That is why I like how SJC hides the grades. It helps students like me seek learning for its own end, not what I will produce. I feel like grades play into that whole pressure concern.
That's a great point. Grades are a huge issue. I definitely need to think more about grading because it would not be so universal if it didn't serve a function. Its function, though, may be more focused on certification of task completion (grades as a transaction, reward for labor) instead of inspiring independent inquiry (the absence of grades as permission for creative thought). Which begs the question whether institutions of higher education are primarily centers of inquiry or centers of credential validation.
That is why I like how SJC hides the grades. It helps students like me seek learning for its own end, not what I will produce. I feel like grades play into that whole pressure concern.
That's a great point. Grades are a huge issue. I definitely need to think more about grading because it would not be so universal if it didn't serve a function. Its function, though, may be more focused on certification of task completion (grades as a transaction, reward for labor) instead of inspiring independent inquiry (the absence of grades as permission for creative thought). Which begs the question whether institutions of higher education are primarily centers of inquiry or centers of credential validation.