As societies and technologies evolve, so must education. Yet, many, if not most education systems around the world adhere to a rigid, assembly line, reproductive, banking model of education that singularly relies on standardized testing under the assumption that all students should be learning the same types of information and that they should be able to reproduce such information lest be assumed to possess a "gap" or deficit. The very notion of our conception of students entering the classroom from a deficit prospective is not only wrong but dangerous for all involved. How can we know what students bring to the classroom and how can we build on those funds of knowledge if we do not allow for the incorporation of this and develop roles for students as curriculum builders? This suggests a fundamental and very profoundly disturbing crag in many educational systems that rely on constant testing, control, and measurement when even in the so-called “best” education systems in the world, these arbitrary and dualistic divisions of subjects and disciplines-- not to mention the arbitrary binning of students along lines of ages, sex, and abilities, to name a few categories—serve to further splinter and isolate systems of knowledge and limit ways of knowing. Furthermore, reproductive, transaction-style models of learning that overuse rote processes of learning can pin students against one another in a competitive, neoliberal style of learning that disenfranchises some and favors others. It certainly does not offer a level playing field for learners. Instead, this promotes transactional learning for the short-term, the opposite of education and learning for depth and sustainability.
Dr. Daniela Busciglio, University of Oklahoma, United Stated