University education a world of contradictions
| University education a world of contradictions |
There has been some controversy surrounding the newly unveiled bronze Sir. Isaac Brock statue that now triumphantly stands before the Schmon Tower. Regardless of the many connotations to what some feel the statue represents, the university has been criticized for not allocating the $1 million used to construct the statue towards resources for students.
Ultimately however, as a not-for-profit corporation, Brock cannot legally misappropriate the funds of a charitable donation by using it for anything other than specified by the donor. Therefore, taking the million dollars in bronze on the front lawn off the bargaining table, how can the University provide a better education to its students? Arguably, it is not a question of resources, but pedagogy.
In response to an viral story discussing a Quebecois elementary school’s ban on homework, we asked students through an online poll whether or not they believed that Brock should follow suit and impose a “homework ban”. Shockingly, a majority of 45 per cent of students answered with the option, “No. University should be a time of overcoming. Getting rid of the stress gets rid of the value”.
Doubtlessly, you know someone who has dropped out, been kicked out, or transferred out, either as a result of low marks or stress — do we as students simply accept that this is natural? As students, can we possibly shrug off these losses as consequences of Darwinian theories of ‘survival of the fittest’?
Hegemony in an educational context is so problematic because the oppressed willingly consent to their own oppression.
Changes must be made at the university-wide level, departmental level as well as that of individual instructors. While no teaching degree is required to become a professor, it should be important for them to at least critically reflect on their own performance in order to create classrooms that equitably facilitate learning.
The cost of admission is enough without having to add mental illness to the kitty in order to receive a degree. Stress is a key contributor to the development of mental illness, so is there no better way to prepare students for their future lives and careers?
There is hope, however; online courses look to create an environment in which students receive much-deserved freedom in their education. Similarly, independent study courses offer similar experiences of self-regulation and a balance to study approaches. Online courses are not offered through every department, and there is not nearly enough variety available to accommodate all interested students.
More troubling still is that students remain relatively voiceless, at least officially. While many professors indicate they are willing to discuss changes to courses or teaching, the only official oversight is course evaluation.
Fifteen per cent of students polled believed that course evaluations were effective, whereas 30 per cent believed that course evaluations make no difference to professors’ teaching and course planning. This presents a disconnect in the students and cogs of the university’s industrialized education system.
Output cannot be the main goal. To come from public education in which no child is, at least on paper, “left behind”, to a university setting in which marks are bell-curved and competition is encouraged, is a gap to which even the most hardworking students would have trouble adapting.
Approximately a year ago, in my article “Contradictions of Education”, I wrote that “There is no reason we should be taught about the effectiveness of alternative schooling and educational freedom and then remain in an educational dark age”. Unfortunately, even a year later, it doesn’t seem that there has been an educational revolution, and I still can’t say for certain that there will be in the 2015/2016 school year, but this will not change unless there is a greater movement and implementation of pedagogy both at a systematic and individual level.
Ultimately however, as a not-for-profit corporation, Brock cannot legally misappropriate the funds of a charitable donation by using it for anything other than specified by the donor. Therefore, taking the million dollars in bronze on the front lawn off the bargaining table, how can the University provide a better education to its students? Arguably, it is not a question of resources, but pedagogy.
In response to an viral story discussing a Quebecois elementary school’s ban on homework, we asked students through an online poll whether or not they believed that Brock should follow suit and impose a “homework ban”. Shockingly, a majority of 45 per cent of students answered with the option, “No. University should be a time of overcoming. Getting rid of the stress gets rid of the value”.
Doubtlessly, you know someone who has dropped out, been kicked out, or transferred out, either as a result of low marks or stress — do we as students simply accept that this is natural? As students, can we possibly shrug off these losses as consequences of Darwinian theories of ‘survival of the fittest’?
Hegemony in an educational context is so problematic because the oppressed willingly consent to their own oppression.
Changes must be made at the university-wide level, departmental level as well as that of individual instructors. While no teaching degree is required to become a professor, it should be important for them to at least critically reflect on their own performance in order to create classrooms that equitably facilitate learning.
The cost of admission is enough without having to add mental illness to the kitty in order to receive a degree. Stress is a key contributor to the development of mental illness, so is there no better way to prepare students for their future lives and careers?
There is hope, however; online courses look to create an environment in which students receive much-deserved freedom in their education. Similarly, independent study courses offer similar experiences of self-regulation and a balance to study approaches. Online courses are not offered through every department, and there is not nearly enough variety available to accommodate all interested students.
More troubling still is that students remain relatively voiceless, at least officially. While many professors indicate they are willing to discuss changes to courses or teaching, the only official oversight is course evaluation.
Fifteen per cent of students polled believed that course evaluations were effective, whereas 30 per cent believed that course evaluations make no difference to professors’ teaching and course planning. This presents a disconnect in the students and cogs of the university’s industrialized education system.
Output cannot be the main goal. To come from public education in which no child is, at least on paper, “left behind”, to a university setting in which marks are bell-curved and competition is encouraged, is a gap to which even the most hardworking students would have trouble adapting.
Approximately a year ago, in my article “Contradictions of Education”, I wrote that “There is no reason we should be taught about the effectiveness of alternative schooling and educational freedom and then remain in an educational dark age”. Unfortunately, even a year later, it doesn’t seem that there has been an educational revolution, and I still can’t say for certain that there will be in the 2015/2016 school year, but this will not change unless there is a greater movement and implementation of pedagogy both at a systematic and individual level.
