In this respect,
education in the natural sciences has moved with the trend of our times, and
may actually have shaped it that way of the modern achievement-orientated
society, orientated on objectively measurable facts.
Both the humanities and the artistic disciplines have missed the boat as it were. Unlike sport, they have not succeeded in making their achievements objectively ascertainable and, as such, measurable.
For this reason, they have slipped further and further into the background and are still in the process of forfeiting more and more of their former significance.
Modern achievement-orientated society believes, to an ever increasing extent, that it can do without them, and can dispense with them completely.
And if this trend
continues, they will have been forgotten, just as astrology and spiritual
healing have been almost forgotten in our modern scientific age at
least by the broad science-orientated public.
It is my endeavour in the field of education to move the phenomenon of achievement into the realms of the objectively measurable in the field of education, as we know from the natural science disciplines, and have seen achieved in the sporting field.
On the international market, the only achievements which gain respect in the long term are those which enable internationally objective comparisons to be made. Thus, most achievements in terms of scientific development find their way into the Olympic arena
via commerce. Whoever can demonstrate the greatest achievements here is champion and, as such, market leader just like in sport.
In education, too, there are
good possibilities and convincing grounds for establishing objective performance/achievement
criteria which make education measurable. But contemporary education has not
yet established such criteria and, in my opinion, this is where its misery
Conventional education teaches physics, mathematics, biology, geography, art, music, languages, etc., etc... and, as a means of monitoring what has been learnt, after years of intensive (rote) learning, the pupil or student sits an examination in which, in the main, he ultimately has to regurgitate that which can be printed in a limited number of books or recorded on a CD-ROM.
educational publishers advertise with the claim that the customer can buy
all the knowledge necessary for A levels in ten volumes or on a CD-ROM, and
that he or she can also purchase all of the knowledge for each individual
university discipline accordingly, somewhat more voluminous
stored neat and tidily on a CD-ROM.
© A A R E D I T I O N I N T E R N A T I O N A L 2001
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