[Squeakland] Squeak 'non-starter' in U.K. schools?

[Mankovsky, Sheine]

Jim, you expressed some important concerns about the direction that public
education is taking in the UK.  I  have been witnessing similar stuff in the
last five or so years, when I've been really paying attention, in my own
community and in Canada generally.  I decided to do what I can for as long
as I can.  For me the present is just a place holder for the future.  So, if
I get only part way, maybe others, or even one other will continue along the
route.  In other words, that I don't reach my destination, doesn't mean I
don't travel.   I believe you mentioned in an earlier note that you were
carrying on lunch hour sessions, or intended to start them, at your school.
That would be very helpful for changing things in the U.K. eventually.  The
power of one can be very strong indeed.   In fact, there may not be another
like you in the entire UK.  That would make you not wrong, but unique:)

Your comments were thought provoking as well, Alan.  I'll just add my
thoughts on the bookstores/libraries as learning locations.  Sure there is
learning available in bookstores and libraries, in fact everywhere.
However, if I were asked for my preference, I would advocate for libraries
because of my individual value system, and on what it is based.  I don't
remember my parents buying me a single book when I was a child.  Not one.
However, I started going to the public library with my Dad from the age of
three.  He sat at a table and read books in Yiddish, and I sat in a chair
and read English magazines. Or maybe I thought I was reading...  It was a
community supported public Jewish library.  He had brought the value of
using a library for learning from Poland where there were similar places in
the town where he lived.  When I was five I raced to the neighbourhood
library a few blocks from my home to get a card and borrow my own books.  I
still recall the excitement, and then the disappointment when the librarian
informed me that the rule was that I would have to keep the books overnight
before coming back for more.  My point is there is a value statement in
supporting a library rather than a bookstore, or a bookstore rather than a
library.  I was surprised that your reading list is a bookstore rather than
a libarary because I thought you were a strong advocate of public access to
books via local public libraries.  I'd be interested in hearing more on how
you came to deciding on that approach.

Sheine


> -----Original Message-----
> From:	Alan Kay [SMTP:Alan.Kay at squeakland.org]
> Sent:	Monday, July 07, 2003 12:44 PM
> To:	Jim Ford; Squeakland
> Subject:	Re: [Squeakland] Squeak 'non-starter' in U.K. schools?
> 
> Hi Jim --
> 
> At 10:55 AM +0100 7/7/03, Jim Ford wrote:
> >Hi,
> >
> >I'm a science technician in a U.K. Independant (non-State) Secondary
> School.
> >I've had experience of several programming languages (including Logo) and
> >when I came accross Squeak became a convert to the concept of it being an
> >excellent learning tool - not only for children, but adults as well.
> >
> >I've tried introducing Squeak to science teachers, but encountered the
> >problem that I've come across with other ideas I've had, which is: if
> it's
> >not in 'The National Curriculum', it won't get taught.
> 
> The US is definitely moving in a similar direction: towards extremely 
> rigid national curricula.
> 
> >  As has been mentioned
> >many times in the U.K. national papers, our schools are so focused on
> >gaining good published examination results - the so-called 'League
> Tables' -
> >(in spite of the protestations of some Head Teachers), that _nothing_
> >outside 'The Curriculum' has the remotest chance of being taught. The
> >pressure on teaching staff to 'Deliver the Curriculum' is such that
> whilst
> >they may show interest in Squeak, there is not the tiniest slot in the
> >teaching day for it to be introduced.
> >
> >I believe that as long as the U.K. education system remains tied to the
> >stultifying influence of examination orientated 'League Tables',
> innovative
> >ideas such as Squeak will never be introduced, unless (as is _most_
> unlikely)
> >as officially part of the National Curriculum.
> 
> There are various ways to look at this. In the US, it's really a 
> mixed bag, because the "official curricula" are poorly taught and 
> learned, and so, looking on the bright side of things, it's good that 
> important subjects like music, art, and real math and science aren't 
> official and thus don't get ruined for the children. However, I can't 
> quite get myself to be that happy about the current situation, since 
> the names of important and interesting subjects such as math and 
> science are ruined in the children's eyes, and this taint can remain 
> for many years.
> 
> When we started this effort many years ago in the 60s -- inspired by 
> Seymour Papert -- pretty much everyone then thought that most gains 
> would be somewhat subversive and outside of formal schooling, and 
> that the advent of personal computers and the Internet (both of which 
> were well underway) would provide something more like nonschool 
> books, libraries, bookstores, etc., from which anyone could learn by 
> themselves and in clubs with others. It is likely that this set of 
> envisioned processes will be what is required -- and to have quite a 
> bit of child to child mentoring -- in order for any real changes to 
> happen in the next decade.
> 
> By the way, in the US at least, things would be helped tremendously 
> if scientists and mathematicians were much more strongly involved in 
> elementary schooling (and in clubs etc). This is one of our biggest 
> problems: not enough people who actually understand the real content 
> are involved and want to be involved.
> 
> Cheers,
> 
> Alan
> 
> >
> >I would be interested in comments on the above from those involved in the
> >U.K. education system!
> >
> >Regards: Jim Ford
> >
> >--
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> 
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