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By the time this entry goes live, I should be rewarding myself with a short and actual break.

But I can bend light and see something beyond the horizon. This is why I chose to revise this image quotation.

History repeats itself. It has to, because no one ever listens. -- Steve Turner.

The new image is above while the original below was one that I uploaded to Google Photos in October 2015.

History repeats itself. It has to, because no one ever listens. -- Steve Turner.

Like my reflection on yesterday’s image quote, I liked the original image. It was simple and the bloodied “repeat” button sent its own visual message.

As I work with different agencies and various stakeholders, I sometimes wonder why they do not learn from one another. The opportunities wait to be taken and the links between groups grow cold. So instead of learning from the mistakes of others, they make the same ones all over again.

I am in the midst of preparing for a Masters course that will debut early next year.

The last three weeks has seen me spending between three to six hours every day reading, writing, revising, and reflecting. I have done this despite technically being on vacation with my family.

The last few years of being an education consultant have taught me how to be constantly working while simultaneously taking a break. That is not an oxymoron. It is simply a sign of the times. So my revisited image quote is timely.

Do not confine your children to your own learning, for they were born in another time.

The revised image is above and it was based on the one below.

Do not confine your children to your own learning, for they were born in another time.

I actually like the original because of what it contains and the way it is composed. Technology is the enabler for this mindset, but it is our children’s interest that is the impetus for such change.

So why change the background image? I could not resist the visual message that combined a space-age suit and crumbling books. It is contrary to tell our children to reach for the stars while burying them with our hangups.

I did not feel like writing. I felt like making something.

Or rather, remaking something. So this is a continuation of my “image quote revisited” series.

If you cannot reach them, you cannot teach them.

The new one above was based on one of my originals below.

If you cannot reach them, you cannot teach them.

 

It was from this TODAY article that I found out about cultural intelligence or CQ. If I had to oversimplify it, I might describe CQ as a systemic version of EQ.

Near the end of the article, the author declared:

…having cultural intelligence is not about being an expert in the different cultures. It is about having the right mindset and the ability to be effective in different cultural settings.

The good news is that Singapore is at the forefront of recognising the significance of cultural intelligence.

There is a cultural intelligence course being offered at Nanyang Technological University and the Ministry of Education has been trying to incorporate cultural intelligence in our education system.

Unfortunately, there was no more said about how exactly Singapore might be poised for CQ beyond our geography and history. Neither was there information about the CQ course or details on a CQ curriculum (if that is even possible).

I wonder if CQ can be taught within classroom walls. Within such walls are insidious ones borne of not just our geography and history but also our upbringing and socialisation. Being multicultural does not give us an advantage if we do not first recognise these invisible walls.

Context matters.

So does spelling.

To determine what matters, you have to be observant. To change what matters, you have to care enough to do something about it.


Video source

This video snippet from the BBC painted a positive picture of the possible effects of mobile use by babies or toddlers. It was a better clip than the CNA video last year [1] [2] not because it was tech-positive, but because it was less biased.

The CNA video last year asked the question “Can e-learning make you dumb?” and sought to back up its answers with what its writers had already decided instead of what they could investigate.

The BBC video was not as negative, even when the narrator seemed to sneak in negative associations with mobile device use like “young children sat down using technologies won’t be as good at coordinating their bodies”. It was simply repeating a commonly held concern by lay folk.

The takeaways from the video should not be that the small sample of kids was representative of a larger group nor that kids who used technology were no worse with gross motor skills and better at fine motor skills.

If we learn anything at all from these videos it should not be the opinions on the effects of e-learning or mobile devices. It should be that we need to read, listen, watch, or otherwise process all sources of information with critical filters.

One coarse but vital filter is identifying bias. The CNA video asked questions and rushed to answer them with unbalanced certainty. The BBC video, while seemingly positive, asked questions and left room for even the child expert to express doubt.

One video tried to tell you WHAT to think; the other video could teach you HOW to think.

There is much truth in the message represented by the graphic embedded in the tweet below.

If I had to split hairs, I would point out that what anyone shares is information, not knowledge. Information only becomes knowledge only when it has been reprocessed and internalised. So it is information that is lost and it never becomes actionable knowledge.

But the fact remains that much of research conducted by academics does not reach its intended audience nor does it have the effect it should. That might be one of the reasons why one of the thoughts shared in the article below was for researchers to disseminate more widely and clearly.

The truth is out there. Some of it is hidden in academic speak and journals — this used to be the dominant but tedious way of sharing. Now some of that information is shared online more openly, freely, and simply.

The problem now is that there is so much information, misinformation, and disinformation. The sad truth is that we are still struggling to teach students how to solve that problem.


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