Record inequality between rich and poor

 

Nice 2.5 minute video explaining the trends in income inequality in OECD countries (click the picture) . Some useful links from Save the Children:

Reading to some purpose…

America Disability Association: Stairs

Articles I’ve read and really enjoyed:

  • Chapter 2 “Economist & Educator” of Beeby’s classic book “The Quality of Education in Developing Countries” – a lovely read for those bridging the two worlds of education and economics.”
  • Why three is the magic number” – Financial Times article about the importance of the 0-3 years phase in a child’s life. Found lots of parallels between this article and the one I wrote on preschool (here)
  • Better Vision for Education: Making eyeglasses available to primary school students in rural China substantially increased test scores – JPAL research brief 
  • And the quote of the day” And I submit that this is what the real, no-bullshit value of your liberal arts education is supposed to be about: how to keep from going through your comfortable, prosperous, respectable adult life dead, unconscious, a slave to your head and to your natural default setting of being uniquely, completely, imperially alone day in and day out.” – David Foster Wallace from here)

Census 2011 Report

If you, like me, battled to download the South African Census 2011 report from the Stats SA website. You can download it HERE (mirror link). Should be much faster and it won’t crash…

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M&G article – intervene as early as possible

I have an article in this week’s M&G discussing when and how we should intervene to right the wrongs of apartheid. You can read it here. In short, fighting inequality in the labour market will only have limited success because the patterns of who has which skills have already been cemented for many years. Rather we should be intervening as early as possible (preschool) and fighting the generative mechanisms of inequality rather than simply dealing with the effects of those generative mechanisms. Interested to hear people’s thoughts on this…

NAPTOSA Keynote presentation – Education in SA

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On Friday the 27th of August I gave the keynote address at the NAPTOSA annual conference in Durban. The presentation is downloadable here: “Education Report Card 1996-2011: An Ailing System”. I also wrote up most of the speech as an article which is now available online on the Politicsweb website: Education in SA: a tale of two systems. All in all it was a great time in Durban. 

Read on…

Links I liked

Haha - Sneaky sea monster #elephante

The Godfather speaks…Schleicher on PISA 2009

If you have any interest in education and international educational research, watch this video. Andreas Schleicher (director of PISA) presents the PISA 2009 results at a conference. You can download the powerpoint here.

Links I liked…

The research process – a flow chart

Great flow chart on the research process – see high-res version here

Existential literacy

“The illiterate of the 21st century,”Alvin Toffler famously said, “will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Our outlook on the world and our daily choices of disposition and behavior are in many ways learned patterns to which Toffler’s insight applies with all the greater urgency – the capacity to “learn, unlearn, and relearn” emotional behaviors and psychological patterns is, indeed, a form of existential literacy.”

Such wisdom from the BrainPickings Sunday newsletter. My recent trip home was basically all about existential literacy (both mine and others) – this will be on my to-do list for the foreseeable future! 

Invest in yourself

For a long time now I have been convinced that financial investments are inferior to investments in one’s skills, knowledge and capabilities. Initially it was just a hunch, a by-product of my worldview. But the more I thought about it, the more it became clear that investing in myself made more sense than investing in financial assets. The aim of an investment is to achieve some return, benefit or gain in the future. In essence it involves limiting one’s current consumption possibility frontier in order to increase one’s future consumption possibility frontier. This is all very general, abstract, and theoretical, i.e. wonderful. 

As the times have changed, our notions of what is valuable have also changed. Where previously physical assets were the be-all and end-all of wealth and power, our current system runs along the contours of knowledge and information. Whenever I doubt this truth I remind myself that one little piece of technology the size of a coin (USB stick), with one little virus coded in ones and zeros has the potential to send the entire world into chaos. This has never happened, thankfully, but you don’t have to be a futurist to know the devastation that could be caused by a virus that randomly reallocated wealth, and since the majority of the world’s wealth is measured with digital placeholders – not land or gold or something tangible – this is entirely possible.

This is true of the world, but it is also true of the individual. Your most valuable asset is your brain, the repository of your skills, knowledge and capability. You can invest in bonds and stocks and try and secure your financial future in that way, but a more reliable and rewarding way is to invest in yourself. If you lose all your financial wealth and your possessions vaporize into the ether, you will still have your brain and the skills you have acquired, unless you are dead in which case it doesn’t matter. I’m still working on the mental-disability critique (perhaps take out insurance?!). If you accept that you are your most important asset, then you should spend your money in such a way as to grow your range of skills, knowledge and capabilities. That includes most books, meaningful travel, new courses, and self-study – these are INVESTMENT expenditures, not CONSUMPTION expenditures. Mistaking these two leads to sub-optimal allocations of income. Next time you invest in a financial asset, do so with the explicit reminder that you are implicitly saying that the return on that financial investment is more than the return on investments in your own skills. 

 

Race Attitudes and Education – EG Malherbe speech 1946

PDF of the book “Race Attitudes & Education” by EG Malherbe (1946) which is his speech from the Hoernle Memorial Lecture for the SA Institute of Race Relations – 17 pages and well worth the read.

Some notable excerpts:

“Troops fight well in proportion as they understand the things they are fighting for as well as the things they are fighting against” – Malherbe 1946

 
“Mr Hofmeyr devoted his first Memorial Lecture last year to a discussion of the bearing of the Christian principles on race problems. He showed how the central truth of the Fatherhood of God carried with it “the implication of the brotherhood of man, irresepctive of race or creed or colour and the concept of a world-wife family, all the members of which stand in the same relationship to its Head.” He also showed how “this family association is independent of the physical origin and the racial characteristics of those who make it up” p3
 
“So what do we have here: a country where there is on the one hand a tendency to oppress the Jews because they are so few and so clever, and on the other hand a tendency, equally strong, to deny democratic privileges to the natives because they are so many and so ignorant” p7
 
“Racial prejudices operate on the emotional plane and often spring from fear and a curious set of inferiority complexes.” p7
 
“English-Afrikaans relationships have improved considerably amongst the men in the army. We have strong proof that as a result of playing, working, fighting, suffering and dying together, a mutual appreciation and in many cases genuine affection has sprung up” – Malherbe 
 
“Education for mere literacy is not enough. In fact, that stage of education is in many respects a dangerous one, because it is too inadequate. It makes him an easy prey of propaganda through press headlines which is all he usually reads in a newspaper. he has not had enough education to make him propaganda-proof. One of the functions of education is to develop in men defence mechanisms against having their critical sense blurred or their consciences violated. A man should at least know when he is being propagandized. If a person’s schooling is insufficient to provide this armour, he should be taken care of by means of a system of adult education. in fact I am convinced that in matters of social and political education the late adolescent and adult period is far more important than the ordinary school age period.”
 
Professor Edgar Brookes realized this when he so succinctly summed up the South African’s attitude to Native education as “too humane to prohibit it, but too human to encourage it” p22
 
“Even the fine idea of trusteeship is not without its shortcomings in practice. According to this the natives stand in relation to Europeans as wards to a guardian who accepts as “a sacred trust of civilization” the task of helping his immature wards on to those advantages of civilization which they are unable to attain for themselves. I sometimes wonder whether those who carried out this concept have considered, at least in the Union, the possibility that the wards should or will ever grow up. There is no Master of a Supreme Court to ensure that this trusteeship does not become stepmothering!” p22
 
“Plato said that the man who wrote the nation’s songs wielded greater influence than the man who made the nation’s laws. I would say that the men who write the headlines of our newspapers wield far greater influence than our legislators”
 
“These were men trained and experienced in the techniques of adult education and it will not be easy to recruit that type of objective minded and well-informed officer again. I very much fear that if an attempt is now made to start, the whole movement might be becalmed in the haven of mediocrity. The idealism, the enthusiasm as well as the intellectual capacity will not be there to buy” p24
 
“Education for leaders should be our first objective amoungst the Non-European. To spread mere literacy thinly amongst the masses is dangerous, unless it is accompanied by the training of truly educated leaders who can guide the masses and who will see to it that their little education is not exploited and cultivating more bitterness” p26
 
The mark of a good education is to see such things in their right perspective and not to mistake the exceptional (however serious and annoying) for the significant. p27
 
“The chief reason why one war has always followed another throughout history seems to me to be in large measure due to the fact that the self-sacrificing idealism, without which battles cannot even be fought, much less won, and with which youth is so generously endowed, is featured in times of war and discounted in times of peace. When youth are faced with the necessity to undergo hardships, sufferings, and death in order to save their countries from disaster, they are implored to become idealists. Even the most crass-minded realist knows that no other philosophy can sustain men’s minds in moments of crisis. Once the crisis is over, the order of the day to youth is that they all put away their idealism as they do their outmoded weapons of combat. He who sacrifices his personal interest in the cause of the common good in war is called a hero. He who imagines that such principles of behavior should be put into practice in times of peace is apt to be thought of as an unrealistic, starry-eyed idealist. The one has a crown as the reward of his labours, and the other a cross.”
John M Fletcher in The Virginia Quarterly Review (quoted in Race Attitudes and Education by E G Malherb 1946)

Critical Christianity

Recently I have been struck by the number of non-thinking Christians. Christianity is not simply a cultural affiliation for those raised in the Western Tradition. It is a distinctive Weltanschaaung with non-trivial implications. The problem with compartmentalized Christians is that their faith and their thinking are seen as two separate affairs which negatively affects both their faith and their thinking. Their faith is naive, and their thinking is deficient. While I agree that the foundational truths of Christianity (i.e. those necessary for salvation) are understandable to 13 year olds, I also believe that faith and reason are not incompatible, and furthermore that worshiping God with our minds is actually a command, and thus not an optional extra.

This is expressed so wonderfully in Bethlehem Seminary’s Core Values:

“If God has inspired a Book as the foundation of the Christian faith, there is a massive impulse unleashed in the world to teach people how to read. And if God ordained for some of that precious, God-breathed Book to be hard to understand, then God also unleashed an impulse to teach people how to think about what they read—how to read hard things and understand them, and how to use the mind in a rigorous way. Therefore, we endeavor in all of our intellectual inquiry to love God with our minds by thinking deeply and humbly about his word and his works.”

Tim Keller provides a great example of this in his discussion on ““Creation, Evolution, and Christian Laypeople” (PDF) where he asks “How do we correlate the data of science with the teaching of Scripture?”  Also watch the debate between Professor Richard Dawkins and the Archbishop Rowan Williams on “The nature of human beings and the question of their ultimate origin.” If Christianity is such a big part of your life, why haven’t you thought about it at least as much as all the other areas?

The Emperor has no clothes…

I wrote an article for this week’s Mail & Guardian with the original title “The Emperor has no clothes on” which subsequently got changed to “Back to the real basics” which is perhaps less obscure but far less sexy. Nevertheless I am quite attached to the analogy from Anderson’s fairy tale and I am committed to using it with reference to the SA education system at some point in the future. The article is available on the M&G website here, and in PDF version here. There is also a nice article from The Mercury “Lack of accountability hitting pupils hard” which quotes some of my research. All in all it was a good week…

Idealism

“The chief reason why one war has always followed another throughout history seems to me to be in large measure due to the fact that the self-sacrificing idealism, without which battles cannot even be fought, much less won, and with which youth is so generously endowed, is featured in times of war and discounted in times of peace. When youth are faced with the necessity to undergo hardships, sufferings, and death in order to save their countries from disaster, they are implored to become idealists. Even the most crass-minded realist knows that no other philosophy can sustain men’s minds in moments of crisis. Once the crisis is over, the order of the day to youth is that they all put away their idealism as they do their outmoded weapons of combat. He who sacrifices his personal interest in the cause of the common good in war is called a hero. He who imagines that such principles of behavior should be put into practice in times of peace is apt to be thought of as an unrealistic, starry-eyed idealist. The one has a crown as the reward of his labours, and the other a cross.”
 
John M Fletcher in The Virginia Quarterly Review (quoted in Race Attitudes and Education by E G Malherb 1946)

Reading roundup.

  • “This is not just a problem of the need for more money or doing what we are doing better,” says Berdegué. “The challenge that we all have today is to decide what kind of development we should aim for and what we need to make that happen.”

Abolition of Slavery: morality > economy ?

“A deep stain on Christian history is the African slave trade. Since Christianity was dominant in the nations that bought and sold slaves during that time, the churches must bear responsibility along with their societies for what happened. Even though slavery in some form was virtually universal in every human culture over the centuries, it was Christians who first came to the conclusion that it was wrong. The social historian Rodney Stark writes:

“Although it has been fashionable to deny it, anti-slavery doctrines began to appear in Christian theology soon after the decline of Rome and were accompanied by the eventual disappearance of slavery in all but the fringes of Christian Europe. When Europeans subsequently instituted slavery in the New World, they did so over strenuous papal opposition, a fact that was conveniently ‘lost’ from history until recently. Finally, the abolition of New World slavery was initiated and achieved by Christian activists.”

Christians began to work for abolition not because of some general understanding of human rights, but because they saw it as violating the will of God. Older forms of indentured servanthood and the bond-service of biblical times had often been harsh, but Christian abolitionists concluded that race-based, life-long chattel slavery, established through kidnapping, could not be squared with biblical teaching in either the Old Testament or the New. Christian activists such as William Wilberforce in Great Britain, John Woolman in America, and many, many others devoted their entire lives, in the name of Christ, to ending slavery. The slave trade was so tremendously lucrative that there was enormous incentive within the church to justify it. Many church leaders defended the institution. The battle for self-correction was titanic.

When the abolitionists finally had British society poised to abolish slavery in their empire, planters in the colonies foretold that emancipation would cost investors enormous sums and the prices of commodities would skyrocket catastrophically. This did not deter the abolitionists in the House of Commons. They agreed to compensate the planters for all freed slaves, an astounding sum up to half the British government’s annual budget. The Act of Emancipation was pased in 1833, and the costs were so high to the British people that one historian called the British abolition of slavery ‘voluntary econocide.’

Rodney Stark notes how historians have been desperately trying to figure out why the abolitionists were willing to sacrifice so much to end slavery. He quote the historian Howard Temperley, who says that the history of abolition is puzzling because most historians believe all political behaviour is self-interested. Yet despite the fact that hundreds of scholars over the last fifty years have looked for ways to explain it, Temperley says, ‘no one has succeeded in showing who campaigned for the end of the slave trade…stood to gain in any tangible way…or that these measures were other than economically costly to the country‘. Slavery was abolished because it was wrong, and the Christians were the leaders in saying so. Christianity’s self-correcting apparatus, its critique of religiously supported acts of injustice, had asserted itself.”

From Tim Keller’s “The Reason for God“

26 April, 2012 05:58