Education is forever balancing and rebalancing uniformity and creativity. Basic competence has to be mastered. But innovative thinking must be encouraged. Read the canon of great literature, but don’t be afraid to demolish conventional wisdom. Students and their parents seek out the best school and best teachers, hoping for the best education. But students can flourish at middling colleges and with average teachers if their reading is inspiring, their lab work intriguing, their thinking encouraged.
When you read Laura Pappano’s cover story on the huge stir being caused by Massive Open Online Courses (MOOCs, pronounced “mooks”), you may at first think that there’s nothing new under the sun. Correspondence courses, after all, began in the 19th century. Over the decades, educational institutions have experimented with teaching via radio, television, closed-circuit video, and the Internet. And each new distance-learning technology has prompted predictions of the demise of ivy-clad campuses, the loss of mentoring by belovedly quirky profs, and the end of fond memories of college life. Fifteen years ago, a reporter from The Boston Globe marveled at how 1990s cutting-edge technology ”“ “a two-way PictureTel compressed-video system linked by high-speed phone lines” ”“ was connecting a classroom on Martha’s Vineyard with a university on the Massachusetts mainland. As one university official told him (well, actually, told me): “What is better in terms of quality ”“ a dull, boring, standard lecture, or a penetrating lecture by a great teacher, backed up with all the best video props…?”