"I'm unaware of any government program like that of the Chinese state..."
U.S. "prison culture," (for want of a better phrase), would seem to have a similar system. Snitch on your celly, and -- if you avoid stiches -- you get commissary points or time off your sentence courtesy of the state. It's a decent, if not perfect, analogy.
Oh most definitely there! I was only referring to the scope of surveillance on the general public. But your point is a good one. What they are creating is like an expansive prison!
What a fantastic and terrifying experience! Lately, I’ve been struggling with this in my classroom. How much to I try and control student behavior extrinsically (e.g: bribes, threats, etc.) versus trying to motivate students to participate intrinsically? Sometimes nothing works. When some students decide not to participate or not do to any work, there is nothing I can do to change that.
That is the ultimate dilemma. In the end, I try to broadly define what I consider "participation;" I know that not everyone loves to talk in front of the whole class, so I do a lot of small group stuff too, and lots of in-class writing exercises as well. I just think that the assessment-driven drive towards surveilling our students is doing way more harm than good, both for the students and for the society that they are the fabric of. Thanks for all your work, Adrian!
"I'm unaware of any government program like that of the Chinese state..."
U.S. "prison culture," (for want of a better phrase), would seem to have a similar system. Snitch on your celly, and -- if you avoid stiches -- you get commissary points or time off your sentence courtesy of the state. It's a decent, if not perfect, analogy.
Oh most definitely there! I was only referring to the scope of surveillance on the general public. But your point is a good one. What they are creating is like an expansive prison!
What a fantastic and terrifying experience! Lately, I’ve been struggling with this in my classroom. How much to I try and control student behavior extrinsically (e.g: bribes, threats, etc.) versus trying to motivate students to participate intrinsically? Sometimes nothing works. When some students decide not to participate or not do to any work, there is nothing I can do to change that.
That is the ultimate dilemma. In the end, I try to broadly define what I consider "participation;" I know that not everyone loves to talk in front of the whole class, so I do a lot of small group stuff too, and lots of in-class writing exercises as well. I just think that the assessment-driven drive towards surveilling our students is doing way more harm than good, both for the students and for the society that they are the fabric of. Thanks for all your work, Adrian!