October 17, 2009

Down With Grades?

In Emerson's essay "On Education" - which was actually compiled from his commencement addresses and lectures - he makes a distinction between "drill" and "genius". Drill, according to him, is exactly what it sounds like: repetition of a subject until mastery is achieved. Without drill, I wouldn't have learned my multiplication tables or the fundamentals of grammar. Thank god for it. For basic skill mastery, drill is the most efficient, direct route. He says, "Teach him the difference between the similar and the same. Make him call things by their right names. Pardon in him no blunder." Not to mention that the rhythmic aspect of drill can be fun for students. I used drill in some of my classes when I taught in NYC and the students responded well to it. However, drill is not all in all. And afterwards (simultaneously?), how should the student's education proceed? Emerson says by the discovery of the boy's own genius; following his innate enthusiasm for a subject will not lead him astray, though it may seem so to outside eyes. "He can learn anything which is important to him now that the power to learn is secured: as mechanics say, when one has learned the use of tools, it is easy to work at a new craft." He should remain steadfast and follow that spark of genius to the end. "On Education" is an essay worth reading by every teacher and every student.

And when it comes to the giving and receiving of grades, I am guided by this wisdom. I am riding on the wave of my own enthusiasm and therefore will ensure (myself) that my education is complete. A grade on a paper is meaningless to me. I don't understand why, especially at the graduate level, I need to be graded at all. I scoff at the idea. I can't help it. Boxes confine. If I don't give it to the academic the way the academic wants it, she will give me a "bad" letter. In the academy, individuality is not rewarded. This makes me nervous. I may not survive in a higher learning institution. And when I was a teacher, the giving of grades was a kind of torture. I cannot see myself returning to high school teaching or adjuncting for this reason. If the student needs such external motivators, perhaps the time is not right for her to study. She has, after all, acquired basic skills. So let her go into the world moved by her own genius. I am not sold on the idea that a college education is valuable for everyone. And I am certainly not sold on someone using only symbols to tell me my performance is excellent, very good, average, below average, or poor. Let's have a dialogue. Talk to me. Tell me what you know. I will do the same. I guarantee you will not find a better student than one moved by her own enthusiasm. I will happily sit at your feet and learn from you. But my mind and heart follow their own bidding.