Sometimes even here in wazua, you'll hear someone ridiculing those who got D's or E's and praising and even thinking that those who got A's are better in the quality of thought and execution of tasks. I have often been suspicious of such sentiments - probably because I have tasted both ends of the spectrum and I don't want to lose my 'ego' concept.

But I can now recall incidences that probably show my hunch is right. Let me mention two cases for starters: There was this boy who dropped out of school in class three and became a 'chokora' and took to sniffing glue. And for more than a year he was out and about. Then one day he came back to class. There was nothing intriguing at first, but then after like two years his star begun to shine bright. We went to different high schools, but after high school we met again. Now he was teaching me Hebrew and Greek, was interested in philosophy and was supplying me with some great books. And, he took such an interesting turn in life that left me marvelling.

The other case was this guy we all thought couldn't get more than a D in exams. Then he was transferred to another school. Years later we meet. What? He got a B plus went to campus and was okay.

Then I meet this link http://www.cracked.com/a...op-doing-in-school.html

And it gets me thinking, how much ignorance is involved in the education sector? How can the classroom be redesigned and understood to create an enlightened population and citizenship?

I'll define 'classroom' as space and structure- abstract and physical- that's been designed to conduce learning and growth of a set of participants who've undergone a selection process and who are expected to attain certain objectives at the end of a predefined period.

It could also be a place where definitions are constructed, reinforced and used as tools for meeting human needs.

Tycho for once in your life say what you want to say.

You want to say that some of us hata kama tuna kadegree we are not wise. We chose the path to degrees and you chose the path to wisdom.

Normally I would disagree but recently, I'm joining you in your warped topics. Better wisdom than a kadegree.

But next time be wise enough to know when you should speak in tongues, parables or straight talk.

@Alma, this is your interpretation of my post given your experience of @tycho so far. It captures some of my values, and some of yours.

But in a classroom I'd also expect an extension of possibility of meaning and interaction. Perhaps at this point I should reveal that I am a teacher. And one challenge I meet in my classes is the very same one am trying to highlight here. Psychologically, the best student is the child who has her mind on learning mode rather than judging or even protective mode as you seem to be @Alma. Of course the teacher should also be on learning mode too. Something am learning to have.

There's also a psychology of shapes. I often feel distant from my students and my inner resources when my 'classes are rectangular'. Now and then I find myself moving closer to my 'students' and using a semicircular arrangement.