Since pursuing studies in a new field (Library and Information studies), and while supporting students in an academic library, I have become increasingly skeptical about the quality and relevance of academic study. I find it appalling that a student that copy/pastes references and material and then reshapes it so that it is accepted as their work can achieve great results (this I have seen) while a student who contributes thought and understanding achieves mediocre results. During former studies in philosophy the material encouraged idiosyncratic responses provided they were well thought out and developed.The measuring of worth was focused on content and style rather then style over content.
Since pursuing a different field I have found that I achieve better results if I put in the minimal amount of my own understanding instead replicating as many resources that I can get my hands on putting them into different (some would argue their own) words. How is this a demonstration of academic merit or of grasping the subject?
I'll be happy to pass this degree knowing that my results have no baring on my abilities or understanding either professionally or academically and yet I question the way that assessments are measured if it does not reflect the understanding that a pupil has of the subject but merely reflects their ability to follow instruction and execute a prescribed response and formula. Knowledge management is hardly a factual based subject and yet it seems that thinking outside the box is hardly of any value? This, to me, makes very little sense.
As for references... they should be relevant and reflect ones understanding right? And yet, academic studies seems to encourage adding references for the sake of adding references... ?
Color me confused and dismayed at Academics, and more in agreement with Nietszche then ever, who described academic output as mummified texts rotting away on shelves (oh sry... i should include the reference for this right because otherwise what I am saying is unsubstantiated and of no value... right?)
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4 comments:
I completely agree. Parroting back is easier for both teacher and student. Not as many people are really interested in understanding, or fostering understanding.
I definitely did hate that while I was in academia though I think my profs were pretty great about how they graded those sorts of things. Now what I find irritating is when I pick up a book on Nietzsche or some other great philosopher and find the writing style appalling because it's basically just footnotes with some minor commentary. I wish people would strive for beauty and clarity. I try not to read too much secondary literature now unless it comes recommended. Huenemann's books and articles on Nz are successes in that regard but I've picked up a few others and immediately realized that life was too short to continue reading.
Kristen, I think you are correct although I find fault not with people (who will always be inclined to laziness when it comes to difficult tasks) but with the current trends in academia. By demanding that students include lots of references (with the attached demerit in loss of marks) they are literally encouraging students to add references for the sake of adding references, not for the sake of understanding.
I'd rather strive to read one book and understand/appreciate it and then move on to another adding to my knowledge/understanding while penetrating the topic, then skim over 20 different resources looking for appropriate statements that I can mold into my requirements within two-three weeks before having to do the same again for a different topic, all while not understanding or appreciating any of them. What skills/understanding/appreciation are we teaching to our paying customers?
Mike, I think you have hit the nail on the head. Striving for beauty and clarity describes criteria that seems, to me, more important then whether the response includes x amount of references and covers what the marker wanted the student to write. In fact, even when a lecturer disagrees with the ideas from the student, if they are expressed well and show understanding of the topic then surely the judgement of whether it is wrong or right is less important then the judgement about how well the student has grasped the topic and sought clarity regarding the issues therein.
Life is both too short to continue reading and too short not to continue reading... I think I'll take a look at Huenemann's books. Cheers.
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