Junot Diaz on Accreditation vs. Education: Not getting *expletive* by mistakes
Junot Diaz, the Pulitzer Prize winning author of The Brief Wondrous Life of Oscar Wao, spoke to our school community this past Friday night. He was a riveting speaker whose talk has already generated huge amounts of discussion within the community (and not just because he’s the only speaker we’ve had who made no attempt to modulate his language in an effort to appear respectable).
During both of my classes with sophomores on Saturday morning, students made the observation that Diaz would like the way I teach physics, specifically because of my emphasis on making mistakes in order to learn. The subject of making mistakes came up while Diaz was talking about problems in our educational system. He made the distinction between accreditation and education. When the name of the school means everything, and the only goal is the next step of the process (getting into a big name high school, getting into a big name college, getting a job with a big name firm, making lots of money), then what is happening is accreditation, not education. So for our students, this means that getting a St. Andrew’s transcript with an appropriately high GPA could be viewed as the accreditation they need for the next step in their journey to… what?
Diaz differentiated accreditation and education several ways, but the difference that caught my students’ attention was that mistakes are fatal and debilitating during accreditation. “You make a mistake, and you’re f*****.” Diaz argued that mistakes are critical to learning, so if student are going to be educated, they need time and space to mess up, figure out how to fix it, and reflect on what they did. Mistakes are crucially important for education, but to avoided at all costs for accreditation.
Diaz admitted graduating high school without passing a single math or science class. When I hear stories like this, I think of all the times I’ve heard criticism of my standards-based grading system to the effect “There are no second chances in <fill in subject name>.” Diaz needed a second, third, fourth chance, but the system gave up on him too soon. When I see grades averaged across an entire semester, I wonder what is important–the average of where the student started and where she ended? Or is where the student ended up more important? For accreditation, the average of where the students started and where they finished is important, because the task is to rank students for the college selection process. Letting grades reflect only what the students know at the end of the course is education, because it helps the student to track what they learned and it reflects what they learned, not where they started. If college admission offices have a problem with this, I suggest they ask their professors how educated are the accredited students they admitted.