Excerpt:

1. Study Center

“Tamzin, pay attention.”
“I am paying attention.”
“Repeat question seven?” the androgynous voice queried.
“No.”
“Skip question seven?”
“No.”
“Repeat question seven?”
“No.”
“Skip question seven?”
“No.”
She could go on like this for hours. It was bizarre, the way they’d programmed the AutoDidact to endlessly loop through just a few questions. Well, not bizarre, perhaps. Logical. If not A, then B. If not B, then A. Over and over. She’d tested it for up to an hour. The thing never broke down. It never said “enough already” and demanded that she answered the question. It went through something like 400 loops before she’d lost count and lost interest. There was no limit to the amount of times she could repeat the loop, it seemed. Still, some days she just liked to frustrate the thing as retaliation for frustrating her with its illogical logic loops. A person had designed it, certainly, but they had designed it for someone who followed its rules. Someone who agreed to use it in the proper way. They hadn’t designed it for someone who wanted to see if she could defy it.
“Repeat question seven?”
She might as well get on with it. “Yes.”
“Explain in approximately 200 words the principles of education according to John Dewey.”
An easy one. “Dewey believed education should center around the child and his or her interests. Education should involve doing, sensing, seeing, feeling. Children should not be expected to sit in chairs. Dewey teaches us that education, quote, is not mere preparation for life, but is life itself, unquote.”
“Analyzing.” Tamzin waited. “Correct. Provide examples. Provide analysis and relevance. Too short. Please expand.”
Tamzin sighed. “Dewey believed the starting point should be a child’s own interests. For example, if the child was interested in food, they could do cooking lessons. They could talk about eggs, and the different parts of the egg, and how chickens grow out of fertilized eggs. They could talk about liquids and solids and how they combine to make, say, a cake batter or a loaf of bread when combined in different proportions. They could talk about how heat affects the batter. The interests of the student were the starting point, and a trained teacher would know how to expand those interests into a full curriculum of reading, mathematics, history and science.”
“Analyzing,” announced the AutoDidact. “Accurate and relevant example provided. Provide analysis and relevance. Too short. Please expand.”
“Dewey’s educational theories resonated with many educators, but they were difficult to put into practice. Only in our current century, by using Educational Partnerships rather than large classes of students all expected to master a standardized curriculum, have we been able to truly realize Dewey’s principles.”
“Analyzing. Analysis and links to current practice provided. Length adequate. Expand or move to next question?”
“Next question, boogerhead.”
“Question eight…”

2. Memoranda

To: Simonson, H.
From: Burdett, T.
Re: Education Major Tamzin Wallace

Dr. Simonson,

I received your memorandum regarding Tamzin Wallace’s studies. In regards to her queries, please make clear the following:

1. The Elementary Education Partnership was established to replace the Elementary Education Major Concentration. This Concentration is retired, as it is now obsolete.
2. If Miss Wallace’s desire is to become an Elementary Partner, no special training is required.
3. If Miss Wallace’s desire is to train Elementary Partners or set Curriculum for Elementary Education, she must first complete her Secondary Education Major, then apply with the Ministry of Education.

I hope that this resolves her queries. If I can be of any further assistance, please do not hesitate to contact me.

TB: cjm

To: Burdett, T.
From: Simonson, H.
Re: Education Major Tamzin Wallace

Dr. Burdett,

First of all, thank you for your prompt and precise answer to my early query. I hasten to add that these queries have been put to me a number of times by Miss Wallace. While I have given her the same answers as you provided, I am grateful to you for providing an official and documented response to her queries. I hope your memorandum will bring an end to this matter.
However, I also have numerous concerns regarding Miss Wallace’s academic functioning. Her interest in historical educational models is quite singular, whereas her acceptance of our current functioning is severely lacking. It seems the more time she spends studying her modules – and I might add, the more she comprehends the educational paradigms of the past – the more she doubts our current paradigm. One expects quite the opposite, but Miss Wallace’s fascination with previous models is counter to her understanding of the benefits of our current practice, even as she gains understanding through the methods currently employed. I cannot at this time express confidence that she will be an effective educator until she is able to overcome this fascination with the past and truly embrace our methods.
Any assistance you are able to provide in this matter is greatly appreciated.

HS

To: Miss T. Wallace
From Dr. H. Simonson
Re: Academic Advisement

Miss Wallace,

Please accept this memorandum as notice that you have missed your advisement meeting scheduled for Wednesday last. This is the second meeting you have let pass. Please message the Education Department Secretary at your earliest convenience to reschedule. Finally, please be aware that if you fail to attend advisement meetings during any Cycle you will not be eligible to register for Modules during subsequent Cycles.

HS

To: Departmental Secretary, Education
From: Miss T. Wallace
Re: Advisement

I was contacted by my professor regarding a missed advisement meeting and asked to reschedule. I am aware that I must complete advisement in order to register for a new Module next Cycle. Please schedule a meeting as soon as one is available. Please hold the meeting without me if necessary.

T. Wallace