Essay About School Curriculum

Essay About School Curriculum-79
We allow passivity to dominate students’ already slight engagement with courses and faculty.

We allow passivity to dominate students’ already slight engagement with courses and faculty.

We do not demand enough (doing that would conflict with consumer friendliness, perhaps); our standards are not high enough (setting them higher creates retention worries); we accept half-hearted work from students who do not insist on enough from themselves and do not know how to ask for more from their teachers (doing otherwise would make college more serious; how could it still be “fun”? Degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them.

A weak educational culture creates all the wrong opportunities.

We mean the enormous expenditures devoted purely to securing a “better ranking” in the magazine surveys.

We mean the progressive reduction in academic, intellectual, and behavioral expectations that has undermined the culture, learning conditions, and civility of so many campus communities.

In the peer culture, time spent on class work, reading, and reflection must be limited; too much of it becomes a stain on a student’s social value.

It has become possible -- even likely -- to survive academically, be retained in school, get passing grades and graduate with a baccalaureate despite long-term patterns of alcohol and other substance abuse that are known to damage the formation of new memories and reduce both the capacity and the readiness to learn.

Without academic expectations to bring structure to students’ time, too much time is wasted.

In the absence of high academic and behavioral expectations, less demanding peer norms become dominant.

Reconstituting the Culture of Higher Education The current culture -- the shared norms, values, standards, expectations and priorities -- of teaching and learning in the academy is not powerful enough to support true higher learning.

As a result, students do not experience the kind of integrated, holistic, developmental, rigorous undergraduate education that must exist as an absolute condition for truly transformative higher learning to occur.


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