[Part 2 of the Ed School Trials and Trivialities series, beginning here.]
As an undergraduate, I transferred late (by the pure chance of convenient scheduling) into what became one of my favorite courses, a general education seminar on the history of cosmology from the ancient Greeks to modern astrophysicists. The professor, an astronomer who specialized in galaxy formation, was a bit of a sour oddball, the opposite of the sort of cheerful, self-consciously nerdy types who like to appear on public-broadcast science programs. No, he told us sophomores eager to learn (to paraphrase a distant memory): every theory we cover in this course is wrong, Aristotle as much as Einstein.
I think he wanted to act as a provocateur – for example, he spoke highly of the accuracy of epicycles, the much-maligned medieval method for calculating the movement of planetary bodies, before demolishing them for lack of parsimony when we reached Kepler – so I don’t know how much he believed his classroom persona. But pedantically, he had a point: as a committed empiricist who rated theories less on their strict truth than their predictive power, he embraced a scientific ethic similar to that expressed in the statistical aphorism “all models are wrong, some are useful.”
I’ve been away from this blog for months, first because I started graduate studies in education, second because I became very sick after a minor surgery (not COVID!), and third because I had to resume my teacher training.
However, notice in the previous sentence that I switched from the aspirational ideal of “graduate studies” to the duller term “teacher training.” I have lost all respect for my professors and program.
Though I am supposedly in a well-ranked graduate program (complete with 500-level credits!) designed to help people with bachelor degrees acquire a teaching certification, I sometimes feel like I’m back in grade school: we have weekly journaling activities, pause class for 10-20 minute “mental health checks” during one-hour sessions, and – this is no joke – listen to professors read aloud from the textbook “because kids like [it].” Assignments have included watching movies, playing online quiz games, and making Instagram posts (!!!) instead of writing essays.
I am not a child; at my most restrained, I would describe much of the program as an insulting waste of time completely disconnected from the practical, adult realities of teaching. Sometimes I wonder why I should even listen: having worked three years as an assistant teacher, I have more primary and secondary classroom experience than some of my professors, experts in the sociology of education rather than education itself. At this point, I am only sticking through it to fulfill the bureaucratic requirements of a teaching certification and out of a sunk-cost mindset that it’s too late to get a refund. Maybe then I reveal my biases too soon: at its worst, the program sometimes even makes me physically, viscerally angry. I am not a fair source. But really, why should I be? I’m spending thousands of dollars to make an Instagram post? UGHHH!!!
So, I am starting an irregular series on this blog to record my most frustrating experiences: Ed School TnT (trials and trivialities), so titled because
1) it is a real trial. For the first time in my life, I hate class and dread going to school, even though it has moved online due to the pandemic. I do things I would have scolded myself for as an undergraduate: texting in class, skipping readings, and dashing off assignments without any concern for quality (for one PowerPoint, I left two slides with default “insert text here” labels. I got 100% anyway).
2) it is absurd. The topics covered in my courses are either trivial and obvious (see examples in this post) or repeated so many times as unchallenged mantras that they become so (a future post). I am not learning. But that doesn’t seem to matter – every class is pass-fail or close to it, meaning that no matter how shallow my learning or how poor my output, I pass if I appear to try …though in honesty, I quit trying long ago. With such low standards, and such obvious course content, why should I bother?
For this first post, I want to give some flavor of the trivialities of the program to demonstrate how little practical value my classes offer aspiring teachers. The best place to start, I think, is the most rigorous and difficult course in the program: “Social Studies Methods.” Though, as you maybe already caught in the title, given the low standards, I don’t have much respect for even this “practical” course.