The Escape of Knowledge
Within the boundaries of the United States there has been instituted an educational system of a vast importance. It has for that matter, been given a goal to manufacture people that will one day hopefully become productive members of the society in which they live. It can be argued for all intents and purposes that the current educational system thus far has generally succeeded in this aspiration. However, it is worthwhile to make known that in reaching this hope also came and will continue to come at a grave price, the price of knowledge. More and more students leave their twelve years of schooling behind them without the basic skills that are necessities to become successful in the years ahead at college, and most definitely in the highly competitive workforce. With everything considered, schools are simply set in place to build up ones self-esteem and consequently assemble their minds to erect obedient and suitable masses of people, while deliberately escaping from them the knowledge and tools to become authoritative components of our democracy. Now that the aim of the public school educational system has been acknowledged, it would beneficial as well as advantageous for one to investigate where our learning methods and
After one looks to discover and seek out the answer (that can even be found through self examination of ones own past personal experiences) then the resolution can be entirely quite clear, building a person's self-esteem has overshadowed filling a student's mind with knowledge. This event prompted the ones in charge to develop an organization that will mold people at a very young age to not question what instructions are given and can be easily manipulated to think and act in a certain manner. Difficult work is out of the question, and standards get lowered in school after school. For this way of building self-esteem undermines success and prohibits any sort of competition. One can go even as far as to say that school in fact acts as a bolder on the road leading to true education, and it is now a rock that is so massive in size no one would ever venture to push it out of the way, only a very selective few can climb their way over it or find some way around it. If one can accept the fact that public schools deprive students out of knowledge, then one can begin to search for what the eight hours a day, nine months for twelve years is actually exercised for. The aim is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. Such a power is not one that authority would want all to get a hold of, for if they did it would surely spell out doom for the administrators and managers of the world. In 1850, Massachusetts and New York utilized this system; as well as promoted the concept that "the state is the father of children" (Atkinson & Maleska 168). No matter how attractive that thought may be it is simply no more than a figment of ones imagination, the reality is that students are being instructed to follow orders, conform to certain standards, simply being trained how to be controlled. " Words that every student past, present, and future that make their way through this devious and manipulative educational system should take to heart, and with that they might not allow the knowledge to escape through their minds. In short, this marked the reign of our current educational system that is still chiefly in use today. Having this trend flourish proves that the rising emphasis on feelings comes at the costly expense of subject matter, and therefore can rightly be called an ominous development.
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