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Posts Tagged ‘beef

If you found out that a tool and practice you have relied on was based on false premises, would you still use them? I wager you would not if you placed weight on basic ethics.

I recently found out about a school’s career guidance programme. I have no beef with that because kids need to be more aware what lies ahead.

No, I was dismayed to find out that the school relied on the Myers-Briggs type indicator (MBTI) for students to gain “insights” into who they were.

In the past I have highlighted videos that summarise why the Myers-Briggs personality inventory is a sham.


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After you watch these videos, you will realise that this tool and practice:

  • Are neither valid nor reliable
  • Ignore context and human growth/change
  • Are based on misplaced and reinterpreted Jung theory
  • Go against Jung’s view: “Every individual is an exception to the rule
  • Only emphasise the positive and vague (the same strategy used by pseudoscience)

The only entities to benefit from the perpetuation of the Myers-Briggs personality inventory are the companies that prepare and score them for a fee — to the tune of US$20 million according to the Vox video. Perhaps some HR departments benefit as well if they choose this lazy and unreliable method of classifying people and their potential — again see the Vox video.

Businesses are not about to slaughter a cash cow just because they find out it is fake beef. They will hide this fact or disguise it with beef flavour (pseudoscience). But will school administrators, teachers, and educators keep buying in to and buying these services? Do they not see the long term harm of modelling uncritical thinking and action?

My beef with such schooling is that people know the facts but choose not to change (wilful ignorance) or do not know because they do not keep learning (plain ignorance). Another excuse is that the MBTI is not the only element in the programme. Of course it is not! Poison is not the only ingredient in a beefy dish served to many.

The unkindest cut might be that the continued use of the MBTI — and other perpetuated fallacies — does not mercifully kill the victims immediately. The poison keeps the poisoned alive long enough to poison others.

 
Have you ever wondered why some of the meat that we eat is not called what it was when it was alive?

Fish is fish, chicken is chicken, and duck is duck. However, cow is beef, pig is pork, and sheep is lamb or mutton.

I wondered why but it was never important enough to find out. That is, until YouTube suggested I watch this video.


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Now I want to know why everything is named what it is. The makers of this video series and YouTube are there to tell me why the Earth’s continents have their names and why kiwi is a fruit, bird, and nationality.

This approach might be called serendipitous or incidental learning. Better still, accidental learning. A teacher does not have any teaching objectives (old school) or even learning outcomes (newer school). There is no plan or test.

The information about meat names is not particularly useful, but it is not useless either. There are more important lessons for teachers and learners.

For teachers, it is designing lessons that are fun or intriguing. These leverage on emotion and curiosity.

For learners, the lesson is about learning for its own sake. It is not about memorising facts but about enjoying them as well as the process of learning. It is constant, low pressure, and on demand.


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