We need to challenge individuals by continuously raising the learning bar- mastery in learning is a myth.
Learning is continuous growth fueled by wonderment leading to discovery.When we place arbitrary benchmarks on any learning continuum, and then deem one on the high end of the continuum to be mastery, we do a disservice to learning. The most profoundly intelligent among us are those who understand implicitly that they have everything to learn. The term mastery by definition connotes exactly the opposite of this idea...
-mastery [ˈmɑːstərɪ]
n pl -teries
1. full command or understanding of a subject2. outstanding skill; expertise3. the power of command; control4. victory or superiorityCollins English Dictionary – Complete and Unabridged © HarperCollins Publishers 1991, 1994, 1998, 2000, 2003
With the exception perhaps of definition number two, mastery in the context of learning seems to connote control, command, power and superiority; elements contrary to the idea that no matter how much we think we know, pushing the parameters of discovery requires curiosity, humility and the perspective that there are no limits to how much we can learn.
There are no objective definitions of failure, therefore there should be no objective definitions of success. In learning, mastery is a myth.
There are no objective definitions of failure, therefore there should be no objective definitions of success. In learning, mastery is a myth.
I like the Idea that mastery is an asymptote. We always strive for but never get there. What are your thought on this?
ReplyDeleteI totally agree. Perfection is the line we never completely touch.
ReplyDeleteAthletes know this implicitly. They strive no matter how good they are to be just a bit better, a fraction of a second faster or stronger etc. Growth in learning should be infinite, no? I struggle with the false positives we create to evaluate student progress in ed. 80% mastery isn't mastery at all, it's a Type II error issue indicating there is 20% lack of understanding... (assuming that we believe 100% understanding is possible; but in a discovery context I'm not convinced we can say we know all there is to know about anything.)
This is fascinating stuff to me. Think of the ramifications related to curriculum- all of a sudden we don't place arbitrary benchmarks, but rather focus on the asymptote (awesome word BTW) nature of learning and measure relative progress measured against a baseline of understanding... "this is what you knew when we started the course, this is how much more you know now" sort of thing.
I think about this stuff a lot, probably too much;o)
Thanks for commenting Chris.
Merry Christmas to you and yours. Planning on getting more up at Connected Principals in the new year;o)
I am putting together a list of the top 100 administrator blogs, and I was wondering if I could ask you a few questions about you and your blog to include more information in my article. Please e-mail me (alexisbrett@gmail.com) and include the title of your blog in the e-mail, thanks!
ReplyDelete