We are living in a time when many teachers say they are feeling burnt out, and many others have left the profession altogether. Even new teachers who might start out feeling enthusiastic are likely to leave the profession after a few years. Teachers say the pressures they feel don’t match their view of what teaching is supposed to be all about – caring for, and teaching, children and young people. So, what do teachers do? What does the public (and, for that matter, Hollywood movie producers) think teachers do? This chapter argues that we have a bit of a mismatch between what people outside the profession think, and the experiences of teachers themselves. It also argues that broader changes in education, such as the use of data to govern teachers’ work has created extra pressure on teachers.

There are all sorts of dilemmas when it comes to technology and education. How much should be allowed in schools? Do teachers have to worry about students’ data security and privacy? Is it ok for you to ask a computer to write your essay for you? Are we ruining the eyesight and attention spans of an entire generation thanks to excessive screen time? This chapter looks at the debates that exist when it comes to digital technology and education. It will be argued here that the interplay between technology and education is highly complex – and changing – at a pace that is almost unimaginable.

This chapter makes the case for the importance of philosophy as a discipline in its own right, as a subject area vital to the better understanding of education and as a set of self-reflective practices that can make us better teachers. Philosophy is concerned largely with those areas of study and speculation beyond the reach of empirical analysis, addressing problems about how we construct knowledge, how we produce a just society and how we determine ‘right’ from ‘wrong’. Its central research methodology is simply to think with clarity. The significance of this discipline has not been limited to answering abstract questions about the human condition; philosophy has been instrumental in both making us into rational and reflective citizens and framing the ideas behind our entire system of mass schooling.

This chapter argues that our subjective experiences – how we experience the world and understand ourselves within it – are just as closely governed as our objective conduct, discussed in Chapter 5. Whether they realise it or not, contemporary teachers are expected to play a significant role in this form of regulation. After all, teachers are now not simply responsible for transmitting a given curriculum and keeping children in line; they are de facto psychologists, responsible for the mental health, regulation and development of their pupils.

This chapter argues that the issue of ‘truth’ has played a foundational role, not only within the discipline of philosophy but also within many different aspects of Australian culture. However, there seems to be little agreement on what it really is, and while some philosophers contend that truth is a meaningless concept – a linguistic mirage – most would argue there’s something of importance there, but what is it? Even if we struggle to determine the real nature of truth – as we did with the real nature of right and wrong in Chapter 14 – at least we structure our culture, our knowledges and our school curricula around stuff we know to be unequivocally true … or do we? Arguably, many of the assumptions we make, often derived from five centuries of European colonialism, do not stand up to close scrutiny. They are often ‘truths’ that suit particular interests of the powerful, and subtly act to reinforce their worldview.

This chapter delves into topological order, a phase of matter with implications for quantum computation. The ℤ2 toric code model is introduced, using lattice arrangements of qubits to demonstrate topological protection against errors. Anyons, particles exhibiting unique exchange statistics, are utilized for encoding information through braiding operations. Surface codes are discussed as practical implementations of topological error correction, leveraging topological entanglement entropy to protect quantum information. This approach provides a highly resilient framework for quantum error correction, essential for developing fault-tolerant quantum computers with intrinsic stability against certain types of errors.

This chapter examines quantum decoherence, a process by which quantum information is lost due to environmental interactions. Various noise channels, such as bit-flip, phase-flip, and depolarizing channels, are discussed to illustrate common errors in qubit states. The Kraus representation and Lindblad equation offer frameworks for modeling these interactions. Metrics such as T1 (relaxation time) and T2 (decoherence time) are introduced to measure qubit stability. Understanding decoherence mechanisms is critical for developing strategies to preserve quantum information, laying the groundwork for quantum error correction techniques and highlighting the challenges in creating reliable quantum systems.

This chapter examines the rather ambiguous notion of alternative education. To some, sending a child to a Catholic school constitutes an alternative education; to others, nothing short of a total rejection of the central parameters of the mass school deserves the label – such as the elimination of timetables, authority relations, organised curricula, fixed learning goals, even the notion that pupils are to be schooled in any way at all. It’s a subject that often engenders no little passion in those who embrace the categorisation, and no little ridicule among those who do not. Strange though some of the alternative education options might seem, they are all worthy of serious consideration – but what exactly are they?

This chapter covers quantum error correction, essential for preserving quantum information in the presence of noise. It introduces the bit-flip and phase-flip codes as foundational error-correction methods, building toward Shor’s code, which corrects general single-qubit errors. Logical qubits are formed by encoding physical qubits to maintain stability. Stabilizer codes are presented as a systematic framework for error correction, enabling fault-tolerant quantum computing. These principles are crucial for creating scalable quantum systems that can perform reliable computations, even in noisy environments, addressing a central challenge in quantum computing’s practical implementation.

This is the fifth edition of Making Sense of Mass Education. It offers a nuanced discussion of emerging problems in an ever-changing world. Changes to the field of education have not slowed since the publication of the fourth edition. Of course, this edition offers an updated contemporary assessment of all the topics addressed in the book, but it also provides an extensive discussion of the important and rapidly changing areas that impact mass education and the professional lives of teachers.

Alien abduction reports often follow a strikingly familiar pattern: lost time, immobilization, floating, bright lights, and invasive procedures. These memories are emotionally intense and vividly detailed—even when the events themselves can’t be verified. This chapter explores how neuroscience might explain why such experiences feel real, even when they may not reflect objective reality. Topics include memory formation and reconsolidation, the vulnerability of memory to suggestion, and the ways cultural narratives can shape the content of extraordinary experiences. It also touches on hypnosis, dissociation, and why some individuals may be more prone to magical thinking or altered states of consciousness. Through this lens, alien encounters are reframed as meaningful phenomena rooted in the brain’s powerful (and sometimes flawed) storytelling machinery—offering insight into how belief systems form around experiences that defy conventional explanation.

This chapter explores classical computation fundamentals, starting with Turing machines as a foundation for defining computability. The universal Turing machine is introduced, emphasizing the theoretical basis for all computable functions. Computational complexity is discussed, differentiating between tractable and intractable problems and explaining complexity classes as a framework for problem-solving. The chapter also covers the circuit model, providing a bridge between theoretical constructs and modern computer architecture. Finally, the concept of reversible computation is introduced, which has implications for energy-efficient processing. Through these topics, the chapter delineates classical computation’s limitations, setting up the motivation to transition into quantum approaches in subsequent chapters.