The problem, I think, is analogous to the "genius" versus "process"
arguments we have in organizations. There's nothing wrong with
depending on geniuses, of course, if we can get enough of them...and,
in most cases, for sure in the education process, we can't.
So, I agree that we should appropriately reward the masters, but we
should encourage them to also be positive participants in the larger
process, perhaps as mentors and role models. But we must always
remember that most of the students will have, at best, limited access
to the few masters, and we must, therefore, spend most of our efforts
on improving the overall process.
Joe Podolsky
(podolsky@hpcc01.corp.hp.com)
______________________________ Forward Header __________________________________
Subject: Re: Measurement in Education LO1505
Date: 6/5/95 10:58 AM
For almost all Americans (and probably true in virtually every culture,
every country) we can on the fungers of one hand count those teachers who
made an indelible impression upon us with their verve, interest, presence,
etc. These few people struck us as genuine in some way. We as students
responded as best we could with the tools we had.
Barry Mallis
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