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Me but in no sensible order. Things constantly remind me of other things.
We have a new front-runner in the All-Comers Cold Call Completion World Championship (ACCCWC)!
This caller successfully established that the number he had phoned corresponded to the address on his list, despite the non-residence of the elusive 'Mrs Taylor'. Where he fell down was in speaking far too quickly and unclearly to be understood by someone with limited patience who had only just got up:
Caller: That was to establish that I have the right number and the right address, but the wrong name. So what is your name please, madam?
Me: I'm afraid I'm not willing to give that information over the phone.
Caller: Don't worry madam, I'm calling on behalf of the UK government.
Me: Oh yes? [Gah! Council tax? Student loan? Office for the Prevention of Plant Cruelty? (the basil in the window is looking decidedly peaky)]
Caller: So I'm not selling anything. [Aha, so someone will be making money from this somehow...]
Me: Can I ask which part of the UK government, exactly?
Caller: I'm from the rabarber rabarber insulation rabarber.
Me: [Insulation again?] I'm sorry, could you repeat that please?
Caller: a little louder From the National Utility rabarber rabarber.
Me: Sorry, I still didn't understand the name of the...
Caller: shouting, but just as quickly THE RABARBER RABARBER RABARBER RABARBER!
Me: I don't need you to shout, just to say the part of the government slowly so I can understand it.
Caller: very annoyed The point is you don't need to worry madam, it's on behalf of the UK government and...
Me: I don't understand who it is I'm talking to so I'm ending this call.
Dialing 1471 failed to produce a number to call back. Typing 'national', 'utilities' and 'insulation' into Google turned up a few government schemes but nothing with those words in that order in its name. I suspect that this is the same list of phone numbers that the angry (by the end of the call, anyway) Northern Irish man from British Gas was using a few weeks ago. I also suspect I'll be having similar conversations all winter. While I fully support the plan to make sure everyone has the best kind of insulation, in an affordable way, cold-calling on a week-day morning isn't going to turn up many home owners with time to listen. And I'm still not giving out my details or my landlady's over the phone.
A few people who read my previous post admitted to deliberately winding cold-callers up to waste their time. This is me trying to be helpful and they still end up confused, angry and empty-handed. The point? Unless it's a scam, calling landlines out of the blue is not the best way to get what you need.
*bzzzzzzzrrrrr PEEP PEEP PEEEzzzzzzzzzzbrrrrrEEEEPP bzzzrrrEEEEEEzzzzzzzzzzrrrP*
Me: Hello?
Caller: Is that Mrs. Taylor?
Me: No, there is no Mrs. Taylor at this address.
Me: There is a Dr.Taylor here. Would you like to leave a message for him?
Caller: Er... / Ummm / *long pause*
Me: Look, if you haven't got a message for him, there would seem to be no point to this call.
Caller: *click*
Me: I'm afraid you've interrupted me while I'm working. Is this important?
Caller: Well actually it's very important. It's about the type of insulation in your home, which could be affecting your heating bills.
Me: I'm not the home-owner so I have no idea what kind we have and can't do any...
Caller: So who is the home owner?
Me: There's really no earthly reason why I should give you that information.
Caller: Now look here...
Me: *click*
"I know it's easy and it's rational, because of the narrative of betrayal, but it's unfortunate that it's led to those who are actually the leading party of government - who never opposed raising fees in the first place and would clearly have done this anyway with or without the Lib Dems - getting off scot free."
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Just one junior doctor to look after 400 patients, nurses too harried to help... no wonder even the medical profession is worried about hospital care at night.
There was even some disagreement about whether stamping out common delusions constituted education or genocide. And it reminded me of deaf people who refuse a cure because they see it as implying that they're worse than hearing people. And it's absurd. It's like refusing a superpower. You're not Nathan Petrelli, no bad thing is going to happen. Being deaf is objectively worse than being able to hear and in exactly the same way, being wrong about something as important as whether or not an omnipotent being will save you is objectively worse than being right. And if someone helps you fix that, say "thank you".
George Orwell, of 1984 fame, famously said that, “He who controls the present, controls the past. And he who controls the past, controls the future.” Of course there are rational people on the state education board fighting these changes, and any insidious changes will be slow and creeping, but this is one of the reasons why I think that the continual promotion of the ideas of the Enlightenment and scientific reasoning, and investigation into bullshitters and snake-oil salesmen needs to continue through vehicles such as this tremendous podcast. Rewriting history to agree with your rhetoric to me is morally bankrupt and intellectually bankrupt, and ironic coming from a religion that lays claim to moral superiority.
While I agree that the proposed changes to the curriculum are clearly an act of politically-motivated revisionism, and could have a very negative effect on the quality of education, I can sense an underlying assumption on the part of the podcasters here which needs to be examined. This is the assumption that there is a 'correct' version of history, which should be found in all textbooks. In other words, that there is a fixed benchmark against which the accuracy of the information in these books can be measured.
Sorry to go all postmodern on yo' asses, but there isn't. Or at least, it's not as fixed and clear as you might hope. Yes, if a book states that the American War of Independence was started in 1509 by a secret society of Welsh feminist trumpet players, it can be pretty conclusively disproven with reference to a vast body of archival evidence. On the other hand, when it comes to assessing which factions of revolutionaries deserve the most credit for victory, and the creation of the United States... there is no 'fact' to be uncovered, just a mass of different interpretations to be weighed up. If this sounds like I'm working up to the line “teach the controversy”, it's probably because I am. But I'd like it taught well.
When 'science' is taught, it is really the scientific method which is being learned. Ok, you get some facts like the structure of cells, or that some stuff floats, but wherever possible this is not taken out of a book, but demonstrated practically. Even better, the kids perform the experiment themselves and discuss their findings (before being told what it was they did wrong). 'Science' is not a static, monolithic thing you can memorise for an exam. It's a system, an engine, constantly adding new knowledge to the pool, or designating previously held 'truths' to be false.
History is the same. The idea of kids learning 'history' from a single textbook, or even a limited selection of textbooks, fills me with horror. History is not a 'story' to be learned by heart and recited. History does not, strictly speaking, exist to be learned. What can be learned is the discipline of history, the methodology of historians, and – as a basic starting point – some of the main things that the majority of historians would consider to be accurate: key events, dates, and actors; probable causes and consequences; aspects of everyday life at different times – whatever gives the lessons some substance, and interest. This should be done, at all levels, via proper engagement with sources (not just texts), examination of locations and artefacts where possible, and the development of critical thinking skills. Something like:
“Right kids, based on this information about French and English weaponry and on the location of the armies, who do you think won the battle of Agincourt? Discuss it in groups for a bit; your homework is to find out the answer – and remember to double check with at least two different books! Next week, we'll discuss a little how historians define one side as 'the winner'.”
What should emerge from this is a sense that history isn't something which is remembered and preserved down the ages, but something which is constantly being pieced together, reshaped and reinterpreted by new information or different methods of analysis. The most useful thing which can emerge is the knowledge that everyone, however well-intentioned, 'rewrites' history, and that statements along the lines of “x was our past, therefore y should be our future” are always total hogswash.