Theatre, inequity, post-COVID build back

Short thought on theatre inequity: There are thoughtful threads from theatre peeps thinking about how the industry might build back better or differently as the pandemic has highlighted challenges (inequity, digital, freelancers). But, my 30,000 foot view is that this is not going to be the case. “Financial Winners” in theatre and performing arts are concentrated in a small number - reflecting other industries, but potentially even more acute - and the vast number of entry level jobs are difficult to access if you are poor or otherwise disadvantaged. Skimming the industry structure and entrenched stakeholders, I do not see this changing, so post-COVID I think it’s likely the industry settles back as before, with at best moderate change. Maybe that’s a reflection of many other industries too although - maybe strangely for an industry focused on creativity - I sense there may be even less change in theatre compared to other sectors.

Part of that might be because of the challenge of moving theatre to a digital format, or not - being mostly a live experience art form.

Education: formalists vs progressives

There are two divergent lines of thought about education:  Should we be telling children facts and ideas and telling them to learn them or should we be encouraging them to discover knowledge for themselves?


How should we view knowledge? Is there a stock of knowledge which we need to record accumulate and pass on to the next generation or is knowledge fluid and transitory made useful when it is personally discovered and acquired?


How should we view learning? Is it demonstrated by the proven acquisition of facts and skills over the demonstration of a faculty with reasoning and solving problems?


And how should we view children? (Rightly or wrongly this is often about children)

do we see them principally as members of the society and participants in an economy for which they need to be prepared as adults in the making? Or is our role in their development to think less about preparation and more about cultivation? 


For the progressives education is about supporting the ability to think critically and should be child-centred and focused on problem-solving for the formalist though it’s a process of importing and acquiring the skills and knowledge necessary for well-being and success in life it’s about instruction and acquisition of information and skills needed for the success of the society in which you live.


For progressives learning is natural it’s happening all the time and it’s what humans are programmed for children learn to talk for example without any teaching at all. For the formalists  learning can be a hard slog. They contend it’s just a fact of life that there are some things you need to learn the hard way. There is complex information that we need to know to which there is no easy route. If you want to learn to write for example you need to understand the ways in which language is put together you need to know the glue that binds sentences the rules for making language work. This is not easy and you don’t “discover” it.


Does Khan academy, Udemy and “mastery” learning say anything about where education may go?

Thoughts on reading (3 mins, FT) Luck Kellaway: What is the point of Schools? Link here.

(3 to 5 hours) Education, A Very Short Introduction by Gary Thomas. Amazon link here.

ThenDoBetter Grant winner: Lorenzo Evans

Lorenzo has won a grant award for:

“Learning physics and mathematics in public, while fostering a community for like minded enthusiasts”

Lorenzo writes:

“….If you were to ask most people who are extremely enthusiastic about Mathematics and Physics, they would tell you that it has always been this way. In my case, it was the other way around- I avoided Maths as much as possible and thus never really looked at Physics as anything but "the science I think is cool, but can't do, because I don't like math". 


So how did I get into these fields? By chance, via programming, and since then, an entire world has opened up, that I'm excited to continue exploring, and hope to entice more people to do this exploring with me!


One of the main methods I'm using to do so are social media, having started a twitter account for like-minded enthusiasts, through which I will be broadcasting Interintellect event links, and posting coworking links for people who want to see what the real work of learning Mathematics and Physics looks like (spoiler alert, it involves much paper and many pens).

What I'm doing so far is rather sprawling, currently I'm hosting public events via the Interintellect, through an internal community, called The Olympia Academy, currently doing a three part series on Quantum Computing,  which is happening in tandem with QubitByQubit's Quantum Computing course, and I will be chronicling my learning in a set of public facing notes.

My Twitter: https://twitter.com/0xLEDev

Salons: https://www.eventbrite.com/e/quantum-computing-1-history-plank-turings-brainchild-ii-salon-tickets-136265747519#

Also:

What is something you understand, but think few people appreciate?

What I think I understand, that few people appreciate, is the sheer vastness of technological and scientific advancement lost to our civilization, because of the disenfranchisement of potential scientists, via the dilapidation of social (and scientific, in some cases) systems. I say this as someone who went from vehemently hating mathematics, none of those words chosen lightly, to being in love with it. Mathematics has not changed, and thus it must be me, and particularly, it was my perspective on these things, that changed: from the one I was given, to the one I was both given and instrumental in fashioning for myself. I think I am trying to prevent society from suffering from the full brunt of the loss it has set upon itself. I am aware, that others are well aware of it, but I have lived it. Quite frankly, with regards to the ability of society to direct minds to work they're suited for, it failed me greatly: I should have been a physicist.

More information on the microgrants here.