We are Professionals, Aren't We?
Will Thalheimer,
Nov 17, 2009
I don't always agree with Will Thalheimer, but I think he mostly nails it with this list demonstrating the ways educators do not act as professionals:
- Our graduate schools prepare technicians, not thoughtful scientist-practitioners
- We don't measure the outcome of our work in ways that enable us to build effective feedback loops
- The work pressures we face combined with our tendency toward professional arrogance don't predispose us to keep learning
- Our trade associations, magazines, and conferences provide us with information that sells, not information that necessarily tells the truth
- Our consultants and vendors are a large source of our information, and we tend to think uncritically about their offerings
- Learning-and-performance research is not utilized
- Industry research is severely flawed, but we rely on it anyway
- Contests, awards, and best-of lists grab our attention
- Our graduate schools prepare technicians, not thoughtful scientist-practitioners
- We don't measure the outcome of our work in ways that enable us to build effective feedback loops
- The work pressures we face combined with our tendency toward professional arrogance don't predispose us to keep learning
- Our trade associations, magazines, and conferences provide us with information that sells, not information that necessarily tells the truth
- Our consultants and vendors are a large source of our information, and we tend to think uncritically about their offerings
- Learning-and-performance research is not utilized
- Industry research is severely flawed, but we rely on it anyway
- Contests, awards, and best-of lists grab our attention
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