In late 2011 I wrote this blog about my attempts to hold open discussion about issues in the Middle East.
Six days ago I returned to the TED forum on linkedin (now an unofficial forum but still with over 300,000 members) to discuss the Syrian crisis.
Two years ago the TED forum was far more open than most as it lacked the option for anonymity which seemed to protect vicious and opinionated contributors on other forums and free, high quality discussion did take place over many weeks. However attempting to host a discussion there still brought severe personal and cyber-attacks and the eventual disappearance of the discussion has still never been explained.
This time it's very different. After six days there are 94 comments from 18 participants. There are no signs of the personal attacks which used to be common place and we seem to have lost the contributors who refused to look at evidence.
I'm stunned. I think it's worth noting the contrast.
In parallel with this I think it's worth also noting the that some of our politicians are now embracing social media in their passions for improving the quality of the decisions they make, engaging us in our democracy and improving its transparency. I'd like to recommend the facebook page of Tim Farron MP as being an excellent example which readers might like to explore. Many other politicians are making genuine and valiant attempts in this direction (and their skills in using social media for consultation and transparency are improving rapidly) and still more are being influenced by and are engaging with their better informed peers.
Cyberrhetoric by Rebecca Hanson
Saturday, 7 September 2013
Thursday, 14 March 2013
Chatting to Michael Gove? You decide
The Rt. Hon. Graham Stuart MP
Chair of the Education Select Committee
Chair of the Education Select Committee
12th
March 2013
Dear Graham,
As you prepare for your
discussions with Michael Gove tomorrow you might find the insights contained in
this letter useful. I’m a specialist in
online discussion forums (I run workshops
and give advice on how to make them work well and I’m an FRSA researching and
writing on mass
online discussion and 21st century enlightenment). I’m also a
lecturer in education and have particular expertise in education discussion
forums.
You may remember that I first
contacted you in the early days of this government during the Ofsted enquiry because
I had been trying to explore positive ways forward for Ofsted on the TES
discussion forum. I had been very
shocked to find that when I did this I was immediately subjected to severe
cyberbullying, the systematic deletion of my posts, other inappropriate
moderator intervention and substantial personal attacks which went beyond that
forum and were clearly designed to discredit me so to a level where my opinion
would be meaningless. I was concerned
that your enquiry would struggle to reach the quality of conclusion it should
have attained as constructive debate appeared to be being actively
prevented. My MP, Tony Cunningham,
persuaded you to view some of the issues on the forum with him. TES rejected my offers to help them improve
their discussion forums and have instead chosen to threaten me with legal
action and ban me from their sites.
You may also remember that I
raised specific concerns about Ofsted at the Westminster Education Forum you
spoke at after that review. You advised me
to speak to the Ofsted directorate about these issues. Richard Brooks (the director present) readily
accepted this request in public, however
his attitude was completely different when I followed this up. I found that there was no place where I could
have intelligent discussion about the future of Ofsted.
In response to this I started to
work hard on developing small education discussion forums which were run by
individuals for the purpose of free speech.
The first major progress was made on linkedin.com where there are many
such forums and there is no anonymity. It
was, for example, possible to systematically explore the intellectual
foundations and the practical rationale for Michael Gove’s reforms and to discover
that they were not robust. Eventually it
became possible to transfer this quality of discussion onto a forum where
anonymity was allowed. That forum was
the ‘Local Schools Network’ which is lightly and impartially moderated by four
labour campaigners.
It was interesting to see key
characters around Gove participating in this forum. They simply couldn’t cope with the quality of
discussion and found their ignorance exposed by the high quality participants
and impartial moderation.
During Easter Recess last year a
new character suddenly appeared on the Local Schools Network forum under the
pseudonym of ‘Ricky Tarr’. Ricky Tarr
could access any information on education at lightning speed. He always knew Michael Gove’s views precisely
and thought them entirely rational. He
never had to qualify his descriptions of them with caveats such as ‘I think’ he
means. This was a very different
behaviour pattern to all other posters.
Despite careful observation I never found any reason to suspect that
this was anyone other than Michael Gove.
We chatted at length for many months before he posted that he somebody
called ‘Rick’ from the DFE and disappeared.
His posts were at first abusive and derogatory but they rapidly improved
because on a properly moderated forum such behaviour only discredits the
poster. Here
is a link to just one of the many conversations I and others had with ‘Ricky
Tarr’ on the Local Schools Network.
I was eventually able to properly
explore the issues associated with Ofsted in the properly moderated forums and,
together with expert regulators from outside education and the Liberal
Democrats, have been able to develop the policy
insights I’d been unable to attain while conversation was prevented.
It became much more difficult to
‘manage’ cyberspace during 2011, the year of the Arab Spring. This happened because ordinary people became
hyperconnected and were able to converse in real time through multiple
devices. They also became empowered with
platforms which enabled them to set up and moderate their own discussions.
The world is changing very
rapidly. At present I can’t see it
changing in favour of those who wish to control the thoughts and views of
others. We seem, thankfully, to be
moving rapidly in the other direction.
We need to prepare to positively manage the consequences of this. In state education there is further to move
than in many areas of society.
I hope this letter is of some use
to you and you committee. Please don’t
hesitate to contact me if you have any further questions or if I can help you
in any other way.
Yours sincerely,
Tuesday, 11 December 2012
The digital champions manifesto
Just a link to the insightful blog of the same name by Matt Stratton:
http://www.monkeyswithtypewriters.co.uk/the-digital-champions-manifesto
http://www.monkeyswithtypewriters.co.uk/the-digital-champions-manifesto
Saturday, 17 November 2012
21st Century Enlightenment: Mass Online Discussion
Is 21st century
enlightenment needed?
If the 18th Century (the scientific
enlightenment) was a time when men put aside superstition focused instead on
logic and science, why do we need enlightenment now?
Have we not pushed back the boundaries of science more
rapidly in the 20th century than ever before? Have we returned to an age of superstition
and abandoned logic?
Yes, 21st
century enlightenment is needed. Here’s
why.
Insight into the difference between the scientific
enlightenment and the second half of the 20th Century comes when we
start to study the individual scientists (or natural philosophers) of the
scientific enlightenment. They were
polymaths and they were deeply observational.
These two features of their personalities were natural bedfellows.
In the second half of the 20th century our
leading scientists and thinkers seemed to lose these two capacities. They
became highly compartmentalised. Their
work often involved developing and extending the work of others. It did not generally flow from their own
observations or instincts. The distance
between their lives and their scientific work widened and few made regular
links between the two. Often the
conclusions they had reached precluded them seeing the reality in front of them. It could be said, perhaps, that not only did
they reject the notion that ‘God does not play dice’ but they also lost the sense
of why that statement might be believed. Some believed both that ‘God did play
dice’ and that ‘God did not play dice’ in different areas of their lives. Few struggled openly with the clash between
observation and scientific analysis.
I believe that being deeply in touch with their own
observational powers drives academically inclined people to become polymaths.
In order to understand large bodies of knowledge as a whole
or to confidently analyse large complex systems, we need people who can think
scientifically about their observations in many subjects. We lack sufficient quantity and quality of
these people and it is through nurturing these combinations of skills more
effectively that society can become more enlightened.
What’s the catalyst
of enlightenment?
Communication.
The 18th century saw the development of relatively
cheap, rapid and reliable postal services across Europe. And so we had a sudden sharing of ideas. People could write to others about their
interests and respond to their enquiries with further explanations or deeper thinking.
Writing about their ideas challenges the thinker to properly
explain their logic and observations and when they do this they come to
understand them more clearly and can think more deeply. The input of others can
push the thinker on. It becomes possible
for natural polymaths to pursue their diverse interests in a constructivist way
by questioning the experts, rather than by trying to assimilate deposited
bodies of literature.
Of course letters were not the only way of
communicating. But the rise of the
postal service in Europe added significantly to what was already possible and
it explains why there was a rapid spurt in the rate of pan-European (in effect
global) knowledge. Without that
mechanism enlightenment existed only in individuals or geographically proximate
groups.
I think enlightenment is contagious. We are inspired by the examples of
others. Without those examples and
insights many are unaware there is anything to aspire to.
Why is 21st
century enlightenment an attainable goal?
The linked trends towards open sourcing and open online
discussion make 21st century enlightenment a relevant and realistic
goal.
Through mass online discussion (forums, social networks,
comments on articles and blogs and so on) people can rapidly acquire new skills
and insights to become polymaths. Mass
online discussion gives each individual the right to express their views on any
topic and through doing so they can begin to deepen their insights. As others ask them questions their understanding
of their subject grows. When questioning
other contributors the individual behaves instinctively and learns to ‘own
their knowledge’ – developing and honing it to make it ever more authentic to
them. They are rarely acquiring a body
of knowledge specified by someone else.
There is another essential feature of the process of
communication through mass online discussion which must not be ignored and that
is the process of ‘honing the character of individual’. Mass online discussion is both a tool for
personal development, along the lines of the Rudyard Kipling’s classic poem
‘If’, and a mechanism by which the character of the individual is exposed,
sometimes in a painfully raw way.
In ordinary life those around us can judge our reactions to
comments about different topics by watching our body language. We can avoid some topics and comfortably live
with our ‘elephants in the room’. Mass
online discussion denudes us of these rights to a comfort zone. I often describe the dynamics of discussion
forums as being like attending a dinner party where everyone (including
yourself) is suddenly rendered deeply autistic.
For some it is terrifying but for others it is liberating. It becomes
obvious which of us can rapidly put aside all the ideas and conclusions we
previously held dear and move on and which of use cannot:
“and lose and start
again at you beginnings, And never
breathe a word about your loss”
How many of us have been challenged to the core our beings
in forums and have had the chance to hone our skills in our certainty of our
own perception:
“If you can keep your
head when all about you Are losing theirs and blaming it on you”
I could continue on this theme here but instead I will post
the poem to the end of this document for you to ponder.
Multiple perspectives
and contradictory conclusions
Too often in this world the insights which do not perfectly
fit with the conclusions reached are lost.
Too often robust conclusions which contradict established scientific
patterns crumble away. When operating
well mass online discussion is a powerful medium within which multiple
contradictory perceptions can flourish and partial conclusions can be cherished
and sustained.
A challenge to weak
or self interested elites
Mass online discussion is a great threat to those
hierarchies which are managed by force rather than by intellectual right. It has
often been the case that those who hold positions of power are the only ones
who have sufficient knowledge and insight to reform their own roles. What happens when they choose not to? What happens when they do not have
sufficiently ability to see the need?
Mass online discussion is a tool which can help others become aware of
the problem and a medium within which they can discuss possible ways forward.
As Israeli bombs pound Gaza tonight what are you doing about
it? I’m following the leads from the
Facebook page of an Israeli man I’m linked to and I’m joining in the
discussions, pointing out the patterns in Israel’s military behaviour, the links
between the dates of elections and ‘defensive invasions’ and the online
information which claims that the ‘defensive invasions’ of the past were in
response to aggression which was deliberately provoked. I have no hierarchical power and I claim
none. I move freely between discussions
and as I go I find the my companions share my mindset which is one which
cherishes the collective pursuit of truth. My only resources are Google translate, what’s
available on the internet and, tonight, a respect for Queen’s performance at
Live Aid which is shared by my Middle Eastern discussion companions.
Conclusion
Mass online discussion is the most important tool for 21st
Century enlightenment.
'If' by Rudyard Kipling.
IF you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;
If you can wait and not be tired by waiting,
Or being lied about, don't deal in lies,
Or being hated, don't give way to hating,
And yet don't look too good, nor talk too wise:
Or being lied about, don't deal in lies,
Or being hated, don't give way to hating,
And yet don't look too good, nor talk too wise:
If you can dream - and not make dreams your master;
If you can think - and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can think - and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;
If you can bear to hear the truth you've spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build 'em up with worn-out tools:
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build 'em up with worn-out tools:
If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
And risk it on one turn of pitch-and-toss,
And lose, and start again at your beginnings
And never breathe a word about your loss;
If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: 'Hold on!'
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: 'Hold on!'
If you can talk with crowds and keep your virtue,
' Or walk with Kings - nor lose the common touch,
if neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
' Or walk with Kings - nor lose the common touch,
if neither foes nor loving friends can hurt you,
If all men count with you, but none too much;
If you can fill the unforgiving minute
With sixty seconds' worth of distance run,
Yours is the Earth and everything that's in it,
And - which is more - you'll be a Man, my son!
With sixty seconds' worth of distance run,
Yours is the Earth and everything that's in it,
And - which is more - you'll be a Man, my son!
Wednesday, 17 October 2012
An invitation to RSA fellows and also to individuals outside the RSA who would like to work with me
Much has been written at the RSA about 21st
century enlightenment and, in particular, on the power of networks as catalysts
for enlightenment. My interest is not in networks, it is in the power of mass
online discussion to generate powerful insight and to take people on the
journey towards enlightenment. By mass
online discussion I mean online discussion forums and the discussions which
follow blog, news articles and so on.
I became a fellow of the RSA because I was hoping to find
people who I could work with to rapidly come to express, share develop some of
the many insights I have. I’m interested
in taking on the most challenging academic articles but I couldn’t do this
alone because while I have the experience of the domain of mass online
discussion I do not have the depth of academic experience needed.
I’m interested in writing an engaging and easy to read book about
discussion forum culture full of anecdotes and tips on how survive and thrive
in forums. But I couldn’t do this
without help and inspiration due to my inexperience in writing, my geographical
isolation and the many other pressures on my time.
I’m also open to suggestions. I’d be particularly delighted
to be part of projects which explore issues such as how we can formally map the
emerging content of mass online discussions so that new joiners can rapidly
come to understand what’s already been said or how consultations through mass
online discussion can be structured and facilitated to generate maximum
insight.
Here’s a little of my background to help you gain some
insight into where I am and what I can already do:
By profession I’m a maths teacher who loves working in
challenging schools. This experience has
taught me many very relevant skills in coping with feisty forums! While my children are young I’m lecturing
part time in education and I was planning to research and write a PhD on maths
education. I got this far: http://mathseducationandallthat.blogspot.co.uk/2011/04/scaling-in-multiplication-and-division.html
at which point I realised that it was not actually the content of my PhD which
I felt mattered most - instead it was the way in which the original insights it
depended on had been generated through mass online discussion. So I changed direction and decided to devote
my time and energy to the study of mass online discussion instead. Only it’s a subject area which doesn’t exist
which makes this rather difficult.
One of my first activities was to write this article with
Colin McAllister with whom I moderate a successful international maths and
maths education forum. Colin and I have
never met nor even spoken. We just
started writing together on Google shared docs as and when we had time.
http://www.scribd.com/doc/55142332/Exploring-Discussion-Forumshttp://cyberrhetoricbyrebeccahanson.blogspot.co.uk/
If you’re interested in working with me please do get in touch through the RSA, through comments to this blog or through linkedin.com.
Since then I’ve contributed to many forums and blog
communities, exploring their cultures and how they can be improved and experimenting
with different modes of interaction. My
cyberrhetoric blog gives only a small insight into the kinds of things I’ve
been doing and thinking:
Thursday, 12 April 2012
Best Discussion on Forums Yet?
The US dept for Education in investing in researching discussion forums in education.
It's lovely being stretched to think in new ways about forums. In this discussion we've been chatting about how forums challenge the conclusions of top philosophers and psychologies about 'authentic' discussion because they have the ability to 'transcend time and space' and involve many contributors - features of deep conversation which were not easily available in the past.
The discussion is in the 'Education Online Communities of Practice Managers' Network' on linkedin.com and it's called 'Do online discussion forums produce genuine conversation?'
It's lovely being stretched to think in new ways about forums. In this discussion we've been chatting about how forums challenge the conclusions of top philosophers and psychologies about 'authentic' discussion because they have the ability to 'transcend time and space' and involve many contributors - features of deep conversation which were not easily available in the past.
The discussion is in the 'Education Online Communities of Practice Managers' Network' on linkedin.com and it's called 'Do online discussion forums produce genuine conversation?'
Sunday, 1 January 2012
Exploring Discussion Formus - a long article about lots of details of the subject.
Just a reminder of an article I published with Colin McAllister in May:
http://www.scribd.com/doc/55142332/Exploring-Discussion-Forums
http://www.scribd.com/doc/55142332/Exploring-Discussion-Forums
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