It is, of course, one of the great linguistic ironies that education in general and higher education in particular are among the most jargon-ridden of the disciplines. Indeed, it may be that our penchant for almost endlessly creating and re-creating jargon has made us especially susceptible to the jargon invented by the “educational reformers,” the “educational innovators,” and the “educational transformers”—almost none of whom actually have any educational credentials as educators. I think that their impulse to generate a jargon of their own that mimics the jargon of the discipline may, in itself, undercut their arguments that they are bringing a fresh perspective to the resolution of education-related issues.
Writing for Dissident Voice, Walter Brash reminds us that this subversion of the profession in new quagmires of corporate jargon extends to professionals beyond academia—and is never to the benefit of those professions.
Here is Brasch’s account of the circumstance…
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