Weasel words

Weasel Words In Education Part 6: Growth Mindset

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It’s taken me a while to realise this, but “Growth Mindset” is essentially the repackaging of that perennial teacher favourite: “Must Try Harder”.

Suppose that the difference in “people who talk up innate ability” and “people who talk up hard work” maps onto a bigger distinction. Some people really want to succeed at a task; other people just care about about clocking in, going through the motions, and saying “I did what I could”.

Put the first group in front of an authoritative-looking scientist, tell them to solve a problem, and make sure they can’t. They’re going to view this as a major humiliation – they were supposed to get a result, and couldn’t. They’ll get very anxious, and of course anxiety impedes performance.

Put the second group in front of an authoritative-looking scientist, and they’ll notice that if they write some stuff that looks vaguely relevant for a few minutes until the scientist calls time, then whatever, they can say they tried and no one can bother them about it. They do exactly this, then demand an ‘A’ for effort. At no point do they experience any anxiety, so their performance isn’t impeded.

Put both groups on their own in private, and neither feels any humiliation, and they both do about equally well.

Now put them in real life. The success-oriented group will investigate how to study most effectively; the busywork-oriented group will try to figure out how many hours of studying they have to put in before other people won’t blame them if they fail, then put in exactly that amount. You’ll find the success-oriented group doing a bit better in school, even though they fail miserably in Dweck-style experiments.
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So basically, you take the most vulnerable people, set them tasks you know they’ll fail at, then lecture them about how they only failed because of insufficient effort.

Imagine a boot stamping on a human face forever, saying “YOUR PROBLEM IS THAT YOU’RE JUST NOT TRYING NOT TO BE STAMPED ON HARD ENOUGH”.

— Scott Alexander, Slate Star Codex, 8/4/15 [emphasis added]

Recent research shows that children do better in classes where teachers ensure that the region around their cubital ginglymus has a organic epidermal integument attached. Watch this space for more on the Organic Epidermal Integument Elbow Set, next week.

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Cubital Ginglymus Organic Epidermal Integument

h/t The Learning Spy, Why The ‘False Growth Mindset’ Reveals So Much

Weasel Words in Education Part 5: Rigour

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A crack team of DfE boffins test the proposed new system for the management and oversight of the United Kingdom’s increasingly fissiparous school system.

Rigour, n.

1. The quality of being extremely thorough and careful.

2. severity or strictness.

3. (when pluralized) harsh and demanding conditions

In education (as in other walks of life) the word rigour is usually meant in sense (1) when applied to one’s own thinking or the thinking of one’s friends or allies: “I am being rigorous. However, you, sir, are merely pedantic.”

These days, sense (2) seems to require the insertion of a prefix, as in “The moderation of our controlled assessments was over-rigorous.”

Rigour is therefore a good thing, right?

However, in my opinion it seems to be used more and more as a talisman rather than as a genuine description.

Mr Gove told the Commons: “The new specifications are more challenging, more ambitious and more rigorous. That means more extended writing in subjects like English and history, more testing of advanced problem-solving skills in mathematics and science.”

— The Independent, July 2013

I am not sure if Michael Gove* is using the word in sense (1) or sense (2) here. If he meant it in sense (2) then it is a rhetorical flourish to emphasise the idea that GCSEs will be more challenging. If he meant it in sense (1) then the promise of “extended writing [and] more testing” doesn’t tell me how the new exams will be more thorough and careful. This is not saying that the examination system does not need to be more thorough and careful, merely that “extended writing [and] more testing” won’t necessarily make it so.

Let me emphasise that I am not opposed to rigour. I like rigour and being rigorous, at least in sense (1). I would perhaps favour the words consistent and fair rather than use rigour in sense (2) in an educational context, but that’s a personal preference.

In short, I wish people would be more rigorous in their use of the word rigorous. You shouldn’t just use it because you think it sounds good. A is rigorous while B is not should mean more than I like A and dislike B.

And as a final thought, I strongly suspect that many of the people who are most keen to bemoan the lack of rigour in education would have to step out of the kitchen when push came to shove, as in this little vignette:

[I listened] to magazine columnist Fred Barnes . . . whine on and on about the sorry state of American education, blaming the teachers and their evil union for why students are doing so poorly. “These kids don’t even know what The Iliad and The Odyssey are!” he bellowed, as the other panellists nodded in admiration at Fred’s noble lament.

The next morning I called Fred Barnes at his Washington office. “Fred,” I said, “tell me what The Iliad and The Odyssey are.”

He started hemming and hawing. “Well, they’re … uh … you know … uh … okay, fine, you got me—I don’t know what they’re about. Happy now?”

No, not really. You’re one of the top TV pundits in America, seen every week on your own show and plenty of others. You gladly hawk your “wisdom” to hundreds of thousands of unsuspecting citizens, gleefully scorning others for their ignorance.

— Michael Moore, Stupid White Men (2001), p.58

 

* His successor Nicky Morgan look set to continue Gove’s use of the term.

Postscript: For the those (including myself) who are classically undereducated: The Iliad is an ancient Greek epic poem by Homer about the Trojan War. The Odyssey is another epic poem by Homer recounting the ten-year journey home from the Trojan War made by Odysseus, the king of Ithaca.