The End of Average: How We Succeed in a World That Values Sameness is a book by Todd Rose. It was published by HarperCollins in 2016, and talks about the importance of individuality rather than the concept of average human beings. In this book, the author argues that no individual can be accurately labeled as average.
George Bernard Shaw once remarked that reasonable people fit into the world, while unreasonable ones try changing it to fit them. All progress is therefore dependent on this brigade of stubborn nonconformists, the Irish playwright concluded.
Many of us strive for such originality but worry that it is the domain of the blessedly talented, rather than individuals who have simply refused to embrace the status quo. In separate books tackling the subjects of originality and potential, two academics argue that all of us can innovate and excel with the right blueprint for bucking convention. The Guardian
Todd Rose isn’t your average Harvard professor — but not because he dropped out of high school, spent time on welfare, and had 10 different minimum wage jobs and a wife and kid before he even finished being a teenager.
Todd Rose isn’t your average Harvard professor because when it comes to people, the average is a statistical myth, he argues. There is no average. Repeat: There is no average. No average professor. No average worker. No average soldier. No average Joe.
And what might just be the single most important lesson for educators: There definitely is no average student. Not one. Yet, as Rose, Ed.M.’01, Ed.D.’07, a lecturer at the Ed School and director of the Mind, Brain, and Education Program, writes in his forthcoming book, The End of Average, from the moment we’re born to the moment we die, we are measured against a mythical yardstick — the average human — and it’s hurting everyone. That’s why with this book and through his nonprofit, the Center for Individual Opportunity, Rose is on a mission to dismantle this myth of the average and instead help the public understand the importance of the individual. Source. Harvard graduate school of education.
In The End of Average, he argues that our system of judging people according to their deviation from the mean (faster, slower, stronger, weaker) is smothering our talents. The sweeping generalizations of averagarians, as he labels them, cannot but gloss over the multifaceted nature of an individual. The effect is pernicious in the extreme. Schools, for instance, rate pupils largely on their ability to learn faster than the average, and design curriculums to suit the speediest. Yet learning slowly does not preclude a student from ultimately mastering a subject.
Rose wants the system to fit the individual, not vice versa, and thinks it can. The shining example is of Gilbert Daniels, whose research in the 1950s persuaded the US air force to make planes with adjustable cockpit controls that pilots of all shapes and sizes could fly more safely. More than 40 years later, a diminutive female pilot called Kim Campbell received the Distinguished Flying Cross for aerial heroics during the Iraq war. Yet before redesigning its planes, the air force would have rejected her for being too small.
“The End of Average” by Todd Rose, a Harvard professor who argues that the concept of average is flawed and harmful. The article summarizes the main points of the book, such as how the idea of average was developed in the 19th century by Belgian mathematician Adolphe Quetelet, how it was applied to various fields such as education, psychology, medicine and economics, and how it fails to capture the diversity and complexity of human beings. The article also provides some examples of how the book challenges conventional wisdom and offers alternative ways of thinking and measuring, such as the principle of “jaggedness”, which states that people have multiple dimensions of ability that cannot be reduced to a single score, or the concept of “context”, which emphasizes the importance of situational factors in determining performance and behavior. The article concludes by praising the book as a “powerful manifesto” that urges us to rethink our assumptions and practices based on average and to embrace the individuality and potential of each person. Source; NewScientist.
My chosen quotes:
The Misconception of Fixed Learning Pace
Modern education systems are often criticized for their rigid structure and emphasis on standardized testing, which can lead to undervaluing individual learning styles and abilities. The notion that all students should learn at the same pace is a pervasive misconception that has had detrimental consequences for many students.
Efficiency versus Equity
Our educational system is designed to efficiently rank students and assign them to their perceived societal standing. This approach, rooted in the work of Frederick Winslow Taylor, prioritizes standardization and efficiency over individual growth and development.
The Misguided Assumption of Speed and Learning Ability
Edward Thorndike, an early educational psychologist, believed that faster learners were smarter than slower learners, reinforcing the notion of fixed learning paces. This flawed assumption has led to a system that penalizes students who learn at their own pace, potentially hindering their potential.
Benjamin Bloom’s Revolutionary Findings
Benjamin Bloom, a renowned educational researcher, challenged this misconception in the 1980s. His study demonstrated that students who were allowed to learn at their own pace achieved remarkable results, regardless of their initial perceived abilities.
The Illusion of Fast and Slow Learners
Bloom’s findings revealed that the concept of ‘fast’ and ‘slow’ learners is largely artificial. When given the flexibility to learn at their own pace, students exhibit a wide range of abilities, debunking the myth of inherent limitations.
The Pervasive Impact of Fixed Pace
By imposing fixed learning paces, we artificially limit the potential of many students. By allowing students to adjust their learning trajectory, we can unlock their true capabilities.
A Solution: Competency-Based Education
Instead of relying on grades, which often measure attendance and conformity rather than actual competency, we should adopt a competency-based approach. This method focuses on evaluating students’ mastery of specific skills and knowledge, regardless of their learning pace.
Key Features of Competency-Based Evaluation
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Pass/Fail Assessment: Students either demonstrate competency or they don’t.
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Institution-Agnostic Approach: Students can acquire competency through various means, not just traditional classroom settings.
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Professional Alignment: Professional organizations and employers should have input in determining competency standards.
Conclusion
By embracing competency-based education, we can move away from the outdated notion of fixed learning paces and empower students to reach their full potential. This shift will foster a more equitable, dynamic, and effective educational system.
