Strategies are the main learning outcome of all those years of school. Anyone who flunks strategy basically flunks school.
I have been thinking a lot lately about money and grades. Not for the reasons you may think: that I want more and better of both (or to “give” tough grades). But because they share interesting qualities. My thinking is analytical rather than greedy.
Money and grades, I propose, are both supersigns.
[Also see this and comments on PopAnth: Hot Buttered Humanity]
President Barack Hussein Obama was re-elected in a landslide.
We progressives who donated time and money to ensure that this happened have a right to be pleased.
But now it is time for loyal critics to speak up. And one area that must be attended to is education—at all levels. That unmentionable education radical Bill Ayers—someone Obama once knew but had to repudiate—wrote a letter to Arne Duncan explaining clearly what is wrong with the current system, but it does not quite go far enough.
In an exasperated Facebook post, one of my young friends complained about her first-semester college class. “Don’t you hate it when you raise your hand and know the answer and your teacher doesn’t call on you?” I replied, know-it-all professor and adult that I am: Isn’t it about what you’re learning?
And she replied, “No, it’s because you have to answer questions a certain number of times to get points.”
The point of learning is to get the points.
The latest change in the higher education world is the arrival of something called MOOCs: Massive Open Online Courses, as Harvard and MIT announced something called EdX in May 2012. These have evolved from the Open Courseware begun so generously by MIT a decade or so ago, and build on a growing body of scholarship about the ways online education can be used to make higher education more accessible to large numbers of people, or how to deal with the massification of higher education.
One of the most interesting aspects of it, though, is that when people are finished they earn badges.