At high school, does English inadequately incorporate subjectivity?

[Christian T]

I'm an Aspie 17-year-old student. English is my top subject, but often I find that my interpretation of a text differs from the "accepted" interpretation, and I'm basically told that I have to learn the opinions of other readers/viewers in order to score well. While I do believe that the different views of every student is valid, provided it considered, I especially think this might be an issue for autistic people who'll react to the artistic stimulus differently to neurotypicals.

What are some of your experiences with English at high school. Do you think it can be too limited? Do you think grading should incorporate the differing psychology of aspies?

 

[King_Oni]

While I'm not native in English, I can fully understand where you're coming from.

I remember writing book reports for school which with the additional tasks that come with it (motives, more character dissection, etc.) I had a totally different view as to what my teacher thought it was (and as such what "popular" opinion was). I ended up getting oral exams over it and explaining why I thought this was the way I perceived it. That made perfect sense to them, whereas the public opinion sounded weird to me when I was told what I actually had to understand from reading text X.

I think if we're going to change such grading and testing works different for people on the spectrum you're somewhat increasing an awareness in "look they're different". And that's something most people on the spectrum, to my information, don't really want either. What I do feel would be in place is to at least consider valid points that are NOT the popular aspects/thoughts on said subjects and see if at least it appeals with valid arguments. However; and that's the big problem with teachers and testing I believe. And to some extent is also the reason why tests end up being multiple choice answers; is that teachers can't be bothered to read through 100+ reports where they actively have to reflect, perhaps with the text at hand (instead of a correction form), to see if you're citing correct sources, and how you came upon your conclusion in said report. It's to labor intensive for most teachers.

However, I do fully understand your issue here.

 

[Christian T]

Thanks, good to hear someone shares some of my opinion. Although, I do believe that aspies should fully acknowledge their differences, and that many of them want to do this (I do). Still, I suppose if any view that's sufficiently supported is graded well, there shouldn't be any need for separating autistic students, so I agree with you there.

Good point about multiple choice questions. I've always found that in English they're too black and white, and I usually feel like ticking two or three options and writing, "it depends on your perspective." Although, thankfully, almost all of my tests have been extended responses.

 

[King_Oni]

Good point about multiple choice questions. I've always found that in English they're too black and white, and I usually feel like ticking two or three options and writing, "it depends on your perspective." Although, thankfully, almost all of my tests have been extended responses.

Oh... that's something I had a lot during exams and all. I used to call a teacher at my desk and ask him "but... what if there's multiple correct answers". That usually resulted in them acting like I was fishing for them to help me out, while in fact I thought it was just silly to limit the thoughtprocess by given answers and expecting people to only care about what chapter 1 said, instead of reading the entire book already AND looking on wikipedia (or anything; didn't have wiki when I was in college)... it does limit my motivation to indulge on subject X and get educated about it the way I want to.

Heck, I even had this with multiple choice tests during my diagnosis at the therapists office. I always found there was at least one answer short, and as such I felt that if I can't give an exact answer, my result isn't spot on, but just an approximate. How often I've seen tests that go "Don't agree at all/Don't agree for most/Agree/Totally agree" (or whatever they will name it in anyones native tongue). What if... I don't care about it. I don't agree, nor disagree, yet you're putting me on the spot during a test, where I have to weigh pros and cons to see what my stance is toward a subject of which I come unprepared to even make this test. Some stuff I never thought about and yet a test will tell me if I either agree or disagree even if I don't have a clue what it says... how's that accurate. Should I agree because I think the word sounds nice?

I did like the questions my therapist gave me where I had to fill in stuff myself a lot more. I don't really care what she made out of some of my wisecracks (yet that's the first thing that came to mind), but at least that's more accurate than those multiple choice things.

 

[Spinning Compass]

I think if you take a look at what schools are designed to do rather than what they say they are designed to do you may find the answer to your question.

It is commonly claimed that schools are there to produce educated citizens and that one of the hallmarks of being educated is the ability to think outside the box. But as you have experienced that is not so.

The public school system in the United States was set up in the mid-19th century to produce people who were capable of doing regimented factory work. That is what students are being trained for. Never mind that unskilled factory labor is pretty much a thing of the past. Factory workers are not called upon to be creative and think outside the box. There is no room and never has been in American public education for creative, innovative thinkers and now that we have No Child Left Behind it is even worse as teachers find they must teach to the test.

I don't know what to tell you except that if you want to succeed in school you have to play their game and learn what it is that they are looking for instead of coming up with new interpretations and insights. Even if they are valid. Once you get out of school your time is your own and then you are free to develop any opinions and interpretations that you please.

The irony now is that employers are looking for people who are capable of thinking creatively and coming up with solutions. I give it another century before the public schools catch up with that idea.

 

[Christian T]

if you want to succeed in school you have to play their game and learn what it is that they are looking for instead of coming up with new interpretations and insights. Even if they are valid

That's what I was afraid to hear. I despise all of those petty rules that have no relevance in the real world. Still, thanks for the advice.

And by the way, what exactly is the No Children Left Behind initiative?

 

[Spinning Compass]

The No Child Left Behind initiative was a well-intentioned program started by the last Bush Administration. Its goal was as stated, to leave no child behind academically. If a child was floundering in a subject in theory he or she was supposed to get extra help instead of being held back or promoted to the next grade.

What happened in reality is that teachers not only started "teaching to the test", they also dumbed-down the curriculum so that all students were on the same low level. If everyone is to achieve the same goals at the same time then there is and can be no room for individual thinking or initiative. Because it is all about the numbers. If test scores are low, schools get penalized.

Ayn Rand had some interesting things to say about public education back in the 1960's. She thought that the government should get out of the education business entirely and let businesses run schools for profit. Right now the public schools don't have much competition and those parents who choose to opt out of the public schools are still saddled with taxes.