High Tech, High Think, High Imagine

Resisting the Quantification of Quality


  • Jill Raitt University of Missouri-Columbia




Jill Raitt, education, quality, quantity, pedagogy, teaching, learning, Council of Societies for the Study of Religion


Jill Raitt highlights the gap between imagination and information, shifting the conversation towards the tangible impacts of an education system that relies on test scores instead of the quality of learning and teaching. The way an individual is taught influences their perception of the unfamiliar, and thus the quantification of quality in education could lead to irreconcilable sociopolitical climates in the future. Originally published in the February 1991 issue of the Council of Societies for the Study of Religion Bulletin (20, no. 1), the piece continues to speak volumes today, particularly in the context of educating in the age of COVID-19.

Author Biography

Jill Raitt, University of Missouri-Columbia

Jill Raitt, Professor Emerita, University of Missouri-Columbia.


Barrett, Michael. 1990. “The Case for More School Days.” The Atlantic 266 (5), November. https://www.theatlantic.com/past/docs/politics/educatio/barr2f.htm.

Brown, Peter. 1967. Augustine of Hippo. Berkeley: University of California Press.

Chandrasekhar, Subramanyan. 1987. Truth and Beauty: Aesthetics and Motivations in Science. Chicago: University of Chicago Press. DOI: https://doi.org/10.7208/chicago/9780226162775.001.0001

Crites, Stephen D.1991 [1990]. American Academy of Religion Report to the Profession: Liberal Learning and the Religion Major. Originally published in Liberal Education 77 (2).

Frend, W. H. C. 1965. The Early Church. London: Hodder and Stoughton.

Pagels, Elaine. 1988. Adam, Eve, and the Serpent. New York: Random House.



How to Cite

Raitt, J. (2021). High Tech, High Think, High Imagine: Resisting the Quantification of Quality. Bulletin for the Study of Religion, 49(3-4), 29–34. https://doi.org/10.1558/bsor.18923



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