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The art of futility

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  Creation doesn’t save. Art stabilises. That’s why art continues after belief has died. Not because it promises something— But because consciousness cannot stop itself. The will to create isn’t heroic. It’s involuntary. A reflex. The art of futility A spoken monologue I don’t make art because it matters. I make it because consciousness produces excess. And excess demands release. That’s the first lie we’re taught—that art points toward truth. Truth doesn’t need us. It existed before our gestures and will remain after our silence. Art isn’t revelation. It’s a regulation. An overdeveloped mind can’t remain idle. Thought accumulates. Pressure builds. Expression becomes a discharge—not a message. This isn’t noble. It’s biological. Paintings. Texts. Sounds. Images. All variations of the same maneuver. Not transcendence . Containment . Once you see this, ambition collapses. Influence. Legacy . Relevance. These are metaphysical debts art can no longer pay. The work is finished the mome...
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Behavioural Change and Improved Learning

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(This discussion paper is contextual to Australian schools.) The relationship between behavioral change and improved learning is a deeply rooted process of schooling. As structures go, classrooms contain a largely sized body of people within smallish size rooms, students are legislated to compulsory attend, and are regulated by the powers of a solitary instructor/manager.  For an individual child to successfully learn in this controlled space classroom behavior must be acquired. The child learns this behavior in the classroom itself. Classroom behaviour is a learning discipline in itself. It is difficult for a child to learn within a classroom if the child doesn’t subscribe to classroom rules. Schools are ‘disciplinary institutions’.   Australian schooling is  similar to the descriptions formed by Foucault.  In reference to Foucault  this discussion concerns the relationship between power, knowledge and future social positioning.  This discussion i...
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Australian Standard for Principals reflection

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Reflection My understanding of the Australian Standard for Principals, as compared to the Standard for Teachers is that it is not a regulated nor a compliance framework. Principal registration is not based on meeting standards identified within the Principal Professional Standards. Principals are expected to meet standards identified within the Standard for Teachers to maintain teacher registration. An essential criteria with Northern Territorian Principal  J ob  D escriptions is have teacher r egistration. Whilst, the Australian Standard for Principals doesn't have a compliance mandate, the strength of the standard is the explicit and descriptive understandings/expectations gained through (what I call) a common language statement of expectations. The Australian  Standard for Principals ensures a common understanding of what is expected across Australia. The benefit of a common understanding is that it explicitly describes 'standard based expec...
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Globalization of Eductation

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Readings: Global Student Mobility in the Asia Pacific: Mobility, Migration, Security and Well-being of international students:   http://www.c-s-p.org/Flyers/Global-Student-Mobility-in-the-Asia-Pacific--Mobility--Migration--Security-and-Wellbeing-of-Internat1-4438-1908-5.htm Two cultures in science :   http://www.abc.net.au/radionational/programs/ockhamsrazor/two--cultures-in-science/5154684 Science, Engineering and mathematics in Crisis :  http://spectrum.ieee.org/at-work/education/the-stem-crisis-is-a-myth Science, Technology, Engineering and Mathematics in the National Interest: A Strategic Approach in July 2013 :   http://www.chiefscientist.gov.au/wp-content/uploads/STEMstrategy290713FINALweb.pdf Globalization and the Australian Dream :  http://www.abc.net.au/radionational/programs/sundayextra/the-australian-dream-is-over/5154750 The following discussion is based on personal understandings in association with the signifi...
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