Some Thoughts on Education – No Click-bait-y Titles Here

Anyone who has held a prolonged conversation with me can probably tell you there are several topics that will send me into a spiral or rants or musings, depending on the nature of the discussion. Oftentimes, we call this a “heavily-opinionated person”, and I can certainly attest to being someone under such a label (despite my general disdain for labels in general, more on that another time). My reasons for launching into these triads stem from a few different sources: the need to express an opinion, the desire to challenge my own thoughts and critical thinking and a plethora of minor reasons that are a little too tedious for my shockingly presently-focused mind to feel like rationalizing.

Chiefly among those reasons, however, is the need to voice my beliefs and thoughts about topics I have seen or read. My mind is a jumbled mess of thoughts and concepts at the best of times, and vocalizing these thoughts helps form them into concise statements and hypotheses. And one such topic that I find myself launching into rant-realms over is the land of education.

Now, I understand education is something of a hot-button topic (a phrase I didn’t think I’d ever use until now, which means I probably am misquoting or incorrectly using it), and everyone and their dog has an opinion on the matter. Teachers, students, parents, politicians, researchers and board members all have their opinions on what the educational system today is like and what it needs to do to improve, or conversely, what it needs to stop declining in quality.

It should come to no surprise that I, myself, am someone who has very charged and self-important beliefs on the quality of the school system in Canada (or at least in Ontario, as I understand there are minor nuances to the systems not only between countries, but between provinces as well). I mean, I possess all the warning flags of someone who has deep-rooted grievances with the current school system: I did poorly all through school due to a laundry list of personality and motivation flaws, I did not attend post-secondary education due to financial and personality flaws, and am largely against the commercialization of education due to financial and personal beliefs.

You might have noticed something of a trend in there somewhere.

Granted, I’m not so self-important as to believe that I am blameless in my current academic standing, nor do I honestly think that the problems that plagued me are anywhere near similar to those that bother other individuals or organizations. That’s why I make it a point to read up on different studies, articles or coverage of the ever-changing landscape of education. I also keep contact with several friends who are teachers at different levels in the school system (by that, I mean the range from kindergarten to high school, teachers to school board members, and even a couple of politicians) and am very careful to listen to those who have differing opinions on the school system than I (check out my piece on Echo Chambers in social media for more).

I also consider the opinions of those who have personal views on the nature of school because of life experience or spiritual beliefs, as these are both important aspects in understanding how we can better operate as a global community in our exceedingly diverse world. I’ve noticed several trends in these varied beliefs that sometimes I am, at first, inclined to argue against, but often have to sit back and think on until I can properly process what I’ve just learned.

There is one general consensus that I have noticed, however: very nearly everyone thinks the current academic landscape is broken or has gaping holes in operational efficiency/policy. Very seldom do we hear people discussing the accomplishments of a standardized educational system that has made significant leaps and jumps in how our brains have developed over the decades, let alone centuries or millennia of the history of education.

Instead, there seems to be an overwhelming belief that there is little good from our current school system. This generally stems, I have noticed, from small groups picking out an issue and inflating the damaging nature of said defect. This is not to say there are not dangerously broken systems in our schools; one needs only look at the academic disparities between both racially segregated or financially destitute schools to see things, two traits that are oftentimes linked. But some issues are only a part of a greater concern, and that is the need for hard evaluations on the intended direction that education serves as.

Now you start leaving the realm of hard, numerically provable evidence and get into the realm of cultural or philosophical reasoning. What EXACTLY is the purpose of education? This is a surprisingly difficult question to answer as it seems the intended purpose changes based on personal views.

I know it seems that I’ve performed a complete 180 from my original statement, but bear with me: it’ll all tie together in the end. I think.

Note from Self: I can’t help but feel the “bear” that was used in the sentence prior is incorrect. I’m almost completely confident that it should be “bare”, but Microsoft Word is convinced otherwise. I might also just be losing my mind, which is exceedingly possible, as well.

I don’t claim to have the greatest knowledge of educational history, but based on what I do know, it seems that for the better part of western culture and history the drive for better education was a largely social need. In order to develop a more stable and prosperous civilization, better academic reasoning was required. To cultivate this sense of logic, students (or monks, before that) focused on the mathematics and sciences. As anyone who has built a tiny bridge in science class can tell you: understanding weight dispersal and fulcrums are not exactly guess-work when trying to plan for a bridge to navigate a tiny car across two desks.

But with the maths and sciences, so too came the humanities. Poetry and music can help maintain a semblance of order and sanity in large populations; they also further reinforce a sense of cultural identity and stress relief that maintains a higher quota of productivity than otherwise. And as time progresses, so too do these systems improve. Science and learning becomes more precise, and literature and the arts have more to draw upon as human nature and identities change with the times.

Now, I’m not even going to begin to speculate on eastern education, because I know very little about it. Based on academic rankings, though: they seem to be doing pretty well in the past couple decades.

Based on these developments, I’d say the nature of education is to improve upon the human mind in general. We can see this in the varied and diverse fields of study that can be obtained within the higher academic establishments; the only real limits to what you can learn comes down to ethics at that point. Or money.

And in that regard, the education system we have today has achieved that goal with remarkable success. Our brains are sophisticated machines that, as a result of the stimulation and information we’ve received through our developmental years, can process complex questions and scenarios that have built civilization as we recognize it today. The fact that we can even question these ideas on such a massive scale, potentially reaching and hearing millions of voices at a time with universal theories and scales to work with is testament to that accomplishment.

But this begs the question: what is the purpose of education now? Where do we go from here? And this is where everyone splinters into their different groups and beliefs. We’re all asking the same question, frankly, just in different words. And this is good. This is hella good.

I strongly believe that everyone who partakes in these conversations and arguments all have the same base goal: to improve upon such a fundamentally important system that our world relies upon. And if we’re all having that discussion, I genuinely believe that, as far as morals are concerned, there are very few wrong view points to have.

Except for anarchists. I do not like them, or their beliefs at all!

The funny thing is what sprouted this recent mind experiment for me. I was thumbing through a social media feed and happened across a post about the nature of education. It stated that home education was far superior because, as far as human history is concerned, it’s the one that’s been in use the longest and that established education was an experiment.

The implication was that established education was wrong and we should go back to individualized family-based learning instead. I can sympathize with the sentiments behind the post, but I largely disagree with the overall message. As a whole, our society is better for having an educational system in place. And while I, much like many, believe that our system is far from perfect, it is infinity better than having nothing at all.

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