Case 13-7 (Evolution and selection)
Oct. 8th, 2018 10:20 pm![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
vit_rИногда пустопорожние разговоры бывают полезными. Sorry for English.
Let's consider two models of access to knowledge.
By natural evolution the participants compete for resources and try to break through natural obstacles. The fittest one wins.
By artificial selection some people think out unnatural criteria and give access to resources to specimens selected by this criteria.
The products of selection are usually not fit for the real world. For instance decorative dogs suffer from many illnesses and cannot survive in wildness.
Modern education system at least in Germany and Switzerland turn from evolution to selection.
Bureaucrats rob the higher education facilities the right to set realistic application criteria specific to selected areas of knowledge. Education places are distributed on base of metrics that are created internally within the school system.
This means the school system itself creates quality criteria for school education instead of testing its results against external world and instead of adapting it to the real needs. The children are trained to pass school tests that are more and more incompatible with modern working and higher education environments.
The consequences are obvious. A third of German university students is unable to finish their education.
(Additional information (in German): a FAZ article "Späte Auslese", the project of the German Centre for Higher Education Research and Science Studies (DZHW GmbH) Student Drop-out - Extent and Motives with many reports.)
If I consider our conflict with the Swiss school from this angle, I would say that a discarded specimen had mutinied. It did not obey the selection criteria and tried to prove that they were completely wrong. This had raised panic by education bureaucracy.
You can forget about the Maslow's pyramid and even more primitive motivation models not to mention the modern state of the industrial psychology. We were told that a man who is fit to the "work environment" must accept his destiny and must blindly obey the working duty. (Of course the destiny was determined by this people who had not seen the world outside of the facilities for children.)
Let's consider two models of access to knowledge.
By natural evolution the participants compete for resources and try to break through natural obstacles. The fittest one wins.
By artificial selection some people think out unnatural criteria and give access to resources to specimens selected by this criteria.
The products of selection are usually not fit for the real world. For instance decorative dogs suffer from many illnesses and cannot survive in wildness.
Modern education system at least in Germany and Switzerland turn from evolution to selection.
Bureaucrats rob the higher education facilities the right to set realistic application criteria specific to selected areas of knowledge. Education places are distributed on base of metrics that are created internally within the school system.
This means the school system itself creates quality criteria for school education instead of testing its results against external world and instead of adapting it to the real needs. The children are trained to pass school tests that are more and more incompatible with modern working and higher education environments.
The consequences are obvious. A third of German university students is unable to finish their education.
(Additional information (in German): a FAZ article "Späte Auslese", the project of the German Centre for Higher Education Research and Science Studies (DZHW GmbH) Student Drop-out - Extent and Motives with many reports.)
If I consider our conflict with the Swiss school from this angle, I would say that a discarded specimen had mutinied. It did not obey the selection criteria and tried to prove that they were completely wrong. This had raised panic by education bureaucracy.
You can forget about the Maslow's pyramid and even more primitive motivation models not to mention the modern state of the industrial psychology. We were told that a man who is fit to the "work environment" must accept his destiny and must blindly obey the working duty. (Of course the destiny was determined by this people who had not seen the world outside of the facilities for children.)
