THIS ARTICLE IS FULL OF EMOTIONAL HOLES, GLUTS AND A SYCHOPHANTISH ALLEGIANCE TO THE MYTHOLOGY THAT MOST TEACHERS WERE NOT “C” STUDENTS. Too nasty? Okay, I’ll put it another way: SHOW ME THE DATA. Now please do not assume I am teacher bashing. The subjective (qualitative) affects of what goes on in a classroom are just as important as the acquisition of skills and the ability to think independently. Perhaps, we need an “Education Clean Air Act” to rid ourselves of the hyperbolic distortions of reasonable analysis (smog) made so often by educators and non-educators alike -- most of whom have been circling their wagons before they have defined the “enemy” or, for that matter, agreed upon cogently appropriate descriptors for what a quality education actually is, can be or should be. We can measure clean air and establish standards for it. So… Thinking that education is some magical treatment that can only be understood by those applying the treatment is about as logical as thinking (1) kids can never be as smart as their parents or (2) Wikipedia is accurate because Wikipedia says so.
Posted on: Sat, 16 Nov 2013 10:50:24 +0000
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