Future Tense

I haven't been writing much in this blog for the past six weeks or so. After posting more than usual in January, I took a bit of a break to catch up on other work (blogging takes it out of me, for some reason!) and to attend and present at the Georgetown University Round Table in Washington, D.C. from March 11th to 13th.

Here I'll catch up by writing an extra-long post for your enjoyment ;-)

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Perhaps because it’s grading season—mid-term exams and assignments have been rolling in and TAs and course directors are dealing with the results—over the past few weeks I’ve been seeing a lot of frustrated talk from academics on Twitter and Facebook. Some of it’s angry, some of it’s more anguished than anything else; but the common thread is that we’re all feeling as if we can’t “reach” students, and that students in turn aren’t doing their share of the work involved in the educational process.

Part of the problem is the way I just defined “education” in that last sentence. I invoked the notion of education as a “process” involving effort from both the person assigned as “teacher” and the people being “taught”; I don’t assume the students are the only ones doing the learning. But as I’ve argued in the past, a consumerist model of education—which encourages students to view education as either a service or a product or some mutation that blends both (“service product”)—undermines the notion of active participation because it assumes a strong element of “delivery” rather than “co-production”. We had a discussion about this in a recent tutorial where I pushed the knowledge-as-object metaphor to its ridiculous limit by drawing on the image of a “basket of knowledge” that we could pass around the room and from which students could simply take what they needed.

Apart from this definitional misunderstanding that causes so many conflicting assumptions about responsibilities and self-conduct, I suspect there are even bigger issues at work. I like asking of students, “how did you know you should go to university?” The reason I ask is because I’m interested in where that decision came from, not just the “why” of it. When we ask “why did you come to university?”, the answer is usually predictable—“because without a degree I cannot get a job.” If we ask how the decision was made, responses are usually quite interesting, and they reflect the influence that parents, teachers and guidance counselors have on students’ decision-making processes.

But what happens to the “work preparation” narrative when students realize that a university education is no longer any guarantee of employment, let alone the “dream jobs” that so many young people are encouraged to envision for themselves? I think this is where the whole arrangement starts to fall apart. You can tell students there are rewards (e.g. in the form of post-graduate employment options), and indeed the statistics continue to point to the financial benefits of PSE for graduates. But if you offer students no (clear) path to those rewards then the result is sometimes a disaffected nihilism towards learning. And one problem with university education is that is was never really designed to offer a clear path to employment.

We need to get at the contradiction in the fact that students come to university because it's "necessary" to get ahead in life, yet in some cases they show little or no enthusiasm for university learning and confusion that there is no obvious connection between what happens in class and what they expect to happen at a job, later on. I think this is why we sometimes hear disparaging comments about how "undergrad is the new high school"--necessary, but not necessarily enjoyable or productive.

I've been thinking a lot this year about why students "tune out" during class and tutorial, particularly when technology shows up as a distraction from class. Larger social, economic and educational trends are one reason for effects such as these, for example the consumerist concept of education as "product" often correlates with students' focus on grades (outcomes) rather than learning (which often irritates professors and TAs).

We can't take on those big issues alone, in one course, in one university; they're ongoing and need to be addressed and re-addressed by everyone. The question is how to navigate these currents when we're faced with the everyday "realities" and frustrations of teaching in universities--grammatically unsound assignments written in haste because students are working 20 or 30 hours a week alongside full-time study (so who's to blame?); flimsy excuses for skipped tutorials (who can we believe?); papers submitted weeks late without notifying the professor or TA that an extension was required (how could we know?); students "burning out" and disappearing without even dropping the course (what happened?); and on, and on.

Now more than ever we're reminded that education is a collaborative effort, and behind that effort must be desire--the desire of the person "teaching" to assist, collaborate and convey; and that of the students, a hunger for knowledge based in questions about the world. Last night in class I talked about how I became interested in education and involved in politics, and how in my experience the key ingredient to success in university is to find some thing about which you have critical questions, a boundless curiosity, a constant hankering, an "itch" that can only be scratched with learning. I think then the learning starts to drive itself.

The difficulty lies in getting to those questions and issues, since their instrumentality for the future is obscure in the present. It's why I told my own story--because students lack narratives they can use to order their present experience, and the tools to construct their own potential narrative; so they find it hard to project into the future even though they are so focussed on it. This is an anxiety-producing state of affairs.

New possibilities open up when we make the connections required to understand a story about how something happened, rather than a description of what is. Maybe it's this causality that students crave, since they live in a world lacking the certainty with which their parents were so fortuitously blessed. The old stories about careers, adulthood and family no longer ring true in this era of instability, workforce "flexibility", debt and recession.

Perhaps the universities should be places/spaces where we start telling new stories.

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"How do you get from here to the rest of the world?"
"I wish I knew."

--From The Wire, S05 Episode 5

Creative Thinking

Lately, I've been thinking more about the nature of "creativity" or what it means to "be creative"--probably because there's been an increasing amount of conversation about education and creativity, relating these things to the development of solutions to pressing social, economic and ethical problems.

One of the reasons I find it hard to imagine "teaching creativity" is that I've never not been "creative" myself. I've always been one of those people who was labelled as such fairly early in life, and in some ways that's made it harder for me to form an impression of creativity beyond the ways in which people tend to apply the term to me. I think the labelling also highlights the way that some talents (such as my ability to draw and paint) are associated with creativity, while others (a gift for numbers) might not be.

Another reason I find it hard to think about teaching creativity is that I still haven't seen a convincing working definition of the term. My own definition, as far as I can think of one, would involve primarily three things:

Critical questions: It's hard to be creative if you just accept what is already "there", without thinking. Being critical is not just about identifying problems (for example), it's also a process of questioning the assumptions underlying the problems and assessing the worth of various potential solutions.

Imagination: Criticism turns to nihilism or stagnation when one cannot "imagine" a solution. We need to be able to see the possibility of another way of doing things, beyond what's immediately evident.

Knowledge and understanding: You cannot do something new and inventive and helpful, or imagine a possibility and bring it to fruition, or make reasonable judgments, when you don't have a good knowledge base and an understanding of the tools available. This is the case whether you're a ceramicist trying to determine the appropriate kiln temperature for a glaze firing or a policy-maker analysing the various options available for financing social services.

It matters how these terms are used, how words like "creativity" are defined, because of the salience of the concept in current political and economic discourse--in particular its perceived relevance to the much-theorised "knowledge economy". What kind of policy proposals will be put forth in an effort to increase "creativity"? On what assumptions will these suggestions be based?

Much of the time "creativity" being slotted into a kind of ideal trajectory of (economic) development, one that involves innovation, entrepreneurialism, economic efficiency and productivity, and national competitiveness (a good example of this is the analysis from Richard Florida, who has popularised the term "creative class" and whose work focusses on the economic benefits of creative work).

This means that there's likely to be a preferred definition of creativity, one that fits with the trajectory--an ideal "creativity" that produces economic competitiveness as its ultimate outcome. In this case, what comes first?--policy or the definition of "creativity"?

All this is important for education policy because creativity is often linked to the public discussion about the "failure" of schools. Education, which has so often been treated as social engineering, is imagined as the best way to retool the workforce (human capital) for an "innovative" economy.

A useful example of this approach is that of Sir Ken Robinson, a prominent lecturer and consultant whose well-known talk for TED is a celebration of the inherent creativity of small children and an analysis of how the school system destroys said innate creativity.

In another video, Robinson argues that creativity can be assessed. How? By assuming a particular definition. Creativity is "not an abstraction--to be creative you have to be doing something." So Robinson defines creativity as "a practical process of making something", the "process of having original ideas that have value." Originality points to the emphasis on newness and innovation, while value assumes the possibility of assessment; creativity can be assessed through determining the field and employing clear criteria that are relevant to that field. Robinson also stresses that assessment is both a description and a comparison of creative work.

I wrote out my own definition before listening to Robinson's talk. I think it's interesting that while he describes creativity as a "process", he seems to be concerned primarily with the outcome of the process ("ideas that have value"). He also doesn't delve into the ways in which different kinds of knowledge are valued differently, and how even within fields, ideas do not exist within a kind of meritocratic marketplace. Comparison and assessment are fundamental to the market as a mechanism of governance, so one could argue that Robinson's emphasis reflects an economic basis for the concern with what children "produce" at school. It also feeds into a decades-old discourse of criticism of public school systems, one that has been notoriously unhelpful in producing better schools.

In coming up with a definition for "creativity", I think we need to ask within what system of valuation "creativity" exists--and the ways that system affects how creativity is thought about and defined. What kinds of "creativity" are seen as appropriate, productive? And what does it mean for education when a constant public discourse of critique takes up such nebulous, catchy/catchall terms, which are in turn mobilised and reified in specific forms through policy debates (such as those occurring currently in the United States)?