F. Scott Fitzgerald once remarked that only a great mind could hold two opposite ideas at the same time. The purpose of this essay is to expose such a tension, and then to propose a way to reconcile its elements. Accounting educators, as well as those in just about every discipline, have bemoaned the preoccupation of students with their grades. Many educators have noted that the only way to get students' attention is to attach some scoring consequence to the desired activity. Notwithstanding its educational merit, little effort will go into other activities. While we may sympathize with those who feel that they are caught in such a hyper-competitive matrix, we also abhor its pettiness and its anti-intellectual consequences. Educators have grown accustomed to students being willing to do anything for a few points, but rarely venturing beyond the grade-attaining grid. At the same time, accounting educators are regularly stunned by the low absolute level of preparedness demonstrated by students. Even in an era of grade grubbing and rabid grade point average (GPA) consciousness, students often fail to spend sufficient time-on-task to earn the grades that they so desperately want. The time-honoured habits of successful study (e.g. careful
AE EDITORIAL ESSAY: Time Tight, Learning Unattainable
Abstract
F. Scott Fitzgerald once remarked that only a great mind could hold two opposite ideas at the same time. The purpose of this essay is to expose such a tension, and then to propose a way to reconcile its elements. Accounting educators, as well as those in just about every discipline, have bemoaned the preoccupation of students with their grades. Many educators have noted that the only way to get students' attention is to attach some scoring consequence to the desired activity. Notwithstanding its educational merit, little effort will go into other activities. While we may sympathize with those who feel that they are caught in such a hyper-competitive matrix, we also abhor its pettiness and its anti-intellectual consequences. Educators have grown accustomed to students being willing to do anything for a few points, but rarely venturing beyond the grade-attaining grid. At the same time, accounting educators are regularly stunned by the low absolute level of preparedness demonstrated by students. Even in an era of grade grubbing and rabid grade point average (GPA) consciousness, students often fail to spend sufficient time-on-task to earn the grades that they so desperately want. The time-honoured habits of successful study (e.g. carefulPreview Only. This article cannot be rented because we do not currently have permission from the publisher.
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AE EDITORIAL ESSAY: Time Tight, Learning Unattainable
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, Volume 17 (3): 229-231
Informa Healthcare – Sep 1, 2008
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