Issues in Education: School Daze
We face a crisis in schools today that is greater than at any time in recent history – not because the
problems have changed but because the solutions have
changed. It is now possible to teach students
effectively and respectfully. Advances in technology
allow for personalized instruction, fascinating content,
direct immersion in learning, immediate feedback, and
the opportunity for mastery. Yet modern education
ignores this potential, leaving classrooms essentially
unchanged for more than a century. Evidence of a serious
problem can be seen in the frustration of students,
educators, and the general public – expressed in surveys, reflected in modern media, and echoed by
past generations:
We are shut up in schools, and
colleges, and recitation-rooms, for ten or fifteen
years, and come out at last with a bag of wind, a memory
of words, and do not know a thing.
– Ralph Waldo Emerson, 1844
School is established, not in order that it should
be convenient for the children to study, but that the
teachers should be able to teach in comfort. The
children's conversation, motion, and merriment … are not
convenient for the teacher, and so in the schools, which
are built on the plan of prisons, questions,
conversation, and motion are prohibited.
– Leo Tolstoy, 1862
Monday morning found Tom Sawyer miserable. Monday
morning always found him so – because it began another
week's slow suffering in school … Presently it occurred
to him that he wished he was sick; then he could stay
home from school … He canvassed his system. No ailment
was found, and he investigated again. This time he
thought he could detect colicky symptoms, and he began
to encourage them with considerable hope. But they soon
grew feeble, and presently died wholly away.
– Mark Twain, 1876
My schooling did me a great deal
of harm and no good whatever: it was simply dragging a
child's soul through the dirt.
– George Bernard Shaw,
1910
I was happy as a child with my toys in my nursery.
I have been happier every year since I became a man. But
this interlude of school makes a sombre grey patch upon
the chart of my journey. It was an unending spell of
worries that did not then seem petty, and of toil
uncheered by fruition; a time of discomfort, restriction
and purposeless monotony.
– Winston Churchill, 1930
It is, in fact, nothing short of a miracle that the
modern methods of instruction have not yet entirely strangled
the holy curiosity of inquiry.
– Albert Einstein, 1946
I
am entirely certain that twenty years from now we will
look back at education as it is practiced in most
schools today and wonder that we could have tolerated
anything so primitive.
– John Gardner, 1968
The key to
faking out the parents is the clammy hands. It's a good
nonspecific symptom; I'm a big believer in it. A lot of
people will tell you that a good phony fever is a dead
lock, but, uh… you get a nervous mother, you could wind
up in a doctor's office. That's worse than school. You
fake a stomach cramp, and when you're bent over, moaning
and wailing, you lick your palms. It's a little childish
and stupid, but then, so is high school.
– Ferris Bueller, 1986
Students absorb the message that learning
is a joyless succession of hoops through which they must
jump, rather than a way of understanding and mastering
the world.
– Anna Quindlen, 2005
Are these quotations isolated examples of negative
experiences in school? I don't think so. I think they
reflect the alienation and disappointment shared by much
of our society. These quotations are taken from books, speeches,
plays, and movies that were popular in their times,
precisely because they struck a chord with audiences. In
each case, the ideas of the author resonated with the
thoughts of the general public.
When it comes to fiction, I cannot think of a single
story that portrays high school as intrinsically
wonderful. Mainstream cinema provides many examples:
Blackboard Jungle (1955), Teachers (1984), and
Election
(1999). Even movies with a positive message are about
educators who rise above the fundamental inadequacy of
the system. To Sir, with Love (1967), Dead Poets Society
(1989), and Freedom Writers (2007) all acknowledge that
the secondary school system is horrible – with the
exception of one teacher. No novel, movie, or television
show has ever been based on the premise that high school
is inherently liberating because audiences would not
believe it.
To ensure that I am not misrepresenting public
opinion, let me turn to a more reputable source – a
source stripped of all bias and pretense, a source
capable of quickly capturing the pulse of the
English-speaking world, a source that allows me to do
research at home in my pajamas: Google. I searched for a
variety of terms to gain some insight into society’s
collective thoughts. Here is what I found:
Table 1.1: Frequency of Google Search Terms
Search term |
Hits |
“school rocks” |
42,000 |
“school sucks”
|
341,000 |
“I love
school” |
138,000 |
“I hate school” |
290,000 |
“I love” |
250,000,000 |
“I hate” |
48,000,000 |
The majority of people seem to dislike school.
Although terms like “rocks” and “sucks” may have more to
do with vocabulary than public opinion, a pattern
of discontent remains when more common terms are used.
More than twice as many people hate school than love
school. Yet this is not because people are incapable of
expressing love or apt to complain. I was encouraged to
discover that, according to Google, expressions of love
are five times more frequent than expressions of hate.
In other words, people specifically hate school.
Why are so many people negative about school? Does it
stem from personal disappointment? Students spend an
average of twelve years in school. Nobody can be happy
with everything that happens over this extended period.
Students inevitably face frustration when they reach
their limits. Recognizing limitations is a natural part
of growing up. However, I do not believe that this
common form of disappointment is to blame for the poor
attitudes toward school.
Surveys confirm my own observations: students enjoy
the social aspects of school, understand the importance
of education, are curious about the world around them,
want to learn, and want to succeed. Although they
respect their teachers and know that teaching is a
challenging job, they are bored in class and find the
experience unfulfilling. Adolescents are
capable of passion, dedication, and joy. The fact that
they are disaffected at school is not because of raging
hormones or a natural process of reaching their limits;
it is the direct result of an education system that
fails to engage them intellectually and does not respect
their needs or interests.
If educators had a slogan, it would be “Teaching the
three Rs,” representing the first three letters of
“reading, ‘riting, and ‘rithmetic” or “reading, writing,
and arithmetic” – ironically broadcasting that we either
cannot spell or cannot add. Our inability to get even
the basics right exposes our real problem. Modern
education fails because it is built on an unstable
foundation – the principles and pillars that support it
are inherently flawed and crumbling. Unfortunately, the
crisis is not so superficial that it can be patched with
a new slogan, a better PR firm, or a mountain of
educational jargon intended to rename and disguise old
issues. While most people know there are problems, they
are less clear about the specific challenges and
potential solutions.
I believe our current system rests on six fundamental
flaws: 1) a reliance on lectures, 2) using grades to
sort and punish, 3) a lack of choice, 4) an inability to
inspire, 5) inadequate feedback and review, and 6) a
misplaced responsibility for learning. Any effective
plan for school reform must overcome these deficiencies
to succeed.
next:
Problems with
Lectures
This is an excerpt
from
Chalkbored.
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to learn more about ...
- Student opinions of school
- Scientific surveys and public opinion
- Frequency of boredom and busywork in school
- International comparisons of education
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