In order to discuss culture as a cause of bad behaviour in classrooms, we’d have to be more judgmental about behaviour, have higher standards, and get over the fact that we cannot measure culture. But we don’t want to be more judgmental because we ultimately we have become weak – too empathetic. We do not like to see any pain. We are risk averse, or as Tyler Cowen describes it, we are complacent. We fail to realise that it is challenge, adversity and the presence of stressors that make us grow, not cotton wool. It is judgment that sears into our memory the lesson that we should not disrupt class. What doesn’t kill you makes you stronger.
To have higher standards would mean to ditch relativism, which holds that whatever someone chooses to do is fine. But in relativism we fail to have values, and without values we are rudderless, drifting in a sea of self-expression cum narcissism.
Finally, we have a tendency to try to improve what we can measure, and if we cannot measure, we think we can’t improve it. At least this is how public policy goes. This mindset distracts us from the true causes of problems. The positivist epistemology of objective fact through data and measurement dominates, at the expense of qualitative methods that actually describe human behaviour. One can see how the dominance of positivism and the bureaucrats’ obsession with measurement, and employing consultants who like to measure things, can lead us astray, down the path of standardised testing, for example, or away from the true cause of the problem in our classrooms – our declining culture.