Theorists and philosophers around the world have tried to pinpoint
             what the true purpose of education should be for students. Over the course
             of history, the purpose of education in the United States has evolved
             according to developmental changes that have occurred in our society's
             economic, social, and cultural order. There are several questions, however,
             that can be debated from these principles. How much of these things should
             influence what and how children are taught in schools? Do children who come
             from lower economic and social backgrounds have an equal opportunity to
             learn when compared with children who come from wealthy families? Should
             all children in the U.S. be taught the same curriculum even if they don't
             come from the same physical areas, and if so, what should they be learning?
             Because of questions like these, controversy concerning the purpose and
             goals of education for students ages K-12 continues to be an issue in the
             American society.
            
             Despite mixed opinions, most educators use the terms goals and
             objectives to distinguish among levels of purpose, with goals being broader
             and objectives being more specific (Orstein/Levine, 395). One of the most
             prevalent goals of American education at the national, state, and local
             level is to prepare students to enter the working world with skills that
             will allow them to function in our growing society. This includes students
             having the ability to master basic skills that deal with reading, writing,
             and logical and/or mathematical processes. These principles are taught
             using the mental discipline approach, which supports the idea that the mind
             is strengthened through mental activities, just as the body is strengthened
             by exercising (Orstein/Levine, 400). Many people believe that this method
             of education does produce successful individuals that contribute to
             society. But, are basic facts without...