Overengineering

December 4, 2012

“Overengineering” is anathema to most product manufacturers. Generally, manufacturers desire to put no more time and money into a product than is necessary. They decide upon a reasonable lifespan for a product, and then they use materials and parts that, with rare exception, have been proven to last that long.  They do not care to produce a product that lasts longer than the consumer desires; they do not want to invest resources where they won’t see a return.

An exception to this general rule is invoked by those manufacturing products which, if they break, will kill or maim people.  Airplanes are the classic example:  they’re built with multiple redundancies and with materials and parts that have been tested to last much longer than necessary. The potential for catastrophic loss of life demands this. They will use a part that’s tested to last 20 years, and replace it after ten years just to be safe.

I suspect that some observers of the MHSAA’s recent campaign to increase sports safety training for coaches and modify playing rules that may endanger participants are critical that we’re asking too much, that we’re doing more than is necessary. But frankly, that’s exactly what we intend.  When it comes to participant safety, overengineering of policies and procedures ought to be our goal.

Wake-Up Call

June 20, 2013

Ken Robinson, the author of Finding Your Element, is quoted in the June 10 issue of TIME saying: “I can’t imagine there’s a student in America who gets up in the morning hoping he can improve the state’s test scores.”

Dr. Robinson – aka Sir Kenneth Robinson – whose TED talk has been watched 17 million times, laments that education is being driven more and more by standardized testing, but less and less by the kind of individualized education that ignites learning. That disturbs me too.

Dropouts, delinquency and discipline problems in our schools are not addressed at all by standardized tests. In fact, the focus on such testing probably adds to each problem.

The job of teachers should not be to teach to the test, but to locate and ignite the different hot buttons of students. That’s a lot tougher, and it’s infinitely better for students, schools and society.

Dynamic classroom teachers matter. And so do those who work after hours with students in music, fine arts and athletics. Nothing matters more in bringing students to schools each morning with a sense that they’re much more than a statistic for bureaucratic measurement and political posturing.