| banking concept of education –
||a concept developed by Paulo Freire implying that only those with substantial money in the bank will get an optimal education.
| B-coefficent –
||a general-purpose index of the level of bureacracy present in an educational structure.
A B-coefficent of zero is ideal. At levels above +0.7, formal education becomes counterproductive.
| cognitive disequilibrium –
||anxiety arising from the gap between avowed educational goals and actual practices; often resolved by an anti-depressant.
| cooperative learning –
||a situation in which students cooperate with the teacher by doing what is expected. Also known as "co-opted learning",
cooperative learning was a brief educational experiment that failed.
| critical thinking –
||a useful way of inhibiting change by providing detailed analyses by using countless critiques.
When the mind is sufficiently numb, it is then easy to make subliminal suggestions.
| mainstreaming –
||a radical approach to indoctrination in which a preferred response is injected directly into a host, usually subcutaneously with a tainted needle.
Similiar to "mainlining", which is usually done through the nose.
| open-ended question –
||any question which is apt to get examinees into trouble if they are foolish enough to give a serious answer.
| scaffolding –
||a procedure of placing unsuspecting students on a scaffold, then skillfully removing it.
| SMART goals –
||any objectives that help schools obtain more funding.
| transformative education –
||the process of transforming students into subserviant social roles while maintaining a myth of "free choice".
| validity –
||in test development, the ratio of income that a test generates compared to the expenses needed to develop it.
| zone of proximal development –
||an area at least 500 meters away from any school.