lexpress.fr
Diplomas vs. Practical Skills: A Societal Shift
A French author recounts a personal experience with a highly certified yet practically unskilled osteopath, illustrating a broader societal trend where diplomas overshadow practical expertise in many professions, impacting service quality and professional integrity.
- What are the underlying causes of the preference for 'practical' tools over rigorous conceptual work in intellectual professions, and what are its consequences?
- This contrast between credentialism and practical expertise is analyzed through the lens of manual and intellectual professions. Manual professions increasingly require certifications, creating bureaucratic hurdles, while intellectual fields favor quick-fix 'practices' over rigorous conceptual work. This reflects a larger societal shift toward immediate results over sustained effort.
- How does the increasing emphasis on certifications in manual professions affect the quality of services and the relationship between practitioners and their work?
- The author's personal experience with an osteopath possessing numerous certifications yet lacking practical skill highlights a broader societal issue: the prioritization of diplomas over genuine hands-on experience in various professions. This trend leads to a disconnect between theoretical knowledge and practical application, diminishing the value of direct experience and impacting the quality of service provided.
- What systemic changes are needed to address the disconnect between theoretical knowledge and practical application in various professions, restoring value to the process of acquiring true expertise?
- The devaluation of practical experience and deep conceptual understanding poses a significant risk to professional quality and societal progress. The pursuit of certifications and simplistic practices, while appearing efficient, ultimately masks a lack of genuine mastery and hinders the development of true expertise in both manual and intellectual fields. This trend requires a fundamental shift towards valuing the effort and resistance inherent in mastering any craft.
Cognitive Concepts
Framing Bias
The article uses a narrative structure that emphasizes the author's negative experience with an over-certified but under-skilled osteopath. This personal anecdote serves as the central framing device for a broader critique of modern professional trends. While the personal experience is relatable, it might create a biased framing, leading readers to generalize the author's negative experience to all certified professionals. The headline (if one existed) and introduction would greatly influence the reader's initial interpretation; a more neutral framing could highlight the complexities of balancing theoretical knowledge with practical skills.
Language Bias
The language used is mostly objective, using descriptive terms like "hésitants," "incertain," and "mince" to describe the osteopath's skills. However, terms like "agitation stérile" (sterile agitation) and "faillite du savoir" (failure of knowledge) are value-laden and contribute to a negative tone. More neutral alternatives could include phrases like "inefficient methods" or "gaps in practical application" for a less emotionally charged assessment.
Bias by Omission
The article focuses on the author's personal experience with an osteopath and uses this as a springboard to discuss broader societal trends. While this provides a compelling narrative, it omits statistical data or broader surveys on the prevalence of over-certification in various professions or the perceived decline in practical skills. The lack of supporting evidence weakens the argument's generalizability. However, given the article's focus on personal reflection and critique, this omission is arguably intentional, rather than a sign of bias.
False Dichotomy
The article presents a false dichotomy between practical skills learned through experience and theoretical knowledge gained through formal education and certification. It implies that these two approaches are mutually exclusive, neglecting the potential for a synergistic combination of both. The author's assertion that 'the philosopher becomes a "practitioner"' simplifies the complex relationship between theory and practice in fields like philosophy and psychology. This oversimplification risks misrepresenting the contributions of practitioners who effectively integrate theoretical knowledge into their work.
Sustainable Development Goals
The article highlights a negative impact on Quality Education (SDG 4) by criticizing the overemphasis on accumulating diplomas and certifications without sufficient practical experience or conceptual understanding. This devaluation of practical skills and deep learning hinders the development of genuine expertise and critical thinking, which are crucial aspects of quality education. The focus on certifications over practical experience is detrimental to the development of essential skills and knowledge.