I’ve never been a very good student. When I was in 4th grade, I pulled the fire alarm because I was curious what would happen. (Hint: it didn’t go over well). I finished high school with a 2.6 GPA. In college, I got a D in economics twice (in micro and macro) and completely failed two other classes.
Even as a someone who has spent their whole adult life in school or academic institutions, I really agree with you. Schooling can be really useful to provide credentials for a job, but rarely these credentials translate to any real skills that help. Not in all cases, but certainly for a lot of students today. The problem I think a lot of students have is the sole grading criteria is exam assessments, most of which provide no real point to how smart or hardworking a student is. Leading to a belief by many kids that, I failed so I must be dumb. Extracurricular groups are a great way for students to find other things that interest them, and help build a community and other applicable skills.
Since I completed "university' in 1972, schools have seemingly become increasingly focused on 'credentialing' students for a job (not even a career or an occupation). I put 'university' in quotes because I attended a college that began as a state supported Normal school for the education of teachers which over the years grew into a state college offering a range of degree programs but while I attended (and the one year I was in student government as it was called), the state legislature proposed and eventually designated it as a university (over the objections of a handful of us in the student government on the grounds that it overstated what the college actually had to offer - I 'm happy to say they have since grown into the title). But midway through my first year I decided that I would try to enter the US diplomatic service or Foreign Service and no one had any idea what academic program would accomplish that (and get me successfully through the competitive exam for entry). So I pursued any subject that might be useful in the departments of History, Political Science, Languages (French), and Economics. I ended with an unofficial double major in History and Pol Science, and unoffical minors in Economics and French (which the State Department did manage to finally teach me to speak!). When I passed the examination for entry, I was asked by a faculty member to write up a suggested academic program for anyone who might come after me! As you can tell from a university graduation year of 1972, I was fortunate to pass through the system at a time when my favorite teachers were focused on teaching me to learn and I figured that out. My wife and I encouraged a similar approach in our daughter and that appears to have worked for her as well.
Couldn’t agree more with you. I’m teaching a class called “Creative Strategies” which, at its core, is all about risk taking and experimenting. It is an elective and one of the most popular classes amongst the students.
Even as a someone who has spent their whole adult life in school or academic institutions, I really agree with you. Schooling can be really useful to provide credentials for a job, but rarely these credentials translate to any real skills that help. Not in all cases, but certainly for a lot of students today. The problem I think a lot of students have is the sole grading criteria is exam assessments, most of which provide no real point to how smart or hardworking a student is. Leading to a belief by many kids that, I failed so I must be dumb. Extracurricular groups are a great way for students to find other things that interest them, and help build a community and other applicable skills.
But as a fellow geology major, geology rocks!
Since I completed "university' in 1972, schools have seemingly become increasingly focused on 'credentialing' students for a job (not even a career or an occupation). I put 'university' in quotes because I attended a college that began as a state supported Normal school for the education of teachers which over the years grew into a state college offering a range of degree programs but while I attended (and the one year I was in student government as it was called), the state legislature proposed and eventually designated it as a university (over the objections of a handful of us in the student government on the grounds that it overstated what the college actually had to offer - I 'm happy to say they have since grown into the title). But midway through my first year I decided that I would try to enter the US diplomatic service or Foreign Service and no one had any idea what academic program would accomplish that (and get me successfully through the competitive exam for entry). So I pursued any subject that might be useful in the departments of History, Political Science, Languages (French), and Economics. I ended with an unofficial double major in History and Pol Science, and unoffical minors in Economics and French (which the State Department did manage to finally teach me to speak!). When I passed the examination for entry, I was asked by a faculty member to write up a suggested academic program for anyone who might come after me! As you can tell from a university graduation year of 1972, I was fortunate to pass through the system at a time when my favorite teachers were focused on teaching me to learn and I figured that out. My wife and I encouraged a similar approach in our daughter and that appears to have worked for her as well.
Couldn’t agree more with you. I’m teaching a class called “Creative Strategies” which, at its core, is all about risk taking and experimenting. It is an elective and one of the most popular classes amongst the students.
This geology major can really relate to this post!
A geologist myself, I totally agree!
Hi Marc, what a great piece. Thank you for sharing. So important for students to hear the message you are sharing here about curiosity and failure.
My two most recent posts reflect on similar lessons I’ve learned.
https://joshbrake.substack.com/p/i-grew-up-oblivious-about-grades
https://joshbrake.substack.com/p/what-to-teach-young-people