A School Is a Lousy Place To Learn Anything in
A School Is a Lousy Place To Learn Anything in
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学校是一个学习任何东西都很糟糕的地方
DOI：
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发表时间：
1972
期刊：
影响因子：
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通讯作者：
H. Becker
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文献类型：
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作者：
H. Becker
[1]本章最初发表于《美国行为科学家》（American Behavioral Scientist，1972）：85-105，并转载于BURGESS R G（1995）霍华德·贝克尔关于白金汉教育的文章：新闻中心（其中包括他的参考资料的来源，这里没有转载，因为它们当然是非常古老的）机构创造神话，以解释他们的参与者和公众一般他们做什么，他们如何做，为什么社会需要这样做，以及他们有多成功。每一个机构都在某种程度上未能完成它所承诺的工作，它的工作人员发现有必要解释他们正在努力做得更好，承诺和绩效之间的差距并不存在，并不严重，或者很少发生。制度的辩解转移了我们对制度的组织如何导致其失败的注意力。此外，它们转移了我们的注意力，使我们无法进行比较，因为比较可能表明，其他机构在不同的名称和修辞下，实际上如何更有效地履行机构的特有职能。
1 This chapter was originally published in American Behavioral Scientist (1972): 85-105, and is reproduced in BURGESS R G (1995) Howard Becker on Education Buckingham: OU Press (which includes the sources for his references, not reproduced here because of course they are very old) nstitutions create myths to explain to their participants and the public generally what they do, how they do it, why society needs it done, and how successful they are. Every institution fails in some measure to do the job it promises, and its functionaries find it necessary, to explain both that they are trying to do better and that the disparity between promise and performance does not exist, is not serious, or occurs only rarely. Institutional apologias divert our attention from the way the very organization of an institution produces its failures. Further, they divert us from comparisons which might show how others, under a different name and rhetoric, actually perform the institution’s characteristic function more effectively.