Response to Elliot Eisner on "Three curricula all schools teach"

The article talks about how schooling forester’s competitiveness (page 91), and I find it interesting because competitiveness seems to be both explicit and implicit in the current system. For example, programs such as IB (International Baccalaureate) or AP (Advanced Placement) advertise their program as helping students to become more competitive for college admissions. The society is used to the idea of "competitiveness" being embedded in the education curriculum. However, the hidden or implicit "competitiveness" that occurs in almost every aspect of schooling is not well recognized. Every assignment, exam, or even in-class discussion can be a competition for students. Due to its nature, there will be students who perform better and students who perform worse. How can we reduce such competitions that do not necessarily help learning is worth to think about. 

 Another point that caught my attention is on the arrangement of class schedules. Elliot Eisner mentions that most art classes are placed in afternoon blocks, implying that arts are not "real work" that requires higher levels of intelligence (page 92). Such subtle implication is certainty biased, and can shape students' minds in an unintended way. When designing curriculum, educators need to avoid bringing their own prejudice into schools. 

 The BC provincial curriculum is making efforts to reduce unwanted implicit messages to students. Cancelling provincial exam is one step towards the reduction of competitiveness. More emphasis is put on the core competencies instead of grades.