The Learning Curve

In an era of performance charting and standardized tests, it seems infeasible to expect students to demonstrate any more pride and individuality than we attribute to them in the first place. When students are “trained” instead of taught” and when they must be “productive” instead of “enlightened,” we can expect these persons to see themselves in the same way that we see them: as a dot on a performance curve. George Kuh (and Gardner Campbell by extension) present an admirable perspective in opposition to this trend. Exploration and student-centered learning initiatives are mantras that may hope to commandeer classrooms in the near future. Campbell’s suggestions concerning digital literacy may prove to be particularly palatable and enjoyable for a digital audience of current and prospective students. However, these tactics while creative appear to only mitigate student interests and results unless they are also able to definitely establish a “why” for these individuals.

As we saw with Baby George, the learning process can be and likely should be fun. The moment of discovery is but one cathartic moment at the end of a long chain of pleasurable trials. Baby George knows what most of us in higher education do not: he knows why he is trying to walk. He knows what he wants to accomplish, and he is free from distractions and frustrations. George has nowhere else to be, nothing else to do but to keep trying. “What” he is doing and “why” have consumed his very interests. We have not created this same environment for our students. They have grades they want to meet, not subjects they want to learn. Furthermore, we cannot even tell them why these grades are worth meeting. Michael Wesch was able to tailor the work of the university towards the interests of the student, but that does not mean he is able to make that work meaningful. That responsibility lies with the student, to understand and know why doing these tasks differently interests them. In short, getting away from the objective learning curve that has defined student performance in recent decades is but one step on the learning curve that we as educators have yet to make. The environment must not be about distinguishing excellence from the average, the complacent, and the base. Rather, it should be a place of exploration where individuals can find their “why” and find those tasks and work which helps them realize such ambitions.

If performance is a concern, let the students determine that for themselves. Their future and education do not belong to our metrics, charts, and curves.