Sunday, February 25, 2018

The Misguided Drive to Measure ‘Learning Outcomes’

If we describe college courses as mainly delivery mechanisms for skills to please a future employer, if we imply that history, literature and linguistics are more or less interchangeable “content” that convey the same mental tools, we oversimplify the intellectual complexity that makes a university education worthwhile in the first place. We end up using the language of the capitalist marketplace and speak to our students as customers rather than fellow thinkers. They deserve better.

Colleges should stop trivializing the transmission of knowledge.

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Molly Worthen, nyt

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