![]() To most educators, my true story is a disgrace to the system I'm the one who got away. Not only that, but I graduated as a valedictorian, National AP Scholar, Editor-in-Chief of the school newspaper, and I was accepted into the honors program at. Here’s a condensed version of his letter: I had naively assumed that my readers and my students were operating from the same ethical starting place: that cheating is wrong. The day the article was published, I received an email from a college student who wanted to provide his perspective on the cheating question. But just when I thought I had succeeded in divorcing character from practice for the sake of discussion, the folly of my strategy was made shockingly clear. I specifically avoided a discussion of the question of student ethics and character in my article, not because I wanted to exonerate students from their share of the blame, but because I hoped to focus on pedagogy’s role in academic dishonesty. This is a misguided approach to learning, and it encourages students to cheat. Currently, teachers assess students’ ability to reproduce examples and mimic lessons rather than display mastery of a concept. Why is academic dishonesty so widespread? I wrote an article earlier this month that placed most of the blame on classroom culture. ![]() Ninety percent of students admit to having copied another student’s homework. ![]() Sixty to 70 percent of high-school students report they have cheated. ![]()
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