Dr James M. Hatch, EdD
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Reflections on the Impact and Importance of International and Global Education
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Sitting Outside the Box: Reflections on Skills, Schooling and What We Think We Know

28/12/2025

 
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As the term winds down, I’ve been reflecting on a much broader question: Are we, as a system, truly preparing young people with the skills they need?

Coming to Ireland from an international and Ontario-based context, I carried certain assumptions with me—assumptions shaped by rigorous systems, mandatory literacy thresholds, and a culture of accountability for progression. Sitting “outside the box” of the Irish system for a while gave me the clarity to see things I might otherwise accept unquestioningly. Now, back “inside” and immersed in daily school life, I find myself both deeply invested and increasingly concerned.

The Paradox of PISA
Ireland’s PISA results are, by any measure, outstanding. We rank first in the OECD for reading literacy, and students here routinely outperform their peers across math and science as well. And yet—adult skills data tell a more complex story. When those same young people become adults, Ireland drops to the mid-range of OECD countries for literacy and even lower in numeracy. A quarter of Irish adults have low numeracy skills. The share of top performers? Surprisingly modest.

Attendance and Advancement: A Systemic Blind Spot?
One under-acknowledged issue in this landscape is the lack of transparency regarding student attendance and its intersection with academic progression. In many Irish secondary schools, attendance is tracked in fragmented ways—individual class rolls, termly reports, siloed registers—making it challenging to identify cumulative patterns of absenteeism. Tutors and subject teachers often do not have access to complete absence data, which impedes early intervention.

Compounding this is Ireland’s prevailing approach to student progression. Grade repetition is virtually unheard of; students advance automatically with their age cohort, even when chronic absenteeism or poor performance suggests they may not have mastered essential skills. No formal checkpoints exist that require demonstrated academic proficiency before moving to the next year level. The ethos of “keep them moving” dominates, prioritising social cohesion and age-based progression over assured competence.

By contrast, the Ontario (Canada) education system operates on a credit-based model, where students must pass each course to earn credits toward graduation. In addition, all students must complete a province-wide literacy test (OSSLT) to obtain their high school diploma. These requirements ensure that progression is evidence-based and anchored in demonstrable learning. When students in Ontario fail core subjects, they must repeat them, and structured remediation is built into the system. The International Baccalaureate (IB) framework similarly mandates proficiency across all subjects before awarding a diploma.

These systems reflect a different philosophy: that progression should not simply reflect attendance or age, but achievement. While Ireland excels at access and inclusion, its socially driven promotion model risks advancing students without ensuring the foundational competencies needed for long-term educational and economic participation.

So, What’s Going On?
Ireland graduates students at high rates, yet international adult skill surveys show a persistent skill gap—especially in numeracy and problem-solving. The data suggest that some students are reaching adulthood with below-par skills despite formal qualifications. The reasons? Possibly a mix of high absenteeism, minimal intervention for skill deficits, and automatic progression without external checks on mastery.

It’s tempting to chalk this up to a system's failure. But I think it’s more nuanced than that. Ireland’s education system is compassionate, student-centred, and committed to inclusivity. But in being so humane, we may be overlooking the hard truths about what learning requires: time, repetition, attendance, and sometimes uncomfortable levels of accountability.

Food for Thought
What if we rebalanced our system—not by becoming punitive or rigid—but by reasserting the value of mastering core skills before moving on? What if attendance policies were not just safeguarding tools but seen as learning tools? What if we were more honest about the link between day-to-day habits and long-term outcomes?

As an Irish national who has twice emigrated and worked across international educational contexts, I want to see Ireland’s system truly unlock the immense potential of its youth. This country has remarkable young people—curious, creative, and capable. But to thrive as global citizens and to contribute confidently to both personal growth and the knowledge economy, they need an education system that secures and validates their skill development at every step. We owe them that.

I raise these questions not as a critique, but as a provocation. As someone now back inside the system, the integrity of what we do depends on asking them.

Let’s keep the conversation going.
​

アイルランドの教育制度はPISAで高評価を得ているものの、実際の成人スキルは中程度にとどまっています。出席管理の不透明さや、成績に関係なく自動的に進級する仕組みが、学力不足を見逃す要因になっています。カナダ・オンタリオ州のような明確な進級基準とスキル確認制度の導入が、学習の質と将来の能力向上に不可欠であると指摘しています。

December 24th, 2025

24/12/2025

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Christmas, Care, and the Question We Keep Deferring: Who Is Responsible in the Age of AI?

23/12/2025

 
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Christmas is meant to be a season of pause. A moment to step back from urgency, noise, and perpetual acceleration, and to ask quieter questions about care, responsibility, and how we live with one another. It is perhaps fitting, then, that one of the most unsettling questions of our digital age emerges most clearly when the pace slows.

What happens when harm occurs in spaces that are neither fully private nor fully public, neither wholly human nor wholly mechanical? And more pointedly: who carries responsibility when systems designed for connection contribute to injury, distress, or self-harm?
For much of the social media era, platforms largely escaped meaningful legal accountability when users were harmed attempting viral challenges, consuming dangerous content, or spiralling into online-fuelled crises. The standard defence was familiar: platforms merely “host” content; they do not create it. Harm, therefore, was said to lie downstream of individual choice.

This logic has always sat uneasily with everyday moral reasoning. We would not excuse an airline that refused to conduct safety checks simply because passengers boarded voluntarily. Nor would we accept a school’s claim that bullying was not its concern because pupils chose to speak cruelly. In most areas of life, foreseeable risk combined with control creates a duty of care. Digital platforms were granted a rare and consequential exemption.

What has changed is not our moral intuition, but the technology itself.

Conversational AI collapses the distinction that once protected platforms. These systems do not merely host expression; they generate it. They respond, adapt, reassure, normalise, and persist. They simulate attention, understanding, and authority in ways that broadcast media never could. When a user is vulnerable, distressed, or young, the interaction is no longer abstract. It is relational.

This is why current debates about AI liability feel so charged. They are not, at heart, about “free speech” in the classical sense. They are about relational responsibility. Law has long recognised heightened duties in relationships marked by asymmetry: teacher and pupil, doctor and patient, institution and child. AI now occupies an uncomfortable space adjacent to these categories while insisting it belongs to none of them.

The United States has played a disproportionate role in shaping how this question has been deferred. Its historically maximalist commitment to freedom of speech — developed to protect citizens from state overreach — became the default operating system for global digital platforms. Because dominant technologies were built, litigated, and defended within U.S. constitutional culture, American assumptions were exported worldwide. Other societies found themselves living inside a U.S. speech regime without ever choosing it.

Europe has never shared this hierarchy of values. In EU law, freedom of expression is vital but qualified, balanced explicitly against human dignity, physical and psychological integrity, and the rights of the child. The legal question is not whether speech is restricted, but whether restrictions are proportionate and justified. That difference matters. It explains why European regulation now focuses on system design, foreseeable risk, and child protection rather than disclaimers and post-hoc moderation.

Yet the global picture is broader still. Democracies such as Japan and South Korea protect freedom of expression, but neither elevates it above social harmony, dignity, or collective responsibility as U.S. jurisprudence does. Speech in these societies is understood as situated within relationships and obligations, not as an abstract right exercised in isolation. The idea that a robust system could knowingly expose users — particularly children — to foreseeable psychological harm while disclaiming responsibility would sit uneasily within these legal and cultural traditions.

India offers a different but equally instructive contrast. As a constitutional democracy shaped by postcolonial realities, it balances expression against public order, morality, and social cohesion more explicitly than the United States ever has. While this balance carries its own risks and controversies, it underscores a crucial point: there is no single democratic template for regulating speech, technology, or harm.

Several African democracies reinforce this point rather than complicate it. South Africa, with its post-apartheid constitutional order, places human dignity on equal footing with freedom of expression, explicitly recognising psychological harm and vulnerability in its rights framework. In Kenya, constitutional protections for speech are paired with duties to avoid harm, hate, and social injury, reflecting a legal culture attentive to the real-world consequences of communication. Ghana similarly protects expression while foregrounding communal responsibility and public interest, drawing on both common-law and indigenous ethical traditions.

Across these contexts, technology is not treated as morally neutral infrastructure. Communication is understood as a social act with consequences, and power — whether exercised by states, institutions, or platforms — carries obligation. The notion that a powerful system could knowingly expose users to foreseeable harm while disclaiming responsibility would appear incoherent rather than controversial.

From an Irish perspective, this debate resonates in familiar ways. Ireland has long balanced freedom of expression against duties of care in education, child protection, and safeguarding law. Teachers, schools, and youth-serving institutions are already bound by an expectation that foreseeable psychological harm must be prevented, not merely responded to after the fact. It is therefore striking that digital systems increasingly embedded in young people’s lives have, until recently, been exempt from comparable expectations. As an EU member state with a strong safeguarding culture, Ireland is unlikely to be comfortable for long with a model that outsources care while scaling influence.

What unites these non-U.S. approaches — across Europe, Asia, Africa, and Ireland — is not authoritarianism, but a refusal to treat freedom of expression as a trump card that nullifies all other duties. They remind us that American speech absolutism is historically contingent, not inevitable, and that alternative democratic futures remain possible, at least for now.

As AI becomes more embedded in everyday life — in classrooms, homes, and moments of vulnerability — the old legal fiction of neutrality becomes harder to sustain. Systems that speak, respond, and adapt cannot indefinitely be treated as passive tools. Different societies are already answering this challenge in different ways. Some continue to privilege speech above all else; others begin from dignity, harmony, or care. None of these paths is without risk, but pretending there is only one legitimate model has already cost us time we did not have.
Christmas narratives, at their best, are sceptical of indifference. They insist that structures matter, that neglect has consequences, and that responsibility cannot be endlessly deferred. Care, in these stories, is not abstract goodwill but concrete obligation.

Perhaps this is why the issue feels so unsettling at this time of year. Christmas asks us to take responsibility for one another in ordinary, uncelebrated ways: noticing vulnerability, setting limits, creating safety. It is uncomfortable to realise that many of our most powerful systems were designed to scale engagement while outsourcing care — and that we tolerated this because responsibility was inconvenient.

The coming years will bring court cases, regulations, and resistance. But beneath the legal machinery lies a quieter question, worth sitting with over the holidays:
If we build systems that speak to people as if they matter, are we prepared to live in societies that act as if they do?

That question is not uniquely American, European, Asian, or African. But how we answer it will reveal what kind of democracies we actually are.

​本稿は、AIが人と対話し、共感や権威を模倣する時代において、「誰が責任を負うのか」という問いを、クリスマスという節目から静かに考察するものである。
米国的な言論絶対主義が長らく世界のデジタル規範を形づくってきた一方で、欧州、日本、韓国、インド、そして複数のアフリカ民主国家では、表現の自由は人間の尊厳、子どもの保護、社会的責任と常に均衡の中で理解されてきた。
AIが中立な道具ではなく、関係性を生む存在となった今、予見可能な害から人を守る責任を誰が引き受けるのか。その問いは、法制度だけでなく、私たちがどのような民主社会を望むのかを映し出している。

Thank you

18/12/2025

 
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A Note of Thanks to ReadersI would like to offer a sincere word of thanks to those who have chosen to spend both their money and their time on Chinen: The Okinawan Years of a Karate Pioneer and to make it part of their personal library.
The purchase price was set deliberately. This was not an oversight, nor an attempt to pursue wide circulation, but a conscious decision to keep the work niche rather than mass-market. The book was written for readers willing to engage patiently and critically, rather than for rapid or casual consumption, and I am grateful to those who recognised and accepted that intention.
This was not a comfortable book to write, and, as I have mentioned elsewhere, one I was genuinely uncertain about releasing at all. The process required sustained engagement with material that resists easy framing or linear resolution. However, as I came to better understand the strength of the Chinen family, and their place among those whose voices are too often overlooked by those who write history, hesitation gave way to responsibility. Their endurance, their clarity of purpose, and their unwavering focus on survival in the face of difficult circumstances are, in the truest sense, the stuff of legend—not because they are mythic, but because they are real.
My hope has always been that this work might add greater depth and clarity to the story of the Chinen family, while also encouraging reflection on how readily complex lives are softened into well-intentioned myth. History, particularly when written across cultures, demands care, restraint, and a willingness to sit with discomfort.
Since publication, the book has found its way into the hands of more readers than I ever expected. I mention this only to express gratitude, not to suggest achievement. The work began simply as a personal attempt to understand a body of material that resisted clarity and linear explanation, and it unfolded slowly over more than twenty years of study driven by curiosity rather than ambition. That others have chosen to spend time with the result of that process is something for which I am genuinely thankful.
I have also been quietly moved by the responses that have emerged. Some readers have remarked that the book asks difficult questions and avoids familiar narratives, choosing instead to work patiently across sources and perspectives. Others have noted its refusal to romanticise hardship, describing it as serious, demanding, and grounded in an attention to ordinary lives. Such reflections matter to me far more than any measure of reach.
To those who have read carefully, reflected honestly, and carried this story forward in their own thinking: thank you. I would also encourage others to continue the work of writing histories that attend to those whose voices are too often neglected, simplified, or reshaped for convenience. These stories matter, and they deserve to be handled with care.

本書 『Chinen: The Okinawan Years of a Karate Pioneer』 を手に取り、ご自身の時間と費用を割いて読んでくださったすべての方々に、心より感謝申し上げます。本書が皆さまの蔵書の一冊となったことを、大変ありがたく思っております。
本書の価格は意図的に設定されたものです。これは見落としや過剰な商業性によるものではなく、広く大量に流通させることよりも、限られた読者に丁寧に読まれることを望んだ結果でした。ゆっくりと、批判的に向き合ってくださる読者のために書かれた本であり、その意図をご理解くださった方々に深く感謝しています。
この本は、決して書きやすいものではありませんでした。実際、出版すべきかどうかについても、最後まで迷いがありました。扱った資料は、簡単に整理できるものでも、直線的に語れるものでもなく、長い時間をかけて向き合う必要がありました。しかし、調査を進めるなかで、歴史を書く者によって見過ごされがちな人びとのなかに、チネン家が確かに位置づけられる存在であること、そしてその強さを理解するようになり、ためらいは責任へと変わっていきました。彼らの忍耐、目的意識、そして困難な状況のなかでも生き抜こうとする姿勢は、神話的であるからではなく、現実に生きた人間の営みであるがゆえに、まさに「伝説的」と呼ぶにふさわしいものだと感じています。
本書が、チネン家の物語により深みと明確さを加える一助となること、そして同時に、複雑な人生が善意のもとに単純化され、神話化されてしまうことへの問いを促すものであればと願ってきました。とりわけ文化を越えて歴史を書く際には、慎重さ、節度、そして不快さから目を背けない姿勢が求められると考えています。
出版後、本書は私の予想を超えて、多くの方々の手に渡ることとなりました。これを成果として述べる意図はありません。ただ、感謝の気持ちを表したいのです。本書は、事実関係がどうしても明確にも直線的にも整理できなかったことへの、個人的な探究として始まりました。二十年以上にわたる調査は、野心ではなく、純粋な好奇心によって支えられてきたものです。その結果に、他者が時間を割いて向き合ってくださったこと自体が、私にとっては大きな励みです。
また、読者の方々から寄せられた静かな反応にも、深く心を動かされました。本書が安易な物語に頼らず、複数の資料や視点を慎重に行き来している点を評価してくださる声や、困難を美化することなく、日常を生きた人びとの姿に目を向けている点を指摘してくださる声がありました。こうした受け止め方こそが、私にとっては何よりも大切なものです。
最後に、丁寧に読み、誠実に考え、この物語をそれぞれの思考のなかで受け継いでくださった皆さまに、改めて感謝を申し上げます。そして、歴史のなかでしばしば見過ごされ、単純化され、あるいは都合よく語り替えられてきた人びとの声に耳を傾ける試みが、今後も続いていくことを願っています。こうした物語は重要であり、慎重に、敬意をもって扱われるべきものだと思います。

When Bowie Met Shiva: A Cosmic Reading of Tracy K. Smith’s Universe

11/12/2025

 
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When Bowie Met Shiva: A Cosmic Reading of Tracy K. Smith’s Universe
​
When Tracy K. Smith brings David Bowie into Life on Mars, she is not slipping a pop-cultural cameo into her poetry. She is opening a door. Bowie arrives not as a celebrity but as a shimmering threshold — a flicker between selves, a shape-shifting avatar whose very instability becomes the invitation to think cosmically. Yet the real dancer behind Smith’s universe is not Bowie at all. It is Shiva: the sensualite, the Sanskrit deity whose cosmic choreography collapses creation and destruction into one continuous gesture. Read through this lens, Smith’s universe poems — “Don’t You Wonder, Sometimes?”, “The Universe is a House Party” and “The Universe as Primal Scream” reveal themselves as miniature performances of Shiva’s dance, scaled down into the textures of American life.

“Don’t You Wonder, Sometimes?” is the gateway. Bowie glints across the poem like a star glimpsed through a cracked window, neither quite present nor absent. Smith’s Bowie is not a man but a metaphysical condition, a shimmer of identity caught between states. He inhabits, in poetic form, the interval where Shiva pauses mid-dance — that delicate instant between dissolution and re-constitution. The poem arches itself around that tension: the self flickering, reforming, dissolving into a dream. And this is where your aside belongs: Siva dances as the world ends, and I catch myself thinking — perhaps not Bowie at all, but Ultravox, with their cold synth shimmer, might better match the beat of dissolution. I wonder, sometimes, in that Joycean drift between certainty and dream.

The tone is light, but the thought is serious. Bowie is simply the Western proxy for the deeper, more ancient dynamic Smith is tracing.

If the first poem is the threshold, “The Universe is a House Party” is the whole entrance into Shiva’s cosmic revel. Smith collapses scale with mischievous ease: postcards, panties, lipstick-smeared bottles jostle against the suggestion of galactic mystery. Many readers note the humour, the informality — the house party as cosmic metaphor. But through a Shivaic lens, this is not whimsy. It is ontology. Shiva’s dance is not reserved for temples or mountaintops; it thrums through the ordinary. Everything in the poem becomes evidence of a universe undressing itself, shedding form, casting off the garments of certainty. The “panties” are not comic clutter but metaphysical residue — the intimate debris left behind when the universe slips out of its old shape mid-dance.

Smith’s brilliance lies in her refusal to elevate the cosmic above the domestic. Instead, she dissolves their boundaries. The universe pulses through living rooms and leftover drinks. Creation is not solemn; it is raucous, chaotic, funny. Destruction is not dreadful; it is casual, matter-of-fact. The whole poem reads like a footnote to the Nataraja image: Shiva dancing creation and collapse into one simultaneous gesture.

If the house party is Shiva’s dance floor, “The Universe as Primal Scream” gives us the sound of the dance itself. Two children shrieking becomes a portal into the infinite. The poem’s attention to noise — raw, unfiltered, pre-linguistic — draws on a cosmology far older than modern astronomy. In Vedic and later Shaiva traditions, sound is the engine of creation: the universe vibrates itself into being. Smith does not name this tradition, but she enacts it precisely. The scream is not merely childish disruption; it is nāda, the primal sonic pulse through which form emerges and dissolves. The poem suggests that the cosmos begins wherever consciousness is momentarily overwhelmed — by noise, by wonder, by fear, by the vertigo of scale.

Read this way, Smith’s universe is neither distant nor abstract. It is intimate, inhabited, comic and cosmic at once. Bowie’s role is preparatory — the Western figure who gestures toward self-transformation, who lives in perpetual becoming. But it is Shiva who gives the poems their structure: the cycle of creation, dissolution, renewal. Smith places that cycle not in the heavens but in the living room, on the dance floor, in the throats of screaming children. She domesticates the divine without diminishing it.

In Smith’s hands, the universe does not expand because of physics alone. It expands because it is always dancing, constantly shedding, always beginning again. Bowie glimmers at the threshold; Ultravox hums somewhere in the background, but it is Shiva who leads the steps.

本稿は、トレイシー・K・スミスの宇宙詩――「Don’t You Wonder, Sometimes?」「The Universe is a House Party」「The Universe as Primal Scream」――を、**シヴァ神の創造と破壊の舞踏(タンディヴァ)**を手がかりに読み解く試みである。スミスは詩中でデヴィッド・ボウイを登場させるが、それは人物としてのボウイではなく、**存在の揺らぎや変容を象徴する“しきい値の存在”**としてである。ボウイは読者を宇宙的思考へ誘う入口にすぎず、その奥には、形あるものを解体し、再び形づくるシヴァの運動が見えてくる。
「Don’t You Wonder, Sometimes?」では、ボウイの像が自己の不安定さや変容可能性を照らし出す。これはまさにシヴァの舞踏に見られる、消滅と再生の間の一瞬の揺らぎを想起させる。
「The Universe is a House Party」では、宇宙の営みが日常的で雑然としたイメージ(ハガキや化粧跡のあるボトル、パンティーなど)と重ねられる。これは宇宙が絶え間なく“脱ぎ捨て”、形を変え続ける動的プロセスを示すものであり、シヴァの舞踏が家庭的な空間にまで浸透しているかのようである。
「The Universe as Primal Scream」では、子どもの叫びが宇宙的想像へと拡張される。ヴェーダ思想で重要な音(ナー ダ)が創造の源とされるように、スミスは叫びを宇宙生成の衝動として描いている。
結局のところ、スミスの宇宙詩は、遠大な宇宙の神秘ではなく、日常の中に宿る創造・破壊・再生のサイクルを可視化する。ボウイはその入口で輝くが、詩の内側で踊り続けているのはシヴァであり、世界そのものを絶え間なく作り替えるリズムにほかならない。

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    James M. Hatch

    International Educator who happens to be passionate about Chito Ryu Karate. Born in Ireland, educated in Canada, matured in Japan

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