Education acknowledges
the narrow domains of expertise which labor division brought
about, and reproduces the structure of current human experience
in its own structure. Through vast financial support, from
states, private sources, and tradition- based organizations,
education is artificially removed from the reality of expected
efficiency. It is rarely a universe of commitments. Accordingly,
the gap between the literate language of the university and the
languages of current human practice widens. The tenure system
only adds another structural burden. When the highest goal of a
professor is to be freed of teaching, something is awfully wrong
with our legitimate decision to guarantee educators the freedom
necessary for exercising their profession.
Behind the testing model that drives much of current education is
the expectation of effective ranking of students. This model
takes a literate approach insofar as it establishes a dichotomy
(aptitude vs. achievement) that makes students react to
questions, but does not really engage them or encourage creative
contributions. The result is illustrative of the relation
between what we do and how we evaluate what we do. An
expectation was set, and the process of education was skewed to
generate good test results. This effectively eliminates teaching
and learning for the sake of a subject. Students are afraid they
will not measure up and demand to be taught by the book.
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