The US presidential election results will have an impact worldwide for years to come. In this talk, Dr. Rosalind Warner will look beyond the personalities and ‘fake news’ to explore the deeper social, political and economic origins of the 2016 election result. Participants will discover what made 2016 different and why it matters to the world what happens next.
Hear about the history of Canada’s efforts to address this crucial global problem of climate change and explore the challenges ahead. Canada is struggling to balance an economy highly dependent on natural resources with the increasingly urgent need to take action to reduce greenhouse gas emissions.
Its been a tough time for practitioners of what I’ll call the Social Arts & Sciences, and for analysts of political affairs. For example, reputable pollsters were totally wrong in predicting the election of 2016, pretty much destroying any confidence in the utility of analytical methods like survey research. Of course, most consumers of polling data can’t be expected to know the difference between the use and interpretation of quantitative data for research, and the kinds of reckless extrapolation that posed as expert and authoritative analysis leading up to the election. So, it seems that social scientists have some tasks to do. As a community of thinkers and teachers about social affairs, the Social Arts & Sciences have a unique set of tools for understanding world events that can shed light on important questions. Like any tool, the value of analytical methods is only as good as the use they are put to.
Illuminating who we are as social beings, and why we do what we do, can bring improvements to our shared experience by enabling changes in social behaviour through learning, but only if done carefully and deliberately, and with a great deal of humility and caution. I’d suggest these following lines of inquiry, but what I can’t do is help sounding like a stuffy, elitist, out of touch intellectal to some. This is an occupational hazard, but one I’ll have to live with. Sorry about that. Here are some lines of inquiry suggested by recent events:
1. Political Science
Ok this one’s mine. Please, political scientists, explain clearly the difference between democracy and liberal democracy. Liberal democracy is a paradox, since the rule of law and constitutional protection of human rights necessarily limits democratic rule. Another way to think about it is that minority protections make democracy possible by ensuring that the people do not abuse their power, and in the process, potentially vote themselves out of power. Law needs democracy and democracy needs law. They are inextricably bound together. The rights of minorities are integral to the maintenance of democracy, not an add-on that can be jettisoned in the name of the majority or for the sake of convenience. Protecting minority rights is what enables democracy to function, and to sustain itself. Compromising minority rights inevitably compromises democracy itself. Protecting minority rights protects everyone.
While we’re at it, please explain what polls actually measure, what they don’t measure, and what their limitations are (and I don’t mean margin of error). Everyone: (yes that means you)…I’m sorry, but you have to take statistics. We all did it, so you have to too. There.
I’m throwing questions about the Electoral College to the historians. It makes no sense.
A bonus suggestion for Philosophy: help everyone understand paradoxes better.
2. Gender and Womens’ Studies
I would like to understand better the dynamics of ‘alpha male’ social behaviour. I don’t even know if that’s a thing, but it kind of looks like what we’ve been observing. If I’m wrong, can you please school me in another way of understanding why so many thinking, otherwise respectful people (men and women both) willfully compromise themselves and their values when faced with powerful but flawed male figures? An extra job for sociologists: help us truly understand the centrality of identity to pretty much everything.
Following the 2008 economic crisis, a new subfield of Economic Psychology flourished to help explain why otherwise rational actors made irrational decisions, even against their own interest, and under what circumstances. I think we need more of that. Can psychology help us understand more about the dynamics of voter decision making, the processes of skapegoating, and the emergence of in-group and out-group division? What is the role of emotion as a motivation for decision making? We know that strong emotion can interfere with rational decision making, but how might this dynamic work at a community level?
Please keep telling analogous stories from the past to help give context to the problems of the day. Each generation still generates its own version of problems and solutions, but if people saw their issues as common and not unique, they might be better able to think creatively about how to apply the wisdom of the past to the present. Also, please focus as well on the peaceful, constructive periods of history where nothing much happened. The boring bits are what we can learn from. As well, can you please help us understand better what happens during times of accelerating and rapid change so societies can learn to be more adaptive? I have a feeling we’re going to need that.
Ok so you’ve got lots of work ahead…..propaganda has gone viral, driven not by large organizations but by individual users. Consumers are now transmitters. Conversations are immediate and global. Has the speed of communication outpaced democracy? Please talk to the psychologists about the effects of this on thinking, can we know more about how our social lives and worlds create our reality?
6. Artists and Writers
Please keep reminding us what it’s like to be someone else. Touch our hearts with stories of people and places different from our own experiences, so that we can develop empathy and awareness, even for a minute. Teach the teachers how to convey this effectively. Educate all of the social scientists about the importance of empathy to learning and growing and advancing knowledge about the world and ourselves. Ultimately, this is the only way humans truly learn.
This is a talk I gave for Okanagan College’s employee get-together Connections on August 23rd, 2016. In this session the group learned how to identify and think about potential disruptive innovations in higher education and what we can do about it in both the short term and the long term. The session also outlined the work of OC’s Disruptors Group.
Trying to balance accountability with accessibility is one of the key problems of leadership in any organization, but in educational institutions the challenges are unique in that the fundamental purpose of the organization requires engagement and collaboration from all those part of the enterprise. This model makes sense of the challenges of designing an institution that supports learning and teaching, but which balances two sometimes conflicting goals: creating a culture of learning while achieving excellence in learning and teaching.
No single model is representative, each has its strengths and problems – the idea is to visualize the contrasts in some way. The range of ‘less focus’ and ‘more focus’ is meant to refer to the central purposes of the organization. So, if the central purpose leans more toward ‘excellence’ or ‘quality improvement’ that is one direction, while if it leans more toward ‘learning culture’ or ‘organizational development’ then that is another purpose.
Each model utilizes elements of the others and no model is exclusive, it is only in the degree to which the model leans in that direction that determines its position. The description of each model refers to a series of metrics, including ‘who’ carries out the functions, the direction and type of learning and service provision, whether it is focused on goals or process, and whether it is competitive.
Ultimately, the purpose serves the organization by creating the conditions for its operation, as well as by shaping expectations for performance. Like any good classroom, the function and purpose that underlie the enterprise should closely align with the structure. At the same time, purposes should be flexible and, to my mind, not neglect the processes that allow people to be people, and to realize their best selves in any organization.
Institutional centres for learning and teaching serve vitally important functions in higher education. They focus on core educational activities. However, across the country, for a variety of reasons, these offices are at a crossroads. I’d like to consider at least some of the factors creating change as we move ahead to a 21st century learning and teaching environment.
The impetus to create centres for learning and teaching in the 1970s and 1980s arose from three main developments.
First, there was an explosive growth in literature in the educational field that could inform teaching and contribute to better learning outcomes.
Second, governments increased pressure on higher education institutions to make use of resources more efficiently and effectively.
Third, there was a growing unrest among students concerning the quality of instruction (understandably, given the rising cost of tuition and the declining relative value of a degree in an increasingly competitive job market).
Despite their prominence, these three sets of priorites (dissemination of knowledge, the need for cost savings, and response to demands) represent very different, often conflicting, pathways for institutions. The need for cost savings conflicts with the desire for student access to quality teaching, and student demands sometimes conflict with the best practices of teaching. As well, there has been an incomplete fit between the growth in teaching-oriented professional development and improved student learning outcomes overall.
The ‘Place’ of Teaching
In research universities, teaching has often been considered a ‘lower tier’ of academic activities . This is not without reason if the focus is on graduate education, since on average only 30% of PhDs actually go on to academic positions in which teaching is a primary activity. Given this, it makes little sense to ask graduate students to devote a lot of time to prepare to be teachers. In addition, the universities’ focus on research as a source of funding means fewer expenditures on other initiatives with less potential for return. As a result, despite the fact that teaching occupies a considerable amount of professors’ time and energy, professional recognition or institutional support for teaching remains comparatively low. While less apparent in teaching-oriented universities and colleges, the same dynamics are at work driving teaching-oriented professional development at other institutions.
Despite their prominence, these three sets of priorites (dissemination of knowledge, the need for cost savings, and response to demands) represent very different, often conflicting, pathways for institutions.
The Great Acceleration
All three of the conditions that contributed to the creation of learning and teaching offices in higher education still persist. The growth in knowledge about learning, student expectations, and governmental belt-tightening are still at work. However, almost everything else about the environment has changed, creating a sense of flux and transition, opening up new opportunities and choices.
The crossroads confronting education is at least in part, a function of the wave of disruptive technology, including mobile and online options, which has upended education. New technologies diffuse power, eroding the monopoly of knowledge and expertise. This is evident in the boardroom as well as the classroom. In response, managing technological transition has become a key focus for centres for learning and teaching. The technological imperative is accompanied by the perception among administators (although not necessarily the reality) that new technologies will create cost savings and that students will demand them. The drive to incorporate and disseminate new educational technologies and to encourage their adoption by faculty has become central.
The fear of being overtaken by competitors is almost overwhelming. As W.D. Smith pointed out in Maclean’s a few years ago, the drive to be competitive (which incurs increasing costs for recruitment advertising and change management) are causing ballooning administrative costs. CBC news reports that “non-academic full-time salaries at Ontario universities, adjusted for inflation, rose 78 per cent from 2000/01 to 2013/14, from $934 million to nearly $1.7 billion (Davison, March 16 2015).”
The 2012 removal of Teresa Sullivan as President of the University of Virginia was motivated largely by concerns over “competition, technology and scarce resources.” Her subsequent reinstatement after an outcry from students and faculty vindicated her view that “corporate-style, top-down leadership does not work in a great university (Sampson, Aug 27 2012).”
The pressure to compete and for cost control also accelerates a focus on superficial measurement of professional development activities. As Broad and Evans point out in their summary of the PD literature, “evaluation connected to professional development tends to consist of “counting” or recording activities or outlining the activities undertaken with no analysis of their impact on learning or practice (25).”
Growth in Knowledge
The second big change is around the literature on learning and teaching. There is little agreement on what kinds of professional development actually lead educators to improve their teaching practice. The result is a cacophony of conflicting advice and forces. Approaches veer between the extremes of standardized delivery models on the one hand, and collaborative peer-led models of professional development on the other.
The complexity and ambiguity of learning and teaching, as evidenced by the trends in the literature, defies an easy fit into the ‘one size fits all’ model of delivery. Together with the trend toward knowledge sharing facilitated by network technologies, the need for a collaborative model of professional development is increasingly apparent.
The benefit of a collaborative approach is its recognition and respect for diversities of opinion and for the knowledge and experience of teaching practitioners. This philosophy prioritizes bottom-up expertise, dialogue, exchange of knowledge, problem-solving, realistic expectations, caring for the teacher and learner, and, at its core, a recognition of the ambiguity of the practice of teaching and learning. It prioritizes a consultative, open, and mutually supportive culture that recognizes disciplinary knowledge and respects differences while working to improve student learning outcomes by building relationships.
The complexity and ambiguity of learning and teaching, as evidenced by the trends in the literature, defies an easy fit into the ‘one size fits all’ model of delivery.
This approach, while true to the state of the literature on learning and teaching, is at odds with the third driver, that of improved cost-effectiveness. It is also at odds with the increasing pressures to be competitive and cutting-edge in an era of shifting technologies. Managing change under this philosophy is slow, incremental, and consensus-driven.
The future of learning and teaching will be shaped by many conflicting forces. Shifting student demand, changing technologies, and a focus on organizational efficiency and measurable outcomes will continue to influence decisions. Proceeding as if all options are possible (and compatible) only deepens the cacophony and reduces effectiveness. Managing change in this transition means going beyond superficial forms of consultation to create new, more inclusive and open forms of collaboration. This is in line with the levelling influence of technology, and is a good fit with the dominant philosophies of education, which increasingly recognize the need to acknowledge and include the learner in all dimensions of the educational process.
The hearbreaking image of a drowned toddler on the shores of Europe reminded us all of the responsibilities towards others on this planet. Human ties towards distant ‘others’, however, have historically been loose and fickle. Only rarely do people feel closely committed to the needs and troubles of others beyond their immediate family. Distance usually decreases empathy. One of the reasons that states appeared was to deliberately overcome this innate human tendency to prioritize close relatives over strangers. If human settlements were going to work, large communal groupings required closer ties among people who did not interact daily on a face-to-face basis. To accomplish this, national groupings took on the trappings of families (the ‘motherland’, ‘fatherland’, ‘homeland’) and encouraged people to imagine the state as their proxy family writ large.
However, creating states to bond national groups together had a counter-effect, it created a new category of humans: outsiders and ‘others’ who were encountered only when travel (either by explorers sent out from the homeland or migrants coming in) brought them together. Today, states have created an elaborate edifice of laws, institutions, informal rules and practices to help them classify and categorize how ‘strangers’ are treated. Partly, these rules have emerged from historical experience and are particular to individual societies. For example, the European memory of the mass starvation and refugee crises following World War II has shaped the image of what a refugee is today. Ultimately, because European states had an inordinate influence on the creation of global order in the post-War era, European ideas have heavily influenced international laws. A ‘refugee’ is a classification of people distinct from a ‘migrant’ in two main ways: 1. a refugee has rights to legal process, material support, and protection in the country they are seeking asylum; and 2. a refugee has the right to not be forcibly returned to their country of origin.
Today, states have created an elaborate edifice of laws, institutions, informal rules and practices that help them to classify and categorize how ‘strangers’ are treated.
However, states have jealously guarded their own rights to define someone as a citizen or to keep them out of the national family. In doing so, states have created legal categories that make no sense when applied to real humans, because states’ rights and human rights conflict.
This background helps us to understand more clearly the landscape of political arguments going on now around migrants, as well as the ways in which the rules are being interpreted and applied. It also allows us to recognize the limitations of these rules, in particular the ways in which these rules have arbitrarily divided humanity into categories that systematically de-humanize them and construct them as ‘strangers’, outside of the ‘families’ created by states. The insistence on the application of these rules by state leaders reveals their emptiness. Insisting that migrants register in the first country of arrival, that they be registered in order to apply for further transit, and that they somehow demonstrate and document that their movements are involuntary, are levers designed to ensure that they remain outside of the national family, not that they be embraced by the protections of refugee law. Insisting that the solution to the problem is to ‘solve the Syrian conflict’ or ‘eliminate ISIS’ is similarly meant to distract from the fact that migrants have already waited 4 years or longer for the world to do something to help them, and that many thousands of refugees remain in countries closer to their countries of origin in the hope that they may be able to eventually return. Some of these host countries, including Turkey, have been unwelcoming and hostile to their presence, driving them further afield to find sanctuary. The insistence that migrants be prevented from ever settling in their countries of refuge ignores the legal invocation that they not be refouled back to danger. The legal distinction between ‘economic migrants’ and ‘refugees’ is increasingly nonsensical, and the insistence on respecting it only reveals the arbitrariness of the categories.
In light of these realities, it is amazing that some have now decided to re-invoke humanity and the home/family analogy, and have even opened up their homes and lives to help strangers. The defeat of the
The legal distinction between ‘economic migrants’ and ‘refugees’ is increasingly nonsensical, and the insistence on respecting it only reveals the arbitrariness of the categories.
Harper government in Canada is a rebuke of a legislative program designed to reinforce categories of separation and exclusion, to invoke tribalism in the legal guise of statehood. It is understandable, if not totally forgivable, that this welcoming comes late, and that it comes only with the ever-closer proximity of the suffering of others. Maybe that’s the best that humans can do. However, states are another matter. States are created by humans to encourage the embrace of strangers into a larger family. The next step is to build on the initiatives begun by states to encourage the expansion of the national family and to begin to challenge the arbitrary categories that divide humanity up. The human willingness to challenge the separation created by distance has communicated empathy throughout the state system. What remains is to communicate this to states in the future through new laws that strengthen human ties rather than state rights.
With an average audience of 18.4 million viewers, Game of Thrones is among the most popular TV shows ever produced. Many are drawn to the show for its grand storytelling of love, betrayal, war and power. However, those who study politics see much more beyond the plot. In this session, we will explore the politics of the show by reviewing select video clips and quotes and asking thought provoking questions. How do the themes of Game of Thrones help to inform us about world events today?