To David Markham, about custodial vs. therapeutic, and compulsory vs.
voluntary as these realte to education/learning.
I like your thoughts, David; I agree that "quality and outcome have
something to do with the cooperation, if not assent and initiative, of the
raw material in people processing organizations."
On the whole, I agree. My comment about this being a moot point for the
in-bound college student in particular comes from my opinion that even in
schools of lesser renown and capability--where state high school students
flock to (a) get a degree because (b) it's relatively inexpensive and (c)
the entrance requirements allow the academically mediocre access
nonetheless to four years of worthwhile college experience--students who
are "coerced" by parents, society, perceived future job requirements,
peers, etc. STILL enter that first day into the classroom with some degree
of curiosity.
And there are many teachers who fail to my broadly defined challenge.
This list on the Internet is composed of thinkers some of whom are
extremely close to this environment I describe, and for whom our thoughts
provoke carpe diem. That's my thought process, as best I can describe it,
behind my comment about "moot point" and compulsion for students to get to
class on time. It's more sensitive than our gross view which we often
take in dialogs like those on this list.
I'm reminded again about story-telling--its efficacy in conveying
knowledge and learning potential. Is it all in the details? Are the
details the hooks for our psyches? But I'm digressing/careening wildly.
-- Best regards, Barry Mallis bmallis@markem.com