Teaching Students to Feel Pleasure and Pain at the Wrong Thing

Abstract

Despite their ubiquity and widespread acceptance and in contemporary education, formal grading systems are relatively recent innovations in the history and philosophy of education. Far from innocuous tools which aid the student’s academic development, grades and grading systems developed as ad hoc tools for ranking students against one another in academic competitions. This article examines the history of assessment, grades, and grading in light of the longer tradition of education and suggests alternative practices could better orient students toward the true, good, beautiful, holy, healthy, and beneficial. By understanding how and why contemporary approaches to grades developed, classical educators will be equipped to mitigate the unintended and often unseen adverse consequences grades have on their students. Ultimately, this article seeks to liberate teachers and students to pursue the intrinsic goods of learning over against the fleeting and extrinsic rewards of making the grade.