PHILOSOPHY OF EDUCATION ? Badging

We have frequently discussed the fact that obstacles relating to education extend far beyond what happens within the walls of a school building.? Many current problems in US education can be attributed to familial factors and societal norms.? I am intrigued by the concept of ?badging? mentioned in the readings this week, as it is a unique attempt at reforming the norms of credentialism, which have otherwise largely prohibited widespread attempts at alternative forms of education.? It seems that? many of us know of a success story of an individual who dropped out of high school or college.? However, simply by being at Georgetown, we maintain our own beliefs in the importance of college.? This is likely due to an assumption that success stories of college and high-school dropouts tend to be the exception rather than the rule.? Thiel proposes that individuals without college degrees have every reason to be extremely successful, even though this disregards current societal norms and expectations.? The overemphasis that we, as a society, place on traditional higher education has resulted in an increasing belief in the need not only for a college degree, but also to attend a highly ranked school, to attain a high GPA and to participate in a multitude of extracurricular activities and internships.? All of these aims are pursued with the ultimate intention of achieving ?success? through monetary gain.? Theil?s proposal acknowledges the fact that the financial and logistical burdens of college do not need to be the only path to a financially successful career.? As further emphasized in?this video that Carly shared earlier in the semester, current educational aims are largely centered on ideas and goals of the past.? For a myriad of reasons, there has been an ongoing societal need to separate individuals as ?academics? and ?non-academics,? but this division is not necessarily the most effective means of educating individuals in today?s technology-driven, fast-paced world.?? Thiel?s program provided the means for well-qualified individuals to adequately explore an alternative educational option with a lessened financial and social burden.

In her article, Audrey Wattters notes the potential pitfalls of Thiel?s program.? While she does support the belief that not all individuals are best suited for a college education, she elucidates her concerns for the ?college-age crowd? that would not necessarily thrive in a college environment, nor in a program such as Thiel?s.? Returning again to the video mentioned above, which was initially cited in reference to the ADHD ?epidemic? in this country, education is largely tailored to a certain type of individual who learns in a certain type of way.? Potentially one of the most effective ways to improve education is to redefine the ways in which success is measured.? Aside from economic success, which I referred to earlier in this post, ?success? throughout the process of higher education is often measured through standardized testing, grades, and exams.? Watters introduces a new means of addressing ?that nagging question of credentialling? that remains an obstacle for individuals who do not thrive in traditional academic settings.? Perhaps one reason for our society?s growing emphasis on credentialism is the need for objective and comparable measures to assess candidates in a competitive market.? Unfortunately, such a system tends to eliminate opportunities for those who do not succeed under a specific set of conditions arbitrarily designed to test knowledge and intellectual capacity.? This predicament brought about the novel idea of ?badges,? which will ideally allow anyone ?to issue, earn and/or display a badge demonstrating some sort of skill? (Watters).

In her more in-depth discussion of badges, Davidson notes that the goal is for them to represent achievements ?outside the system? that are crucial ?to the community and to [people's] own success in the workplace.?? While I admire and advocate for a program that would allow individuals to attain experience and skills through means outside of traditional education, I do see a number of clear areas for development.? First, the current educational infrastructure relies on grades and standardized tests, neither of which allow for only some things to count.? One bad midterm grade, one ?W? from a withdrawn class, and one poor standardized test score all become part of a permanent record of sorts, from which any future employer or school can assess someone.? With badges, individuals can choose what they want to include, essentially only allowing for a positive track record.? However, badges are potentially limitless, unlike each stage of education which has a clear beginning and end.? This would allow for wide variety in terms of potential achievements, but has additional implications in terms of standards of comparison against others.? If badges gained popularity and became a ubiquitous source of credentialism, how would this system be reconciled with the traditional academic system of grades and scores? Would these systems be reconciled at all, or would they be completely different systems? If they became different systems, wouldn?t this create an entirely new set of complications and logistical difficulties based on a new educational division?

Source: https://blogs.commons.georgetown.edu/voke-philofeducation/2012/03/18/badging/

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