The Fallacy of NAPLAN’s Hegemonic Dominance

IT’S NAPLAN SEASON.  NORMAL SCHOOLING WILL RESUME ON MONDAY 15 MAY

 

THE FALLACY OF NAPLAN’S HEGEMONIC DOMINANCE

The manipulation by the ruling class of  developmental values that are

contrary to the authenticated needs of children (Maslow),

through the elite’s establishment

of a State Theory of Learning.

based on shaky quantitative measurement,

ensures a long-lasting  cultural hegemony

that seriously impedes wise and democratic decision-making procedures.

Maslow’s description of the motivational factors that spur people on to greater things, has been established, uncontested, for over half-a-century.  This five-stage model  of ‘growth needs’ arranged in hierarchical order which indicates that particular needs have to be satisfied before those higher in the pyramid of needs can be fulfilled.

NAPLAN applies  official indifference to the second rung of the ladder by attacking a child’s security and mental confidence with tests in the first year of schooling. Then, at about seven years of age, a crucial stage of a child’s development, it threatens, with totalitarian command, the warmth of friendly teaching/learning relationships with the rigours and anxiety of stern testing procedures.

It deliberately  establishes anxiety as a school requirement. A child’s Esteem needs are ignored so the chances of reaching their full potential are  seriously hindered. Most Australian children have Buckley’s chance of reaching their complete self-fulfilment while NAPLAN exists.

The lack of humanity shown by our political schadenfreudists borders on sadomachicism. They should know as well as any other sadist that the extremely  well researched dictum: ” The more any quantitative social indicator is used for social decision making, the more subject it will be to corruption pressures and the more apt it will be to distract and corrupt the social processes it is intended to monitor.” [Campbell] is real.    Last year’s PISA and TIMSS failures and NAPLAN’s flat-lining bear testimony to this.  As Goodhart’s Law also emphasises “When a measure becomes a target, it ceases to be a good measure.”….which gives credence to the prediction that NAPLAN will be dumbed down this year so that better scores can be obtained.

The use of NAPLAN as a cultural weapon of control over the democratic elements of schooling reveals a level of corruption and deceit that Australian schooling is unused to.

BEWARE

AUSTRALIA’S STATE LAWS OF SCHOOLING. [Developed and installed by Naplan experts]

Since life is linear, learning is linear. School subjects are linear, ordered and hierarchical within and between themselves.

Each subject is unique to itself and must be kept isolated from all others. Some are more important than others. The Vaccination Theory of Learning* applies.

Regular testing controls all school learnings. Tests do not need to be reliable nor valid.
Anxiety creation and the threat of fear of testing results are the essential elements of all learning processes.

All scores obtained by testing are to be officially regarded as reliable indicators of [a] a child’s potential for a happy and successful future, [b] growth in intellectual capacity, [c] creativity potential, [d] how well he or she learns,[e] how each pupil learns [f] how much is learned, [g] teacher ability.

Only a compulsory three-day rigorous workout once every two years can reveal how well each of these traits have been taught.

Humiliation of teachers and pupils is sanctioned as a motivational device.

Testing also shows how well children are taught, the organisational quality of school leadership, the curriculum leadership of the school authority; and the suitability of the curriculum content.

Standardised blanket testing such as NAPLAN has powers beyond the comprehension of the average human being. They should not enquire.

If learners are uncomfortable with this method of schooling, they must be taught to toughen up.

Views such as those expressed above by ‘The NAPLAN Law Of Dominance of Schooling’ will not be mentioned in any open company nor conveyed to parents of children who have allowed, either wittingly or unwittingly,  their children to sit the tests.

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VACCINATION THEORY OF LEARNING.   English is not History and History is not Maths and Maths is not Art and Art is not Science and Science is not Music and English and Maths and Science are major subjects and  History and Art and Music are minor.  Once you have been innoculated with these subjects you are protected and need not be vaccinated again.

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NOTE   Google ‘Hegemony” : The Marxist theory of cultural hegemony…is the idea that the ruling class can manipulate the value system and mores of a society, so that their view becomes the world view (Weltanschanung} ….In contrast to authoritative rule, cultural hegemony is “ is hegemonic only if those affected by it also consent to and struggle over its common sense”

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