Education
Education System in Desperate need of Change
Sir William Haley once said, “Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don’t know, and be imbued with a lifelong desire to know it”. If students were guaranteed to leave school with knowing of what they don’t know and the desire to continue learning, the method of learning will be correct. Today’s education system does not give students the opportunity to enjoy what they are learning. The banking method, where students are empty vessels which educators must deposit knowledge into, deprives them of creativity and the desire to learn. No child is given the chance to shine and be unique. Students today are simply being placed on a conveyer belt, sorted, and then labeled according to their so called intelligence. We need an education system that provides a slower learning method, a method where you focus on what is being learned instead of zipping through it, and the freedom to make mistakes as this will electrify and stimulate students to fulfill their potential.
We must recognize students as individuals and keep in mind their diverse backgrounds. In “Lives on the Boundary,” Rose states, “The canon has intended to push to the margins much of the literature of our nation: from American Indian songs and chants to immigrant fiction to working-class narratives” (100). The messages that are received from the text are crucial. The students need to be able to relate to what they have before them. One of the problems with today’s education system is we are given material to read, memorize, and expected to repeat it back at the snap of a finger. But without the ability to relate and connect with the material, the learning doesn’t take place. Everything that is read or being said is just going through one ear and out the other. By adding relatable texts, you add life to learning. In “Learning in the Key of Life,” Jon
Sir William Haley once said, “Education would be so much more effective if its purpose were to ensure that by the time they leave school every boy and girl should know how much they don’t know, and be imbued with a lifelong desire to know it”. If students were guaranteed to leave school with knowing of what they don’t know and the desire to continue learning, the method of learning will be correct. Today’s education system does not give students the opportunity to enjoy what they are learning. The banking method, where students are empty vessels which educators must deposit knowledge into, deprives them of creativity and the desire to learn. No child is given the chance to shine and be unique. Students today are simply being placed on a conveyer belt, sorted, and then labeled according to their so called intelligence. We need an education system that provides a slower learning method, a method where you focus on what is being learned instead of zipping through it, and the freedom to make mistakes as this will electrify and stimulate students to fulfill their potential.
We must recognize students as individuals and keep in mind their diverse backgrounds. In “Lives on the Boundary,” Rose states, “The canon has intended to push to the margins much of the literature of our nation: from American Indian songs and chants to immigrant fiction to working-class narratives” (100). The messages that are received from the text are crucial. The students need to be able to relate to what they have before them. One of the problems with today’s education system is we are given material to read, memorize, and expected to repeat it back at the snap of a finger. But without the ability to relate and connect with the material, the learning doesn’t take place. Everything that is read or being said is just going through one ear and out the other. By adding relatable texts, you add life to learning. In “Learning in the Key of Life,” Jon