“Today the teacher who digresses is frowned upon; everything in a lesson is supposed to move toward a specific measurable goal. Teachers are supposed to announce the objective at the start of the lesson, remind students of the objective throughout the lesson, and demonstrate attainment of the objective at the end. Such a utilitarian view of education has a long history, but in recent years it has overtaken education discourse. It can be attributed to the introduction of business language and models into education, and the resultant streamlining of language. Schools and industries have become less concerned with the possible meanings of words, their allusions and nuances, than with buzzwords that proclaim to funders and inspectors that the approved things are being done—goal setting, ‘targeted’ professional development, identification of ‘best practices,’ and so forth. Thus we lose the means to question and criticize the narrow conceptions of success that have so much power in our lives.”
Diana Senechal, Republic of Noise: The Loss of Solitude in Schools and Culture, 2012.