As grist for the mill on our discussion of Education as Art or Science, [cue Twilight Zone music] consider if you will the idea that it has become a commodity. In this post from May 2005, I propose that Education is less than art or science but merely a toaster.
Education as Commodity
I maintain the the current target outcomes do not comprise the knowledge, skills, or attitudes that the world will require. They consist of the easily measured and the lowest common denominator. They assume that every person — child, teen, adult — is ready at the same time to learn whatever the State has deemed appropriate for their age bracket — and will take no more than the alloted amount of time to learn it — regardless of their developmental state. Added to the drive for accountability — another topic that Jim and I agree on — and we have a situation where the implementation focuses on an outcome that is un-realistic and perhaps misguided.
Does this discussion confound or inform our discussion on Education as Art or Science?
October 22nd, 2006 at 6:43 pm
Believing that every fifth grade student (for example) will move on to the sixth grade with the same level of knowledge is only a dream. However, it is our responsibility to see that no child is left behind. As an educator one should not see gender, ethnic background, social background, etc. as a contributing factor to the quality of education that they receive.
However, putting the shoe on the other foot. One should not try to provide a learning environment that does not take in consideration the learning patterns of the students directly affected. Comparing grade level scores is not a reliable source of data. It is like comparing apples and oranges. Test are only reliable if the same body of students are being tested.
When I read the statement, “one-size fits all”, I can’t help to think that we are trying to compare education to spandex.