{"id":6160,"date":"2004-09-28T08:30:30","date_gmt":"2004-09-28T08:30:30","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2004\/09\/28\/practiceoriente\/"},"modified":"2004-09-28T08:30:30","modified_gmt":"2004-09-28T08:30:30","slug":"practiceoriente","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2004\/09\/28\/practiceoriente\/","title":{"rendered":"Practice-Oriented Education and Biro"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 2<\/span> mins<\/span><\/span>

In the latest Atlantic Monthly<\/i>‘s "College Admissions 2004"
\nsection, Richard Freeland, president of Northeastern University, lightly
\nhistoricizes the tensions between vocationalism and liberal arts, then, deriving
\nan "I pick grey" gradient, tabs a new, emergent, blended plan as
\n"The Third Way"–an interdisciplinary conflation of lib-intellectual
\ninquiry and market readiness, buttressed by off-campus practica.  <\/p>\n

\n Gradually taking shape is a curricular "third way" that
\n systematically integrates liberal education, professional education, and
\n off-campus experience to produce college graduates who are both well educated
\n and well prepared for the workplace.\n<\/p><\/blockquote>\n

If not earth-shaking, it is at least interesting because the case for a
\npractical orientation doesn’t attach to any particular discipline, nor does it
\nreconcile itself with the methods loosely associated with critical pedagogy in
\ncomposition, particularly.  <\/p>\n

\n But another response to the trends of the 1970s and 1980s, which received
\n much less attention, may be of greater long-term importance.  Some
\n educators recognized that higher education had been permanently democratized,
\n and that many students–including some of the most talented–had a legitimate
\n interest in preparing themselves for the workplace.\n<\/p><\/blockquote>\n

It does, however, pat the back of UMaryland’s "World Courses" gen-ed
\ncore where there’s a course "focused on the damming of the Nile River […]
\ntaught by members of the departments of civil engineering, microbiology, and
\ngovernment politics."  And the article eventually suggests that
\n"some preliminary version[s]" of practice-oriented education have, in
\nvarious guises, already coalesced over the last thirty years, stopping just
\nshort of formal edu-trend nomenclature. .  I agree that such a plan (if we
\nmust formally call it a plan, rather than seeing it as a manifestation of
\nstudents’ desires to customize programs of study and to do<\/i> education)
\ndeserves our attention.  Particularly, it deserves our attention in
\ncomposition because "The Third Way," as presented here, doesn’t
\nmention the universal requirement.  More notably, perhaps, on the work of
\nteaching, it says<\/p>\n

\n [I]mplementing a practice-oriented curriculum is not easy.  It
\n requires faculties to collaborate across lines of professional separation that
\n have been in place for generations.  It requires colleges and
\n universities to provide more than token support for off-campus programs. 
\n And it requires a level of attention to undergraduate learning that many
\n university professors will find difficult to muster.\n<\/p><\/blockquote>\n

How, then, does it reconcile with dependencies on part-time labor?  I
\nwon’t pretend to have a clear perspective on the inner-workings of instructor
\nhiring and teaching assignments at any institution, but at first glance it looks
\nlike Northeastern U. relies on part-timers to staff its FY writing course along
\nwith several other gen-ed requirements in the School
\nof General Studies<\/a>.  I see 2FT:6PT writing instructors in the SGS. 
\nWhether or not it’s the case that adjuncts bear a considerable share of the U.’s
\noverall teaching labor, it undoubtedly holds true at many schools.  <\/p>\n

That’s all I really wanted to get at here: it’s fine to have schemes for
\nrevolutionizing education, but they often go bust when they don’t reconcile with
\nlabor practices.  <\/p>\n

Note: The article’s full
\ntext<\/a> is available via subscription only, but that should life once the
\nedition ages.<\/p>\n

***<\/p>\n

For fun, I want to build one of these<\/a>. 
\n[via Metafilter<\/a>]<\/p>\n","protected":false},"excerpt":{"rendered":"

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