Thank you.
Excellent.
I’m good.
To make sure that the students become the host of their own learning.
Yeah. As we nowadays say over a video conference a lot, the two key things is to unmute yourself and to share your host rights.
Then, we trust the children to use the tablet well. Because we trust the children, the children may trust us back. That’s the fundamental idea of a, as I mentioned, inclusive playground.
If we use video conferencing starting this semester, I will have a laptop for each child there to connect them with the people who are already in the communities of practice, and so on.
It’s not like they’d go all the way to say no to your email inquiry. Pairing our students to such communities of practice, this is very important, especially in the more rural areas, in places with less social privilege.
In addition to the fast, fair, and fun, there’s this fundamental trust. That if people took so much time and care to publish their research online under Creative Commons of the nexus already, they’re probably friendly people.
These are fond memories. That empowered me, so that when my interest in studying swift trust, which is how come people trust people over the Internet easier than we trust people face to face? That was my research topic back when I was 14. Actually, all the way to when ...
Something like that. Across the Internet, they didn’t know I was 14 or 15 years old. I got in touch with some of the leading researchers like Douglas Hofstadter of artificial intelligence, and so on, who replied back with [Mandarin] because he knows Mandarin. [laughs] I don’t even have to ...
When I dropped out of middle school, I attended this virtual Cornell University project called arXiv, A-R-X-I-V, where people announce their preprints even before they go to the journals. I would bring them and email researchers saying, “I found a typo here, or there is a citation error here.”
To give no trust is to get no trust. It’s paramount that we start trusting strangers, trusting random people online. That’s what I do.
Sure. I can live with the problem together.
I don’t.
Similar to how the pharmacists and the people queuing working together to make new educational systems at the same way we do our counter pandemic systems.
Experimental education is more like a research branch. The institutional one, more like a development branch. At least, because they’re united by these ideas of common competencies, these researches can be turned into implementations in a very quick fashion.
Experimental education community in Taiwan, up to 10 percent of students may be educated outside of the curriculum. Of course, they have different [inaudible 27:22] this one, all sorts of different ways of doing education. Because this is in the public and we all share the same core values of ...
…they can upcycle their own materials so that they can empower more children in the future. This is very important. In our original planning, it would take around six years for all the different teachers, especially in the primary school level, to immerse themselves into this new curriculum community.
They first need this kindling of playful spirit within themselves so that instead of retiring…
A lot of the work that you all doing together, it’s indeed to provide a context for the teachers to transition to a more playful mindset by imbuing into their own experience this playfulness. They can then find some first-hand experiences. On top of which, because they’re smart people, they ...
When we say that just make sure that people are autonomous, interaction, common good, and so on, it sounds very good, but they fall back to the old habits of trying to find those linear individual grades. In addition to their own experience, there’s also the expectation of parents and ...
When we’re developing the core basic education curriculum, although this intrinsic word, competence, is very prominent, there’s a very practical challenge, which is the teachers themselves, especially more senior ones. They were not themselves brought up in such a pedagogical environment.
To interpret a little bit…
It’s a device for communication. It’s not a device, a mode to constrain.
The relationship between the agents themselves, that’s the main product, not any particular code, not any particular indicator, not any particular conduct, but rather the process of everybody forming this conversation together. That some people say it’s a relationship capital or relationship muscle is the main product of this silo ...
Democracy itself can be thought of as a social technology, the people just innovate and get better over time instead of fitting ourselves into some political system designed 200 years ago, 800 years ago.
Having this development of a local context-aware is very much the same idea as we have in the mode which is appropriate technology. Technology should adapt so that people collaborate across diversity instead of the technology forces people to reduce the diversity, decimate the diversity, just to fit what the ...
Which is great because if you force everyone to use the same grades, the indicators developed by the same country like the GDPs or something, then we’re back to square zero. We’ll be practicing something we teach our teachers not to do. We’ll be projecting ourself to this linear competition.
The indicator is already local context?
In the first school?
[laughs]
I don’t know. What about the local context?
…which, given the basic education, is everybody.
This actually puts you at an advantage when applying to MODA, to the Ministry of Digital Affairs. I say very publicly that if your degree is higher than mine, then you’re welcome to work in the ministry…
The quality of your contribution is judged by peer review, by your portfolio, by your experiences, your CV. It counts more than the grade. It’s very easy to find people with A+ grades. It’s very difficult to find people with this particular combination of contributions to the community.
A middle-school dropout like I, my career has been dozens of years contributing to the Free Software helping those communities. Every four years of this counts as a diploma. [laughs] In terms of salary, in terms of recognition, and so on, it’s as good as a PhD or several PhDs ...
Thank you. Designated minister. People were quite happily surprised that I say that the year that you spend contributing to the community can exchange for the degrees, the diploma.
This is my ministry.
We have an upcoming ministry to be founded on August 27th. Today, we were reviewing the incoming applications to serve in the public sector, including people who were not in career public service, but rather from the…
“It’s easy if you try,” as John Lennon was saying.
It’s more like 美德 virtue, and so on. We choose that translation so that people can never mistake that for individual competitiveness.
That was quite confusing, because 素養 was not a popular term in pedagogy in Taiwan. It was more like people who were very well-versed in classical reading, [laughs] or whatever.
In the new curriculum committee, we overcompensated that, and deliberately translated competence as 素養, which is internal competence, like the intrinsic playful competence.
People confused of the group-to-group or economy-to-economy competition on the wider scale versus the intra-group, like individual-to-individual competition, which is harmful to the competitiveness of the group. [laughs] There was a mistake.
It was a mistranslation, but then the pedagogy people took that in. [laughs] Then, we found 個人競爭力, the personal competitiveness, wiggling its way into our curriculum language, which is completely wrong. It was probably a naive mistranslation.
In labor, in school development, in management, and so on, competence is translated correctly. Only in my field, which is information science and computer management, information management, it’s translated as 競爭力.
