Phaedrus' argument for the abolition of the degree and grading system produced a
nonplussed or negative reaction in all but a few students at first, since it seemed,
on first judgment, to destroy the whole University system. One student laid it wide
open when she said with complete candor, "Of course you can't eliminate the degree
and grading system. After all, that's what we're here for."
She spoke the complete truth. The idea that the majority of students attend a university
for an education independent of the degree and grades is a little hypocrisy everyone
is happier not to expose. Occasionally some students do arrive for an education but
rote and the mechanical nature of the institution soon converts them to a less idealistic
The demonstrator was an argument that elimination of grades and degrees would destroy
this hypocrisy. Rather than deal with generalities it dealt with the specific career
of an imaginary student who more or less typified what was found in the classroom,
a student completely conditioned to work for a grade rather than for the knowledge
the grade was supposed to represent.
Such a student, the demonstrator hypothesized, would go to his first class, get his
first assignment and probably do it out of habit. He might go to his second and third
as well. But eventually the novelty of the course would wear off and, because his
academic life was not his only life, the
pressure of other obligations or desires would create circumstances where he just
would not be able to get an assignment in.
Since there was no degree or grading system he would incur no penalty for this. Subsequent
lectures which pre sumed he'd completed the assignment might be a little more difficult
to understand, however, and this difficulty, in turn, might weaken his interest to
a point where the next assignment, which he would find quite hard, would also be
dropped. Again no penalty.
In time his weaker and weaker understanding of what the lectures were about would
make it more and more difficult for him to pay attention in class. Eventually he
would see he wasn't learning much; and facing the continual pressure of outside obligations,
he would stop studying, feel guilty about this and stop attending class. Again, no
penalty would be attached.
But what had happened? The student, with no hard feelings on anybody's part, would
have flunked himself out. Good! This is what should have happened. He wasn't there
for a real education in the first place and had no real business there at all. A
large amount of money and effort had been saved and there would be no stigma of failure
and ruin to haunt him the rest of his life. No bridges had been burned.
The student's biggest problem was a slave mentality which had been built into him
by years of carrot-and-whip grading, a mule mentality which said, "If you don't whip
me, I won't work." He didn't get whipped. He didn't work. And the cart of civilization,
which he supposedly was being trained to pull, was just going to have to creak along
a little slower without him.
This is a tragedy, however, only if you presume that the cart of civilization, "the
system," is pulled by mules. This is a common, vocational, "location" point of view,
but it's not the Church attitude.
The Church attitude is that civilization, or "the sys tem" or "society" or whatever
you want to call it, is best served not by mules but by free men. The purpose of
abolishing grades and degrees is not to punish mules or to get rid of them but to
provide an environment in which that mule can turn into a free man.
The hypothetical student, still a mule, would drift around for a while. He would
get another kind of education quite as valuable as the one he'd abandoned, in what used to be called the "school
of hard knocks." Instead of wasting money and time as a high-status mule, he would
now have to get a job as a low-status mule, maybe as a mechanic. Actually his
real status would go up. He would be making a contribution for a change. Maybe that's
what he would do for the rest of his life. Maybe he'd found his level. But don't
count on it.
In time--six months; five years, perhaps--a change could easily begin to take place.
He would become less and less satisfied with a kind of dumb, day-to-day shop-work.
His creative intelligence, stifled by too much theory and too many grades in college,
would now become reawakened by the boredom of the shop. Thousands of hours of frustrating
mechanical problems would have made him more interested in machine design. He would
like to design machinery himself. He'd think he could do a better job. He would try
modifying a few engines, meet with success, look for more success, but feel blocked
because he didn't have the theoretical information. He would discover that when before
he felt stupid because of his lack of interest in theoretical information, he'd now
found a brand of theoretical information which he'd have a lot of respect for, namely,
So he would come back to our degreeless and grade-less school, but with a difference.
He'd no longer be a grade-motivated person. He'd be a knowledge-motivated person.
He would need no external pushing to learn. His push would come from inside. He'd
be a free man. He wouldn't need a lot of discipline to shape him up. In fact, if
the instructors assigned him were slacking on the job he would be likely to shape
them up by asking rude questions. He'd be there to learn something, would be paying to
learn something and they'd better come up with it.
Motivation of this sort, once it catches hold, is a ferocious force, and in the gradeless,
degreeless institution where our student would find himself, he wouldn't stop with
rote engineering information. Physics and mathematics were going to come within his
sphere of interest because he'd see he needed them. Metallurgy and electrical engineering
would come up for attention. And, in the process of intellectual maturing that these
abstract studies gave him, he would be likely to branch out into other theoretical
areas that weren't directly related to
machines but had become a part of a newer larger goal. This larger goal wouldn't
be the imitation of education in Universities today, glossed over and concealed by
grades and degrees that give the appearance of something happening when, in fact,
almost nothing is going on. It would be the real thing.