What do you think of the “numbers game” that drives our institutions?
Posted by gitterdun in Educational GamesOct 12th, 2009 | 2 responsescherodman4u asked:
Clarifications: Like so many educational institutions, the justification for existing in today’s funding climate depends on the “numbers” that can be shown… for that, we have contrived standards and ludicrous measures that seem to get more transparent & lidicrous with each passing year. In special education alone we are seeing the creation of reloving doors to keep “programs” alive… much the same can be said for adolecents that get caught up in the court systems. If any one is “game enough to tackle this, I’d like you to consider the fact of our being entreched into this “numbers” mentality rather than showing the merits of a specific program in its ability to “fix” the problems – sociological & otherwise.
PREFACE: I want to continue with questions like this, so that people start to question the status quo… the normally accepted “COWDUNG” (COnventional Wisdom of the DUmiNant Group) “out there.”
SUGGESTED READINGS: “Culture Against Man” by Jules Henry
Environment for Man – Ewing
2 Responses to “What do you think of the “numbers game” that drives our institutions?”
About Me
Dunno. It’s all about politics, I think… But I’m not about to challenge anyone as articulate and obviously genius as you!
“Yes, the suggested reading gave rise to interest. Henry noted that culture was originally invented to assist man in his battle for survival in nature. It allowed humans to successfully adapt to an unfriendly environment and thrive. Now humans must “adapt” to culture itself or risk being classified as criminal, insane, stupid or a drain on society.
Henry described our public school system as “the pathetic surrender of babes” to the cultural demands of a competitive consumer society. What students really learn is how to sit at desks for hours, listening to boring lectures and being pigeonholed as designated winners and losers without having a nervous breakdown or violently rebelling. The hidden lesson is patience in the face of absurdity — something they will need to obtain and keep a job in the labor marketplace.
“In conclusion, I cannot help but admit to the reality of the numbers game you write of. The only absolute that defies the numbers, to me, is the objectives of the individual through free will. Even in the bowels of your “programs,” entrenched academics look “outside” their world for professionals who excel in providing criteria to support an academic approach to “fix” problems. This is the only area which defeats the idea of a “numbers” approach. The very professionals who benefitted most from the “numbers institutions” use statistical sampling for their current exploration vehicles. I still cannot be certain of your values (COWDUNG) when there are more numbers, used in research and discoveries now, than ever before.”