The College and The Coffee House

Indeed, I have borrowed the title from Claudia Goldin and Lawrence Katz's classic study, because we are living through a time when th race is visible in all its splendour, with anxious hinges and critical turns. It's time to decide and act, and every step counts. Of course, technology is not autonomous and we are indeed the 'driver in the driverless car', and the choices we make today will decide whether technologies will tear apart our society, as some fear, or, if it would unleash the next cycle of prosperity. The optimists have empirical evidence, indeed. They cite - and this is what Goldin and Katz were primarily looking at - Industrial Revolution. Despite all the early fears of job losses and social unrest, the technological progress eventually ended up unleashing a new era of prosperity. The prosperity took time to build, and there were many social unrests along the way: Malthus came along to make us think people can be surpluses and wars and ...

Should Education become more local, or global? This was a question posed to me in a conversation: As in these cases, I improvised an answer. But, as usual, the obvious answer is not necessarily the right one, and is indeed worth interrogating. Most education, at the present time, is locally focused. This is because Education, at least mostly, is a part of the State, that funds its existence and direct its agenda. Many educators around the world work for the State, or at least, their wages are subsidised by the State. Even in cases where a global institution sponsors education - Church is the most prominent example - the State controls it tightly, through curriculum and credential.  The dynamic of work and commerce, however, has been global. The WTO-inspired globalisation touched far corners of the world over the last few decades, as did the crumbling of the cold war politics. English as a language has gained currency, even in China, and the Internet and th...

I wrote earlier about the tension between The College and The Coffee-House - between formal and informal systems of education and knowledge sharing - and I intend to focus my attention on this in my work in 2018. My thesis is simple: Most learning is experiential, contextual and situational; however, learning as a socially mandated function must have form, be broadly applicable and based around general principles. This tension is indeed central to the idea of knowledge, between the high ground of theory and field of practice, and it is a dialectical relationship. The societies value both, but often more one than the other, depending on economic and political situations of the time. Generally, stable societies privilege 'scribal' classes and formal learning, but breaking of times and paradigm shifts are generally brought about by ideas emerging out of practice; therefore, when times change, Coffee-houses play a crucial role. In our own time, right now, ...