Schools of Education: Analyzing Academic and Administrative Criticisms
The role of schools of education in preparing the next generation of teachers is a subject of significant debate. While these institutions are designed to provide the pedagogical tools necessary for effective instruction, various scholars and critics have questioned whether their current structures prioritize genuine academic rigor or administrative convenience.
Key Facts
- Critics argue that advanced degrees in education do not necessarily correlate with improved teaching quality.
- Some scholars describe graduate schools of education as "cash cows" for their parent universities.
- There is a noted tension between the focus on subject-matter expertise and the focus on administrative methods.
- Critics like Abraham Flexner have dismissed certain educational management courses as trivialities.
Concerns Regarding Academic Standards
A primary point of contention is the perceived decline in academic standards within teacher preparation programs. Some critics suggest that obtaining a master's level degree in education does not inherently make an individual a more effective educator in the classroom.
George Pólya highlighted this disparity through the perspective of a pre-service secondary mathematics teacher, who compared the rigorous demands of the mathematics department ("tough steak") to the lack of substance in the school of education's offerings ("vapid soup"). To combat this, Pólya suggested that instructors teaching methods courses should possess at least a master's degree in their specific subject and have experience in mathematical research.
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Furthering this critique, Katherine Merseth, the director of the teacher education program at Harvard University, has characterized graduate schools of education as the "cash cows of universities," implying that financial gain may be prioritized over academic excellence.
The Shift Toward Administration
Beyond academic rigor, critics have pointed to an overemphasis on the administrative side of schooling at the expense of actual teaching. Abraham Flexner criticized courses focusing on the supervision of staff, the duties of school officers, and the planning of behavior, labeling such topics as "absurdities and trivialities." He specifically admonished the excessive attention given to measurements, organization, and the administration of teaching staff and curriculum planning.
This trend is also evident in residential life curricula. Lyell Asher argues that the rise of these programs is driven by the selfish motives of administrators who wish to be viewed as "educators" rather than mere resident advisers.
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The Conflict Between Knowledge and Power
E. D. Hirsch suggests a deeper psychological motive behind these trends. He argues that professors of education, feeling overshadowed by prestigious colleagues in other university departments whose value is based on deep knowledge, have redirected their resentment toward the concept of knowledge itself. Hirsch warns that it is dangerous when individuals held in low esteem exercise dominant influence over an important sphere, stating that the combination of power and resentment can be "deadly."
Summary of Critical Perspectives
| Critic | Primary Concern | Key Argument |
|---|---|---|
| George Pólya | Lack of Subject Rigor | Methods courses should be taught by those with research experience and advanced subject degrees. |
| Katherine Merseth | Institutional Motivation | Graduate schools of education act as "cash cows" for universities. |
| Abraham Flexner | Administrative Bloat | Courses on supervision and organization are often trivial and absurd. |
| E. D. Hirsch | Anti-Intellectualism | Resentment of academic elites has led to a devaluation of knowledge in education programs. |
Frequently Asked Questions
Do advanced education degrees guarantee better teaching?
According to some critics, earning a master's level degree in education does not necessarily result in a person becoming a better teacher.
What did George Pólya suggest for mathematics teacher training?
Pólya suggested that instructors of methods courses should have at least a master's degree in mathematics and some experience in mathematical research.
Why did Abraham Flexner criticize certain education courses?
Flexner believed that courses focusing on the supervision of staff, school officer duties, and administrative organization were trivialities and absurdities.
What is the "cash cow" critique mentioned by Katherine Merseth?
Merseth described graduate schools of education as "cash cows," suggesting they are used by universities primarily as a source of significant financial revenue.
What is E. D. Hirsch's view on education professors?
Hirsch argues that some education professors have translated their resentment of prestigious, knowledge-based academic colleagues into a resentment of knowledge itself.