There’s an old saying along the lines of, if the only tool you have is a hammer, everything looks like a nail. The newest version of this seems to be, if a “model” works in one setting, it works everywhere.

I’ve already railed about the inapplicability of “the business model” to education and the arts, but the “model” problem goes far beyond that. There’s also the “peer review” model, which is a mainstay of the scientific community, and I don’t have a problem with its proper use in the pursuit of better science, especially in areas where there’s hard factual evidence. But the peer review concept is also creeping into education and elsewhere… and it’s incredibly easy to abuse in situations where the background conditions and the environment differ markedly. Peer review in such areas as music, art, theatre, and dance becomes essentially a race for awards of some sort. It also distorts education, because one “sterling” piece of artwork, one concert, a high ranking in vocal or instrumental competition by one or two students – none of these reflect accurately the value or depth of the education received (or not received) by all students in a given program. Neither do tests, but legislators and administrators keep searching for “hard benchmarks,” regardless of how flawed or inapplicable they may be.

The same problem applies with cost-effectiveness models. One of the big problems with the F-35 is that it can do everything “pretty well” and very little really well, which was the result of attempting to develop a single cost-effective aircraft that could be used by all four service branches. So we have a very expensive aircraft that does nothing in a superior fashion.

In education, cost-effectiveness gets translated into “the most graduates for the lowest cost” or “the best education for “X” dollars,” neither of which is particularly effective at producing high school or college graduates who can write, think, and calculate without extensive electronic aids [which usually don’t help].

Even in business, cost-effectiveness can be over-applied. Cost-effective production of existing products, undertaken to avoid more expensive product improvement or the introduction of newer products, can be the road to bankruptcy. And sometimes, the opposite is also true; it depends on the situation.

Models and methods are tools, and just like physical tools, knowing when to use them, and when not to, is critical. But then, that requires critical thought, and not just hopping on the bandwagon of the latest and greatest new technique, model, paradigm, or the like.