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  • Theory of knowledge Thursday

    Theory of knowledge Thursday

    Thinking Thursday is our weekly slot for Theory of knowledge thinking.

    Thinking Thursday

    UN-truth? Was Orwell some kind of fortune teller? 

    UN chief António Guterres (secretary-general of the United Nations) has said this week: “Digital platforms are being misused to subvert science and spread disinformation and hate to billions of people. This clear and present global threat demands clear and co-ordinated global action.” 

    Who decides?

    Clearly he hasn’t read the TOK Guide or met an IB student who would immediately ask: Who and on what basis decides what is true and not true? And how can he (and presumably the people paying him) be certain that he is not wrong? We all saw what happened during Covid! TOK students will remember New Zealand Prime Minister Jacinda Ardern saying: “We will continue to be your single source of truth… Unless you hear it from us it is not the truth.” 

    TOK: Who decides what truth is?

    N.H.S. No Health Service

    Nurses can refuse to treat racist patients, says new UK government Health minister Wes Streeting. Nursing guidelines have been specifically updated to include ‘racism’. However, Elon Musk (him again) has been re-posting alleged tweets from Mr Streeting which appear to show him inciting violence by fantasising about punching people and throwing his political opponents under trains…. 

    TOK: On what basis can someone (such as a politician or nurse) impose their view on others (such as a patient they claim is being racist)? 

    Stoning

    UK Birmingham based Imam Sheikh Zakaullah Saleem has released a video where he rather too calmly and patiently explains the correct procedure for stoning a woman to death. However, this is only if she has cheated on her husband. So, it’s not like he’s a genuine psychopath or anything! 

    The video originates from the Green Lane Mosque in Birmingham UK which recently obtained £2.2 million in funding from the British government in the name of ‘aiding the youth within the Birmingham community’. He comes across as though he is calmly describing his favourite bread recipe. Firstly, she must be buried up to her waist. This, he finger waggingly admonishes, is to safeguard her modesty. Then, only after her dignity has been protected can the throwing of the holy stones begin. This sacred ritual ends when the “convict” dies of her injuries (presumably with her dignity still intact!). Thankfully, this punishment only applies to married women: “If they are unmarried, they will be beaten with 100 lashes in front of a big gathering.” (Direct Quote). 

    The video has now been removed from Youtube. 

    It should be noted that: Malala Yousafzai, a Pakistani activist for female education and the youngest Nobel Prize laureate, has spoken out against harsh punishments such as stoning: “We must not forget that the highest form of justice is mercy. Punishments like stoning to death are a violation of human rights and go against the very essence of Islam, which teaches compassion, mercy, and forgiveness.”

    TOK: On what basis can moral conflicts be resolved? Can the practices of one individual or culture be judged with any validity by applying the moral values of another generation or another culture?

    Universal

  • Multi-lingualism is tough on the brain

    Multi-lingualism is tough on the brain

    Research into how multilingual people manage multiple languages in their minds is fascinating and sometimes surprising.

    When a multilingual person speaks, all the languages they know can actually be active at once, even if only one language is being used. These languages can sometimes “intrude” unexpectedly, showing up not just in occasional vocabulary mix-ups, but even in subtle ways like grammar or accent shifts.

    Read this interesting BBC article for more on the topic.

  • Fixing New Zealand’s School Attendance Crisis

    Fixing New Zealand’s School Attendance Crisis

    New Zealand has a school attendance problem. No, it’s not a problem, it’s a…

    Some have muttered ‘Covid-19 lockdowns’, but no, the crisis was apparent well before the grubby little virus appeared and way ahead of the lockdowns. Some think it has a lot more to do with New Zealand’s dumbed down curriculum, its decades-old everyone-gets-a-certificate assessment system, rampant wokeism in the school system, and the way more attractive options of couch-based X-Box-esque pursuits, shopping malls or just hanging out with the bros. The reasons are less important than the consequences. A poor education means a poor life and it really is that simple.

    Elsewhere in New Zealand’s government / society, some are bleating and wringing their hands and clutching their pounamu necklaces while muttering about prison demographics, wrongly identifying ethnicity as a major causal factor. The strongest correlation is not race-prison, it’s education-prison. Among New Zealand’s prison population there is a near-100% illiteracy rate.  

    One more time, a poor education means a poor life.

    Poor education leads to low-income jobs, poor housing, poor diet… a poor life is a downward spiral and escape from it is nearly impossible.

    A good education leads to a good life. Get New Zealand’s education system right and good things will come.

    And New Zealand’s new government is taking action, talking about school attendance and truancy/absenteeism. Associate Education Minister David Seymour will tour New Zealand to talk with school communities about the new STAR (Stepped Attendance Response) system to track attendance and tackle absenteeism. Schools are being required to take charge of truancy by engaging with parents. Other Government agencies are also on notice and will be expected to engage too.

    “The basic premise of the STAR is that no child is left behind. Every student, parent, teacher and school has a role to play. Each school will develop their own STAR system to suit their community and school,” he said.

    “Almost every aspect of someone’s adult life will be defined by the education they receive as a child. If we want better social outcomes, we can’t keep ignoring the truancy crisis.”

  • Italy – poor behaviour at school now means you fail

    Italy – poor behaviour at school now means you fail

    Italy has reinstated a “grades for conduct” policy, allowing schools to fail students based solely on their behavior. Middle and high school students who score five or less out of 10 on conduct will fail the year, regardless of their academic performance, while those scoring six will need to take a civic education test. This measure, part of an education bill approved by parliament, aims to address rising aggression toward teachers. The education minister, Giuseppe Valditara, and Prime Minister Giorgia Meloni believe the policy will restore respect and responsibility in schools.

    A civic education test – what an excellent idea. Study the book on how to behave like a good citizen. Students of course shouldn’t need a book to learn this from, after all, they have parents to teach them how to behave civilly. But some parents don’t teach their children this, so, there’s a book and then there’s a test.

    Read the full story in The Guardian here.

  • “School must go back to the basics.”

    “School must go back to the basics.”

    From 2028, children in Sweden will begin school at age six, a year earlier than the current system, as part of a significant education reform. The Swedish government plans to replace the compulsory preschool year, known as förskoleklass, with an additional year in grundskola (primary school). This shift, initiated by the center-right government and supported by the far-right Sweden Democrats, emphasizes early education in reading, writing, and mathematics.

    “School must go back to the basics.”

    Education Minister Johan Pehrson believes the changes will strengthen children’s foundational skills. However, critics argue that this move undermines the benefits of play-based learning, which research suggests fosters creativity, problem-solving, and language development in young children. Concerns have been raised that the reform could jeopardize preschool teachers’ jobs, as their specialized methods might be neglected.

    Experts like Christian Eidevald and Ingrid Pramling Samuelsson criticize the reform for disregarding six-year-olds’ developmental needs and urge investment in improving education quality rather than structural changes. Conversely, some, like Johannes Westberg, support the plan, noting that it aligns Sweden’s education system more closely with the rest of Europe.

    The education minister, Johan Pehrson, said “school must go back to the basics” and added that there would be a stronger focus on early learning to read and write, as well as mathematics.

    Other proposed educational reforms include investing in emergency schools, increasing textbook usage to reduce screen time, and providing more training for teachers and preschool teachers.

  • Learning styles are an urban myth

    Learning styles are an urban myth

    Howard Gardner’s Theory of Multiple Intelligences, which claims that individuals possess distinct types of intelligence—such as linguistic, spatial, and interpersonal—has enjoyed widespread acceptance in education. However, the theory’s popularity has overshadowed its lack of empirical support.

    Kinaesthetic learning style? It’s not a thing.

    The Learning Styles myth, born out of Gardner’s theory, suggests that categorizing students as ‘visual’ or ‘kinesthetic’ learners enhances education. Yet, studies have debunked this approach, revealing no consistent improvements in learning outcomes. One very reputable study was published by the APA in 2019 and yet the myth lives on.

    This disconnect between theory and data raises concerns about the billions of dollars invested in educational programs that rely on these unsupported ideas.

    In short, Gardner’s theory has captivated imaginations, but lacks the rigorous scientific foundation necessary for it to be included in modern educational practices.

  • Teachers are professionals

    Teachers are professionals

    The previous post stated that teachers are professionals. But what does that mean?

    Teachers should be considered professionals, because they bring significant expertise, ethical responsibility, and commitment to their role. At the heart of teaching is a profound level of knowledge and competence. Teachers are not merely conveyors of information; they are skilled educators who understand pedagogy, curriculum design, and child development. They tailor their approaches to meet diverse student needs, adapting to newly published educational research. This expertise parallels the mastery seen in other professions like law or medicine, where ongoing learning is essential to remain effective.

    Ethical conduct is a cornerstone of professionalism in teaching. Teachers are entrusted with the welfare and development of young people, a responsibility that requires unwavering integrity, fairness, and dedication. They navigate ethical situations almost every day, from maintaining confidentiality to ensuring that all students and their parents are treated fairly.

    Reliability and accountability are integral to the teaching profession. Teachers are an educational system’s skeleton, consistently delivering high-quality learning experiences despite mundane challenges. They are accountable not only for their students’ academic progress but also, in part, for their social and emotional development. These responsibilities demand a level of dedication that goes beyond the classroom, for lesson planning, grading, and professional development.

    Teachers have excellent communication and interpersonal skills, both essential traits of any professional. They effectively communicate complex ideas, encourage open, frank and honest communication, and build positive relationships with students, parents, and colleagues.

    So there it is, teachers demonstrate all the qualities that define a professional. Their expertise, ethical standards, reliability, and commitment to continuous improvement places them firmly in the category of a professional. Recognizing teachers as professionals is not just a matter of respect; it is an acknowledgment of the important role they play in shaping society’s future.

  • Teaching is a profession, not a trade

    Teaching is a profession, not a trade

    The notion that teaching is merely a trade, best learned through an apprenticeship model, fundamentally misunderstands the essence of the profession.

    Teaching is not just about mastering classroom management or following a prescribed curriculum—it’s about fostering critical thinking, inspiring curiosity, and shaping future citizens. Reducing the preparation of teachers to an apprenticeship undercuts the complexity and intellectual rigor required to be a true educator.

    Teaching is a profession, not a trade. Like doctors, lawyers, or engineers, teachers require a deep understanding of theory, research, and pedagogy, which forms the foundation of their practice. Colleges of education exist to provide this essential grounding, offering teachers not just practical tools but also the theoretical insights necessary to adapt, innovate, and respond to the ever-changing educational landscape.

    The proposal to replace formal education with apprenticeships might seem appealing in its simplicity, but it dangerously devalues the role of academic study in teacher preparation. Learning how to manage a classroom is critical, but without a solid grasp of child development, educational psychology, and social foundations, teachers are ill-equipped to meet the diverse needs of their students. These are not just “interesting” topics; they are the bedrock of effective teaching.

    Furthermore, the suggestion that current teachers should take on the primary role of training new educators ignores the reality of the profession today. Teachers are already overburdened, underpaid, and undervalued. Asking them to shoulder the additional responsibility of training apprentices without significant compensation or support is unrealistic and unsustainable. If we want to keep great teachers in the classroom, we need to pay them and treat them as the professionals they are.

    The push towards merit-based pay and apprenticeships might sound like innovative solutions, but they risk turning teaching into a mechanized, deprofessionalized occupation. We must remember that teaching is not just about delivering content—it’s about shaping minds, guiding emotional development, and nurturing the next generation of thinkers and leaders. This requires a level of expertise and intellectual engagement that cannot be achieved through apprenticeship alone. If we truly want to elevate the profession, we need to invest in teachers’ education, pay them what they are worth, and respect them as the professionals they are.

  • IB introduces new exam rules to prevent time zone cheating

    IB introduces new exam rules to prevent time zone cheating

    The International Baccalaureate (IB) has announced new measures to combat time zone cheating, set to be implemented for the November 2024 exams. These changes follow incidents during the May exam series, where students exploited time differences to share exam questions online.

    Key measures include adjusting exam start times for certain schools to prevent students in earlier time zones from sharing content with those in later zones. Additionally, a minimum supervision period of two hours will be enforced for all exams, even if the exam itself is shorter.

    Schools will also be required to clear the memories of all calculators after exams to maintain academic integrity. The IB encourages the use of technology but emphasizes the need for strict controls.

    Despite these incidents, the IB stated that there was no evidence of widespread cheating, with only a few students involved. The Mathematics: Analysis and Approaches at Higher Level exam was a particular concern, with some students sharing content online before exams started in Western Europe. The IB warned that students caught cheating risk severe penalties, including receiving no marks or being banned from resitting exams.

  • Free coffee and cookies for teachers

    Free coffee and cookies for teachers

    The IB commissioned Oxford University’s Wellbeing Research Centre to review research on teacher wellbeing. The resulting report, Wellbeing for Schoolteachers, presents a framework to help schools understand and enhance teacher wellbeing, which is crucial for both educators’ and students’ success. The review emphasizes that teacher wellbeing significantly affects student outcomes and advocates for prioritizing it to improve the overall school environment. Dr. Laura Taylor highlights the importance of investing in teachers’ wellbeing to foster a positive impact on the entire educational system. Link

    So in a groundbreaking revelation that nobody saw coming, it turns out that happy teachers create successful students—who knew? To combat teacher burnout, let’s serve up unlimited coffee and oatmeal raisin cookies (the true breakfast of champions), install cushy armchairs for post-lunch siestas, and offer dartboards labeled “Grading” for some cathartic relief. Meanwhile, technology should assist rather than annihilate, so let’s tame those rebellious photocopiers and temperamental online attendance registers. And let’s not forget the essentials: verdant pot plants, tranquil fishtanks in every classroom, and school administrators forced to greet everyone with a genuine smile and a heartfelt “Good morning!” daily. All because research shows that ‘…teacher wellbeing significantly affects student outcomes.’