Against Interpretation‪.‬

Introduction In classrooms today, teachers spend an inordinate amount of time as observers of students rather than simply being in relation with them. Observing and then interpreting behavior seems to be the widely accepted path for informing and remediating both academic and behavioral problems. Teachers routinely analyze test results in order to inform subsequent instruction, and they regularly interpret misbehavior in order to develop behavior plans. Increasingly, the focus has turned to the individual student. Progressive and democratic forms of education claim it is vital that the teacher comes to know her students well. From this perspective, it is believed that, without full knowledge of her students' needs, interests and skills, the teacher cannot cooperatively create with her pupils an authentic or relevant curriculum, meaningful assessment and evaluation, or an atmosphere of trust and respect. However, I believe that an equally compelling argument can be made for there to be significantly less analysis and interpretation of students. Using psychoanalytic and philosophical rationales, one could issue a caution as to the extent to which individual students need to, or even should, become such known entities.