> This is a linkpost for https://escapingflatland.substack.com/p/popular-education-in... Dang, the link is just a ripoff repost; could you fix the URL to be the original above? I saw the same thing (“this is a link post”) earlier this week and only now realize it wasn’t a one off.
Popular education in Sweden: much more than you wanted to know (2022)
61–70 of 91 posts
Re: Popular education in Sweden: much more than you wanted to know (2022)
#62Excellent article, and a very interesting look into how a society may accelerate its development. Perhaps maker spaces are born of a similar ethos, though of course very stem driven. Unfortunately it seems that as formal education has become more institutionalised and more necessary as a marker for employability, doing anything remotely 'bookish' in your free time has become almost definitively 'uncool'. A shame.
teaching kids work-life balance seems like a great idea
Re: Popular education in Sweden: much more than you wanted to know (2022)
#63Today, in the US and much of the western world as a whole, we are missing something I have seen described as "the third place". This is defined as any social setting that isn't the "first place" (home), or the "second place" (work).
Wikipedia introduces the "third place" with examples: "churches, cafes, clubs, public libraries, gyms, bookstores, stoops and parks". I disagree with most, if not all of these as true examples of the third place.
Churches have explicit missions; whether they be charity, evangelism, or even to vaguely unite a community: there is always a goal in mind, and an expectation to work toward that goal. So despite their extracurricular position, these are the second place: work. I would include clubs and gyms for the same reason.
Cafes and bars are businesses. Even if you can casually visit them, you are expected to buy something. The experience of cafes and bars may be very close to a third place, but they are effectively taxed: without buying drinks, the business fails. That introduces a deliberate purpose to the space that, in practice, recreates the same social dynamics present in churches, clubs, and gyms.
Libraries allow you to choose your goals, but you are expected to do so quietly and alone. Engaging those around you in casual conversation is rude, and even against the rules! Libraries also provide space for extracurricular groups, like clubs, but that interaction is explicit: it doesn't start organically. So we end up again with the same "second place" social dynamic!
So what about public parks? Surely a public park can fill the void: after all, that's explicitly what they are there for! And yet, in my experience, this doesn't happen. People use parks for their utility: to exercise, walk their dogs, or play with friends. They are effectively an extension of the "first place": home.
I can't think of a single physical location in the Untied States where the average person can freely visit, and expect to be talked to. Such an interaction is so unfamiliar, it is implicitly discouraged: an unspoken rule. Sure, there are those who are willing to break that rule, but when I see it play out, I see the average person react with discomfort and annoyance. After all, they were just minding their own business: such is the American dream.
The third place is dead, not only in the physical (by not existing as a place), but also in the ethereal (by not existing in our social expectations). Even if we want it, we are missing the narrative: the story: the blueprint: detailing how and where it could exist in our lives. That alone is the very reason we so desperately need it.
Re: Popular education in Sweden: much more than you wanted to know (2022)
#64Excellent article, and a very interesting look into how a society may accelerate its development. Perhaps maker spaces are born of a similar ethos, though of course very stem driven. Unfortunately it seems that as formal education has become more institutionalised and more necessary as a marker for employability, doing anything remotely 'bookish' in your free time has become almost definitively 'uncool'. A shame.
> Perhaps maker spaces are born of a similar ethos, though of course very stem driven. Huh? Most makerspaces are not at all STEM driven. In the US, most makerspaces are driven by woodworking. Metalworking and 3D printing generally take up the next tier in a makerspace of usage. Electronics and STEM stuff is generally the bottom of utilization, sadly. It's simply really hard to come up with good electronics projects t…
Re: Popular education in Sweden: much more than you wanted to know (2022)
#65This gives a really distorted image of the real Sweden I know. 99% of kids in real Sweden are definitely not hanging out at these educational centers: in this massively conformist society (especially for teenagers), the kids are getting hold of beer as soon as they can, driving cars to the nearest petrol station or out-of-town car parks, and burning tire marks in the asphalt. This sort of article is just window-dress…
I also prefer to think of rural Sweden as one big Simon Stalenhag painting. But I've seen enough of Canada's own boondocks to have an excellent idea of what you're describing, unfortunately. I just replace Chryslers with Volvos and Molson with, uh, Falcon?
Re: Popular education in Sweden: much more than you wanted to know (2022)
#66I wish we had something like this in the US. We sorely need it. Today, in the US and much of the western world as a whole, we are missing something I have seen described as "the third place". This is defined as any social setting that isn't the "first place" (home), or the "second place" (work). Wikipedia introduces the "third place" with examples: "churches, cafes, clubs, public libraries, gyms, bookstores, stoops a…
You may also be surprised how central of a third place are some cafes in southern Europe: in rural Spanish, Greek, Italian villages they’ll often have a contingent of pensioners regulars chatting throughout the day. Again, this could just as well happen in the US - even if you argue car culture or whatever, it could happen in NYC or SF, but doesn’t really.
I think actually, we are culturally averse to third places now. There used to be more in the US (saloons were huge before prohibition). I question the extent to which we “need” it given that we’ve gradually shifted towards not having them. Maybe it’s because those needs are met elsewhere. You could argue things like the workplace (as reimagined by tech companies and startups) or Internet are a third place for example
Re: Popular education in Sweden: much more than you wanted to know (2022)
#67That's worth thinking about.
Re: Popular education in Sweden: much more than you wanted to know (2022)
#68Earlier quoted context omitted.
> Perhaps maker spaces are born of a similar ethos, though of course very stem driven. Huh? Most makerspaces are not at all STEM driven. In the US, most makerspaces are driven by woodworking. Metalworking and 3D printing generally take up the next tier in a makerspace of usage. Electronics and STEM stuff is generally the bottom of utilization, sadly. It's simply really hard to come up with good electronics projects t…
Anytime you try to make a 3D thing (and many 2D things) you are doing STEM. I feel the distinction between 'blue collar' e.g. woodworking and 'white collar' technology, and indeed 'purple collar' art & design, to be unhelpful - unless of course to segregate out the 'bookish'!
If that's your definition, you do you.
Re: Popular education in Sweden: much more than you wanted to know (2022)
#69Earlier quoted context omitted.
What do they spend taxpayers money for instead?
Defence, police, tax incentives for driving and reduced tax on fossile fuels. Many other things of course. But these are some of the areas where the difference is largest compared to the opposition.
Policies that are extremely popular with the average Swede who has a stable income, mortgage etc. But the left and right have both been shafting low income earners for quite a while now.
Re: Popular education in Sweden: much more than you wanted to know (2022)
#70Earlier quoted context omitted.
Anytime you try to make a 3D thing (and many 2D things) you are doing STEM. I feel the distinction between 'blue collar' e.g. woodworking and 'white collar' technology, and indeed 'purple collar' art & design, to be unhelpful - unless of course to segregate out the 'bookish'!
A carpenter, woodworker, roofer, plumber, welder, etc. would be kind of surprised with your definition of STEM, but, okay. If that's your definition, you do you.
What? Such an asinine statement.
Clearly anything that involves shaping the physical world will have the hard sciences as its foundation. There is a sort of reverse snobbery going on here - 'too cool for school', it is unfortunate to see.