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ERIC Number: EJ1076532
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: ERIC
ISSN: ISSN-0160-7561
Measured for Measured
Hurley, Angela
Philosophical Studies in Education, v46 p41-51 2015
In this article, Angela Hurley ponders a question centered on how well P-12 schooling experiences and the current accompanying education discourse on the importance of attending college actually match with traditional notions of the purposes of academic life held by college faculty. Does the current, performance data-driven system of P-12 schooling that purports to prepare a standardized product for the economic good of the nation match at all with college mission statements that describe a climate where students are prepared to think, reason, and become humane individuals? For the purpose of examining these questions, the article focuses on one prevalent word from current educational discourse: "measured." Hurley considers the question of the match between current students' experiences in P-12 schools and the notions of "measured" held by many of those in academia. She concludes that the answer may be that currently a fairly grave mismatch exists, but moving into the future, as the verb meaning of "measured" continues to creep into higher education, the mismatch may cease to exist, and that is a frightening thought because higher education will then be moved into a technocratic mode of existence and many of the important aspects of teaching and learning may be deleted from the curriculum; those aspects that give students opportunities to "worry" with the questions of what it means to be humane human beings may be the first to disappear.
Ohio Valley Philosophy of Education Society. Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Grant or Contract Numbers: N/A