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%RACING IN EDUCATION 780614
Racing is a popular sport in our competitive society
--- for it clearly involves participants and spectators in
seeing who can get ahead. Quickness is essential in
racing of all kinds. The quickest becomes the winner.
Usually we think of racing in terms of motion of people
with or without vehicles (bicycles, skies, motorcycles,
cars, airplanes, etc.) trying to cover a specified course
in the shortest time. Racing can also be the essence of
other activities; e.g., manufacturing and marketing a new
product, courting a mate, getting a job, earning high
grades, getting into graduate school, becoming a certified
professional, getting a teaching appointment, etc. In
each situation the quickest tends to win in our
competitive society, even though the quickest may not be
overall the most helpful or wisest. Quickness tends to be
valued to the exclusion of other humane values. We tend
to equate quickness with brightness or intelligence. Yet,
the person who is quickest in catching on to traditional
ways may be inept in creating new ways. The quickest
person may be inept in recognizing collusions and/or in
transcending them. The quickest person may destroy normal
students self-confidence if asked to teach. Yet the races
continue! Will the wisest and most helpful racers win?
Most instructional programs are dominated by
educational racers who see nothing wrong with failing a
student who cannot complete the educational race in a
specified time, but could with 1/4 more time. The student
who cannot learn a specified course of material in a
stated interval of time fails the race, and is not even
listed in the "also ran" category. This is probably
because only "winners" are permitted to become teachers,
and the fastest racers are presumed to be the best
teachers for all kinds of students. They find it
difficult to educe students who are slow, creative in non-
conformal ways, anti-collusive, profoundly perceptive,
affectionate, and/or thoughtful. The racer has little
patience with the slow student---regardless of what other
desirable qualities are found in the slow student. Since
most "good" teachers are racers, most slow students are
not successful in gaining entry to the professions which
require much formal education.
If we are to benefit from the abilities of all our
citizens, we must find ways to promote the development of
those slow learners who have much to offer to a society
which is sick of racing all the time.
(c) 2005 by Paul A. Smith in
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