Very interesting piece. I like how you it all comes down to the very basic human emotions and motivators. Therefore, it's important to explore the modern mediums for expressing those emotions. It seems that if you really understand human behavior deeply, you would be able to navigate those new mediums more easily, as they are still an extension of the original human core.
"Relationship-wise and supervision-wise, not so much."
I, in general agree that scaling this is hard with the current state of higher education. However, I believe that you can organize these institutions in ways that allow for relationships and supervision to scale. I think YC startup school is a good first attempt at things like this. It seems like the trend is increased peer support and supervision of smaller groups rather than individuals.
Also, if there were more people going into these institutions you naturally end up with more supervisors to supervise any incoming students. But yes this will work only up to a point before organizing such a big group becomes tricky. Top institutions however are far away from that number. (Harvard only admitted 2,320 students this year)
"As an educator, especially with certain higher-risk formation contexts, as in medicine: it's damn hard to supervise 3 student doctors, let alone 10."
This is entirely understandable. Could you see a way where it's actually possible to increase the number of students to 10 without increasing the difficulty?
Thank you for replying. Yes, you can always iterate and adjust to circumstances, while keeping an eye on +/- consequences of the changes. And always examine the why and who of those who propose change, not just the what. The “who” may disclose insights into their motives and biases, as well as on their value added and their value subtracted.
Very interesting piece. I like how you it all comes down to the very basic human emotions and motivators. Therefore, it's important to explore the modern mediums for expressing those emotions. It seems that if you really understand human behavior deeply, you would be able to navigate those new mediums more easily, as they are still an extension of the original human core.
Don't forget:
1) To consider how On Deck could be wrong about education. Beware of whistling past the graveyard.
2) One-way functions.
3) Some things don't scale.
Scarcity of seats at prestigious universities isn't just about status, it's also because some things simply don't scale.
Scale: Is being a parent to 11 kids or educator to 11 students benefit from scale? Only to a point.
Content-wise, sure, it scales pretty well.
Relationship-wise and supervision-wise, not so much.
Especially from the viewpoint of the student / child. Lots different being an only child versus 1 of 11
Disclosure: I'm #9 of 11 children of my parents, and a retired educator of doctors.
One way functions: the experience of a teacher/father of 11 is not analogous to being one of 11 children of that father.
"Yeah, teacher/father of 4 vs. 11; what's the difference. It's the same lesson plan/need to be 24x7 on call."
From the student/child's point of view: Sharing a teacher/father with 3 others vs. 10 others is a big difference.
As an educator, especially with certain higher-risk formation contexts, as in medicine: it's damn hard to supervise 3 student doctors, let alone 10.
Interesting argument.
"Relationship-wise and supervision-wise, not so much."
I, in general agree that scaling this is hard with the current state of higher education. However, I believe that you can organize these institutions in ways that allow for relationships and supervision to scale. I think YC startup school is a good first attempt at things like this. It seems like the trend is increased peer support and supervision of smaller groups rather than individuals.
Also, if there were more people going into these institutions you naturally end up with more supervisors to supervise any incoming students. But yes this will work only up to a point before organizing such a big group becomes tricky. Top institutions however are far away from that number. (Harvard only admitted 2,320 students this year)
"As an educator, especially with certain higher-risk formation contexts, as in medicine: it's damn hard to supervise 3 student doctors, let alone 10."
This is entirely understandable. Could you see a way where it's actually possible to increase the number of students to 10 without increasing the difficulty?
Thank you for replying. Yes, you can always iterate and adjust to circumstances, while keeping an eye on +/- consequences of the changes. And always examine the why and who of those who propose change, not just the what. The “who” may disclose insights into their motives and biases, as well as on their value added and their value subtracted.