ThenDoBetter Grant winner: David Blanc

I’ve awarded a ThenDoBetter Grant to David Blanc to help writing a book of chronicles from Mexian police officers (see below for an outline of the project). His twitter is here and he writes a regular newspaper column and his web page is here (mainly Spanish)

Details on the ThenDoBetter microgrants are here.

Book of chronicles from Mexican police officers

It still remains unclear the motivations that leads people to become a police officer in Mexico. On average, they have a monthly salary of 540 dollars. They also have to pay essential material for their duty such as boots, uniforms, bullets and even gas for the patrol. Some have never received training on how to use a weapon or driving a car. All of the above, added to the fact that every day 1.5 officers are killed in the country, and that they usually don´t have a life insurance. Despite this dramatic reality, thousands of police officers risk their lives and work under precarious conditions to protect citizens and provide in a certain way security. Certainly, there should be something praiseworthy.


Behind these statistics there are a lot of stories untold. Everyone tends to forget that police officers are humans too and they are actually the most affected. Therefore, I want to write a book of chronicles to visualize how being a Mexican police officer is one of the most dangerous, underpaid, intrinsically corrupt, and discriminatory profession, and raise awareness of how they manage to address major security problems with scarce resources and training. This project aims to change the citizen bad perspective of police officers and try to empathize in order to start reestablishing communication between both.


The book does not have the objective to justify police abuses nor say all police corporations are good. There are bad police officers. There are bad corporations. Any abuse should be investigated and punished. The book will focus on giving a different perspective and a new narrative on police perception, by outlining some experiences they face during duty.

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.

Beautiful Young Minds, X + Y

I don’t get round nowadays to watching much tv/movies  but I made some time to watch X+ Y and the documentary that the film was based on. This was partly because James Graham is one of the most admired British playwrights and partly because the film dealt with an autistic spectrum character.

Of note are the parts of the film directly inspired by the documentary. The mother character is well written and portrayed with great humanity (if that’s the word) by Sally Hawkins. It also has a sympathetic ASD character as well as a less sympathetic AS character although even there the less sympathetic character has some redemption (in the audience eyes, at least) with an entirely cringe-worthy and socially inappropriately timed Monty Python skit - he can’t fit in socially - he seems to not even like maths and you have an impression his “gift” as perhaps as much curse as gift.


If you’ve met one person with autism then you’ve met one person with autism.


This adage is popular as it hints at the truism that all humans are individual and knowing one label won’t necessarily tell you anything much about that person. It riffs on that idea as many of us fall into stereotype thinking - quick pattern formation that can turn out wrong.


What unites us is greater than what divides us


We’re all different, all unique, and all equal. No one in our societies should be left behind or pushed aside because of who we are, or where we come from. Yet some of us are still treated differently and unfairly simply because of who we are.


And so the counter point is that many characteristics on the autistic spectrum are shared and can be understood together.


“People possess different points in an N dimensional space where N is a reasonable large and positive integer.”


This - to me - is hilarious and true and tragic and comes from the original documentary. People with a reasonable sympathy with a certain level of maths will understand that language but the average person is lost.  This makes the phrase coming from someone atypical in social interaction as partly profound and partly tragic. He describes a truth of the world in a logical language to a typical audience who do not understand.


In England, “being clever, you are rejected” - this is another comment from the documentary partly echoed in the film. 


Interestingly, I find this is reflected in directly in the English language. English has so many phrases for being “too clever”:


  • Smart Alec

  • Clever Dick

  • Too clever by half

  • Clever clogs

  • Smarty pants

  • know-it-all

  • Boffins, nerds, eggheads 


And even crafty, sly, cunning - come with dark overtones 


Is this a jealousy of “otherness” or this type of intelligence and knowledge ? Is it a fear of characters or things we can not understand - the unknown ?


To me, it’s likely a mix - a spectrum - of these items we fear and disdain things we do not understand and we belittle them to make ourselves feel better.


The documentary and hence the film suggests that the Chinese do not have this same disdain of cleverness, nor the same disdain of maths.  The film has this as a small sub-theme. Although I’m unsure.


The film ends on a romantic high. True life has not followed such a straight path, where the real girl has left back to China and not stayed married, although as of recently the boy seems to be happily with another.


While the documentary and film only looks as a small slice in the rich humanity of autism, it’s an accessible and charming slice and it is a part of our untold stories.


Coda, my maths grasp is enough that if I recall correctly scored about a bronze (it might even have been silver)  back in 1995 in the Junior Mathematical Challenge - this was a score in the order of 20 out of 50 in maths problems that look a little like this. 

A 2015 interview of Daniel Lightwing.

Details on X + Y. Wiki

The Youtube of the documentary Bright Young Minds.


A look at smart alec words.