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One of the toughest challenges in improving K-12 ed is that the institutional bubble & the reformist bubble have entirely different priorities & metrics. It's like trying to steer a gameplay strategy on the field in real time without any agreement on which sport is being played
If you want to get the greatest number of students to competently perform the same set of rote operations on equations as quickly as possible, you just don't teach math the same way you would if your goal was to enable the greatest number of students to discover a love of math
If you wanted to foster a love of reading, one thing you wouldn't do is assign discrete chunks of a book to be dissected ad nauseam, stretching a single text to 2+ months and providing low grade torture to anyone who reflexively "reads ahead" when they're enjoying themselves
If you wanted kids to love science, you wouldn't force cookie cutter experiments onto them for which the materials are already chosen and the expected results are implied with a heavy hand or, worse yet, explicitly described before anyone is permitted to touch a beaker
Even writing, a skill so inherently generative that it would seem a priori impossible to make rote, becomes an exercise in filling out the 5-paragraph formula, perhaps with "words of the week" to include and a list of style choices — presented as grammar absolutes — to avoid
Even till engineering it’s the same, you cram you get to be the topper, if you start understanding stuff, those are never going to be asked and you fail. As you fail your confidence becomes less, as those are the criteria’s of being successful and eventually you lose it all.
We kill curiosity eventually in the process
Also how could the idea that 25 kids in a single room can learn at the same pace, in the same way got accepted? Is this even humane?
I think the question is are we developing technicians or explorers? Perhaps we would be better off if we offered hoth tracks.
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