When applied to education, this manifests as a belief that the teacher is less important to education than the textbook. The people writing the educational policy framework might understand that it's not a one-size-fits-all, but they're not allowed to write one policy per child. The teachers in a classroom environment aren't given the autonomy to teach according to their own judgement, because (in the eyes of the administration) if their judgement could be trusted then they would be writing policy instead of teaching.

Ah but if everything can be written down, why can't the whole bureaucracy be replaced by a very small shell script?

You also seem to think that "these people make the policies because they are the best at making policies for X", but again, is that right? Have you never heard of an incompetent politician?

If not, I urge you to read my comment again.

The same is true of every other aspect of human capacity, intellectual abilities included.

We are not all equally capable.

Fairness comes from knowing this, knowing that each person is somewhat different, and working to enable the best outcomes for all.

To speak to this, imagine if a teacher explained an aspect of math to a student; multiplication perhaps. In this case, the student does not understand.

Would you feel it sensible for the teacher to explain again, without deviation, without changing the lesson, precisely as before, because it worked for others? And because we are all essentially the same?

Or would you consider that an inept, cruel teacher?

>Would you feel it sensible for the teacher to explain again, without deviation, without changing the lesson, precisely as before, because it worked for others? And because we are all essentially the same?

>Or would you consider that an inept, cruel teacher?

It depends. If there are 29 other students in the class that got it just fine and the one is struggling, then I would think that the teacher would have to make a judgment about how much time to spend on that one student. Or maybe that one student needs to be in a different class with more one-on-one for a particular subject.

I am all about new pedagogy research, but over the last few thousand years, we know a few things that do tend to work for most people.

What a valid statement, you're missing my point. In the scenario I listed above, the teacher is already re-explaining the lesson again, to that specific student.

So if you read my statements in that context, the difference is -- when already repeating the lesson individually, does the teacher say precisely the same thing, word for word, or does the teacher try to explain it in a new way?