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Nurturing the Anti Fragile Student
Nurturing the Anti Fragile Student
Nurturing the Anti Fragile Student
Nurturing the Anti Fragile Student
Confucian Heritage
Culture
‘Beijing Confucian Temple’ @ Lijun Yao
Confucian Heritage Culture
• Academic excellence is a matter of social status and
identity
• Relentless parental, educational and peer pressure to
excel academically and become a “straight-A” student
• Consequence? Long-term stress for almost all students,
leading to depression, drug abuse (and suicidal
tendencies) for some
Expecting millions of
teenagers to be straight-A
students is like expecting
all of them to be world-
class footballers!
We are producing fragile
students.
The Fragile Student
• Pressured to excel in all areas of academia (or as many areas as
possible) due to social competitiveness and demand for status
[NON-OPTIONALITY]
• Works extremely hard to make only marginal improvement
(especially in ‘weaker’ subjects) [CONCAVITY]
• Learning is a duty, fear-driven and thus superficial [HATES
VARIABILITY]
• Lives with constant fear of failure to succeed or meet expectations
[HEAVY DOWNSIDE, LOW UPSIDE]
“The fragile wants tranquility,
the anti-fragile grows from
disorder.”
Nassim Nicholas Taleb
Fragile
(hates disorder)
• Ponzi schemes, night markets
• Master-Apprentice r’ship
• Rock stars, Artists
• Desire, Obsession
• Planet Earth
• Financial systems, banks
• Over-protective parents
• VIPs’, Politicians
• Morality, Propaganda
• Most things man-made
Anti-Fragile
(thrives on ‘shocks’)
Nurturing the Anti Fragile Student
Nurturing the Anti Fragile Student
Nurturing the Anti Fragile Student
Nurturing the Anti Fragile Student
‘Exam Season’ by Richard Pilon @ Flickriver
Nurturing the Anti Fragile Student
How do we nurture
anti-fragile students?
Images via Youtube (bit.ly/1uacXoT)
“There were compulsory subjects like Afrikaans, and I
just didn’t see the point of learning that. It seemed
ridiculous. I’d get a passing grade and that was fine.
(But) Things like physics and computers—I got the
highest grade you can get in those.
There needs to be a reason for a grade.
I’d rather play video games, write software, and read
books than try and get an A if there’s no point in
getting an A.” (Elon Musk in Vance, 2015)
The barbell strategy is about juxtaposing a
highly conservative strategy with a risk-
loving ‘entrepreneurial’ one.
The first minimizes the downside, the
second maximises the upside.
Excel in only those
subjects you love
Do the bare minimum for
all other subjects
The anti-fragile student has
OPTIONALITY
‘Options’ by skubmic @ Flickriver
The anti-fragile student has
CONVEXITY
‘Fortnite Screenshot’ by Некто Произвольный
@ FlickRiver
The anti-fragile student embraces
DISORDER & VARIABILITY
Photos by Rocket Kini
The Anti-Fragile Student
• Possesses option to excel in only those subjects one loves (or has a
knack in); removes ‘competition’ and ‘status’ from learning
[OPTIONALITY]
• Strength-based focus ensures progress becomes ‘effortless’ and
exponential [CONVEXITY]
• Learning is a joy, a passion and more authentic [EMBRACES
‘DISORDER’ AND VARIABILITY]
• Lives with constant enthusiasm and expectation of excelling even
more [CLIPS DOWNSIDE, ALL UPSIDE]
Nurturing the Anti Fragile Student
< THANK YOU >
alwynlau@gmail.com
Selected References
Cho, S., & Yoon, Y. (2005). Family Processes and Psychosocial Problems of the Young Korean Gifted. International Journal for the
Advancement of Counselling, 27(5), 245–261.
Fortunato, M. W. P. (2017). Advancing Educational Diversity: Antifragility, Standardization, Democracy, and a Multitude of Education
Options. Cultural Studies of Science Education, 12(1), 177–187.
Jimerson, S. R., Sharkey, J. D., Nyborg, V., & Furlong, M. J. (2004). Strength-Based Assessment and School Psychology: A Summary and
Synthesis. The California School Psychologist, 9, 9–19.
Landes, X., Marchman, M., & Nielsen, M. (2012). The Academic Rat Race: Dilemmas and Problems in the Structure of Academic
Competition. Teaching & Learning, 5(2), 73–90. Retrieved from https://search.proquest.com/socialsciences/docview/1768250077
Polowy, B. (2016). Teaching and Learning from an Anti-Fragile Perspective. Taboo, 15(1).
Schneider, B., & Lee, Y. (1990). A Model for Academic Success: The School and Home Environment of East Asian Students. Anthropology
& Education Quarterly, 21(4), 358–377. Retrieved from http://wsueng3010010.pbworks.com/w/file/fetch/59885184/Newsome 1.pdf
Taleb, N. N. (2012). Antifragile: Things That Gain From Disorder. New York: Random House.
Tan, J. B., & Yates, S. (2011). Academic Expectations as Sources of Stress in Asian students. Social Psychology of Education, 14(3), 389–
407.
Vance, A. (2015). Elon Musk: Tesla, SpaceX, and the Quest for a Fantastic Future. New York: Ecco Press.
Weller, M., & Anderson, T. (2013). Digital Resilience in Higher Education. European Journal of Open, Distance and E-Learning, 16(1), 53–
66. Retrieved from http://www.eurodl.org/materials/contrib/2013/Weller_Anderson.pdf
Zeng, K., & Le Tendre, G. (1998). Adolescent suicide and academic competition in East Asia. Comparative Education Review, 42(4), 513–
528.

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Nurturing the Anti Fragile Student

  • 6. Confucian Heritage Culture • Academic excellence is a matter of social status and identity • Relentless parental, educational and peer pressure to excel academically and become a “straight-A” student • Consequence? Long-term stress for almost all students, leading to depression, drug abuse (and suicidal tendencies) for some
  • 7. Expecting millions of teenagers to be straight-A students is like expecting all of them to be world- class footballers!
  • 8. We are producing fragile students.
  • 9. The Fragile Student • Pressured to excel in all areas of academia (or as many areas as possible) due to social competitiveness and demand for status [NON-OPTIONALITY] • Works extremely hard to make only marginal improvement (especially in ‘weaker’ subjects) [CONCAVITY] • Learning is a duty, fear-driven and thus superficial [HATES VARIABILITY] • Lives with constant fear of failure to succeed or meet expectations [HEAVY DOWNSIDE, LOW UPSIDE]
  • 10. “The fragile wants tranquility, the anti-fragile grows from disorder.” Nassim Nicholas Taleb
  • 11. Fragile (hates disorder) • Ponzi schemes, night markets • Master-Apprentice r’ship • Rock stars, Artists • Desire, Obsession • Planet Earth • Financial systems, banks • Over-protective parents • VIPs’, Politicians • Morality, Propaganda • Most things man-made Anti-Fragile (thrives on ‘shocks’)
  • 16. ‘Exam Season’ by Richard Pilon @ Flickriver
  • 18. How do we nurture anti-fragile students?
  • 19. Images via Youtube (bit.ly/1uacXoT)
  • 20. “There were compulsory subjects like Afrikaans, and I just didn’t see the point of learning that. It seemed ridiculous. I’d get a passing grade and that was fine. (But) Things like physics and computers—I got the highest grade you can get in those. There needs to be a reason for a grade. I’d rather play video games, write software, and read books than try and get an A if there’s no point in getting an A.” (Elon Musk in Vance, 2015)
  • 21. The barbell strategy is about juxtaposing a highly conservative strategy with a risk- loving ‘entrepreneurial’ one. The first minimizes the downside, the second maximises the upside.
  • 22. Excel in only those subjects you love Do the bare minimum for all other subjects
  • 23. The anti-fragile student has OPTIONALITY ‘Options’ by skubmic @ Flickriver
  • 24. The anti-fragile student has CONVEXITY ‘Fortnite Screenshot’ by Некто Произвольный @ FlickRiver
  • 25. The anti-fragile student embraces DISORDER & VARIABILITY Photos by Rocket Kini
  • 26. The Anti-Fragile Student • Possesses option to excel in only those subjects one loves (or has a knack in); removes ‘competition’ and ‘status’ from learning [OPTIONALITY] • Strength-based focus ensures progress becomes ‘effortless’ and exponential [CONVEXITY] • Learning is a joy, a passion and more authentic [EMBRACES ‘DISORDER’ AND VARIABILITY] • Lives with constant enthusiasm and expectation of excelling even more [CLIPS DOWNSIDE, ALL UPSIDE]
  • 28. < THANK YOU > alwynlau@gmail.com
  • 29. Selected References Cho, S., & Yoon, Y. (2005). Family Processes and Psychosocial Problems of the Young Korean Gifted. International Journal for the Advancement of Counselling, 27(5), 245–261. Fortunato, M. W. P. (2017). Advancing Educational Diversity: Antifragility, Standardization, Democracy, and a Multitude of Education Options. Cultural Studies of Science Education, 12(1), 177–187. Jimerson, S. R., Sharkey, J. D., Nyborg, V., & Furlong, M. J. (2004). Strength-Based Assessment and School Psychology: A Summary and Synthesis. The California School Psychologist, 9, 9–19. Landes, X., Marchman, M., & Nielsen, M. (2012). The Academic Rat Race: Dilemmas and Problems in the Structure of Academic Competition. Teaching & Learning, 5(2), 73–90. Retrieved from https://search.proquest.com/socialsciences/docview/1768250077 Polowy, B. (2016). Teaching and Learning from an Anti-Fragile Perspective. Taboo, 15(1). Schneider, B., & Lee, Y. (1990). A Model for Academic Success: The School and Home Environment of East Asian Students. Anthropology & Education Quarterly, 21(4), 358–377. Retrieved from http://wsueng3010010.pbworks.com/w/file/fetch/59885184/Newsome 1.pdf Taleb, N. N. (2012). Antifragile: Things That Gain From Disorder. New York: Random House. Tan, J. B., & Yates, S. (2011). Academic Expectations as Sources of Stress in Asian students. Social Psychology of Education, 14(3), 389– 407. Vance, A. (2015). Elon Musk: Tesla, SpaceX, and the Quest for a Fantastic Future. New York: Ecco Press. Weller, M., & Anderson, T. (2013). Digital Resilience in Higher Education. European Journal of Open, Distance and E-Learning, 16(1), 53– 66. Retrieved from http://www.eurodl.org/materials/contrib/2013/Weller_Anderson.pdf Zeng, K., & Le Tendre, G. (1998). Adolescent suicide and academic competition in East Asia. Comparative Education Review, 42(4), 513– 528.