Reasoning patterns inhibiting school effectiveness: The case of the fallacy of bifurcation.

Autor/in	Aviram, Ovadia
Titel	Reasoning patterns inhibiting school effectiveness: The case of the fallacy of bifurcation.
Quelle	In: The urban review, (1994) 1, S.35-40 PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/BF02354857
Schlagwörter	Empirical Evidence; Human Resource; Limited Resource; Western World; Student Population
Abstract	Abstract School functionaries, including principals, often argue that, given the limited resources available to them, schools are obliged to choose between an academic-instrumental orientation and a social-cultural-expressive one. Trying to attend to these two orientations simultaneously, they conclude, would cause failure in both. It is safer, therefore, to stick to only one of them. In most cases, the academic orientation prevails, in line with the social expectations prevalent in the achievement spirit characteristic of the Western world. The validity of this argument is the focus of analysis in this essay. Conceptual arguments, as well as empirical evidence, are provided to disprove such reasoning, as contaminated by the “fallacy of bifurcation” and as falsely depicting reality. Dealing only with academics obstructs tapping the personal human resources (competencies, capabilities, motivations, etc.) of the entire student population. Numerous students feel “out,” not belonging to the culture of the school; consequently, many dissociate themselves from school goals and norms, and school effectiveness is inhibited. The conclusions of this analysis are important for any school management. They are, however, vital for minority-populated and for multiethnic or multicultural ones.
Erfasst von	OLC
Update	2023/2/05