This-essay is a7908251.htm which is available at the web-site www.essayz.com. See more notes at the bottom. Previous-Essay <== This-Essay ==> Following-Essay By-Months By-Years By-Words Webs of Like-&-Un-Like ESSAYS <==> Like-&-UN-Like This-One ========================================================== %LEARNING EXPERIENCES 790825 Because of certification demands teachers often are more concerned with testing than with helping students do things which will offer them learning experiences. We learn by doing. We learn through our experiences. Not all learning can be tested. How do you test a students' learning experiences within intimate friendships? How do you test the level of appreciation which a student has for beauty, and the growth in such appreciation? How do you test for learning that there is a high level of reliability in the order of natural processes? How do you test for wonder, curiosity, initiative, skepticism, affection, and other human aspects of growth? If through testing we cannot certify learning experiences, should we seek to promote those learning experiences which we can not objectively certify through testing? How shall we convince administrators and those who pay for teaching services---that a responsible job was done in promoting learning experiences which can not be certified? Who shall judge the value of the efforts of those who seek to promote meaningful learning experiences---people who make life more meaningful and worth living? Learning takes places in contexts which are created by administrators, teachers, and students. What students learn depends upon what they do and what experiences they have in those contexts. Shall the contexts be created only with regard for objectively certifiable learning? Is there no faith that some kinds of contexts are more worth creating than other kinds of contexts---even though there is no objective evidence available to prove objectively that one kind is "better" than the other as a means to achieve an objectively stated goal. Must contexts be created as means to ends, rather than as ends in themselves? How are we to decide whether to judge a context as valuable---as an end, or as a means to a valuable end? How are we to distinguish between means and ends? How are we to avoid judging everything as means, permitting no holy contexts to be immune to the analysis of technocrats? Shall we permit ourselves to value some mysterious contexts due to a faith that they provide us with mysterious learning experiences which we can not objectively verify and certify? Who shall decide? Who has been deciding such questions? Should they continue to decide them? (c) 2005 by Paul A. Smith in www.essayz.com Search for Integrity and Honesty (On Being Yourself, Whole and Healthy) ==========================================================
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