I’ve been reading The Righteous Mind by Jonathan Haidt, and lately it’s gotten me thinking about the role of morality in education. If education is a garden, morality is the soil. What implicit moralities best cultivate learning? What keeps thirty students itching for A’s from cornering the teacher in his/her office and demanding that grade?
That’s a little far-fetched, but you see where I’m going. The classroom is bound by certain ethical principles, but what keeps students (or instructors) from violating them? Part of that can be explained by student self-interest: “this content will improve me, so I have incentive to follow the rules,” or “I want the grade, so I’ll go along with what the instructor says.” But there’s good reason to believe that’s not the whole story. For example, many instructors take an arbitrary approach to assigning grades, and for these teachers doing that is in their self-interest: it keeps students off their backs and frees up more time for [writing grants|lab work|time with family|anything else]. Of course, the best instructors know better. They understand that arbitrary grades (e.g. curves) are demotivating and encourage cutthroat behavior in students. They know that students must have a reason to buy into the morality of education, and that many practices in the classroom undercut education’s lofty foundations. What’s the core reason to buy into education, and what practices have evolved to promote that buying in? Consider an evolutionary perspective. Continue reading →