It was brought to my attention that a Professor who might have otherwise contemplated signing the open letter did not even consider signing, because the open letter is seen to be “associated with” my ACARA page. The Professor decided that they could not “endorse” the style of criticism that I (and perhaps some commenters) provide there. I am sure the Professor is far from alone. So, how to respond?
Dear Professor, and Others,
I will try to make this simple.
(1) If you agree with the open letter then maybe you should just sign the letter. If not, not. Why is this hard?
(2) The open letter is not mine. I was involved in its production, but it is not my letter. It is no one’s letter. It is a letter stating a point of view, and with a request for ACARA and the ACARA Board to withdraw the draft curriculum. In particular, the letter is not hosted on this blog, and the idea that signing the letter somehow amounts to an endorsement of me or my blog is absolutely absurd. Signing the letter is an endorsement of the letter. That’s what “endorse” means. See point (1).
(3) I have provided the ACARA page (and the draft curriculum page) as assistance, in the unlikely event that someone couldn’t make their way through ACARA’s documentation. You are of course free to ignore my page entirely, and to use other sources. The fact that there are no other sources may be a bit of a hurdle, but I’m afraid that is your problem to solve. In any case, it is up to you to decide how to evaluate ACARA’s draft curriculum, and to act accordingly. See point (1).
(4) I can understand why you may find this blog, and me, distasteful, or worse. I can understand there are good and popular arguments, even just in my own self-interest, for why I should write in a different style. I believe I can defend myself and my blog, but this is not the place to do it. It is not the place to do it, because my blog is not the issue here. The issue here is the draft curriculum and the open letter. See point (1).
See, it’s not really that hard, is it?
Kind Regards, Marty
p. s. See point (1).