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Wednesday, July 26, 2023

History of operating systems

From Wikipedia, the free encyclopedia

Computer operating systems (OSes) provide a set of functions needed and used by most application programs on a computer, and the links needed to control and synchronize computer hardware. On the first computers, with no operating system, every program needed the full hardware specification to run correctly and perform standard tasks, and its own drivers for peripheral devices like printers and punched paper card readers. The growing complexity of hardware and application programs eventually made operating systems a necessity for everyday use.

Background

The earliest computers were mainframes that lacked any form of operating system. Each user had sole use of the machine for a scheduled period of time and would arrive at the computer with program and data, often on punched paper cards and magnetic or paper tape. The program would be loaded into the machine, and the machine would be set to work until the program completed or crashed. Programs could generally be debugged via a control panel using dials, toggle switches and panel lights.

Symbolic languages, assemblers, and compilers were developed for programmers to translate symbolic program-code into machine code that previously would have been hand-encoded. Later machines came with libraries of support code on punched cards or magnetic tape, which would be linked to the user's program to assist in operations such as input and output. This was the genesis of the modern-day operating system; however, machines still ran a single job at a time. At Cambridge University in England the job queue was at one time a string from which tapes attached to corresponding job tickets were hung with stationery pegs.

As machines became more powerful the time to run programs diminished, and the time to hand off the equipment to the next user became large by comparison. Accounting for and paying for machine usage moved on from checking the wall clock to automatic logging by the computer. Run queues evolved from a literal queue of people at the door, to a heap of media on a jobs-waiting table, or batches of punch-cards stacked one on top of the other in the reader, until the machine itself was able to select and sequence which magnetic tape drives processed which tapes. Where program developers had originally had access to run their own jobs on the machine, they were supplanted by dedicated machine operators who looked after the machine and were less and less concerned with implementing tasks manually. When commercially available computer centers were faced with the implications of data lost through tampering or operational errors, equipment vendors were put under pressure to enhance the runtime libraries to prevent misuse of system resources. Automated monitoring was needed not just for CPU usage but for counting pages printed, cards punched, cards read, disk storage used and for signaling when operator intervention was required by jobs such as changing magnetic tapes and paper forms. Security features were added to operating systems to record audit trails of which programs were accessing which files and to prevent access to a production payroll file by an engineering program, for example.

All these features were building up towards the repertoire of a fully capable operating system. Eventually the runtime libraries became an amalgamated program that was started before the first customer job and could read in the customer job, control its execution, record its usage, reassign hardware resources after the job ended, and immediately go on to process the next job. These resident background programs, capable of managing multi step processes, were often called monitors or monitor-programs before the term "operating system" established itself.

An underlying program offering basic hardware-management, software-scheduling and resource-monitoring may seem a remote ancestor to the user-oriented OSes of the personal computing era. But there has been a shift in the meaning of OS. Just as early automobiles lacked speedometers, radios, and air-conditioners which later became standard, more and more optional software features became standard features in every OS package, although some applications such as database management systems and spreadsheets remain optional and separately priced. This has led to the perception of an OS as a complete user-system with an integrated graphical user interface, utilities, some applications such as text editors and file managers, and configuration tools.

The true descendant of the early operating systems is what is now called the "kernel". In technical and development circles the old restricted sense of an OS persists because of the continued active development of embedded operating systems for all kinds of devices with a data-processing component, from hand-held gadgets up to industrial robots and real-time control-systems, which do not run user applications at the front-end. An embedded OS in a device today is not so far removed as one might think from its ancestor of the 1950s.

The broader categories of systems and application software are discussed in the computer software article.

Mainframes

The first operating system used for real work was GM-NAA I/O, produced in 1956 by General Motors' Research division for its IBM 704. Most other early operating systems for IBM mainframes were also produced by customers.

Early operating systems were very diverse, with each vendor or customer producing one or more operating systems specific to their particular mainframe computer. Every operating system, even from the same vendor, could have radically different models of commands, operating procedures, and such facilities as debugging aids. Typically, each time the manufacturer brought out a new machine, there would be a new operating system, and most applications would have to be manually adjusted, recompiled, and retested.

Systems on IBM hardware

The state of affairs continued until the 1960s when IBM, already a leading hardware vendor, stopped work on existing systems and put all its effort into developing the System/360 series of machines, all of which used the same instruction and input/output architecture. IBM intended to develop a single operating system for the new hardware, the OS/360. The problems encountered in the development of the OS/360 are legendary, and are described by Fred Brooks in The Mythical Man-Month—a book that has become a classic of software engineering. Because of performance differences across the hardware range and delays with software development, a whole family of operating systems was introduced instead of a single OS/360.

IBM wound up releasing a series of stop-gaps followed by two longer-lived operating systems:

  • OS/360 for mid-range and large systems. This was available in three system generation options:
    • PCP for early users and for those without the resources for multiprogramming.
    • MFT for mid-range systems, replaced by MFT-II in OS/360 Release 15/16. This had one successor, OS/VS1, which was discontinued in the 1980s.
    • MVT for large systems. This was similar in most ways to PCP and MFT (most programs could be ported among the three without being re-compiled), but has more sophisticated memory management and a time-sharing facility, TSO. MVT had several successors including the current z/OS.
  • DOS/360 for small System/360 models had several successors including the current z/VSE. It was significantly different from OS/360.

IBM maintained full compatibility with the past, so that programs developed in the sixties can still run under z/VSE (if developed for DOS/360) or z/OS (if developed for MFT or MVT) with no change.

IBM also developed TSS/360, a time-sharing system for the System/360 Model 67. Overcompensating for their perceived importance of developing a timeshare system, they set hundreds of developers to work on the project. Early releases of TSS were slow and unreliable; by the time TSS had acceptable performance and reliability, IBM wanted its TSS users to migrate to OS/360 and OS/VS2; while IBM offered a TSS/370 PRPQ, they dropped it after 3 releases.

Several operating systems for the IBM S/360 and S/370 architectures were developed by third parties, including the Michigan Terminal System (MTS) and MUSIC/SP.

Other mainframe operating systems

Control Data Corporation developed the SCOPE operating systems in the 1960s, for batch processing and later developed the MACE operating system for time sharing, which was the basis for the later Kronos. In cooperation with the University of Minnesota, the Kronos and later the NOS operating systems were developed during the 1970s, which supported simultaneous batch and time sharing use. Like many commercial time sharing systems, its interface was an extension of the DTSS time sharing system, one of the pioneering efforts in timesharing and programming languages.

In the late 1970s, Control Data and the University of Illinois developed the PLATO system, which used plasma panel displays and long-distance time sharing networks. PLATO was remarkably innovative for its time; the shared memory model of PLATO's TUTOR programming language allowed applications such as real-time chat and multi-user graphical games.

For the UNIVAC 1107, UNIVAC, the first commercial computer manufacturer, produced the EXEC I operating system, and Computer Sciences Corporation developed the EXEC II operating system and delivered it to UNIVAC. EXEC II was ported to the UNIVAC 1108. Later, UNIVAC developed the EXEC 8 operating system for the 1108; it was the basis for operating systems for later members of the family. Like all early mainframe systems, EXEC I and EXEC II were a batch-oriented system that managed magnetic drums, disks, card readers and line printers; EXEC 8 supported both batch processing and on-line transaction processing. In the 1970s, UNIVAC produced the Real-Time Basic (RTB) system to support large-scale time sharing, also patterned after the Dartmouth BASIC system.

Burroughs Corporation introduced the B5000 in 1961 with the MCP (Master Control Program) operating system. The B5000 was a stack machine designed to exclusively support high-level languages, with no software, not even at the lowest level of the operating system, being written directly in machine language or assembly language; the MCP was the first OS to be written entirely in a high-level language - ESPOL, a dialect of ALGOL 60 - although ESPOL had specialized statements for each "syllable" in the B5000 instruction set. MCP also introduced many other ground-breaking innovations, such as being one of the first commercial implementations of virtual memory. The rewrite of MCP for the B6500 is now marketed as the Unisys ClearPath/MCP.

GE introduced the GE-600 series with the General Electric Comprehensive Operating Supervisor (GECOS) operating system in 1962. After Honeywell acquired GE's computer business, it was renamed to General Comprehensive Operating System (GCOS). Honeywell expanded the use of the GCOS name to cover all its operating systems in the 1970s, though many of its computers had nothing in common with the earlier GE 600 series and their operating systems were not derived from the original GECOS.

Project MAC at MIT, working with GE and Bell Labs, developed Multics, which introduced the concept of ringed security privilege levels.

Digital Equipment Corporation developed TOPS-10 for its PDP-10 line of 36-bit computers in 1967. Before the widespread use of Unix, TOPS-10 was a particularly popular system in universities, and in the early ARPANET community. Bolt, Beranek, and Newman developed TENEX for a modified PDP-10 that supported demand paging; this was another popular system in the research and ARPANET communities, and was later developed by DEC into TOPS-20.

Scientific Data Systems/Xerox Data Systems developed several operating systems for the Sigma series of computers, such as the Basic Control Monitor (BCM), Batch Processing Monitor (BPM), and Basic Time-Sharing Monitor (BTM). Later, BPM and BTM were succeeded by the Universal Time-Sharing System (UTS); it was designed to provide multi-programming services for online (interactive) user programs in addition to batch-mode production jobs, It was succeeded by the CP-V operating system, which combined UTS with the heavily batch-oriented Xerox Operating System.

Minicomputers

Digital Equipment Corporation created several operating systems for its 16-bit PDP-11 machines, including the simple RT-11 system, the time-sharing RSTS operating systems, and the RSX-11 family of real-time operating systems, as well as the VMS system for the 32-bit VAX machines.

Several competitors of Digital Equipment Corporation such as Data General, Hewlett-Packard, and Computer Automation created their own operating systems. One such, "MAX III", was developed for Modular Computer Systems Modcomp II and Modcomp III computers. It was characterised by its target market being the industrial control market. The Fortran libraries included one that enabled access to measurement and control devices.

IBM's key innovation in operating systems in this class (which they call "mid-range"), was their "CPF" for the System/38. This had capability-based addressing, used a machine interface architecture to isolate the application software and most of the operating system from hardware dependencies (including even such details as address size and register size) and included an integrated RDBMS. The succeeding OS/400 (now known as IBM i) for the IBM AS/400 and later IBM Power Systems has no files, only objects of different types and these objects persist in very large, flat virtual memory, called a single-level store.

The Unix operating system was developed at AT&T Bell Laboratories in the late 1960s, originally for the PDP-7, and later for the PDP-11. Because it was essentially free in early editions, easily obtainable, and easily modified, it achieved wide acceptance. It also became a requirement within the Bell systems operating companies. Since it was written in the C language, when that language was ported to a new machine architecture, Unix was also able to be ported. This portability permitted it to become the choice for a second generation of minicomputers and the first generation of workstations, and its use became widespread. Unix exemplified the idea of an operating system that was conceptually the same across various hardware platforms. Because of its utility, it inspired many and later became one of the roots of the free software movement and open-source software. Numerous operating systems were based upon it including Minix, GNU/Linux, and the Berkeley Software Distribution. Apple's macOS is also based on Unix via NeXTSTEP and FreeBSD.

The Pick operating system was another operating system available on a wide variety of hardware brands. Commercially released in 1973 its core was a BASIC-like language called Data/BASIC and a SQL-style database manipulation language called ENGLISH. Licensed to a large variety of manufacturers and vendors, by the early 1980s observers saw the Pick operating system as a strong competitor to Unix.

Microcomputers

Beginning in the mid-1970s, a new class of small computers came onto the marketplace. Featuring 8-bit processors, typically the MOS Technology 6502, Intel 8080, Motorola 6800 or the Zilog Z80, along with rudimentary input and output interfaces and as much RAM as practical, these systems started out as kit-based hobbyist computers but soon evolved into an essential business tool.

Home computers

While many eight-bit home computers of the 1980s, such as the BBC Micro, Commodore 64, Apple II series, the Atari 8-bit, the Amstrad CPC, ZX Spectrum series and others could load a third-party disk-loading operating system, such as CP/M or GEOS, they were generally used without one. Their built-in operating systems were designed in an era when floppy disk drives were very expensive and not expected to be used by most users, so the standard storage device on most was a tape drive using standard compact cassettes. Most, if not all, of these computers shipped with a built-in BASIC interpreter on ROM, which also served as a crude command line interface, allowing the user to load a separate disk operating system to perform file management commands and load and save to disk. The most popular home computer, the Commodore 64, was a notable exception, as its DOS was on ROM in the disk drive hardware, and the drive was addressed identically to printers, modems, and other external devices.

Furthermore, those systems shipped with minimal amounts of computer memory—4-8 kilobytes was standard on early home computers—as well as 8-bit processors without specialized support circuitry like an MMU or even a dedicated real-time clock. On this hardware, a complex operating system's overhead supporting multiple tasks and users would likely compromise the performance of the machine without really being needed. As those systems were largely sold complete, with a fixed hardware configuration, there was also no need for an operating system to provide drivers for a wide range of hardware to abstract away differences.

Video games and even the available spreadsheet, database and word processors for home computers were mostly self-contained programs that took over the machine completely. Although integrated software existed for these computers, they usually lacked features compared to their standalone equivalents, largely due to memory limitations. Data exchange was mostly performed through standard formats like ASCII text or CSV, or through specialized file conversion programs.

Operating systems in video games and consoles

Since virtually all video game consoles and arcade cabinets designed and built after 1980 were true digital machines based on microprocessors (unlike the earlier Pong clones and derivatives), some of them carried a minimal form of BIOS or built-in game, such as the ColecoVision, the Sega Master System and the SNK Neo Geo.

Modern-day game consoles and videogames, starting with the PC-Engine, all have a minimal BIOS that also provides some interactive utilities such as memory card management, audio or video CD playback, copy protection and sometimes carry libraries for developers to use etc. Few of these cases, however, would qualify as a true operating system.

The most notable exceptions are probably the Dreamcast game console which includes a minimal BIOS, like the PlayStation, but can load the Windows CE operating system from the game disk allowing easily porting of games from the PC world, and the Xbox game console, which is little more than a disguised Intel-based PC running a secret, modified version of Microsoft Windows in the background. Furthermore, there are Linux versions that will run on a Dreamcast and later game consoles as well.

Long before that, Sony had released a kind of development kit called the Net Yaroze for its first PlayStation platform, which provided a series of programming and developing tools to be used with a normal PC and a specially modified "Black PlayStation" that could be interfaced with a PC and download programs from it. These operations require in general a functional OS on both platforms involved.

In general, it can be said that videogame consoles and arcade coin-operated machines used at most a built-in BIOS during the 1970s, 1980s and most of the 1990s, while from the PlayStation era and beyond they started getting more and more sophisticated, to the point of requiring a generic or custom-built OS for aiding in development and expandability.

Personal computer era

The development of microprocessors made inexpensive computing available for the small business and hobbyist, which in turn led to the widespread use of interchangeable hardware components using a common interconnection (such as the S-100, SS-50, Apple II, ISA, and PCI buses), and an increasing need for "standard" operating systems to control them. The most important of the early OSes on these machines was Digital Research's CP/M-80 for the 8080 / 8085 / Z-80 CPUs. It was based on several Digital Equipment Corporation operating systems, mostly for the PDP-11 architecture. Microsoft's first operating system, MDOS/MIDAS, was designed along many of the PDP-11 features, but for microprocessor based systems. MS-DOS, or PC DOS when supplied by IBM, was designed to be similar to CP/M-80. Each of these machines had a small boot program in ROM which loaded the OS itself from disk. The BIOS on the IBM-PC class machines was an extension of this idea and has accreted more features and functions in the 20 years since the first IBM-PC was introduced in 1981.

The decreasing cost of display equipment and processors made it practical to provide graphical user interfaces for many operating systems, such as the generic X Window System that is provided with many Unix systems, or other graphical systems such as Apple's classic Mac OS and macOS, the Radio Shack Color Computer's OS-9 Level II/Multi-Vue, Commodore's AmigaOS, Atari TOS, IBM's OS/2, and Microsoft Windows. The original GUI was developed on the Xerox Alto computer system at Xerox Palo Alto Research Center in the early 1970s and commercialized by many vendors throughout the 1980s and 1990s.

Since the late 1990s, there have been three operating systems in widespread use on personal computers: Apple Inc.'s macOS, the open source Linux, and Microsoft Windows. Since 2005 and the Mac transition to Intel processors, all have been developed mainly on the x86 platform, although macOS retained PowerPC support until 2009 and Linux remains ported to a multitude of architectures including ones such as 68k, PA-RISC, and DEC Alpha, which have been long superseded and out of production, and SPARC and MIPS, which are used in servers or embedded systems but no longer for desktop computers. Other operating systems such as AmigaOS and OS/2 remain in use, if at all, mainly by retrocomputing enthusiasts or for specialized embedded applications.

Mobile operating systems

Android is the most used mobile operating system.

In the early 1990s, Psion released the Psion Series 3 PDA, a small mobile computing device. It supported user-written applications running on an operating system called EPOC. Later versions of EPOC became Symbian, an operating system used for mobile phones from Nokia, Ericsson, Sony Ericsson, Motorola, Samsung and phones developed for NTT Docomo by Sharp, Fujitsu & Mitsubishi. Symbian was the world's most widely used smartphone operating system until 2010 with a peak market share of 74% in 2006. In 1996, Palm Computing released the Pilot 1000 and Pilot 5000, running Palm OS. Microsoft Windows CE was the base for Pocket PC 2000, renamed Windows Mobile in 2003, which at its peak in 2007 was the most common operating system for smartphones in the U.S.

In 2007, Apple introduced the iPhone and its operating system, known as simply iPhone OS (until the release of iOS 4), which, like Mac OS X, is based on the Unix-like Darwin. In addition to these underpinnings, it also introduced a powerful and innovative graphic user interface that was later also used on the tablet computer iPad. A year later, Android, with its own graphical user interface, was introduced, based on a modified Linux kernel, and Microsoft re-entered the mobile operating system market with Windows Phone in 2010, which was replaced by Windows 10 Mobile in 2015.

In addition to these, a wide range of other mobile operating systems are contending in this area.

Rise of virtualization

Operating systems originally ran directly on the hardware itself and provided services to applications, but with virtualization, the operating system itself runs under the control of a hypervisor, instead of being in direct control of the hardware.

On mainframes IBM introduced the notion of a virtual machine in 1968 with CP/CMS on the IBM System/360 Model 67, and extended this later in 1972 with Virtual Machine Facility/370 (VM/370) on System/370.

On x86-based personal computers, VMware popularized this technology with their 1999 product, VMware Workstation, and their 2001 VMware GSX Server and VMware ESX Server products. Later, a wide range of products from others, including Xen, KVM and Hyper-V meant that by 2010 it was reported that more than 80 percent of enterprises had a virtualization program or project in place, and that 25 percent of all server workloads would be in a virtual machine.

Over time, the line between virtual machines, monitors, and operating systems was blurred:

  • Hypervisors grew more complex, gaining their own application programming interface, memory management or file system.
  • Virtualization becomes a key feature of operating systems, as exemplified by KVM and LXC in Linux, Hyper-V in Windows Server 2008 or HP Integrity Virtual Machines in HP-UX.
  • In some systems, such as POWER5 and POWER6-based servers from IBM, the hypervisor is no longer optional.
  • Radically simplified operating systems, such as CoreOS have been designed to run only on virtual systems.
  • Applications have been re-designed to run directly on a virtual machine monitor.

In many ways, virtual machine software today plays the role formerly held by the operating system, including managing the hardware resources (processor, memory, I/O devices), applying scheduling policies, or allowing system administrators to manage the system.

Unschooling


From Wikipedia, the free encyclopedia
 
Children investigating insect deposits in tree bark as part of an unschooling activity

Unschooling is an informal learning method that prioritizes learner-chosen activities as a primary means for learning. Unschoolers learn through their natural life experiences including play, household responsibilities, personal interests and curiosity, internships and work experience, travel, books, elective classes, family, mentors, and social interaction. Often considered a lesson- and curriculum-free implementation of homeschooling, unschooling encourages exploration of activities initiated by the children themselves, under the belief that the more personal learning is, the more meaningful, well-understood, and therefore useful it is to the child. While unschooled students may occasionally take courses, unschooling questions the usefulness of standard curricula, fixed times at which learning should take place, conventional grading methods in standardized tests, forced contact with children in their own age group, the compulsion to do homework regardless of whether it helps the learner in their individual situation, the effectiveness of listening to and obeying the orders of one authority figure for several hours each day, and other features of traditional schooling.

The term unschooling was coined in the 1970s and used by educator John Holt, who is widely regarded as the father of unschooling. Unschooling is often seen as a subset of homeschooling, but while homeschooling has been the subject of broad public debate, unschooling received relatively little media attention and has only become popular in recent years.

Critics of unschooling see it as extreme, and express concerns that unschooled children will be neglected; miss many things that are important for their future; lack the social skills, structure, discipline, and motivation of their schooled peers; and not be able to cope with uncomfortable situations. Proponents of unschooling disagree, asserting that self-directed education in a non-academic, often natural and diversified environment is a far more efficient, sustainable, and child-friendly form of education than schooling; one which preserves innate curiosity, pleasure, and willingness to discover and learn new things; invites children to be part of society; shows children how to deal with their surroundings and their existence in a self-determined and responsible manner; makes children understand why certain properties, skills, abilities, values and norms are important rather than just telling them to obtain and adhere to them; rewards and supports creativity, individuality, and innovation; teaches how to acquire new things and find your way in unfamiliar situations quickly; and better equips a child to handle the "real world" outside of school.

History

The term unschooling probably derives from Ivan Illich's term deschooling. It was popularized through John Holt's newsletter Growing Without Schooling (GWS). Holt is also widely regarded as the father of unschooling. In an early essay, Holt contrasted the two terms:

GWS will say "unschooling" when we mean taking children out of school, and "deschooling" when we mean changing the laws to make schools non-compulsory...

At the time the term was equivalent to home schooling (itself a neologism). Subsequently, home schoolers began to differentiate between various educational philosophies within home schooling. The term unschooling became used as a contrast to versions of home schooling that were perceived as politically and pedagogically "school-like," for instance in that they used textbooks and exercises at home in the same way as they would be used at school. In 2003, in Holt's book Teach Your Own (originally published in 1981), Pat Farenga, co-author of the new edition, provided a definition:

When pressed, I define unschooling as allowing children as much freedom to learn in the world as their parents can comfortably bear.

In the same passage Holt stated that he was not entirely comfortable with this term, and would have preferred the term "living". Holt's use of the term emphasizes learning as a natural process, integrated into the spaces and activities of everyday life, and not benefiting from adult manipulation. It follows closely on the themes of educational philosophies proposed by Jean-Jacques Rousseau, Jiddu Krishnamurti, Paul Goodman, and A.S. Neill.

After Holt's death a range of unschooling practitioners and observers defined the term in various ways. For instance, the Freechild Project defines unschooling as:

the process of learning through life, without formalized or institutionalized classrooms or schoolwork.

New Mexico homeschooling parent Sandra Dodd proposed the term "radical unschooling" to emphasize the complete rejection of any distinction between educational and non-educational activities. Radical unschooling emphasizes that unschooling is a non-coercive, cooperative practice, and seeks to promote those values in all areas of life. These philosophies share an opposition to traditional schooling techniques and the social construction of schools. Most emphasize the integration of learning into the everyday life of the family and wider community. Points of disagreement include whether unschooling is primarily defined by the initiative of the learner and their control over the curriculum, or by the techniques, methods, and spaces used.

Peter Gray suggested the term "self-directed education", which has fewer negative connotations.

Unschooling is often seen as a subset of homeschooling; for example as the freest form of homeschooling. While homeschooling has been the subject of broad public debate, unschooling has received relatively little media attention and has only become popular in recent years.

Motivations

Parents choose to unschool their children for a variety of reasons, many of which overlap with reasons for homeschooling.

Unschoolers criticize schools for lessening the parent/child bond and reducing family time and for creating atmospheres that are fearful. Some unschoolers argue that schools teach children facts and skills that will not be useful to them, whereas with unschooling, children learn how to learn, which is of more enduring use. Some assert that schools teach children only how to follow instructions, which does not prepare them to confront tasks they have not done before. Another argument is that the structure of school is not suitable for people who want to make their own decisions about what, when, how, and with whom they learn because many things are predetermined in the school setting, while unschooled students are more free to make such decisions.

In school, a student's community may consist mainly of a peer group, of which the parent has little influence and even knowledge. Unschoolers may have more opportunity to share a role in their greater community—including older and younger people—and can therefore learn to find their place within more diverse groups of people. Parents of school children also have little say regarding whom their instructors and teachers are, whereas parents of unschoolers may be more involved in the selection of the coaches or mentors their children work with and with whom they build relationships.

According to unschooling pioneer John Holt, child-led learning is more efficient and respectful of children's time, takes advantage of their interests, and allows deeper exploration of subjects than what is possible in conventional education.

"...the anxiety children feel at constantly being tested, their fear of failure, punishment, and disgrace, severely reduces their ability both to perceive and to remember, and drives them away from the material being studied into strategies for fooling teachers into thinking they know what they really don't know."

Some schools have adopted relatively non-coercive and cooperative techniques, in a manner that harmonizes with the philosophies behind unschooling. For example, Sudbury model schools are non-coercive, non-indoctrinative, cooperative, democratically run partnerships between children and adults, including full parents' partnership, in which learning is individualized and child-led, in a way that complements home education.

Concerns about socialization can also be a factor in the decision to unschool. Some unschoolers believe that conditions in conventional schools, such as age segregation, the ratio of children to adults, or the amount of time spent sitting and obeying orders of one authority figure, are not conducive to proper education.

Unschooling may broaden the diversity of people or places an unschooler is exposed to. Unschoolers may be more mature than their schooled peers on average, and some believe this is a result of the wide range of people they have the opportunity to interact with, although it may also be "difficult to find children [...] for, well, socialization". Opportunities for unschoolers to meet and interact with other unschoolers has increased in recent years, allowing unschoolers to have interactions with other children with similar experiences.

Methods and philosophy

Natural learning

Unschooling may emphasize free, undirected play as a major component of children's education.

A fundamental premise of unschooling is that learning is a natural process constantly taking place and that curiosity is innate and children want to learn. Because of this, institutionalizing children in a "one size fits all" or "factory model" school is an inefficient use of the children's time and potential, because it requires each child to learn specific subject matter in a particular manner, at a particular pace, and at a specific time regardless of that individual's present or future needs, interests, goals, or any pre-existing knowledge they might have about the topic.

Many unschoolers believe that students miss out on valuable hands-on, community-based, spontaneous, and real-world experiences when their educational opportunities are limited to, or dominated by, those inside a school building.

Learning styles

Psychologists have documented many differences between children in the way they learn. Unschoolers assert that unschooling is better equipped to adapt to such differences.

People vary in their "learning styles", that is, how they prefer to acquire new information. However, research has demonstrated no evidence of such learning styles and that this preference is not related to increased learning or improved performance. Students have different learning needs. In a traditional school setting, teachers seldom evaluate an individual student differently from other students, and while teachers often use different methods, this is sometimes haphazard and not always with regard to an individual student.

Developmental differences

Developmental psychologists note that just as children reach growth milestones at different ages from each other, children are also prepared to learn different things at different ages. Just as some children learn to walk during a normal range of eight to fifteen months, and begin to talk across an even larger range, unschoolers assert that they are also ready and able to read, for example, at different ages, girls usually earlier than boys. Natural learning produces far greater changes in behavior than do traditional learning methods, though not necessarily an increase in the amount of information learned. Traditional education requires all children to begin reading at the same time and to learn multiplication at the same time; unschoolers believe that some such children will be bored because a topic like this was something that they had been ready to learn earlier, and worse, some will fail because they are not yet ready.

Essential body of knowledge

Unschoolers sometimes state that learning any specific subject is less important than learning how to learn. In the words of Holt:

Since we can't know what knowledge will be most needed in the future, it is senseless to try to teach it in advance. Instead, we should try to turn out people who love learning so much and learn so well that they will be able to learn whatever must be learned.

Unschoolers suggest that this ability for children to learn on their own makes it more likely that later, when these children are adults, they can continue to learn in order to meet newly emerging needs, interests, and goals; and that they can return to any subject that they feel was not sufficiently covered or learn a completely new subject.

Many unschoolers disagree that there is a particular body of knowledge that everyone, regardless of the life they lead, needs to possess. In the words of John Holt, "If children are given access to enough of the world, they will see clearly enough what things are truly important to themselves and to others, and they will make for themselves a better path into that world than anyone else could make for them."

The role of parents

Parents of unschoolers provide resources, support, guidance, information, and advice to facilitate experiences that aid their children in accessing, navigating, and making sense of the world. Common parental activities include sharing interesting books, articles, and activities with their children, helping them find knowledgeable people to explore an interest with (for example physics professors or automotive mechanics), and helping them set goals and figure out what they need to do to meet their goals. Unschooling's interest-based nature does not mean that it is a "hands-off" approach to education. Parents tend to involve themselves, especially with younger children (older children, unless new to unschooling, often need less help in finding resources and in making and carrying out plans).

Paradigm shift

Unschooling contradicts assumptions of the dominant culture. This can make it difficult for people from that culture to understand the unschooling philosophy of education without participating in it and adopting a paradigm shift that may result in uncomfortable cognitive dissonance. New unschoolers are advised that they should not expect to understand the unschooling philosophy at first. Many commonplace assumptions about education are unspoken and unwritten. One step towards overcoming the necessary paradigm shift is accepting that "what we do is nowhere near as important as why we do it."

Opponents of unschooling say that it cannot ensure that children receive a neutral, comprehensive education. They fear that children may be at the mercy of bad parents, resulting in parallel societies. Many advocates of unschooling doubt that or at least question whether such an education exists universally objectively seen and note that in school, people do not learn a lot of what they are guaranteed to need for their life either and that when unschooled, more efficient and independent learning guided by their own interests increases the probability that children will be well equipped for their future life because they learned how to learn and already roughly know what they are interested in and some things about these areas. They also find that children can be at least just as much at the mercy of one or more bad teachers and classmates in school and consider it exceedingly unrealistic that parents would completely isolate their children from external social influences or even criticize school as an institution in which children are fobbed off from the outside world and therefore see school itself as a parallel society.[needs copy edit] From then on, it is only a subjective decision as to where, when, how and with whom education should take place, which those to be educated should answer themselves, or, if necessary, with people directly involved in their education, like their parents or other people who educate them.

Unschooling compared to other homeschooling forms

Unschooling is a form of homeschooling, which is the education of children at home or other places rather than in a school. Unschooling teaches children based on their interests rather than according to a set curriculum.

Unschooling contrasts with other forms of homeschooling in that the student's education is not directed by a teacher and curriculum. Unschooling is a real-world implementation of the open classroom methods promoted in the late 1960s and early 1970s, without the school, classrooms, or grades. Parents who unschool their children act as facilitators, providing a range of resources, helping their children access, navigate, and make sense of the world, and aiding them in making and implementing goals and plans for both the distant and immediate future. Unschooling expands from children's natural curiosity as an extension of their interests, concerns, needs, goals, and plans.

Unschooling differs from discovery learning, minimally invasive education, purpose-guided education, academic advising, phenomenon-based learning, and thematic learning.

Branches

There are a variety of approaches to designing and practicing unschooling. Some of the most popular include the following:

  • Worldschooling, in which families travel around the world and learn through experiencing other places, people, cultures, and activities typical for these locations.
  • Project-based unschooling, which holds that students acquire a deeper knowledge through active exploration of real-world challenges, problems, and projects that they can do in their own way and at their own pace.
  • Gameschooling, which employs various games like board and card games to facilitate learning. In addition to developing skills in math, language, history, board games also develop social skills such as interpersonal communication, negotiation, persuasion, diplomacy, and virtues like good sportsmanship.

Complementary philosophies

Unschooling families may adopt the following philosophies:

Other forms of alternative education

Many other forms of alternative education also prioritize student control of learning, albeit not necessarily by the individual learner. These include free democratic schools, like the Sudbury school, Stonesoup School, and "open learning" virtual universities.

Criticism

As a form of homeschooling, unschooling faces many of the same critiques as homeschooling. Criticisms of unschooling in particular tend to focus on whether students can receive sufficient education in a context with so little structure compared with standard schooling practices. Some critics maintain that it can be difficult to build sufficient motivation in students to allow them learn without guardrails, and that some students might be left behind as a result. Unschooled students who do not have enough motivation or interest in critical areas, it is argued, might fare poorly compared with their peers.

In a 2006 study of children aged five to ten, unschooled children scored below traditionally schooled children in four of seven studied categories, and significantly below structured homeschoolers in all seven studied categories.

Anti-racism

From Wikipedia, the free encyclopedia
Anti-racism demonstrators at a 2020 George Floyd protest in Minneapolis, Minnesota, U.S.
The 1963 March on Washington participants and leaders marching from the Washington Monument to the Lincoln Memorial

Anti-racism encompasses a range of ideas and political actions which are meant to counter racial prejudice, systemic racism, and the oppression of specific racial groups. Anti-racism is usually structured around conscious efforts and deliberate actions which are intended to provide equal opportunities for all people on both an individual and a systemic level. As a philosophy, it can be engaged in by the acknowledgment of personal privileges, confronting acts as well as systems of racial discrimination and/or working to change personal racial biases. Major contemporary anti-racism efforts include the Black Lives Matter movement and workplace anti-racism.

History

European origins

European racism was spread to the Americas by the Europeans, but establishment views were questioned when they were applied to indigenous peoples. After the discovery of the New World, many of the members of the clergy who were sent to the New World who were educated in the new humane values of the Renaissance, still new in Europe and not ratified by the Vatican, began to criticize Spain's as well as their own Church's treatment and views of indigenous peoples and slaves.

In December 1511, Antonio de Montesinos, a Dominican friar, was the first European to rebuke openly the Spanish authorities and administrators of Hispaniola for their "cruelty and tyranny" in dealing with the American natives and those forced to labor as slaves. King Ferdinand enacted the Laws of Burgos and Valladolid in response. However enforcement was lax, and the New Laws of 1542 have to be made to take a stronger line. Because some people like Fray Bartolomé de las Casas questioned not only the Crown but the Papacy at the Valladolid Controversy whether the Indians were truly men who deserved baptism, Pope Paul III in the papal bull Veritas Ipsa or Sublimis Deus (1537) confirmed that the Indians and other races are fully rational human beings who have rights to freedom and private property, even if they are heathen. Afterward, their Christian conversion effort gained momentum along social rights, while leaving the same status recognition unanswered for Africans of Black Race, and legal social racism prevailed towards the Indians or Asians. However, by then the last schism of the Reformation had taken place in Europe in those few decades along political lines, and the different views on the value of human lives of different races were not corrected in the lands of Northern Europe, which would join the Colonial race at the end of the century and over the next, as the Portuguese and Spanish Empires waned. It would take another century, with the influence of the French Empire at its height, and its consequent Enlightenment developed at the highest circles of its Court, to return these previously inconclusive issues to the forefront of the political discourse championed by many intellectual men since Rousseau. These issues gradually permeated to the lower social levels, where they were a reality lived by men and women of different races from the European racial majority.

Quaker initiatives

John Brown's blessing

In 1688, with the "Germantown Petition Against Slavery", German immigrants created the first American document of its kind that made a plea for equal human rights for everyone. After being set aside and forgotten, it was rediscovered by the US abolitionist movement in 1844, misplaced around the 1940s, and once more rediscovered in March 2005. Prior to the American Revolution, a small group of Quakers, including John Woolman and Anthony Benezet, persuaded their fellow members of the Religious Society of Friends to free their slaves, divest from the slave trade, and create unified Quaker policies against slavery. This afforded their tiny religious denomination some moral authority to help begin the abolitionist movement on both sides of the Atlantic. Woolman died of smallpox in England in 1775, shortly after crossing the Atlantic to bring his anti-slavery message to the Quakers of the British Isles.

During and after the American Revolution, Quaker ministrations and preachings against slavery began to spread beyond their denomination. In 1783, 300 Quakers, chiefly from the London area, presented the British Parliament with their signatures on the first petition against the slave trade. In 1785, Englishman Thomas Clarkson, enrolled at Cambridge, and in the course of writing an essay in Latin (Anne liceat invitos in servitutem dare (Is it lawful to enslave the unconsenting?), read the works of Benezet, and began a lifelong effort to outlaw the slave trade in England. In 1787, sympathizers formed the Committee for the Abolition of the Slave Trade, a small nondenominational group that could lobby more successfully by incorporating Anglicans, who, unlike the Quakers, could lawfully sit in Parliament. The twelve founding members included nine Quakers and three pioneering Anglicans: Granville Sharp, Thomas Clarkson, and William Wilberforce – all evangelical Christians.

Abolitionist movement

Later successes in opposing racism were won by the abolitionist movement in England and in the United States. Though many Abolitionists did not regard blacks or mulattos as equal to whites, they did, in general, believe in freedom and often even equality of treatment for all people. A few, like John Brown, went further. Brown was willing to die on behalf of, as he said, "millions in this slave country whose rights are disregarded by wicked, cruel, and unjust enactments ..." Many black Abolitionists, such as Frederick Douglass, explicitly argued for the humanity of blacks and mulattoes, and the equality of all people.

Due to resistance in the Southern United States, however, and a general collapse of idealism in the North, Reconstruction ended, and gave way to the nadir of American race relations. The period from about 1890 to 1920 saw the re-establishment of Jim Crow laws. President Woodrow Wilson, who regarded Reconstruction as a disaster, segregated the federal government. The Ku Klux Klan grew to its greatest peak of popularity and strength. D. W. Griffith's The Birth of a Nation was a movie sensation.

In 1911 the First Universal Races Congress met in London, at which distinguished speakers from many countries for four days discussed race problems and ways to improve interracial relations.

Scientific anti-racism

Friedrich Tiedemann was one of the first people to scientifically contest racism. In 1836, using craniometric and brain measurements (taken by him from Europeans and black people from different parts of the world), he refuted the belief of many contemporary naturalists and anatomists that black people have smaller brains and are thus intellectually inferior to white people, saying it was scientifically unfounded and based merely on the prejudiced opinions of travelers and explorers. The evolutionary biologist Charles Darwin wrote in 1871 that ‘[i]t may be doubted whether any character can be named which is distinctive of a race and is constant’ and that ‘[a]lthough the existing races of man differ in many respects, as in colour, hair, shape of skull, proportions of the body, &c., yet if their whole structure be taken into consideration they are found to resemble each other closely in a multitude of points.’

German ethnographer Adolf Bastian promoted the idea known as "psychic unity of mankind", the belief in a universal mental framework present in all humans regardless of race. Rudolf Virchow, an early biological anthropologist criticized Ernst Haeckel's classification of humanity into "higher and lower races". The two authors influenced American anthropologist Franz Boas who promoted the idea that differences in behavior between human populations are purely cultural rather than determined by biological differences. Later anthropologists like Marcel Mauss, Bronisław Malinowski, Pierre Clastres, and Claude Lévi-Strauss continued to focus on culture and reject racial models of differences in human behavior.

Interwar period: Racial Equality Proposal

After the end of seclusion in the 1850s, Japan signed unequal treaties, the so-called Ansei Treaties, but soon came to demand equal status with the Western powers. Correcting that inequality became the most urgent international issue of the Meiji government. In that context, the Japanese delegation to the 1919 Paris Peace Conference proposed the clause in the Covenant of the League of Nations. The first draft was presented to the League of Nations Commission by Makino Nobuaki on 13 February as an amendment to Article 21:

The equality of nations being a basic principle of the League of Nations, the High Contracting Parties agree to accord, as soon as possible, to all alien nationals of States Members of the League equal and just treatment in every respect, making no distinction, either in law or in fact, on account of their race or nationality.

After Makino's speech, Lord Cecil stated that the Japanese proposal was a very controversial one and he suggested that perhaps the matter was so controversial that it should not be discussed at all. Greek Prime Minister Eleftherios Venizelos also suggested that a clause banning religious discrimination should also be removed since that was also a very controversial matter. That led to objections from a Portuguese diplomat, who stated that his country had never signed a treaty before that did not mention God, which caused Cecil to remark perhaps this time, they would all just have to a take a chance of avoiding the wrath of the Almighty by not mentioning Him.

Australian Prime Minister Billy Hughes clarified his opposition and announced at a meeting that "ninety-five out of one hundred Australians rejected the very idea of equality. Hughes had entered politics as a trade unionist and, like most others in the working class, was very strongly opposed to Asian immigration to Australia. (The exclusion of Asian immigration was a popular cause with unions in Canada, the US, Australia, and New Zealand in the early 20th century.)

The Chinese delegation, which was otherwise at daggers drawn with the Japanese over the question of the former German colony of Qingdao and the rest of the German concessions in Shandong Province, also said that it would support the clause. However, one Chinese diplomat said at the time that the Shandong question was far more important to his government than the clause. British Prime Minister David Lloyd George found himself in an awkward situation since Britain had signed an alliance with Japan in 1902, but he also wanted to hold the British Empire's delegation together.

Although the proposal received a majority (11 out of 16) of votes, the proposal was still problematic for the segregationist US President Woodrow Wilson, who needed the votes of segregationist Southern Democrats to succeed in getting the votes needed for the US Senate to ratify the treaty. Strong opposition from the British Empire delegations gave him a pretext to reject the proposal. Hughes and Joseph Cook vigorously opposed it as it undermined the White Australia policy.

Mid-century revival in the United States

Opposition to racism revived in the 1920s and 1930s. At that time, anthropologists such as Franz Boas, Ruth Benedict, Margaret Mead, and Ashley Montagu argued for the equality of humans across races and cultures. Eleanor Roosevelt was a very visible advocate for minority rights during this period. Anti-capitalist organizations like the Industrial Workers of the World, which gained popularity during 1905–1926, were explicitly egalitarian.

In the 1940s Springfield, Massachusetts, invoked The Springfield Plan to include all persons in the community.

Beginning with the Harlem Renaissance and continuing into the 1960s, many African-American writers argued forcefully against racism.

1960s expansion

The struggles against racial segregation in the United States and South African apartheid including Sharpeville massacre saw increased articulation of ideas opposed to racism of all kinds.

During the Civil Rights Movement, Jim Crow laws were repealed in the South and blacks finally re-won the right to vote in Southern states. Dr. Martin Luther King Jr. was an influential force, and his "I Have a Dream" speech is a condensation of his egalitarian ideology.

21st century

Mass mobilization around the Black Lives Matter movement have sparked a renewed interest in antiracism in the U.S. Mass movement organizing has also been accompanied by academic efforts to foreground research regarding antiracism in politics, criminal justice reform, inclusion in higher education, and workplace antiracism.

Intervention strategies

Anti-racism has taken various forms such as consciousness-raising activities aimed at educating people about the ways they may perpetuate racism, enhancing cross-cultural understanding between racial groups, countering "everyday" racism in institutional settings, and combating extremist right-wing neo-Nazi and neo-Fascist groups.

Proponents of anti-racism claim that Microaggression can lead to many negative consequences in a work environment, learning environment, and to their overall sense of self-worth. Antiracism work aims to combat microaggressions and help to break systemic racism by focusing on actions against discrimination and oppression. Standing up against discrimination can be an overwhelming task for people of color who have been previously targeted. Antiracists claim that microinterventions can be a tool used to act against racial discrimination.

Microintervention strategies aim to provide the tools needed to confront and educate racial oppressors. Specific tactics include: revealing the hidden biases or agendas behind acts of discrimination, interrupting and challenging oppressive language, educating offenders, and connecting with other allies and community members to act against discrimination. The theory is that these microinterventions allow the oppressor to see the impact of their words, and provide a space for an educational dialogue about how their actions can oppress people marginalized groups.

Microaggressions can be conscious acts where the perpetrator is aware of the offense they are causing, or hidden and metacommunicated without the perpetrator's awareness. Regardless of whether microaggressions are conscious or unconscious behaviors, the first antiracist intervention is to name the ways it is harmful for a person of color. Calling out an act of discrimination can be empowering because it provides language for people of color to bring awareness to their lived experiences and justifies internal feelings of discrimination.

Antiracist strategies also include confronting the racial microaggression by outwardly challenging and disagreeing against the microaggression that harms a person of color. Microinterventions such as a verbal expression of "I don't want to hear that talk" and physical movements of disapproval are ways to confront microaggressions. Microinterventions are not used to attack others about their biases, but instead they are used to allow the space for an educational dialogue. Educating a perpetrator on their biases can open up a discussion about how the intention of a comment or action can have a damaging impact. For example, phrases such as "I know you meant that joke to be funny, but that stereotype really hurt me" can educate a person on the difference between what was intended and how it is harmful to a person of color. Antiracist microintervention strategies give the tools for people of color, white allies, and bystanders to combat against microaggressions and acts of discrimination.

It is important that white racial justice activists are mindful in not causing activism burnout for activists of color. According to Gorski and Erakat (2019), of the 22 racial justice activists in the sample, 82% of the participants identified behaviors and attitudes of the white racial justice activists as a major source of the burnout that they feel. The same study also found that 72.2% of the participants said that the cause of their burnout was attributed to the white activists having unevolved or racist views. 44.4% of the activists also said that their burnout was due to white activists invalidating their perspectives as activists of color. 50% of the participants said that their burnout was caused by white activists not willing to "step up" to achieve the goals of the movement. 44.4% of participants said that their burnout was due to white fragility. 50% of the participants said that their burnout was caused by white activists taking credit for the work of activists of color or exploiting them in other ways.

Influence

Since the 1960s, November 20th has been celebrated in Brazil as Black Awareness Day.

Egalitarianism has been a catalyst for feminist, anti-war, and anti-imperialist movements. Henry David Thoreau's opposition to the Mexican–American War, for example, was based in part on his fear that the U.S. was using the war as an excuse to expand slavery into new territories. Thoreau's response was chronicled in his famous essay "Civil Disobedience", which in turn helped ignite Mahatma Gandhi's successful campaign against the British in India. Gandhi's example in turn inspired the American civil rights movement.

As James Loewen writes in Lies My Teacher Told Me: "Throughout the world, from Africa to Northern Ireland, movements of oppressed people continue to use tactics and words borrowed from our abolitionist and civil rights movements."

Some of these uses have been controversial. Critics in the United Kingdom, such as Peter Hain, stated that in Zimbabwe, Robert Mugabe had used anti-racist rhetoric to promote land distribution, whereby privately held land was taken from white farmers and distributed to black Africans (see: Land reform in Zimbabwe). Roman Catholic bishops stated that Mugabe framed the land distribution as a way to liberate Zimbabwe from colonialism, but that "the white settlers who once exploited what was Rhodesia have been supplanted by a black elite that is just as abusive."

White genocide conspiracy theory

The phrase "Anti-racist is a code word for anti-white", coined by white nationalist Robert Whitaker, is commonly associated with the topic of white genocide, a white nationalist conspiracy theory which states that mass immigration, integration, miscegenation, low fertility rates and abortion are being promoted in predominantly white countries in order to deliberately turn them minority-white and hence cause white people to become extinct through forced assimilation. The phrase has been spotted on billboards near Birmingham, Alabama in 2014, and in Harrison, Arkansas in 2013.

Organizations and institutions

International

Europe

North America

Academic

Other

Lie group

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