Exam-driven schooling makes students resist learning beyond the syllabus

Evidence

Another one of the paradoxes of capitalist realism is the hyper-regulation of learning in the classroom, so that any deviation from the official programme is closed down. When you step outside the narrow parameters of the examination drill, students themselves will complain today. They will ask, “Is this going to be in the exam?” A narrow teleological focus is what is inculcated, along with a super-instrumentalisation of education. — Mark Fisher (edited by Darren Ambrose), K-Punk, 1671

Categorization

• XREF: The students-as-agrieved-consumers dynamic connects to the theme of self-disciplining subject formation seen in the surveillance/authority material in prior Frankfurt and base-readings. — connects to: Standardized prepackaged curricula suppress learners’ critical thinking about their own experience — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed:…, 191; Engagement-based teaching may raise test scores better than test-driven coverage — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education: Toward Diverse,…, 1913; Audited education squeezes out teaching that confronts students with difficulty — Mark Fisher (edited by Darren Ambrose), K-Punk: The Collected and Unpublished…, 1217 (+1 more)

Broader Connections

• Standardized prepackaged curricula suppress learners’ critical thinking about their own experience #expands (0.85) — James D. Kirylo (ed.), Reinventing Pedagogy of the Oppressed, 191
• Audited education squeezes out teaching that confronts students with difficulty #corroborates (0.75) — Mark Fisher (edited by Darren Ambrose), K-Punk, 1217
• Engagement-based teaching may raise test scores better than test-driven coverage #expands (0.72) — Rebecca A. Martusewicz, Jeff Edmundson, and John Lupinacci, EcoJustice Education, 1913
• Academic institutions structurally reward conventional teaching and punish engaged pedagogy #corroborates (0.72) — bell hooks, Teaching to Transgress, 403