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Updated: Dec 18, 2021

I grew an interest over loudspeakers during the pandemic. Before the fourth wave, I found it such a clever information channel of Vietnamese local government. The citizen can stay alert wherever we are. We are informed. The loudspeaker system was first used in the 1960s during the Vietnam war. It then was considered a source of urban annoyance (Vo, 2017). The pandemic marked the resurgence of an almost forgotten system. In line with the government's slogan "Chống dịch như chống giặc" (fight the pandemic like fight against your enemy), the loudspeakers entered public soundscape again, blaring its news morning and afternoon (Nguyen, 2020). Given the success of our country during the first three waves, I started to wonder whether loudspeaker can deliver other social policies? Education related? As a form of nudge?


My interest in loudspeakers soon went sour. As the country hit Delta variation, Hanoi decided to lockdown for 30 days. Right afterwards, my neighbourhood was locked down for another 23 days, increasing F0 cases in our surroundings. As an introvert, I was perfectly fine staying at home. My love for loudspeakers, however, turned into utter annoyance. The loudspeakers blare at the maximum volume with dense frequency: when I woke up, as I gave a lecture online, right after my naps, etc. I started to understand how forced listening could threaten American soldiers during the war.

"How are you, G.I. Joe? It seems to me that most of you are poorly informed about the going of the war, to say nothing about a correct explanation of your presence over here. Nothing is more confused than to be ordered into a war to die or to be maimed for life without the faintest idea of what's going on," - Hanoi Hannah

Loudspeakers have been used vastly in political parties, large religious groups, and advertising agencies. Jacques Attali defined noise as a "language of resistance used against hegemonic powers to bring about social change". In the USA, loudspeakers have been used for election campaigns since the 30s. Given the limited rural listenership in local radios, Huey Long utilized sound trucks in his 1930 campaign against Joseph E. Ransdell for a Louisiana seat in the U.S. Senate (Sewald, 2011). In modern times, their efforts were experimental. We can easily find loudspeakers from street vendors or local circuses in modern times.

Loudspeakers become measure to catch and hold attentions of unempowered listeners (Sewald, 2011). I started to question my control over exposure as the lockdown went by. Surrounding public and private soundscapes seized such control. One morning, my irritation reached its limit; I picked up my phone calling a local authority claiming about the annoying loudspeakers. Thankfully, she listened and reduced the broadcasting time to once a day. I added another layer to my previous question: If we used loudspeakers to inform policies, when 'enough is enough'?


Apparently, loudspeakers are still relevant. Household Living Standards Survey 2018 dataset showed 60% of citizens acquiring news from the loudspeakers. Looking closer, people in rural areas are more likely to listen to loudspeakers than urban citizens (65.7% vs 54.4%). The limited ownership of radio, television, smartphone, and computers might contribute to such dependence on loudspeakers.

In terms of regions, the Red Delta River residents have the highest percentage (83%) listening to loudspeakers the most. Significantly, 89% of rural residents get their news from loudspeakers. Urban residents also have the highest possibility (67.7%) of listening to loudspeakers compared to urban residents in other regions. It might be driven by passing habits or soundscape from the past war in Northern Vietnam.

Given the high dependency on loudspeakers, no one can deny the importance of the system. It still can serve as an effective information channel during times of crisis. However, when Vietnam enter the new normal, the overplay of loudspeakers can damage its citizens' mental health. It damaged me, a fragile soul who is oversensitive with sound. Broadcasting became a form of forced listening. In 2017, 70% of Hanoians voted to remove loudspeakers. By 2021, the government has already issued an initiative to change to better information channelling (Tuoitre Online, 2020).

Broadcasting loudspeakers is also up to 2 morning-afternoon/day, five days/week. Saturdays and Sundays are broadcast only when there are exceptional cases, but the maximum broadcast duration is 45 minutes per radio session.(Vietnam News Agency, 2017)

Yet as the fourth wave hit, we returned to "emergency stage". Loudspeakers was back in its war mode. As the crisis extended, loudspeakers lost their magic. My fascination over them is gone. I turned my music extra loud whenever the loudspeakers were on. And here is my pandemic playlist:



P.S: My curiosity over loudspeakers remains. It, however, might take some weeks to recover from my mental wound. Until next time, I will update you my new findings over loudspeakers.


Reference:

  1. Nguyen-Thu, G. (2020). From wartime loudspeakers to digital networks: communist persuasion and pandemic politics in Vietnam. Media International Australia, 177, 144–148.

  2. Sewald, R. L. (2011). Forced listening: The contested use of loudspeakers for commercial and political messages in the public soundscape. American Quarterly, 63(3), 761–780. https://doi.org/10.1353/aq.2011.0041

  3. Tuoitre Online. (2020). Hơn 70% người dân Hà Nội ủng hộ bỏ loa phường - Tuổi Trẻ Online. https://tuoitre.vn/hon-70-nguoi-dan-ha-noi-ung-ho-bo-loa-phuong-20181028223139725.htm

  4. V. H (2017) War-time loudspeakers to continue blaring out across Hanoi despite huge public opposition. VnExpress, 2 April. Available at: https://e.vnexpress.net/news/news/war-time-loudspeakers-to-continue-blaring-out-across-hanoi-despite-huge-public-opposition-3564352.html (accessed 14 June 2020).

  5. Vietnam News Agency. (2017). Hà Nội quy định thời lượng phát của ‘loa phường’ không quá 15 phút | baotintuc.vn. https://baotintuc.vn/xa-hoi/ha-noi-quy-dinh-thoi-luong-phat-cua-loa-phuong-khong-qua-15-phut-20210318143315239.htm

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Cải Cách Giáo Dục Việt Nam - "Liệu Có Thực Hiện Được Lấy Học Sinh Làm Trung Tâm? là góc nhìn của Tanaka Yoshitaka về giáo dục Việt Nam được dịch bởi Nguyễn Quốc Vương. Sách bắt đầu bằng một giờ học Toán. Niềm tự hào của đất nước có điểm PISA cao ngất ngưởng như Việt Nam. Trong giờ học, Tanaka Yoshitaka nhận thấy học sinh tuân thủ những yêu cầu của giáo viên một cách máy móc. Học sinh được lập trình viết câu trả lời vào bảng rồi giơ lên sau tiếng đập thước kẻ của giáo viên. Mặc dù học sinh có câu trả lời sai, giáo viên trong tiết học không chú ý. Điều giáo viên quan tâm là học sinh có giơ bảng cùng lúc không?



Mối quan hệ thầy - trò trong trường học Việt Nam vẫn chưa thoát khỏi lối mòn truyền thống. Ở đó, giáo viên vẫn nắm giữ biểu tượng quyền lực lớn với cả tri thức và kỹ năng. Kiến thức thu nhập trong giờ học được ghi lại theo trạng thái rời rạc theo giáo án định sẵn và bám sát nội dung sách giáo khoa được Bộ Giáo dục phê duyệt. Nền giáo dục hướng tới mục tiêu truyền đạt thông tin và kiểm định qua các bài kiểm tra tiêu chuẩn. Thực tại này xuất phát từ mục tiêu tăng hiệu suất kinh tế trong giáo dục sử dụng mô hình giờ học đồng loạt theo monitorial system của Joseph Lancaster. Cơ chế này được củng cố trong khuôn khổ mối quan hệ quyền lực theo chiều dọc (Trung ương -> Địa phương -> Hiệu trưởng -> Hiệu phó -> Tổ trưởng tổ chuyên môn -> Trưởng khối -> Giáo viên). Các mối quan hệ chiều ngang giữa giáo viên - giáo viên và giáo viên - học sinh vì thế chưa được chú trọng.


Nếu giáo dục (education) có nguồn gốc Latin từ “educere” với ý nghĩa là “kéo ra”. Giáo dục liệu đã đáp ứng định hướng tìm kiếm trí thức tiền năng của người học. Cơ chế đánh giá theo chỉ tiêu, điểm số đã đưa ra góc nhìn lệch lạc về giáo dục: sự đố kỵ, tính cạnh tranh thay cho việc hợp tác giữa học sinh và giữa giáo viên. Chương trình giảng dậy dập khuôn ít có tính liên hệ với thực tế sống của nhiều học sinh, đặc biệt với học sinh nông thôn hoặc dân tộc thiểu số. Nội dung này làm mình nhớ tới lập luận vốn văn hoá và habitus là nguyên nhân nối dài bất bình đẳng trong giáo dục của Pierre Bourdieu. Đã đến lúc giáo dục cần thay đổi cách tiếp cận. Một trong những nhà giáo dục cấp tiến được kể tới là John Dewey. Trong đó, giáo viên là người hỗ trợ (teacher as an agent) qua trải nghiệm học thực nghiệm. Cơ chế này phù hợp lý lý thuyết quyết định (Self-determination theory) của Masaharu Kage. Tại đó, người học tìm được ý nghĩa trong học tập nhiều hơn nếu được tham gia vào quá trình giảng dậy. Với mình, đây là cuốn sách giúp hệ thống hoá những lý thuyết mình học gần đây. Mình cũng thấy bản thân đâu đó, cũng loay hoay trong khẩu hiệu "lấy học sinh làm trung tâm". Có lẽ đây lại là một cuốn sách giúp mình tự vấn bản thân để rút sợi dây kinh nghiệm dài chưa thấy đầu dây còn lại.

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Updated: Jan 3, 2022


Things I read

  • A Companion to the History of Economic Thought: Since I don't sit in the History of Economic thoughts class at university, I found this book enlightening. The revolution of knowledge is a continuation of past ideas. Economics is no exception. For example, Plato put the foundation on Smith's thoughts on the division of labor.

Well then, how will our state supply these needs? It will need a farmer, a builder, and a weaver, and also, I think, a shoemaker and one or two others to provide for our bodily needs. So that the minimum state would consist of four or five men — Republic (Penguin Classics ed.), p. 103

And then, Bernard Mandeville also developed the ideas of labor division before Smith in Fable of the Bees. The greatness of Smith and his pin factory do not come from thin air. It inherits from the past. So do not forget to read; your following great ideas might come from the next books you read.

100 -1 = 0 Làm 100 việc tốt chỉ cần 1 việc không tốt thì mọi thứ bằng 0
  • Emails from students Last summer, I received some thank you emails from my students. I found it is a beautiful practice to keep in touch with your professor (of course, the email should sound genuine) + put a smile on them (which is never superfluous).

Things I listened to

  • Learning how to learn: This is quite a fascinating talk on how to learn. The main idea is to study persistently in smaller chunks. Most of all, we have to know why we look to put all the effort into it (For Vietnamese review, click HERE). It reminds me of the passage I read in David Perell's Monday Musings newsletter.

Learning is Like a Song

The process of learning is like falling in love with a song. Initially, you’re only attracted to songs that move you emotionally. If they’re catchy, you’ll listen to them enough to get stuck in your head. If the song keeps resonating with you, you’ll learn about the artist and explore the lyrics in depth. Talk to an obsessive and in addition to singing the lyrics for you, they’ll tell you the backstory behind the music.

Learning works the same way.

You can’t invert the process and expect the same intensity of learning. When it comes to music, we intuitively know that nobody wants to read the lyrics of an album before they listen to the music. But that’s exactly what we do whenever we ask students to memorize nitty-gritty details before inspiring them to learn. (David Perell)


  • Another excellent talk on learning I found very intriguing is between Professor Ngô Bảo Châu and Professor Nguyễn Xuân Long. Lessons I learned from the conversation:

  1. Share what you are doing with others; they might have keys to your problems somewhere somehow.

  2. It is essential to: i) to learn independently, ii) to write clearly to summarize what we learn for future reference.

  3. Develop your niche. Your expertise. Your philosophy. Don't be afraid to tackle complex problems (but don't be too hard, lol)

Smart people love to over-complicate things so they can feel like they're working hard. And if they fail, at least they can say to themselves: "I tried something though and it just didn't work." But the world rewards you for outcomes, not effort. When you insist on working hard, even when it's not the most effective strategy, you miss obvious solutions that are right in front of your eyes (David Perell)

4. As young researchers, we don't have to focus too much on the "big picture" to avoid getting lost/distracted.

5. For postdoc time, we have to compete on grants and papers aggressively.


  • The following is also an exciting talk on intellectuals in Economics of Education. I learned that besides learning how to write, I should be able to code. So game on with R.

Song of the post


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