Alla hatar fusk. Hela systemet bygger på att vi kan kontrollera och möta studenternas kunskapsutveckling. Därför väcker anklagelserna starka känslor hos alla inblandade.

Går det att förstå fusk på ett annat sätt?

Kohn goes on to describe a grocery list of ways to create an environment ripe with cheating. Cheating is more common when:

teachers have little to no relationship or connections with their students
teachers care care more about other things than their students
students experience their learning as boring, irrelevant, or overwhelming
learning is prescribed rigidly in a prefabricated curriculum
students perceive that the ultimate goal of learning is to get good grades
there is an emphasis on honor rolls and other incentives to heighten the salience of grades
parents offer financial inducements for academic success
schools value product more than process, results more than discovery and achievement more than learning
students are led to focus more on how well they’re learning than what they’re learning
teachers emphasize good grades, high test scores and being smart
competition is valued over collaboration

Alternatively, Kohn explains that cheating is far less common when:

learning is genuinely engaging and meaningful to the students
exploring ideas remains a priority over a single-minded emphasis on rigor
students’ opinions are respected and welcomed in a democratic classroom
a disposition to finding out about the world is nourished
teachers made it clear to kids that the point of school is to enjoy learning and that understanding mattered more than memorizing and when mistakes were accepted as a natural result of exploration.