Retooling Education
Testing and the Liberal Arts
Datos Bibliográficos
| ID | 14856487 |
|---|---|
| Autores | Robert L Jackson (0000-0002-1278-9673, The King's College, autor de correspondencia) |
| Año | 2007 |
| Volumen | 20 |
| Número | 4 |
| Páginas | 332-346 |
| Fecha de publicación | 2007-12-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Academic Questions (JOURNAL) |
| Identificadores de la revista | ISSN: 0895-4852 • E-ISSN: 1936-4709 |
| Editorial | National Association of Scholars (PUBLISHER • US) |
| DOI | 10.1007/s12129-007-9033-7 |
| OpenAlex | W2030360426 |
| Idioma | EN |
| Referencias citadas | 3 |
The motivation and methodology for measuring intelligence have changed repeatedly in the modern history of large-scale student testing. Test makers have always sought to identify raw aptitude for cultivation, but they have never figured out how to promote excellence while preserving equality. They’ve settled for egalitarianism, which gives rise to “culturally fair” tests that substitute vagaries for knowledge, deprive students of any real appreciation for language, and trivialize education. Robert Jackson yearns for traditional oratorical approaches to schooling that venerate and imitate essential, time-tested masters. Unfortunately, he writes, such an education defies measurement with today’s multiple-choice instruments
Aesthetics · Art · Higher education · Liberal arts education · Liberal education · Pedagogy · Philosophy of education · Political science · Social science · Sociology · The arts · Academic and Historical Perspectives in Psychology · Law
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |