Is it really satire though?

My wife-who-is-a-teacher laughed. That’s usually a good sign!

What we need is student-centred teacher-chauffeured information-friendly helpy happy time. In our model, no student will ever be presented with a fact they do not know, because studies have been done to suggest that a system without facts has some type of observable merit. We aim for creativity-focused classroom-independent sessions of mistake-based discoveries and Ipad-compatible group-insights, leading to objective-dependent funding-based eye-visible change.

This lovely bit of satire from Throwcase reminded me of an earlier article by a local Professor of Philosophy, as he compared modern university teaching methods to ‘Sexpo’:

There is a time for private, even introspective, activity in education. That is when people, who initially have been instructed by an expert, practice or rehearse on their own, trying to apply and improve what they have learned. This requires a capacity for solitude and sustained attention, another casualty of the online environment. Instead, students are offered group work and discovery-based learning (sometimes both at once! OMG! WTF!) to ensure that not even a minimal level of basic understanding is ever entirely their own.

I posted workable links back in September:


Sexpo and University Open Days

This piece by Philosophy Professor Philip Gerrans from the University of Adelaide is well worth reading for anyone interested in the commercialisation of knowledge and education:

If it’s behind the paywall, try accessing it via a google search: