Dia de reflexão 2
Exactamente pelas mesmas razões da entrada anterior, mas com a separação que a (aparente) mudança de perspectiva requer, deixo aqui, para reflexão, mais uma citação do texto anterior:
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Because they are more segmented, more market-driven, colleges and universities avidly pursue—and then advertise—trophies: star faculty, plush facilities, and the reputation of excellence, often while neglecting undergraduate teaching. Not to teach has become a reward. Professorial salaries correlate negatively with teaching load. It is not overstatement to conclude that the primary task of higher education is no longer to educate—certainly not to educate undergraduates. Higher education now reserves all its highest rewards for published research. In the last 30 years, the average number of maximum classroom teaching hours has remained steady, but the minimum—that is, the amount performed by those already teaching less, and that means those predominantly outside the humanities—has dropped. Research can and should inform and improve teaching. But a primary emphasis on research doesn't foster that improvement. Sadly, of all data we studied, only one study is able to conclude that research correlates positively with teaching quality, but then only at four-year colleges, not at doctoral or research institutions.
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JEngell & ADangerfield (1998). The Market-Model University. Humanities in the Age of Money. Harvard Magazine, Maio-Junho 1998.