Jim said this morning:
>Question: are grades *all* bad? might they help students
>develop self-discipline that might be useful not only for the
>employers but for the movement for socialism?
<Is easy or no grading *all* good? sure, it liberates
>students to learn about things they want to learn about. But
>it also liberates the "frat boys" for more beer-bashes. Harry,
>are you assuming that without the capitalist foot on students'
>backs (working indirectly through the professoriat), we will
>all automatically turn to self-actualizing activities?
i think any system of socialised activity bringing together people and
resources needs discipline to make it deliver the goals of the system. i play
sport at a very competitive level. i need to grade my self constantly in my
training programmes to achieve the desired goals - keeping up in the races.
without grades the concept of discipline has no meaning. without discipline
there is no achievement.
but i also agree with harry that grades become part of the capitalist machine.
but it is not the grades which is the fault it is the ethic of the educational
message which is at fault. and it is the concept of achievement which i think
needs turning on it head. i surely would like to see the future generations
(our students) see the world a bit differently to us. i would like them to see
through the material aspirations and the hierachical fetishism that the
capitalist system requires to continue to extract surplus from workers. i would
like to see them reject these values, gain an understanding of subjective
consciousness and pursue a collectiveness and environmentally sustainable
existence.
but i sure as hell want them to do that with verve and if they are planting a
tree or two i want it done properly. i want the musicians to play skillfully
and the sportspeople to go hard (just for the sake of it). i try to tell
students that everyone can get through the hoop (there are no curves in the
neck of the woods - which pit students against each other and are admirable
training grounds for the capitalist labour process). that in fact the grades
are a small thing and take care of themselves if they really dedicate
themselves to reading voraciously, discussing, criticising, and seeking. then
the challenge is to dedicate one to learning not to the qualification. that
just drops out at the end in some trivial way. but without the discipline of
structure only the most exceptional student will remain motivated.
i also think assessment which does not encourage students to use the knowledge
and the skills of reasoning they can chase is futile. so i oppose multiple
choice, for example. that is just a pressure technique ideally suited to
training capitalist labour process fodder.
if we grade carefully and allow it reflect the students' critical faculties,
then not only do we teach them system and discipline, but it is a pretty good
step in getting those cappo's off all our backs.
kind regards
bill
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William F. Mitchell Telephone: +61-49-215027 .-_|\
Department of Economics +61-49-705133 / \ about
The University of Newcastle Fax: +61-49-216919 \.--._/*<-- here
Callaghan NSW 2308 v
Australia Email : [EMAIL PROTECTED]
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