Unlearning II — Anonymity
I want to speak for the right of student anonymity. The strength of first impression is readily underestimated. It is known that “thin slices” (6s, 15s) of behavior are enough to predict full semester teacher evaluation, yet I’m not sure the conclusions are clear.
Learning is about taking risks. We fear trying because, in many ways, we fear failure. As students begin their journey through the formal education systems, the environment is failure accepting (think kindergartens — sometimes there is no definition of failure at all). By the time students graduate, they thrive in strict systems of numerical scores (SAT’s, diplomas). Some parents or teachers choose to show unconditional mental support, some honest critique, many mix the benefits of both. Do you remember being treated in one way or another in your childhood?

All is well, learning the importance of “relativity” (scores, ratings, comparisons) is an important fact of life. But this importance can sabotage our own self, as we remove our agency, the pure curiosity, and move to an external motivation. In this context we will be more obsessed with our relative score than our subjective learning. We must protect this drive — to quote Zooko Wilcox — “We need anonymity so we can be human”.
The case for student anonymity is such; anonymous students are more open to try new things — and learning is all about experimenting with the new. Modern data collection is important to kids, and they notice that content providers are “bucketing them”. They notice that teachers do it as well. Educational first impressions are always paired, a teacher on a student and a student on a teacher. Accepting the fact that students make their mind so fast, one can assume that teachers make their mind quickly as well. Reflect on your education — did you ever feel “bucketed”?
Unlearning is not only relevant to the mind of the student, but to the student’s image in the minds of others. In developing minds: learning is change. Change is scary and mistakes are painful. None of us would like to try a new musical instrument on stage. Give your children and students a fresh start every day. Create an environment where their mistakes aren’t catalogued and remembered forever, but become a benchmark or a reminder to be better instead. Then let us know when they lose their fear of growth.