“Educationese”

Press, Volume CVI, Issue 31256, 31 December 1966, Page 4

“Educationese”

In “Modern American Usage: A Guide” (Longmans), the compiler, Wilson Follett, discusses confusion about the objects of writing and the proper use of language. How the confusion works Follett illustrates from what he calls “educationese,” the faults of which are “excessive abstraction and intentional vagueness, coupled with a naive faith in the power of new terms to correct old abuses.” Follett shows us “educationese” at work:

All this effort is arduous; to suggest how arduous, the subjects of learning—traditionally known as “subject matters” — had to become “disciplines.” English, mathematics, and the rest are now "disciplines” except that their rudiments for small children are “skills.” In the confusion of proliferating skills and disciplines and the talk about them, it proved necessary to discern some parts that were more Important than the rest —something to “focus” on. These nuggets were quickly baptised "nuclei.” In groups they formed the “core curriculum.” Meanwhile slices of each skill or discipline had to be marked off for orderly presentation. They obviously could not be called lessons; they had to be "units,” absorbed in successive “learning situations,” with the aid of. "clinics.” "workshops.” “tools.” and "audio-visually qualified personnel.”