Assembly Line Model - Revision history

Michael at 13:51, 28 March 2025

2025-03-28T13:51:07Z

← Older revision		Revision as of 13:51, 28 March 2025
Line 122:		Line 122:
	[[Is a related LP term::Assembly Line Education\| ]]		[[Is a related LP term::Assembly Line Education\| ]]
	[[Is a related LP term::Assembly Line Grading\| ]]		[[Is a related LP term::Assembly Line Grading\| ]]
			[[Is a related LP term::5Ds of \| ]]
	[[Is a related LP term::Hidden Curriculum\| ]]		[[Is a related LP term::Hidden Curriculum\| ]]

Michael at 13:18, 28 March 2025

2025-03-28T13:18:38Z

← Older revision		Revision as of 13:18, 28 March 2025
Line 10:		Line 10:
	[[Educational Models]] > {{#ask:[[Is an::Educational Model]]}}		[[Educational Models]] > {{#ask:[[Is an::Educational Model]]}}

	==Related LP Terms==		=== Related LP Terms ===

	[[Assembly Line Model]] > {{#ask:[[Is a related LP term::Assembly Line Model]]}}		[[Assembly Line Model]] > {{#ask:[[Is a related LP term::Assembly Line Model]]}}

	===Non-LP Related Terms===		=== Non-LP Related Terms ===

	[[Assembly Line Model]] > {{#ask:[[Is a related term::Assembly Line Model]]}}		[[Assembly Line Model]] > {{#ask:[[Is a related term::Assembly Line Model]]}}

Michael at 12:49, 28 March 2025

2025-03-28T12:49:26Z

← Older revision		Revision as of 12:49, 28 March 2025
Line 4:		Line 4:
	</blockquote>		</blockquote>

	==Educational Models==		==Concept Map==

			===Educational Models===

	[[Educational Models]] > {{#ask:[[Is an::Educational Model]]}}		[[Educational Models]] > {{#ask:[[Is an::Educational Model]]}}
Line 12:		Line 14:
	[[Assembly Line Model]] > {{#ask:[[Is a related LP term::Assembly Line Model]]}}		[[Assembly Line Model]] > {{#ask:[[Is a related LP term::Assembly Line Model]]}}

	==Non-LP Related Terms==		===Non-LP Related Terms===

	[[Assembly Line Model]] > {{#ask:[[Is a related term::Assembly Line Model]]}}		[[Assembly Line Model]] > {{#ask:[[Is a related term::Assembly Line Model]]}}

Michael at 14:45, 10 March 2025

2025-03-10T14:45:23Z

← Older revision		Revision as of 14:45, 10 March 2025
Line 78:		Line 78:

	=== Quotes ===		=== Quotes ===
			'''Ivan Illich'''


			"...schools have ceased to be dependent on the ideology professed by any government or market organization. Other basic institutions might differ from one country to another: family, party, church, or press. But everywhere the school system has the same structure, and everywhere its hidden curriculum has the same effect. Invariably, it shapes the consumer who values institutional commodities above the nonprofessional ministration of a neighbor....schools are fundamentally alike in all countries, be they fascist, democratic or socialist, big or small, rich or poor. This identity of the school system forces us to recognize the profound world-wide identity of myth, mode of production, and method of social control, despite the great variety of mythologies in which the myth finds expression."<ref>Illich, Ivan. ''Deschooling Society''. Harper & Row, 1971. p. 32</ref>

			''Schools teach us to consume and work, not live and help.''

			'''John Taylor Gatto'''

	"...schools are not failing. On the contrary, they are spectacularly successful in doing precisely what they are intended to do, and what they have been intended to do since their inception. The system, perfected at places like the University of Chicago, Columbia Teachers College, Carnegie-Mellon, and Harvard, and funded by the captains of industry, was explicitly set up to ensure a docile, malleable workforce to meet the growing, changing demands of corporate capitalism — “to meet the new demands of the 20th century,” they would have said back then. [Schools ensure] a workforce that will not rebel — the greatest fear at the turn of the 20th century — that will be physically, intellectually, and emotionally dependent upon corporate institutions for their incomes, self-esteem, and stimulation, and that will learn to find social meaning in their lives solely in the production and consumption of material goods."<ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xx</ref>		"...schools are not failing. On the contrary, they are spectacularly successful in doing precisely what they are intended to do, and what they have been intended to do since their inception. The system, perfected at places like the University of Chicago, Columbia Teachers College, Carnegie-Mellon, and Harvard, and funded by the captains of industry, was explicitly set up to ensure a docile, malleable workforce to meet the growing, changing demands of corporate capitalism — “to meet the new demands of the 20th century,” they would have said back then. [Schools ensure] a workforce that will not rebel — the greatest fear at the turn of the 20th century — that will be physically, intellectually, and emotionally dependent upon corporate institutions for their incomes, self-esteem, and stimulation, and that will learn to find social meaning in their lives solely in the production and consumption of material goods."<ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xx</ref>

	'''The solution to the failing of education is not more resources, more teachers, more schools. The system is working as intended. The solution is to replace the entire system.'''		'''The solution to the failing of education is not more resources, more teachers, more schools. The system is working as intended. The solution is to replace the entire system.'''

	~~==== John Taylor Gatto ====~~
	"Over the past thirty years, I’ve used my classes as a laboratory where I could learn a broader range of what human possibility is — the whole catalogue of hopes and fears — and also as a place where I could study what releases and what inhibits human power. During that time, I’ve come to believe that genius is an exceedingly common human quality, probably natural to most of us. I didn’t want to accept that notion — far from it: my own training in two elite universities taught me that intelligence and talent distributed themselves economically over a bell curve and that human destiny, because of those mathematical, seemingly irrefutable scientific facts, was as rigorously determined as John Calvin contended. The trouble was that the unlikeliest kids kept demonstrating to me at random moments so many of the hallmarks of human excellence — insight, wisdom, justice, resourcefulness, courage, originality — that I became confused. They didn’t do this often enough to make my teaching easy, but they did it often enough that I began to wonder, reluctantly, whether it was possible that being in school itself was what was dumbing them down. Was it possible I had been hired not to enlarge children’s power, but to diminish it? That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to ''prevent'' children from learning how to think and act, to coax them into addiction and dependent behavior. Bit by bit I began to devise guerrilla exercises to allow as many of the kids I taught as possible the raw material people have always used to educate themselves: privacy, choice, freedom from surveillance, and as broad a range of situations and human associations as my limited power and resources could manage. In simpler terms, I tried to maneuver them into positions where they would have a chance to be their own teachers and to make themselves the major text of their own education." <ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xxxiii - xxxiv.</ref>		"Over the past thirty years, I’ve used my classes as a laboratory where I could learn a broader range of what human possibility is — the whole catalogue of hopes and fears — and also as a place where I could study what releases and what inhibits human power. During that time, I’ve come to believe that genius is an exceedingly common human quality, probably natural to most of us. I didn’t want to accept that notion — far from it: my own training in two elite universities taught me that intelligence and talent distributed themselves economically over a bell curve and that human destiny, because of those mathematical, seemingly irrefutable scientific facts, was as rigorously determined as John Calvin contended. The trouble was that the unlikeliest kids kept demonstrating to me at random moments so many of the hallmarks of human excellence — insight, wisdom, justice, resourcefulness, courage, originality — that I became confused. They didn’t do this often enough to make my teaching easy, but they did it often enough that I began to wonder, reluctantly, whether it was possible that being in school itself was what was dumbing them down. Was it possible I had been hired not to enlarge children’s power, but to diminish it? That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to ''prevent'' children from learning how to think and act, to coax them into addiction and dependent behavior. Bit by bit I began to devise guerrilla exercises to allow as many of the kids I taught as possible the raw material people have always used to educate themselves: privacy, choice, freedom from surveillance, and as broad a range of situations and human associations as my limited power and resources could manage. In simpler terms, I tried to maneuver them into positions where they would have a chance to be their own teachers and to make themselves the major text of their own education." <ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xxxiii - xxxiv.</ref>

Michael at 13:40, 10 March 2025

2025-03-10T13:40:52Z

← Older revision		Revision as of 13:40, 10 March 2025
Line 114:		Line 114:
	[[Is a related LP term::Assembly Line Education\| ]]		[[Is a related LP term::Assembly Line Education\| ]]
	[[Is a related LP term::Assembly Line Grading\| ]]		[[Is a related LP term::Assembly Line Grading\| ]]
			[[Is a related LP term::Hidden Curriculum\| ]]

Michael at 15:42, 9 March 2025

2025-03-09T15:42:37Z

@@ Line 51: / Line 51: @@
 '''Alternative: The Pathfinder Model'''
-To break free from Assembly Line Education, The [[Pathfinder Educational Model]] (PEM) replaces standardization with personalization, obedience with empowerment, and rote memorization with transformative, real-world learning—ensuring that education nurtures rather than suppresses [[Human Potential]]. 🚀🌱
+To break free from Assembly Line Education, The [[Pathfinder Educational Model]] (PEM) replaces standardization with personalization, obedience with empowerment, and rote memorization with transformative, real-world learning—ensuring that education nurtures rather than suppresses [[Human Potential]].
 === Quotes ===

Michael at 23:15, 8 March 2025

2025-03-08T23:15:22Z

← Older revision		Revision as of 23:15, 8 March 2025
Line 56:		Line 56:
	"...schools are not failing. On the contrary, they are spectacularly successful in doing precisely what they are intended to do, and what they have been intended to do since their inception. The system, perfected at places like the University of Chicago, Columbia Teachers College, Carnegie-Mellon, and Harvard, and funded by the captains of industry, was explicitly set up to ensure a docile, malleable workforce to meet the growing, changing demands of corporate capitalism — “to meet the new demands of the 20th century,” they would have said back then. [Schools ensure] a workforce that will not rebel — the greatest fear at the turn of the 20th century — that will be physically, intellectually, and emotionally dependent upon corporate institutions for their incomes, self-esteem, and stimulation, and that will learn to find social meaning in their lives solely in the production and consumption of material goods."<ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xx</ref>		"...schools are not failing. On the contrary, they are spectacularly successful in doing precisely what they are intended to do, and what they have been intended to do since their inception. The system, perfected at places like the University of Chicago, Columbia Teachers College, Carnegie-Mellon, and Harvard, and funded by the captains of industry, was explicitly set up to ensure a docile, malleable workforce to meet the growing, changing demands of corporate capitalism — “to meet the new demands of the 20th century,” they would have said back then. [Schools ensure] a workforce that will not rebel — the greatest fear at the turn of the 20th century — that will be physically, intellectually, and emotionally dependent upon corporate institutions for their incomes, self-esteem, and stimulation, and that will learn to find social meaning in their lives solely in the production and consumption of material goods."<ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xx</ref>

	'''The solution to the failing of education is not more resources, more teachers, more schools. The system is working as intended. The solution is to replace the entire system.'''		'''The solution to the failing of education is not more resources, more teachers, more schools. The system is working as intended. The solution is to replace the entire system.'''

			==== John Taylor Gatto ====
	"Over the past thirty years, I’ve used my classes as a laboratory where I could learn a broader range of what human possibility is — the whole catalogue of hopes and fears — and also as a place where I could study what releases and what inhibits human power. During that time, I’ve come to believe that genius is an exceedingly common human quality, probably natural to most of us. I didn’t want to accept that notion — far from it: my own training in two elite universities taught me that intelligence and talent distributed themselves economically over a bell curve and that human destiny, because of those mathematical, seemingly irrefutable scientific facts, was as rigorously determined as John Calvin contended. The trouble was that the unlikeliest kids kept demonstrating to me at random moments so many of the hallmarks of human excellence — insight, wisdom, justice, resourcefulness, courage, originality — that I became confused. They didn’t do this often enough to make my teaching easy, but they did it often enough that I began to wonder, reluctantly, whether it was possible that being in school itself was what was dumbing them down. Was it possible I had been hired not to enlarge children’s power, but to diminish it? That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to ''prevent'' children from learning how to think and act, to coax them into addiction and dependent behavior. Bit by bit I began to devise guerrilla exercises to allow as many of the kids I taught as possible the raw material people have always used to educate themselves: privacy, choice, freedom from surveillance, and as broad a range of situations and human associations as my limited power and resources could manage. In simpler terms, I tried to maneuver them into positions where they would have a chance to be their own teachers and to make themselves the major text of their own education." <ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xxxiii - xxxiv.</ref>		"Over the past thirty years, I’ve used my classes as a laboratory where I could learn a broader range of what human possibility is — the whole catalogue of hopes and fears — and also as a place where I could study what releases and what inhibits human power. During that time, I’ve come to believe that genius is an exceedingly common human quality, probably natural to most of us. I didn’t want to accept that notion — far from it: my own training in two elite universities taught me that intelligence and talent distributed themselves economically over a bell curve and that human destiny, because of those mathematical, seemingly irrefutable scientific facts, was as rigorously determined as John Calvin contended. The trouble was that the unlikeliest kids kept demonstrating to me at random moments so many of the hallmarks of human excellence — insight, wisdom, justice, resourcefulness, courage, originality — that I became confused. They didn’t do this often enough to make my teaching easy, but they did it often enough that I began to wonder, reluctantly, whether it was possible that being in school itself was what was dumbing them down. Was it possible I had been hired not to enlarge children’s power, but to diminish it? That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to ''prevent'' children from learning how to think and act, to coax them into addiction and dependent behavior. Bit by bit I began to devise guerrilla exercises to allow as many of the kids I taught as possible the raw material people have always used to educate themselves: privacy, choice, freedom from surveillance, and as broad a range of situations and human associations as my limited power and resources could manage. In simpler terms, I tried to maneuver them into positions where they would have a chance to be their own teachers and to make themselves the major text of their own education." <ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xxxiii - xxxiv.</ref>

			"“...the very stability of our economy is threatened by any form of education that might change the nature of the human product schools now turn out: the economy schoolchildren currently expect to live under and serve would not survive a generation of young people trained...to think critically.”<ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xxxv.</ref>

			"Over the years I have come to see that whatever I thought I was doing as a teacher, most of what I actually was doing was teaching an invisible curriculum that reinforced the myths of the school institution and those of an economy based on caste."<ref>Gatto, John Taylor. ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling''. New Society Publishers, 2006. p. xxxvi.</ref>

	==Readings and Resources==		==Readings and Resources==

Michael at 23:11, 8 March 2025

2025-03-08T23:11:45Z

← Older revision		Revision as of 23:11, 8 March 2025
Line 56:		Line 56:
	"...schools are not failing. On the contrary, they are spectacularly successful in doing precisely what they are intended to do, and what they have been intended to do since their inception. The system, perfected at places like the University of Chicago, Columbia Teachers College, Carnegie-Mellon, and Harvard, and funded by the captains of industry, was explicitly set up to ensure a docile, malleable workforce to meet the growing, changing demands of corporate capitalism — “to meet the new demands of the 20th century,” they would have said back then. [Schools ensure] a workforce that will not rebel — the greatest fear at the turn of the 20th century — that will be physically, intellectually, and emotionally dependent upon corporate institutions for their incomes, self-esteem, and stimulation, and that will learn to find social meaning in their lives solely in the production and consumption of material goods."<ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xx</ref>		"...schools are not failing. On the contrary, they are spectacularly successful in doing precisely what they are intended to do, and what they have been intended to do since their inception. The system, perfected at places like the University of Chicago, Columbia Teachers College, Carnegie-Mellon, and Harvard, and funded by the captains of industry, was explicitly set up to ensure a docile, malleable workforce to meet the growing, changing demands of corporate capitalism — “to meet the new demands of the 20th century,” they would have said back then. [Schools ensure] a workforce that will not rebel — the greatest fear at the turn of the 20th century — that will be physically, intellectually, and emotionally dependent upon corporate institutions for their incomes, self-esteem, and stimulation, and that will learn to find social meaning in their lives solely in the production and consumption of material goods."<ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xx</ref>

	The solution to the failing of education is not more resources, more teachers, more schools. The system is working as intended. The solution is to replace the entire system.		'''The solution to the failing of education is not more resources, more teachers, more schools. The system is working as intended. The solution is to replace the entire system.'''

			"Over the past thirty years, I’ve used my classes as a laboratory where I could learn a broader range of what human possibility is — the whole catalogue of hopes and fears — and also as a place where I could study what releases and what inhibits human power. During that time, I’ve come to believe that genius is an exceedingly common human quality, probably natural to most of us. I didn’t want to accept that notion — far from it: my own training in two elite universities taught me that intelligence and talent distributed themselves economically over a bell curve and that human destiny, because of those mathematical, seemingly irrefutable scientific facts, was as rigorously determined as John Calvin contended. The trouble was that the unlikeliest kids kept demonstrating to me at random moments so many of the hallmarks of human excellence — insight, wisdom, justice, resourcefulness, courage, originality — that I became confused. They didn’t do this often enough to make my teaching easy, but they did it often enough that I began to wonder, reluctantly, whether it was possible that being in school itself was what was dumbing them down. Was it possible I had been hired not to enlarge children’s power, but to diminish it? That seemed crazy on the face of it, but slowly I began to realize that the bells and the confinement, the crazy sequences, the age segregation, the lack of privacy, the constant surveillance, and all the rest of the national curriculum of schooling were designed exactly as if someone had set out to ''prevent'' children from learning how to think and act, to coax them into addiction and dependent behavior. Bit by bit I began to devise guerrilla exercises to allow as many of the kids I taught as possible the raw material people have always used to educate themselves: privacy, choice, freedom from surveillance, and as broad a range of situations and human associations as my limited power and resources could manage. In simpler terms, I tried to maneuver them into positions where they would have a chance to be their own teachers and to make themselves the major text of their own education." <ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xxxiii - xxxiv.</ref>

	==Readings and Resources==		==Readings and Resources==

Michael at 22:59, 8 March 2025

2025-03-08T22:59:22Z

← Older revision		Revision as of 22:59, 8 March 2025
Line 1:		Line 1:
	{{navmenu}}		{{navmenu}}
	<h1 class="customtitle">{{FULLPAGENAME}}</h1>		<h1 class="customtitle">{{FULLPAGENAME}}</h1>
	<blockquote class="definition">'''Assembly Line Model''' of education refers to a standardized, industrial-style education system modelled after factory production lines. In this system, students—treated as products rather than individuals—are moved through a rigid sequence of standardized content, standardized procedures, and standardized evaluation mechanisms ([[Assembly Line Grading]]). Assembly Line Education undermines [[Human Potential]] and prevents [[Human Flourishing]].<ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006)</ref> Assembly Line education is designed by, and conducted in the interests of, the [[Accumulating Class]].		<blockquote class="definition">'''Assembly Line Model''' of education refers to a standardized, industrial-style education system modelled after factory production lines. In this system students—treated as products rather than individuals—are moved through a rigid sequence of standardized content, standardized procedures, and standardized evaluation mechanisms ([[Assembly Line Grading]]). Assembly Line Education undermines [[Human Potential]] and prevents [[Human Flourishing]].<ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006)</ref> Assembly Line education is designed by, and conducted in the interests of, the [[Accumulating Class]].
	</blockquote>		</blockquote>

Michael at 22:55, 8 March 2025

2025-03-08T22:55:34Z

← Older revision		Revision as of 22:55, 8 March 2025
Line 54:		Line 54:

	=== Quotes ===		=== Quotes ===
	"...schools are not failing. On the contrary, they are spectacularly successful in doing precisely what they are intended to do, and what they have been intended to do since their inception. The system, perfected at places like the University of Chicago, Columbia Teachers College, Carnegie-Mellon, and Harvard, and funded by the captains of industry, was explicitly set up to ensure a docile, malleable workforce to meet the growing, changing demands of corporate capitalism — “to meet the new demands of the 20th century,” they would have said back then. [Schools ~~ebsure~~] a workforce that will not rebel — the greatest fear at the turn of the 20th century — that will be physically, intellectually, and emotionally dependent upon corporate institutions for their incomes, self-esteem, and stimulation, and that will learn to find social meaning in their lives solely in the production and consumption of material goods."<ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xx</ref>		"...schools are not failing. On the contrary, they are spectacularly successful in doing precisely what they are intended to do, and what they have been intended to do since their inception. The system, perfected at places like the University of Chicago, Columbia Teachers College, Carnegie-Mellon, and Harvard, and funded by the captains of industry, was explicitly set up to ensure a docile, malleable workforce to meet the growing, changing demands of corporate capitalism — “to meet the new demands of the 20th century,” they would have said back then. [Schools ensure] a workforce that will not rebel — the greatest fear at the turn of the 20th century — that will be physically, intellectually, and emotionally dependent upon corporate institutions for their incomes, self-esteem, and stimulation, and that will learn to find social meaning in their lives solely in the production and consumption of material goods."<ref>John Taylor Gatto, ''Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling'' (New Society Publishers, 2006). p. xx</ref>

	The solution to the failing of education is not more resources, more teachers, more schools. The system is working as intended. The solution is to replace the entire system.		The solution to the failing of education is not more resources, more teachers, more schools. The system is working as intended. The solution is to replace the entire system.

← Older revision		Revision as of 13:51, 28 March 2025
Line 122:		Line 122:
	[[Is a related LP term::Assembly Line Education\| ]]		[[Is a related LP term::Assembly Line Education\| ]]
	[[Is a related LP term::Assembly Line Grading\| ]]		[[Is a related LP term::Assembly Line Grading\| ]]
			[[Is a related LP term::5Ds of \| ]]
	[[Is a related LP term::Hidden Curriculum\| ]]		[[Is a related LP term::Hidden Curriculum\| ]]

← Older revision		Revision as of 13:40, 10 March 2025
Line 114:		Line 114:
	[[Is a related LP term::Assembly Line Education\| ]]		[[Is a related LP term::Assembly Line Education\| ]]
	[[Is a related LP term::Assembly Line Grading\| ]]		[[Is a related LP term::Assembly Line Grading\| ]]
			[[Is a related LP term::Hidden Curriculum\| ]]