Standardised tests cannot capture all, but on the other hand, students who are not capable of doing well on standardised tests are not well-equipped to thrive in today's world and so it's important for teachers to ensure that students gain the foundation necessary to meet the baseline educational standards these tests represent.
The main problem is that most commentators are accustomed to thinking of spiritual schools as 'systems', which are more or less alike, and which depend upon dogma and ritual: and especially upon repetition and the application of continual and standardised pressures upon their followers.The Sufi way, except in degenerate forms which are not to be classified as Sufic, is entirely different from this.
The main problem is that most commentators are accustomed to thinking of spiritual schools as 'systems', which are more or less alike, and which depend upon dogma and ritual: and especially upon repetition and the application of continual and standardised pressures upon their followers. The Sufi way, except in degenerate forms which are not to be classified as Sufic, is entirely different from this.
I have not seen that standardised tests make the profession less attractive, though some principals respond to them in a way that drives the best teachers out of their schools (by over-emphasising test prep in the school curriculum for example). On the other hand, great teachers want benchmarks to measure progress and tests can help with that.
A person in a rented apartment must be able to lean out of his window and scrape off the masonry within arm's reach. And he must be allowed to take a long brush and paint everything outside within arm's reach. So that it will be visible from afar to everyone in the street that someone lives there who is different from the imprisoned, enslaved, standardised man who lives next door.
People are attracted to teaching because they want to make a real impact. The teachers who are making the greatest difference go far beyond meeting standardised test measures. They aspire to truly level the playing field for their students, which means inspiring a love of learning, fostering the highest levels of critical thinking, building perseverance in working towards academic excellence, and so on.
We believe in a free Europe, not a standardised Europe. Diminish that variety within the member states, and you impoverish the whole Community. We insist that the institutions of the European Community are managed so that they increase the liberty of the individual throughout the continent. These institutions must not be permitted to dwindle into bureaucracy. Whenever they fail to enlarge freedom the institutions should be criticised and the balance restored.
[The] erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardised citizenry, to put down dissent and originality.
H. L. Mencken
Like most people, when I look back, the family house is held in time, or rather it is now outside of time, because it exists so clearly and it does not change, and it can only be entered through a door in the mind. I like it that pre-industrial societies, and religious cultures still, now, distinguish between two kinds of time - linear time, that is also cyclical because history repeats itself, even as it seems to progress, and real time, which is not subject to the clock or the calendar, and is where the soul used to live. This real time is reversible and redeemable. It is why, in religious rites of all kinds, something that happened once is re-enacted - Passover, Christmas, Easter, or, in the pagan record, Midsummer and the dying of the god. As we participate in the ritual, we step outside of linear time and enter real time. Time is only truly locked when we live in a mechanised world. Then we turn into clock-watchers and time-servers. Like the rest of life, time becomes uniform and standardised. When I left home at sixteen I bought a small rug. It was my roll-up world. Whatever room, whatever temporary place I had, I unrolled the rug. It was a map of myself. Invisible to others, but held in the rug, were all the places I had stayed - for a few weeks, for a few months. On the first night anywhere new I liked to lie in bed and look at the rug to remind myself that I had what I needed even though what I had was so little. Sometimes you have to live in precarious and temporary places. Unsuitable places. Wrong places. Sometimes the safe place won't help you. Why did I leave home when I was sixteen? It was one of those important choices that will change the rest of your life. When I look back it feels like I was at the borders of common sense, and the sensible thing to do would have been to keep quiet, keep going, learn to lie better and leave later. I have noticed that doing the sensible thing is only a good idea when the decision is quite small. For the life-changing things, you must risk it. And here is the shock - when you risk it, when you do the right thing, when you arrive at the borders of common sense and cross into unknown territory, leaving behind you all the familiar smells and lights, then you do not experience great joy and huge energy. You are unhappy. Things get worse. It is a time of mourning. Loss. Fear. We bullet ourselves through with questions. And then we feel shot and wounded. And then all the cowards come out and say, 'See, I told you so.' In fact, they told you nothing.