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%GRADUATE TEACHER DOMINATION 781006
The values of teachers in graduate schools tend to
dominate much of the whole educational ladder. How many
grade school teachers can successfully bring pressure to
bear upon university professors? How often do university
professors have to sit through daily classes taught by
grade school teachers? What are the opportunities for
university professors to internalize the values,
perceptions, attitudes, priorities, etc. of grade school
teachers? Clearly the flow of influence is not from grade
school teachers towards university professors. The flow
of influence is rather from research oriented university
professors towards grade school teachers. So long as the
political power structure is an it is, the flow of
influence will tend to be from abstractly oriented
intellectuals, towards the teachers of young children who
are not ready for abstractions.
The graduate teacher domination tends to occasion
feed-back loops which augment the exclusivity of upper
level academic values. Each pass through of students
through any level and back to a lower level as the next
generation of teachers---tends to augment the injection of
upper level values into the teaching of lower level
students. This feed-back loop will continue so long as
there is no regular way in which upper level teachers are
confronted by the world of lower level education. The
segregation of teachers according to the level of
development of students tends to generated perverse
patterns of human development.
Graduate teacher domination tends to generate teacher
oriented education. The needs of the teachers at the top
tend to dominate their students and generate role models
for teachers at lover levels. Teachers become subject
matter oriented, rather than student oriented. They teach
subjects, not students; so their students are subjected to
content lectures and curriculum, not educed as persons.
Teacher-oriented-education tends to occasion injustice and
will continue---so long as students do not have meaningful
courts of appeal regarding academic injustice. It will be
exceedingly difficult to provide humane courts of appeal
for academic injustice. In fact legal procedures may not
be able to help deal with academic injustices of a
graduate teacher dominated educational system.
(c) 2005 by Paul A. Smith in
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