Rumoring Scotch

The other day we were teasing a friend and colleague who teaches at Melbourne’s Scotch College, and we got seriously puzzled. We have a question.

Scotch is arguably the strongest and most prestigious school in Melbourne, now and always. Its alumni include a number of Australia’s greats, including Sir John Monash, Sir Ninian Stephen, Professor E R Love and Batfucker Smith. But here’s the question:

Why does Scotch College not offer the International Baccalaureate?

It is weird. Scotch has enough money for seven polo fields, and Lexus rowboats, and Gucci footballs. Whatever. The place is dripping with status and wealth and privilege. Moreover, and almost uniquely, the school has academic standards and, specifically, it employs some strong mathematics staff, who know mathematics and can teach it. So, why, when the school has an easily available option, does Scotch force their students into the fifth rate swill of VCE? Why not sell a couple of boats and start IB?

We really don’t get it.

A Simple Message to Primary Schools About Multiplication Tables

Dear Primary Schools,

If your students are not learning their multiplication tables, up to 12, by heart, then you are fucking up.

If you think giving your students a grab-bag of tricks replaces multiplication tables, then you are fucking up.

If you think orchestrating play-based, student-centred theatricalities replaces multiplication tables, then you are fucking up.

If you think quoting the Australian Curriculum gives you license to not teach multiplication tables, then you are fucking up.

If you think quoting some education twat gives you license to not teach multiplication tables, then you are fucking up.

Thank you for your attention.

DIY Teaching Degrees

Dan Tehan, the Federal minister for screwing up education, has announced a rescue package for Australia’s universities. This was clearly necessary, since the universities are no longer in a position to fleece international students. The package guarantees funding for the universities, and introduces a range of cheap six-month courses in “areas considered national priorities”.

The government’s package is “unashamedly focused on domestic students”. That was inevitable since:

a) the government, and Tehan in particular, doesn’t give a stuff about international students;*

b) Tehan is a born to rule asshole, entirely unfamiliar with the notion of shame.

And, what of these “priority” courses? According to the ABC,

The Government said prices would be slashed for six-month, remotely delivered diplomas and graduate certificates in nursing, teaching, health, IT and science provided by universities and private tertiary educators.

OK, so ignoring all the other nonsense, we have a few questions about those six-month online teaching diplomas:

  • Will such a diploma entitle the bearer to teach?
  • If not, then what is it good for?
  • If so, then what is a school to do with the mix of 6-month diploma-qualified applicants and the standard 24-month Masters-qualified applicants?
  • And, if so, what does that tell us of the intrinsic worth of those standard 24-month Masters?

To be clear, we have no doubt that six months is plenty sufficient for the initial training of a teacher, and indeed is at least five months too many. We also have no doubt that a diploma-trained teacher has the same chance to be a good teacher as someone who has suffered a Masters. They have a better chance, in fact, since there will have been less time to pervert natural instincts and feelings and techniques with poisonous edu-babble.

But, good or bad, who is going to give these diploma teachers a shot? Then, if the teachers should be and are given a shot, who is going to address the contradiction, the expensive and idiotic orthodoxy of demanding two year post-grad teaching degrees?


*) Or anyone, but international students are near the bottom.

Wollongong the Craven

It would appear that the Ramsey Centre‘s Degree in Western Civilisation will now be a thing. This comes after the ANU rejected the idea out of concerns about Ramsey’s autocratic meddling. And, it comes after Sydney University shot itself in the foot by censoring its own academics. But, the University of Wollongong is hellbent on offering Ramsey’s Bachelor of Arts in Western Civilisation. This comes with the news that the University Council overruled Wollongong’s academic senate because, after all, what would those silly academics know about academic integrity?

Jillian Broadbent, UoW’s chancellor, claimed that the council had “full respect for the university’s academic process”. If only Broadbent had a modicum of respect for the meaning of English words.

Underlying all of this is the question of the meaning of “Western civilisation”. UoW advertises that in Ramsey’s degree a student will:

Learn how to think critically and creatively as you examine topics in ethics, aesthetics, epistemology, metaphysics, philosophy of religion and political philosophy.” 

The irony is palpable. But, at least it makes clear what is meant by “Western civilisation”. It means the power of a business-bloated gang to use Orwellian language while ramming through the selling out of a public institution to rich bigots.

We intend these words, of course, with the fullest of respect.

I Know I Am, But What Are You?

A while ago we had cause to meet with a school principal. The principal happened to have a PhD in mathematics education, and it was on that basis that they began the conversation: “As a fellow mathematician …”. It will come as no great surprise that our association with the principal ended soon after.

The principal was doubly wrong: no, of course they are not remotely a mathematician; but, neither are we. Once upon a time, yes, but not now. We are no longer seriously engaged in mathematical research, in trying to discover the facts and the nature of mathematical truth.

But, to the principal and the principle. Of course it doesn’t matter whatsoever if a principal is not a mathematician. What matters a great deal, however, is if a principal falsely imagines that they are. If a school principal does not understand what it means to be a mathematician then they cannot possibly understand what a mathematician might offer to their school, or to education in general.

Such a lack of understanding, an ignorance of what it means to think deeply about mathematics, is now endemic in Australian mathematics education. The consequence is that mathematicians are treated as inferior teachers and education academics, merely as weirdos with relevant training a proper subset of that of the education pros. The consequence is that clear and informed and deep mathematical thought is marginalised to the point of non-existence. The consequence is a pointless mathematics curriculum taught using painfully bad textbooks by poorly trained teachers and administered by organisations with no respect for or understanding of the nature of mathematical thought.

Mathematicians can be arrogant and annoying, and wrong. But mathematics education without the deep and continued involvement of good and serious mathematicians is pure insanity.

AMSI to the Rescue

The Australian Mathematical Sciences Institute has just released its Report on Australian Year 12 students’ participation in mathematics from 2008 to 2017. The Report indicates, of course, that the percentage of girls doing a “higher level” maths subject is lower than the percentage of boys. (One headline trumpets that “Less girls are studying maths than boys”, proving only that fewer journalists are studying grammar.) More generally, the overall participation in higher level maths is reportedly the lowest for 20 years.


Who would have thought that a boring and aimless curriculum, and lousy texts, and the crappy training of teachers by clowns who have in turn had crappy training, and the belittling of Mathematics by the S and the T and the E of STEM, and the faddish genuflection to technical gods, and decades of just plain dumbing down would have pissed off so many students?

AMSI’s Report of the bleeding obvious doesn’t consider the causes of the decline in participation. Fair enough. The Report is seriously flawed, however, in failing to note that the meaning of “higher level mathematics” is not a constant. The “higher level mathematics” of 2017 is significantly lower than that of 1997, which is lower again than that of 1977. The problem is much, much worse than AMSI’s Report suggests.

AMSI is not just reporting on the decline in participation, they are supposedly working to fix it. AMSI’s new director, Tim Brown, has been out and about, discussing the Report. Professor Brown is reported as saying that the reasons for the decline are “varied”, but of these varied reasons, he appears to have indicated just two to the media; first, “a shortage in qualified maths teachers”; second, “teaching from the textbook” rather than “active learning”.

Really? With all those plump targets, AMSI chooses these two? Yes, the lack of qualified teachers is a problem, and a problem AMSI apparently enjoys talking about. And yes, the current textbooks are appalling. But such low-fruit targets are not the substantive problem, and false fixes of second order issues will do little or nothing to improve matters. The real issue is one of systemic cultural decline.

We believe Professor Brown knows this. The question is, will Professor Brown drag AMSI, finally, into waging the genuine, important fights that need to be fought?