Now that we have learned a significant portion of the social justice advocates think the government should guarantee economic security for people “unwilling to work,” I was thinking the same basic philosophy and value system should be extended elsewhere. For example, it’s safe to assume that a sizable fraction of social justice activists come from within academia. So why don’t these social justice types “walk the walk” and actually do something they have the power to do – provide academic security for students who are not willing to study or learn?
Look, there are a lot of students out there who don’t want to study. In fact, many don’t really want to learn the material. Why should they be left behind in the cut-throat competition for grades and awards that so dominate the academic culture? What are these social justice professors going to do to help provide academic security for this vulnerable community?
I have two proposals.
First, we need a Universal Basic Grade for all students. Therefore, I propose that all students are given a passing grade of a C- for simply enrolling in the course. Everyone passes. With the fear of failing removed from all studies, and the security of receiving a passing grade, students will be able to calmly focus on the material and use that C- as a stepping stone to a higher grade. As for those unwilling to study for a higher grade, they have the security of knowing they will still pass without the discomfort and stress of having to learn the material.
Second, as is well known, the class room setting can be a breeding ground for inequality. In fact, inequality is enshrined in the grading system itself, where only certain privileged students receive the grade of A. Yes, some of them study hard to get that A, but that’s only because their privileged lifestyle taught them how to study hard. To correct for this inequality and privilege, I propose Grade Equality – all students receive the same grade for any particular class – the average grade. For example, if the class average is 81% and that is a B-, then all students receive a B- for the class regardless of their actual grades. Yes, those who actually got above a B- will feel slighted, as the privileged don’t like when their power is being eroded, but with time, this approach will encourage a communal spirit, causing students with different backgrounds all to come together to get the class average as high as it can be.
Social justice professors everywhere need to make a full-scale transition of academia that puts grade security and justice first. My proposal does this. By providing the security of a Universal Basic Grade to all students, regardless of whether they are able or willing to learn, the fear and anxiety of failing is removed. And with the competition removed from the scoring of exams and papers, such that all students receive the average grade – Grade Equality – a cooperative spirit of community will emerge, nudging that Universal Basic Grade closer and closer toward academic excellence. What could possibily go wrong?
It’s time for social justice professors everywhere to lead by example, to eschew the old-fashioned, narrow-minded, bigoted manner in which grades are assigned. It’s time for them to transition us to an Age of Academic Excellence.