became the key ingredient for employability in a services-dominated economy. An engineering, accountancy, or medical degree almost guaranteed lifelong employment.

Now intelligent machines are replacing jobs that were earlier available to humans because we had mental or cognitive abilities that the machines lacked. As this is happening, many 20^th century jobs are disappearing. You now buy an airline ticket from a website bypassing the travel agent (disintermediation), machine-based diagnostics is lowering the employment potential in fields like radiology (big-data analysis), banks are closing branches as banking moves online, with more and more banks toying with the idea that their future branches will only offer life stage and life style financial consultancy.

In this scenario, closer than we think, what we’ll see is ‘academic inflation’, not necessarily in the form of degrees but in the ability to have and exhibit deep knowledge and profound understanding in a domain. Only those who can do that will be ‘employable’.

Artificial Intelligence (AI) – the ability of machines to analyse, reason and learn is once again changing the complexion of the global economy. And, Artificial General Intelligence, that is a machine capable of performing any intellectual task a human being can, which may well become a reality in the next few decades, is going to change it even more dramatically.

What technology does is that it makes it possible for fewer humans to do the same amount of work. This leads to a widening income gap between those who can thrive in a technology driven world and those who can’t. A person develops an app that can do your taxes and that person becomes a millionaire while thousands of tax consultants become unemployed. Thus, technology can skew the income distribution – what economists call a ‘winner-takes-all-market’. You need to make sure you have the right skills so that you don't end up a tech- created have-not.

The more important question here is - will an intelligent machine replace you, or will it amplify you?

As in the past, the answer will depend on what skills and competencies you learn. Most experts agree that creativity, empathy, compassion, leadership, diplomacy, adaptability, focus, emotional maturity, mentoring, nurturing, self-directed learning, deep thinking, ability to solve complex problems, invention and entrepreneurship are some skills and competencies that will be much sought after in the age of intelligent machines. In addition, the ability to make the most of the intelligent machines themselves will be essential to enhance both the quality and scale of what you do.

For example, highly competent artisans, writers, musicians, life coaches, personal trainers and nurses will have a job even in the age of intelligent machines (there will be intense competition, and hence the high competence as an imperative).  However, to enhance the quality and to scale their businesses, these professionals will need to know how to best deploy intelligent machines in their vocation.

And, those who can imagine new products, new services and new industries, then have the ability to commercialise their idea will definitely flourish in the fast approaching future. Think about it - before Airbnb and Facebook, did you ever think you needed such services? And now we can’t imagine life without them.

Uber offers employment possibility to millions but what impact will driverless cars have on Uber? If you can crack such problems, your future is secure!

To flourish in the emerging future, you should not think of the argument as the conundrum of ‘AI vs Me’ but rather the empowering possibility of ‘AI and Me’.

The Idea Ecology

Ecology is the study of interactions among organisms and their environment. Ideas too have their ecology.

When the environment is VUCA – volatile, uncertain, complex and ambiguous, a lone genius is unlikely to find the most elegant solution to a complex problem. A network of curious people, with deep knowledge in different domains, has a higher probability of finding optimal solutions.

Brian Eno calls such a network scenius – scenius is genius embedded not in the gene but in the scene or the environment. It is collective genius. Just like diversity is important in an ecological system it is also essential in the Idea Ecology.

Stuart Koffman has postulated the theory of the Adjacent Possible – biological systems morph into more complex systems through incremental steps and not big leaps, because in a given configuration only certain types of next steps are possible. You can’t jump straight from Big Bang to Humans. Evolution is a story of a long series of adjacent possible steps.

Steven Johnson, in his book Where Good Ideas Come From, proposes that ideas follow a similar adjacent possible trajectory. The perimeter of one idea needs to be pushed till you reach the next related or rival idea. If you want to innovate you need to expose yourself to the conversation and debate around an idea. As Johnson puts it: "Chance favours the connected mind."

To generate good ideas you need to have weak ties with an appropriate network in the idea ecology. Just like you have close friends and distant acquaintances, in the idea network you have strong ties and weak ties. The more weak ties you have the more widely connected you are in the network and there is a higher probability that you will receive more information that will help you refine your idea.

In an ecological system the inhabiting organisms compete, but they also cooperate. French sociologist, Emile Durkheim has called humans Homo duplex or the two-level man – one level of the ordinary individual and another level of the sacred united, where we feel collective anger of a war, collective joy of end of a war, or collective grief of a natural calamity.

To solve the complex problems we face today and to flourish as a species, learning how things work in an idea ecology - a right mix of independent and collaborative thinking, is an essential life skill.

From Solo Artists to Knowledge Jockeys – The Story of Human Learning

Learning is in our DNA. All creatures learn and adapt; it is at the very core of evolution. Psychologist James Baldwin suggested that an organism’s ability to learn new behaviours affects its reproductive success and therefore, over generations, through natural selection, becomes part of the genetic makeup of that organism. This is called the Baldwin Effect.

The crows in Tokyo are a good example of this. They found an ingenious way to get themselves a meal by using the city traffic to crack open walnuts. Realising that picking the walnut pieces in the midst of the traffic was too dangerous, the crows figured out a new trick – use the traffic crossing instead and swoop down to pick the open walnut when the traffic stops to let the pedestrians cross! https://youtu.be/_5_DuZ8WuMM

Applying the Baldwin Effect logic here, it may well happen that future generations of Tokyo crows develop a walnut-cracking gene in their DNA, but this is still not the most efficient way of learning. Why? Because it is time consuming – it happens gradually over generations. And it is not widespread – the crows in London, for instance, may never figure out the “delicious” potential of Oxford Circus crossing!

Homo discens or ‘the learning man’ may have started out much like the Tokyo crows – observing, tinkering, imitating, experimenting and learning by trial and error, but the big difference, as Prof David Christian, historian and creator of the famous inter-disciplinary course titled Big History explains, is our ability to learn collectively. Advent of language, writing and printing press allowed us to codify, preserve and disseminate knowledge with very little transmission loss. This allowed Homo discens to become Homo sapiens (the knowing man) because we humans could quickly learn and build on the knowledge created by our predecessors and peers.

We learnt not only to preserve knowledge but also to disseminate it efficiently. The printing press was a milestone in this story and when it was invented, knowledge was created by subject-matter experts and filtered by editors. As a result, as David Weinberger, author of the book Too Big to Know explains, knowledge was scarce, but it was settled. Perhaps this was also why knowledge came to be associated with loftiness and eventually led to putting “the knowledgeable one” on a pedestal. One strong theory of learning as transmission of information – wherein the teacher is a sage on a stage and the learners are passive recipients of knowledge – evolved from this.

Homo sapiens sapiens (those who know that they know) learn through guided doing, inquiry and reflection. Eventually, this led to creation of knowledge through guided discovery and exploration, in which the teacher is a coach and a co-explorer and the learners are active participants who construct their own meaning.

And now with internet transforming the knowledge landscape once again, our theories and processes of learning are in the midst of yet another evolution. Today, anyone can publish – which, as Weinberger explains, has made “knowledge” unbounded, overwhelming and uncertain. The very complexion of knowledge is changing and it is becoming more messy and uncertain. 

To deal with this abundant and fast-changing knowledge the way we learn also needs to change. The process of learning needs the added dimension of becoming social and participative besides having the conventional component of inquiry and reflection. Collective learning and sense making enhances the rate at which an individual learns and keeps the learners’ learning curve steep, which is imperative when knowledge is exploding.

Learners today are like performers in the Indian classical music tradition: they are bound by broad guidelines, but otherwise their music is all improvised. It’s up to the learner to figure out how a musical piece could be rendered – blending with the accompanying artists, sometimes taking the lead and performing a scintillating solo piece, sometimes stepping back to let others shine and sometimes performing a jugalbandi (a challenging duet).

In the 19th and 20th centuries learners were like solo artists but in the 21st century learners need to become knowledge jockeys who can take fragmented pieces of knowledge from different disciplines and blend them as a coherent whole that shapes a new synthesis.

Cut to the Chase with Ramesh Vala OBE, lawyer and philanthropist

Can the desire for social good go hand-in-hand with the thirst of ambition?
It takes an Order of the British Empire to tell us how that is a rhetorical question.
This week, in Cut to the Chase, we offer you thoughts and insights from Ramesh Vala OBE, on not just doing good, but doing it well. http://bit.ly/rameshvala