Hacking Culture Analysis

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The Hacking Culture Brings the End of the Formal Education
The learning is a lifelong process (not necessary including formal education) with ultimate purpose of expanding individual opportunity in upward mobility. Educational models have evolved over the years in order to fit the criteria of its time. In the chapter “Project Classroom makeover” Duke University provost Cathy Davidson explores the possible transformation that America's education system needs to undertake in order to meet the challenges of the working place of the digital era. The rise of the hacking culture, that technologies and opportunities of that digital revolution gave birth to, became the driver of the disruption in the learning process that will lead to the end of the
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Davidson illustrates its affectioned disprove of the grading principle still dominating the America’s education system, by quoting Seth Godin’s blog post: “Grades are an illusion, your passion and insight are reality; your work is worth more than mere congruence to an answer key; persistence in the face of a skeptical authority figure is a powerful ability; fitting in is a short-term strategy, standing out pays off in the long run; and if you care enough about the work to be criticized, you've learned enough for today.”(62). As much as the purpose of the participating in college is to improve the personal employability, chances are that the grades obtained during one’s education should matter, because the GPA is all that prospective employer have on hand when comparing resumes of newly graduated candidates. What Godin tries to emphasise is not that the education in general and grades in particular does not matter, but rather to underline the fact that passionate belief in personal capability paves the never ending road of education and persistence of self-improvement defines individual progress. This process of self-improvement cannot be captured in any multiple-choice test. Standardization and Individualization cancel each other out as “standards” emphasise equalities, while individuals have differences. The positive results from the iPad experiment could partially be attributed to the individualization and customization capabilities of the new device, as Davidson herself defines it: “It was an investment in a new form of attention.”, but more to the paradigm shift suggested from the experiment, offering bottom-up education proposal (54). Finally, the incentive of free “cool” gadget completed circle that set the stage for the success of one of the first massive hacking exercises in the
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