Tag Archives: education

#22: Twice a Week Means Twice a Week (Only)

I realize that I haven’t made a post for a week now, but I technically still haven’t broken the “two posts a week” rule. But for this post, I will confront that rule. That rule may make me write down posts, but it’s hard to be sure if these posts are of high quality.

Just like school grades. Just because you get an A or a 95 doesn’t mean that you have gotten the learning that you deserve. It may mean a host of other factors: that you have been too much of a stickler-for-rules such that you did what was asked of you without trying out other tasks; the teacher may have been lenient, that you copied a smart-aleck’s answers off every test, and so on. Just like in managerial settings as well. Just because you reach your profit targets for this month doesn’t mean much except that you have lots of money in your hands. It doesn’t say anything about the quality of work, the personalities of the workers, or how you got that money. (Your income, frankly, doesn’t say anything about your life except your income, although people around you may have arranged your life in such a way that your income is a direct cause of a whole bunch of other things that transcendentally should have nothing to do with it, such as happiness or education.)

Targets don’t say anything much about anything else, but we act as if they’re about lots of things.

That’s why I’m close to disregarding the two-posts-a-week rule. You may have public commitment for you to mind your blog, which isn’t really necessary if you’re not pandering to a specific audience and if you’re only sharpening the way you write, blowing off steams of knowledge or experience, or just exploring writing. You may treat it as a reminder that most of writing is tiring, so you better get used to it by exercising. But if you treat writing this way, then all you get is exhaustion every time you write, not satisfactory passages.

Two posts a week, honestly, doesn’t mean much beyond the fact that you can write two posts a week. Post quality is another matter altogether. Or consider this analogy – just because a TV show promises to show itself up every Monday and Saturday doesn’t mean that the show is fine to watch as well.

But at least let me tell you what I do when I’m not writing. I’m thinking. I’m absorbing data from the environment and from reading, synthesizing them into bountiful packages, and releasing them into words. They may not be on this blog, but at least the words exist. That won’t hurt – what use is it to write about what you only dimly know? Know something first before writing. And when you know enough, write, even if it be once a day or twice every year.

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#19: Practice Teaching Questions

Next week, I will begin my student teaching at a high school, a time when students take on a multiplicity of roles and may have to choose which ones to adapt and to reject. The numerous variables interacting inside a classroom can make the typical layman – who is often never inside a classroom – wonder: How can learning take place in such a place? Dealing with 30+ people at once and with a teacher who also serves as an adjudicator (not yet a peer) can seem daunting, but not for me.

Moreover, I’ve always been fascinated in how people’s minds tick ever since I graduated, and what better way to explore that than inside a classroom where everything is within plain view of anyone else?

I want to infuse the habit of questioning onto my students; the last thing I want for them is for someone else to take the rudder on their learning, whether for the noble goal of learning what they have to if they are to survive in today’s occupational and social landscape, or whether for manipulating the students’ learning for their own ends or for someone else’s will which the students won’t consent to if they knew what was going on the whole time

The best way that I have in my hands, and an affordable one, is to teach children the lesson along with questioning habits that will enable them to link their lesson with the real world. And if they don’t find any connection, that’s okay too; at least they can have the knowledge stuffed in their mind for further contemplation or if there is really no connection, then they can encourage schools to chuck out the lesson the moment they start raising children

Now, as I do my practice teaching, here are questions that I want running in my mind. You’ll notice that one question may logically precede another, so this can really keep you busy. I will stop each chain to three questions, to save space, although the chains might well as be perpetual:

1. What am I teaching? Should I teach this stuff, if at all? Why am I teaching this stuff?

2. Do the students find value in what I am teaching? Do I myself find value in what I am teaching? What values do we derive?

3. How am I teaching? Is there a better way to teach a certain lesson, after I taught it? How can I adapt my teaching methods to the cultural backgrounds of the students so that all of us are comfortable with the teaching?

4. What are my students doing during their spare time? What is the extent of my influence toward their spare time? And how should I influence the way they spend their spare time, or should I wholly stay out of it?

5. How should I deal with the other teachers and other school personnel? What can I learn from them and what can they learn from me? And how can I help them in every way I can?

Notice that they are very generic. Many more questions can sprout, depending on the circumstances. Some of them may increase or decrease in relevancy. But it’s better to keep your mind working rather than churning out the same run-on-the-mill education that students often receive. It’s better to challenge yourself when teaching – and to challenge the underlying precepts of work – rather than stagnate and regret that you should have done 20 years earlier what you want to do today.

Finally, the questioning habit is contagious, more so for people who want to retain or renew their childlike curiosities.

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#13: Loose Analysis of Questioning in Philippine Education with Geert Hofstede’s 5-D Cultural Model

Most schools in the Philippines, I intuit, have the habit of giving us answers while leaving us in the dark about the right questions. At once it is easy to find out some contributing factors to this. When we recall our childhoods, it’s more likely that our elders suppressed our impulse to ask questions – an honorable impulse brought about by curiosity. We also have a derisive term for a constant questioner: the pilosopo.

It is said that education (especially the public sort) can affect all the citizens of any nation. Therefore the culture of any country is a good enough indicator of the education taking place there. To analyze culture we use Geert Hofstede’s 5-D model, with the 5-D standing for five cultural dimensions: (1) power distance, (2) individualism, (3) masculinity and femininity, (4) uncertainty avoidance, and (5) long-term orientation. Here is a summary of how the Philippines fared:

(1) Power distance – 94. A very high score (the highest is 100); Filipinos generally accept the existence of unequal distribution of power in the society.

(2) Individualism – 32. A low score; Filipinos prefer to commit themselves to a group in various settings, especially school and work, instead of fending off for themselves

(3) Masculinity/Femininity – 64. This score is skewed in favor of masculinity; Filipinos, therefore, are highly achievement-oriented, have an assertive stance to daily living and conflict resolution. Femininity, on the other hand, indicates greater emphasis on “quality of life” rather than trophies.

(4) Uncertainty avoidance – 44. This score is somewhat skewed in favor of less uncertainty avoidance. Filipinos are more welcome to deviations from established norms; the manana habit and the breaking off from company protocols are some instances.

(5) Long-term orientation – 19. This score is very low; Filipinos prefer the quick “jackpot” instead of being like the ant that, during the summer, saves for the winter bit by bit.

Now what does all of these have to do with the culture of questioning in Philippine schools? Using these results can make us form a coherent picture:

(1) High power distance places teachers on a virtually unquestionable position. More often than not, students ask questions to clarify what teachers said, not to offer a challenge or to add to the lesson. Offering a challenge threatens the teacher’s sense of position in the school hierarchy. Adding something to the lesson displaces a teacher’s lesson plan and thus shakes her sense of authority. And too often we forget to ask or demand the value of the lessons we’re learning in schools. What did we learn the Binomial Theorem or the different types of algae for? Such innocuous questions, which permit gentle responses, are surprisingly unasked.

(2) Loosely, low individualism can be disabling in asking questions. Suppose you are a naturally inquisitive student surrounded by mostly “contented” classmates. If you’ll be the only one asking questions, then others will perceive you as a nonconformist and sooner you will be contented like them. It is also low individualism that causes students to do in groups what they would be willing to do as individuals, such as collective cheating and frat wars, and there is little questioning going on regarding these phenomena involving the “madness of crowds”.

(3) The masculine orientation allows Filipinos to accept scores, grades, trophies, certificates and the like as untainted marks of education. The fetish for college degrees also falls on this orientation. Unless they get lucky and someone teaches them the fine art of iconoclasm, they won’t ever ask questions like “What do grades really measure?” “What does having a diploma really imply, and what should it imply?” “Is there a correlation between grades and real-life success?” Hardly anyone of us wonders about the “quality of learning” even if we’re left in the dark as to its “quantity”.

(4) Less uncertainty avoidance should be welcome. Asking questions makes us throw off our cloak of “certain” learning invincibility and allows others to know that there are still incomplete aspects to our learning. However, by my experience, less uncertainty avoidance manifests itself by rule-breaking of sorts. In schools in the Philippines, it is a titanic struggle to be certain about one’s values (while refining them daily), especially honesty. “If you see others cheating at exams, then why shouldn’t I”? And we justify similar practices in the name of survival as we grow older.

(5) Our short-term orientation reflects our attitude towards exams and grades. Should you study for the test? Of course you should, because doing so makes you respect “practice effects”, but you should not let your studying get in the way of your learning. Short-term orientation allows students to ask “What will come out in the test?” and thus fixate them to getting good test scores. And then the students forget their learning right after the exams, after the grades, and after school. I also think that many teachers are to blame for this – instead of giving facts for the sake of rattling them again during exams, they should give facts while sharpening the minds of students (using their subject matter) so the pupils can get training on how to make sense of the facts. That training can very well persist throughout life.

Be reminded that Hofstede’s 5-D framework, when applied to education, is in no way limited to analyzing the questioning habits of students. 5-D can lend coherence to many other educational facets in the Philippines.

However, I chose questioning because it’s a valuable skill useful not only in intellectual and artistic work, but increasingly at all sorts of work. We can attribute the dearth of scientists, mathematicians, philosophers, and book writers to the failure of graduates to learn the right questions to ask, but we’ve lived with that for long already. But we can’t live with that any longer once we find out that questioning is a valuable work skill and many employers around the globe are asking for their employees to have it (and I’s daresay too that employers who do otherwise are becoming extinct).

Here is education innovator and consultant Tony Wagner’s take on the issue. In his book The Global Achievement Gap, he recalls the answer to his question on “what qualities he most wants in a potential new employee”:

First and foremost, I look for someone who asks good questions… Our business is changing, and so the skills our engineers need change rapidly, as well. We can teach them the technical stuff. But for employees to solve problems or to learn new things, they have to know what questions to ask. And we can’t teach them how to ask good questions—how to think. The ability to ask the right questions is the single most important skill.

Education in the Philippines has plenty of catching up to do when it comes to improving the questioning skills of the students. To accomplish that, however, requires a massive shift in cultural priorities. We can start asking a few questions, and you can add more of yours (now here is a chance to practice those questioning skills): Would teachers be willing to give up some of their authoritarianism in a possibly risky exchange for more discussion in class? Will students get used to that setup? In a culture used to having parents who reward children getting grades over the roof, how can we explain the real significance of those grades? How can we ensure that students don’t leave our classrooms with stuff they may have forgotten before exiting the door? Does God exist, and how do we treat those who believe otherwise?

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#11: In Defense of Surprise Quizzes

This post hardly contains any advice on taking surprise quizzes. This post intends to make students realize the value of these tests as well as defend teachers who give them. We will also examine some conditions that are best satisfied before dishing out these types of quizzes.

Despite how much we may dislike teachers armed with surprise quizzes all throughout the school year, these types of quizzes may provide us with the best opportunities to think. The usual test setup proceeds this way: the teacher gives out the lesson, the students study it, then the teacher gives a quiz about it, and then a new lesson. This process goes on ad nauseam, until both teachers and students are numbed by it.

Surprise quizzes can break this treadmill. With this type of quiz, students can’t resort to their usual test-taking routine. They won’t be able to regurgitate answers because they wouldn’t have been told what to swallow beforehand. They won’t be able to practice only during a convenient time – they have to keep themselves sharp at all times. Their reflex question “So what will come out in the test?” (an absolutely absurd question that should have never been asked at all) will become invalid, for a surprise test should be surprise. Eventually that question, a cause of anxiety for many students, will be weaned out.

From these surprise test benefits, it follows that some test forms are more suited to surprise tests than others. Except for the most basic facts, identification and enumeration of rote facts would be awkward, unless the testing is to ensure mastery of only the most essential facts that students are liable to forget.

The best test types for surprise tests are essay tests, multiple-choice tests that contain no identification, and problem-solving tests. Rather than test specific content knowledge, these test types test the thought processes of students. Giving surprise tests signals the need for students to think sharp all the time, not just during exam time.

If students don’t have the rote knowledge or procedural knowledge needed to deal with a surprise test, then they have to think. As Jean Piaget, a child psychologist whose areas of study are staples in Education classes, said: “Intelligence is what you use when you don’t know what to do.” A surprise test puts students in a position where by default they don’t know what to do, so they have to think, explore, innovate, make wild conjectures, test these conjectures, and look for relevant evidence. It can make students go beyond the usual “Who?” “What?”, “Where?” and “When?” to the realm of “Why?” and “How?”.

For teachers to give effective surprise tests, they should have a respect for sharp thinking at all times. They have to be creative in cooking up questions. A teacher who wants to pass on the “think-all-throughout” frame of mind to pupils should have that same mindset too. Also, when students hand over their answers to surprise tests where answers are long, teachers should be keen in reconstructing the logical processes of the answers they get. They ought to focus on the process more than the product (provided that the questions are focused on the process more than the product).

The world is a surprising world. It’s fast-changing. There’s no stepping in the same world twice, to adapt Heraclitus’ aphorism. All the tomes of information you have mastered at school may be of little use to you later on, as many graduates insist realistically.  According to Tony Wagner, author of several education reform books, during 1990, “the half-life of knowledge in the humanities is ten years, and in math and science, it’s only two to three years”. Half-life of a certain field of knowledge is the time taken for half of the knowledge in a certain field to become obsolete. Today, given the rush of technologies and the enormous speed of spreading information, these half-lives may have become shorter already. Surprise! Has our school system taught us to resist or respect these surprises?

Thus it is imperative that schools give them something else – the art of thinking well. Schools should get their students ready for surprises, not get them used to boredom. As an afterthought, schools should equip students the mental agility and fortitude to counteract routinized responses to boredom, such as watching noontime shows or drenching oneself on telenovelas.

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#6: Paper Eaters in a Math Classroom (o Mga Kumakain ng Papel sa Klase ng Math)

If you once were in a classroom, can you give me the uses of paper? You can choose from any number of the following:

A. For writing notes and answers
B. For making paper airplanes.
C. For making paper balls to throw to other students.
D. For food.

If you answered A, B, or C, then you have answered just the conventional uses of paper in classrooms. With that said, here is a report that suggests that the answer can be D. Here it is, from the ABS-CBN website:

Teacher forces students to eat paper


MANILA, Philippines – A high school teacher from Mandaue City is in hot water for allegedly forcing her students to eat paper as punishment for being noisy.

The female math teacher has filed her leave of absence while the Department of Education and the Commission on Human Rights are investigating the incident.

The case stemmed from the complaint of parents of 30 graduating students from the Paknaan National High School in Mandaue City who alleged that the teacher ordered their children to get a piece of paper and then eat it.

The incident happened last September 5, but the case only came to the attention of the school principal five days later when the parents complained.

The students said to have experienced diarrhea after the incident.

Meanwhile, the teacher allegedly wrote a statement admitting the case, and has apologized to the parents and students.

Here are some additional details from an article on the same event, from the Philstar site:

Gayon pa man isa sa mga estudyanteng babae na nakapanayam sa TV, sinabi nito na inutusan sila ng guro na lunukin ang papel sa loob ng 10 minuto subalit hindi niya sinunodkaya tinangka siyang batuhin ng mono-bloc chair.

Napag-alamang pinagawa ng seatwork ang mga estudyante subalit nang duma­ting ang kanilang guro mula sa kabilang silid-aralan ay nadatnang nagkukuwentuhan lamang kaya nagalit ang guro at pinakain sila ng papel.

(Trans. One of the women students whom we talked with on TV said that her teacher told the class to swallow the paper for 10 minutes but she didn’t follow so the teacher attempted to throw a mono-bloc chair towards her.

It was known that the students were made to do some seatwork, but when the teacher returned, they were seen to be just chatting with each other, so the teacher got mad and told them to eat paper.)


The teacher had many alternatives. She could have discussed the situation with her students further. Why were they making noise? If the students were making noise senselessly, as is the case here, then a reprimand could have been enough. She could have probed, too, and then set some rules to be followed in the future. Well, my view is, and has always been, this: if students weren’t listening then they’re bored, that’s all, and the ball is back to the teacher to make the students interested in something more than the fleeting fancies they may be talking about at the meantime.

Did the students lack mastery of the topic, which caused them to forsake their work in exchange for something that they are experts at doing – noisemaking? Then the teacher could have taught the topic again if time permits, or if not, then she could have thought more deeply of the root of their knowledge shortage – perhaps a faulty basics foundation, or perhaps the topic’s inherent difficulty. Either way, she could be on her way to find out how to make her teaching better. Students will also commend her for persistence, which may pay off more than talent alone, and that also communicates a good message to the students in the process.

Why were the students copying each other’s answers? Perhaps they lack mastery of the topic, and solutions to that are discussed above. Or because it was customary for them to copy. Then the teacher could have asserted that she saw the students “cheating”, but then brought up a discussion that can make them think about their morals. “Is it of any use to me to cheat?” “What if I do small wicked things like this in the backs of the others – would I do big devilish things in the backs of others later on? If so, what things could that be?”

Such questions like these stimulate the mind, and although they may lead to the slight tweaking of a lesson plan, they are worth asking. Maybe they will be remembered more than most high school Math content will ever be. A Math teacher who has grounding not only in numerical values but also in moral values can lead students to find out the long-term consequences of their actions – quantitatively, if possible, as is done today in decision theory and game theory. She may transform the overall orientation of students toward work and life, and she will be remembered for it. Moreover, she can finally resolve one long-standing problem of Math teachers – how to make Math relevant in daily life.

It can also be that the exams are themselves senseless, more of busy work that ought to be shirked off rather than work that deserves closer attention and sustained thought. This is more difficult, because teachers can get so attached to what they do such that by doing it all the time, they think that what they do is inherently good. Everything a teacher does, however, should pass this test: are the students learning from it?

Even if the work done at that time is not busywork, the teacher can scathingly reflect on how she conducted her classes and exams. She should have explored her teaching methods, her testing methods, and her personality. She should begin asking feedback from the students on what they learn – or whether they really learn. (Ask them; don’t just rely on papers, which are always greased to look more impressive than what they really are, so that they look pleasing.) She should be prepared to get hurt by some of the comments, as Math is always a subject anathema to most Filipino youth, if the popular talk and press are to be believed. Criticisms always pave the way to better teaching, which is always an activity in which the one doing it is always a learner too.

Mathematics is a subject that inspires plenty of reflection, even in matters non-mathematical, and for a Math teacher, these reflections should have came easy. In a jiffy (split second), I would say, for anyone with enough practice.

Instead, she resorted to a short-sighted solution that cost her reputation and possibly her career. Article 8, Section 8 of the Code of Ethics for Professional Teachers states:

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.

Teenage Obedience and Adult Authority

What is troubling is that most of the students chose to follow the ludicrous order. If Math is a subject that demands immaculate logic that stretches and strengthens the mental capacity of students, how come they succumbed to following something they know to be absurd at best and harmful at worst (or even fatal because of the possibility for choking)? How come most of them chose to be automatically obedient in the midst of a subject that requires them to think hard?

Stanley Milgram, an American social scientist who rose to prominence in the 1960s, set out to discover the forces underlying blind obedience. His purpose was to illuminate us on why, in the Nazi regime of Hitler, many supposedly normal people set out doing atrocities, such as herding Jews in concentration camps and gassing them. Here is the scenario for his experiment:

I set up a simple experiment at Yale University to test how much pain an ordinary citizen would inflict on another person simply because he was ordered to by an experimental scientist.

What are the findings? (They were further developed in his book Obedience to Authority.)

Stark authority was pitted against the subjects’ [participants’] strongest moral imperatives against hurting others, and, with the subjects’ [participants’] ears ringing with the screams of the victims, authority won more often than not. The extreme willingness of adults to go to almost any lengths on the command of an authority constitutes the chief finding of the study and the fact most urgently demanding explanation.

Although the students did not hurt others by obeying the teacher’s command to eat paper, they knew very well that they would hurt themselves, and I assume that self-interest in this case can prevent them from hastily doing something they knew to be bad for their health. At least one student has protested against it. But why didn’t all of the students adamantly refuse – or throw the teacher out of the room for such a nonsensical order? They could have saved themselves from the ordeal of eating something unsavory.

Even educated people had their guards down in Milgram’s experiment. Even common people, who have no natural spite flowing in their blood against someone else, administered the electric shocks to the maximum voltage. What chance, then, could mere adolescents have against overbearing authority in the persona of a teacher? Some degree of obedience is necessary in the smooth functioning of a society or institution, but look at the effects when it is left unchecked:

Ordinary people, simply doing their jobs, and without any particular hostility on their part, can become agents in a terrible destructive process.

Some decades ago this process was the Holocaust. Today it perpetuates of a system that causes us to eschew critical thinking (thus leaving us with a shortage of scientists, philosophers, mathematicians, and thoughtful human beings) and to be blind to the repercussions of actions mandated from above. If we are too willing to follow an incorrect heat-of-the-moment order from someone regarded as trustworthy, what more when we begin facing the more turbulent whims of incompetent authority?

With the students acquiescing to an authority they knew to be wrong, only to regret it later with sick stomachs, what chance have they in preserving their own integrity when dealing with the outside world, geared mostly in Filipino society to induce conformity, when they grow up?

The situation described in the news articles could have been remedied by simple reflection, and for teachers, the checklist above can help.

While we complain to no end about people who should have followed but haven’t, let us not forget that far worse things can stem from those who shouldn’t have followed but have. What better lesson can we teach our students than this?


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#1: Grandness

It can’t be doubted that there is always a first page in every book, a first diary entry, a first grade (unless you happen to skip school your whole life) and a first love, so of course there is also a first blog post.Book prefaces, as you notice (if you read them), tend to be grand. For a storybook, the preface isn’t an episode of a story – it’s a story about the story. So, for my Post #1, I will attempt to be grand, I will talk about blogging, ideas, and then this blog. I place a high priority on grandness right now; I will reserve all of the routine facts of life for the future.

I’ll attempt to capture something with the essence of Wittgenstein’s imperishable first sentence in his Tractatus Logico-Philosophicus: “The world is everything that is the case.” That, instead of impulsively rambling about the newest rage in books or the latest showbiz scandal.

So what is the world in this blog all about, and what is the case?

Bloggers and ideas

I view the thinking of a blogger this way. Some idea interests you; something is brewing inside you. Maybe you’ll give it all in one single blog post; after all, blogs are easy to make right now. After posting your thoughts, your head is relieved of steam, but later on something else begins boiling. That has to be let go – so you run to your beloved blog.

Without the blog it’s likely that the steam will just get out of your head, without your having converted it to anything useful and without your having done something pleasurable about it. Writers often carry notebooks or blank sheets of paper (or handy laptops or tablets, if we fast forward to today) to record such bursts of inspiration that can vanish, forever and ever, if not solidified in any medium.

But you can’t afford to have only a single burst of steam. If that “one-and-only” idea is the only one that interests you enough to keep you writing, then your blog will wither. You have to pursue other ideas if you want to keep your blog’s audience. After you’ve jumped off a cliff, you must go find another one, or you’ll lose your credibility.

So you must somehow find a way to keep ideas stuffed in your head. You must have a built-in coffee percolator in your brain that can make not only coffee, but also milk, orange juice, or even beer. With raw materials, of course, mostly from the external world, though your imagination is also a rich supplier.

In other words, when blogging, you must always be on the verge of something.

Making choices

With hundreds of ideas out there, all inside your mind, which one should you blog about at any particular moment? Your predicament is like this: Imagine that you can choose a single marble from a hundred marbles in a jar. The marbles are of different colors; for some colors, the variations are just slight (e.g. light red and pink are included). Which one would you choose? That’s analogous to a hundred ideas raising their hands, all willing to be called and then metamorphosed into a blog post.

If the proverbial donkey can’t choose between two stacks of hay and then died, how about our all-too-human chance versus a horde of ideas? But ideas aren’t mere stacks of hay. Some of them fit our tastes more than others. We can choose to embrace one for the moment without fearing that the others will vanish. After all, new ideas will come our way; we can also revisit old ones.

On writing, pure rationality isn’t enough to drive one to write, at least for me. Knowledge is no reliable driver of behavior. I need a sufficiently strong feeling about a topic before I can write well about it. In other words, I would be blogging about something only if in an epoch without any writing I would be declaiming about it in the street corner, while waving my arms like an exuberant spider or even pounding my fists.

About this blog

After a brief travail on the pleasures and perils of blogging, I’ll now tell you what I will write about. The “case”, as you remember.

Most of my posts will have something to do with my major, which is Education – Education with a capital “E”, of course, the variety that takes place inside institutions and is bounded by physical walls. I won’t tell you much about educating yourself in the most general sense, which is mostly your responsibility, and for which you can advise yourself best.

But I will tell you this much. I will tell you what I think about going to school and getting a job and then compare it with going to school for getting a job. I will tell you what makes graduation speeches hot or cold. I will tell you stuff about mathematics education in the Philippines with the intent to half-inform and half-propagandize about Math. I will tell you something about etiquette and ethics. I will tell you something about cognitive biases. I will tell you something about a rat race and a cat race. I will concoct imaginary interviews, posts containing one-sentence paragraphs, blog posts consisting of only sentence fragments, and other literary oddities.

And so on. Maybe even about the weather, or maybe a passage just a few notches above small talk. At least I have set my priorities here. You know what to expect.

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