Bernard Lahire Argues “Evaluative Obsession” Has Diverted Schools from Their Core Mission of Knowledge Transmission
Paris, France – September 1, 2025 – Renowned sociologist Bernard Lahire has voiced strong concerns regarding the pervasive focus on evaluation within educational systems, asserting that this “evaluative obsession” has significantly steered schools away from their fundamental purpose: the transmission of knowledge. In a recent statement published by Café Pédagogique, Lahire elaborates on how this emphasis on constant assessment has reshaped pedagogical practices and the very experience of learning for students and educators alike.
Lahire argues that the relentless pressure to measure, quantify, and rank students has inadvertently shifted the educational landscape. Instead of prioritizing deep understanding and the cultivation of intellectual curiosity, schools are increasingly oriented towards preparing students for standardized tests and accumulating grades. This, in his view, creates a system where the acquisition of knowledge becomes secondary to the demonstration of proficiency through a narrow range of evaluative tools.
The sociologist highlights the potential negative consequences of this phenomenon. He suggests that when the primary goal becomes achieving good grades, students may resort to rote learning or superficial engagement with subject matter, rather than investing in a genuine and lasting comprehension. The intrinsic motivation to learn for the sake of learning can be undermined, replaced by an extrinsic motivation driven by the desire for successful evaluation.
Furthermore, Lahire points out that the emphasis on a singular mode of evaluation can fail to capture the full spectrum of a student’s abilities and potential. Many forms of knowledge and skill development, particularly those that are more qualitative or creative, may be overlooked or undervalued in a system heavily reliant on quantifiable outcomes. This can lead to a skewed perception of educational success, potentially disadvantaging students whose strengths lie outside the scope of traditional assessment metrics.
The impact on educators is also a significant concern for Lahire. He suggests that teachers may feel compelled to “teach to the test,” focusing their instruction on the specific content and format of assessments rather than exploring broader concepts or adapting their teaching to the diverse needs of their students. This can stifle pedagogical innovation and reduce the richness and depth of classroom experiences.
Lahire’s critique invites a broader societal reflection on what we truly value in education. He urges a re-examination of our assessment practices and a potential recalibration of priorities, emphasizing the importance of fostering a learning environment that prioritizes genuine understanding, critical thinking, and a lifelong love of learning. The ultimate aim, according to Lahire, should be to equip students with the knowledge and skills they need to navigate a complex world, a goal that may be jeopardized by an overzealous focus on evaluative outcomes. This timely intervention from Bernard Lahire serves as a crucial reminder of the enduring importance of knowledge transmission at the heart of the educational enterprise.
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Café pédagogique published ‘Bernard Lahire : « L’obsession évaluative a détourné l’école de sa fonction de transmission des connaissances »’ at 2025-09-01 03:35. Please write a detailed article about this news in a polite tone with relevant information. Please reply in English with the article only.