Your comment adds substance and nuance, so thank you for writing it.
I do think your first paragraph is reductive, and the point of this post was to create concepts to allow us to get beyond the reductionist dualism of “half-assing vs whole-assing.” In particular:
When you have the rare opportunity to do scaffolding or practical learning, take it. Spend your slack figuring out even better deals on your credentials and making life as sustainable for yourself as possible.
I believe thought-patterns like these are common among students:
“I’m only taking this course for my graduation requirements; I’m gonna half-ass it”
“I’m never gonna use 90% of what I’m learning in this class, but it’s still relevant to my future career, so I need to whole-ass it.”
I’d like to see shifts to thought-patterns like these:
“This course is pure credentialism; I’m going to focus on the fun parts and otherwise do the minimum required to get an A.”
“This biology course is almost entirely for credentialism and familiarity, but I really need to focus on the part about viruses. That’ll be a combination of scaffolding and even some practical learning, because I want to make a career in pandemic prevention.”
The point is to cultivate discernment about the personal relevance of the course content, and drop the moralistic self-judgment.
Your comment adds substance and nuance, so thank you for writing it.
I do think your first paragraph is reductive, and the point of this post was to create concepts to allow us to get beyond the reductionist dualism of “half-assing vs whole-assing.” In particular:
I believe thought-patterns like these are common among students:
I’d like to see shifts to thought-patterns like these:
The point is to cultivate discernment about the personal relevance of the course content, and drop the moralistic self-judgment.