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Noted historian and philosopher Will Durant said, “Education is a progressive discovery of our own ignorance.” I tend to agree. Our educated nation has progressively become more and more ignorant.
That being said, I would like to talk about measuring the quality of peanuts in America. Well, education actually.
If students were peanuts, quality of education would be a lot easier to measure. The 1938 Food Drug and Cosmetic Act established Good Manufacturing Practices (GMPs), standardized testing procedures to assess the quality of manufactured products.
Bizarre as it might seem, a peanut has far more well-defined quality metrics than a student.
Of course, it’s easier to measure quality of a peanut because one can clearly define what one expects from a peanut.
Students are a bit more dimensional, although I have in fact met a few who are chunky and some others who are rather smooth.
Let’s shelve peanuts for a moment and look at what constitutes a “high quality” of education.
To start, how does one define quality of education? What educational attributes induce students to learn? How should one evaluate the effectiveness a curriculum? Should teachers be appraised by the successes or failures of their students?
And what exactly is it that we expect from education?
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