Education has undergone significant changes throughout history, the traditional form of education, where individuals learned a trade from their parents or community members through apprenticeships, contrasts with the modern education system as we know it today. In the past, many children, including myself, had to contribute to their family’s livelihood by working alongside them. The concept of a carefree childhood centered around or filled with play games and leisure is a relatively recent development that emerged in the 20th century. Unlike today, the majority of children did not have the luxury of spending their days in classrooms. Instead, they actively participated in supporting their families, communities, or employers by assisting in the labor-intensive tasks, such as harvesting crops during the summer months that were cultivated during the spring. By understanding the historical context of education and the different roles children played, we gain a deeper appreciation for the evolution of educational systems and the privileges we enjoy today.[1]
In contrast to the traditional approach of learning a trade within one’s immediate surroundings, the modern education system is accurately criticized for its resemblance to a factory. The current model for public schools was initially established during the Victorian era, with the intention of preparing students for future work in factories or assembly lines. However, it is important to acknowledge that the educational model has undergone minimal adjustments since then, which raises the question of why this is the case.
The static nature of the education system should prompt us to reflect on the reasons behind its lack of significant changes. It is crucial to consider various factors that contribute to the system’s resistance to change. Some possible explanations may include a combination of institutional inertia, bureaucratic processes, societal expectations, and the complex nature of implementing comprehensive reforms in a large-scale educational system.
Critics argue that the factory-like structure of education fails to address the diverse needs and potential of individual students. The one-size-fits-all approach may not adequately cater to the unique talents, interests, and learning styles of each student. As our society evolves, and with the advancement of technology, it becomes increasingly important to reassess and adapt educational systems to better prepare students for the challenges and opportunities of the future.
Examining the reasons behind the current model of education can lead to insightful discussions and potential avenues for reform. By critically evaluating the system the wuestion of arises as to why the system has not been improved over the years.
I contend that education was originally not intended for the masses but rather served a different purpose. It can be argued that the average person today possesses an abundance of knowledge on topics that hold little significance to their lives or areas where they have agency. Consequently, this surplus of information becomes a distraction from focusing on meaningful aspects that individuals can actively engage with and effect change upon. In our contemporary society, there is an ongoing battle for attention on a grand scale, with billions of dollars invested in capturing people’s focus.
The proliferation of information and the constant influx of content vying for our attention have created a dynamic in which individuals are bombarded with trivial or irrelevant knowledge. This inundation can divert people’s energy and resources away from areas where they have the power to make a tangible impact. As a result, valuable time and effort may be wasted on absorbing information that does not contribute significantly to personal growth or the betterment of society.
In this context, it becomes imperative to critically evaluate the purpose and impact of education in today’s world. Are we equipping individuals with the necessary skills and knowledge to navigate the complexities of life and contribute meaningfully to their communities? Or are we inadvertently perpetuating a system that prioritizes superficial knowledge over practical application and genuine growth beyond that of a large GDP?
Recognizing the role of attention as a valuable and finite resource is essential. Various entities, such as corporations, advertisers, and media outlets, compete for people’s attention as it holds immense economic and social value. Consequently, individuals must actively discern which information and pursuits are worthy of their attention and align with their goals and values. This was one of the most valuable skills one can ever learn which is not being taught in schools any more.
By questioning the purpose of education and the forces that shape our attention, we can foster a more critical and discerning approach to learning. This can empower individuals to focus on areas where they can make a real difference, contribute to meaningful causes, and participate in the ongoing battles that shape our society.
Before I delve into the controversial statement that “education was never meant for the masses,” let me clarify my perspective. The term “education” has evolved to encompass various meanings, including the acquisition of knowledge and skills, as well as the pursuit of specific subjects or areas of study. In contemporary usage, education often revolves around the dissemination of information and the expectation that students will memorize and reproduce it in a prescribed manner. However, it is important to acknowledge that people often forget the specifics of what they were taught over time. It should be noted that certain subjects, such as mathematics and language skills, build upon foundational knowledge, with each lesson building upon previous concepts.
It is crucial to recognize that when I suggest education was not intended for the masses, I am referring to the mass production model of education that prioritizes rote memorization and conformity alongside standardized tests. This model, influenced by the Industrial Revolution and the need to prepare individuals for factory-like settings, does not effectively cater to the diverse needs and aspirations of all persons. It teaches people how to be workers. While this mass production approach has its merits, it is limited in its ability to foster critical thinking, creativity, and adaptability—qualities that are increasingly valued in our rapidly changing world.[2]
In today’s information age, where knowledge is readily accessible, education should evolve to emphasize skills such as critical thinking, problem-solving, collaboration, and innovation. Rather than focusing solely on the retention of specific information, education should empower individuals to analyze, evaluate, and apply knowledge to real-world situations. This shift in emphasis acknowledges that the ability to adapt, learn independently, and think critically is often more valuable than memorizing facts. However, skills like these are usually shown through meticulously instruct and are best as a practice that is passed down within a community.
Furthermore, it is essential to recognize that education is not solely confined to formal classrooms and institutions. Learning occurs in various contexts, including personal experiences, interactions with others, and practical application of skills. The concept of lifelong learning acknowledges that education is a continuous process that extends beyond traditional schooling, and individuals should be encouraged to pursue knowledge and skills throughout their lives.
One of the terrible products of the ridge way public education is set up is there are people who believe learning, expanding their knowledge or reading books are now not necessary for their development of self because they finished the courses they were mandated to take.
However, it is worth noting that the current education system, which has been in place for several decades, may not adequately teach children how to critically analyze and think about the information they receive. Instead, the focus often lies on memorization techniques that work best for each individual. It is not uncommon to hear the saying that “schools are not meant for learning but for socialization,” implying that given the limited amount of information covered in middle schools and high schools, most children could complete their high school education by the age of 12 or 13.
While this statement may be provocative, it highlights the concern that the education system is not equipping students with the necessary critical thinking skills and the ability to evaluate and analyze information independently. The emphasis on rote memorization and adherence to specific formulas or methods can limit students’ capacity to engage with knowledge in a meaningful and intellectually stimulating manner.
Education should ideally encompass a holistic life approach that nurtures not only academic knowledge but also fosters community, culture, curiosity, creativity, and problem-solving abilities. By encouraging students to think critically, ask questions, and engage in meaningful discussions, we can better equip them to navigate the complexities of the world and contribute to society in a more profound and meaningful way.
Furthermore, the notion that schools primarily serve as socialization hubs emphasizes the importance of culture, community, interpersonal skills, collaboration, and the development of social competencies. Education should provide opportunities for students to interact, engage in group projects, and cultivate skills such as empathy, teamwork, and effective communication.
Education is not solely achieved by passively absorbing information in a confined classroom setting. The true essence of education lies in the rich tapestry of personal conversations, interactions, and hands-on experiences. While diplomas and certificates may be perceived as symbols of education, they oversimplify its true nature.
Genuine learning occurs through meaningful engagement with others in one-on-one or group conversations. These discussions allow us to explore diverse perspectives, challenge our own assumptions, and deepen our understanding of the world. When we have conversations with people we love, admire, and respect, the information shared becomes more relevant and meaningful. We can connect new knowledge to our existing frameworks, observations, cultures and experiences, allowing for a more comprehensive and holistic understanding that connects us with our community’s.
Education should not be confined to the walls of a classroom or reduced to the acquisition of degrees. It is an ongoing process of exploration, discovery, and growth that extends far beyond formal educational institutions and should be part of your everyday life. From engaging in discussions with mentors, participating in community activities, or pursuing personal passions, we gain valuable insights and practical skills that shape our understanding of the world.
Recognizing the significance of personal interactions and experiential learning, we can create environments that encourage curiosity, collaboration, and active engagement. By fostering spaces for open dialogue and providing opportunities for hands-on experiences, we empower individuals to become active participants in their own education. This approach embraces the diversity of learning styles and encourages individuals to find connections between the information presented and their own lived experiences.
When I mentioned that “education was never really meant for the masses,” I was highlighting a concern regarding the mass production of education. It is essential to recognize that education should not be reduced to a mere transactional process where knowledge is imparted without considering its relevance or value to individuals.
In contemporary society, there is a prevalent issue where individuals accumulate vast amounts of knowledge without the ability to retain or apply it effectively. This situation often leads to feelings of frustration, resentment, or even financial burden, as many find themselves indebted for an educational experience that did not meet their expectations or provide them with tangible value.
The concept of debt in education extends beyond financial loans. It also encompasses a relational debt within the civil contract between learners and educational institutions. In this contract, individuals invest their time, energy, and trust, expecting to receive an education that equips them with knowledge, skills, and opportunities they value.
To address this issue, it is crucial to shift the focus from mass production to personalized and meaningful education. Each individual has unique interests, talents, and aspirations that should guide their educational journey. By emphasizing community based personalized learning experiences and fostering a sense of individual agency, we can empower learners to pursue knowledge and skills that align with their cultures and being.
Furthermore, it is important to prioritize the quality and relevance of education over quantity. Instead of pursuing education for the sake of accumulating degrees or certificates, we should encourage a lifelong learning mindset that values continuous growth and personal development. This approach promotes a deeper understanding of subjects, encourages critical thinking, and fosters a sense of curiosity and intellectual exploration.
In essence, the goal should be to provide individuals with an education that is meaningful, valuable, and aligned with their aspirations.
THERE AINT NO FREE
The analogy of companies providing free samples to create a positive association with their brand can be applied to the concept of publicly funded education. Just as receiving a free sample can generate a sense of gratitude and influence one’s perception of a product or brand, the provision of “free” education has shaped the perception that education is a necessity without which the world would come to a halt. [3] This phenomenon can be seen as a form of indoctrination that has influenced the mindset of the past two generations.
When individuals receive publicly funded education, regardless of their opinion about the quality of their school, there is often a sense of indebtedness or obligation associated with it. This perception of education being a “free” product provided by the government creates a narrative that reinforces its importance and indispensability.
However, it is crucial to critically examine the impact and value of this education. While the intention behind publicly funded education is to provide equal opportunities for all individuals, it is essential to assess whether it is truly meeting the needs and aspirations of students. This evaluation should go beyond the notion of education as a commodity or a free product and focus on its ability to empower individuals, foster critical thinking skills, and prepare them for the challenges of the real world.
By recognizing the potential indoctrinatory aspects of the “free sample” mentality in education, we can encourage a more nuanced and comprehensive perspective. This includes considering alternative educational approaches, such as community based personalized learning, vocational training, or apprenticeships, that cater to the unique learning styles and individual interests. It is important to view education as a means to develop communities, critical thinking, curiosity, and a passion for lifelong learning, rather than simply an institutionally provided “free” product.
By examining the parallels between the provision of free samples by companies and publicly funded education, we can gain insights into the potential influence and perceptions surrounding education. It is crucial to foster a critical mindset, promote alternative educational approaches, and prioritize the true value and impact of education on individuals and society as a whole.
I am not suggesting that education itself is inherently negative. However, in its present state, it often resembles a bureaucratic hydra with dual functions. Firstly, it fails to adequately teach the fundamentals of English and math to a majority of students. The best students typically rely on self-teaching, seeking assistance from others, or having the means to afford private tutoring. Secondly, education also operates as a state-run propaganda machine, particularly in the realm of humanities. These subjects have become narrowly tailored to dictate what is considered right and wrong, but not from a values perspective. Instead, they tend to focus on what is deemed to be socially acceptable or what feels right according to prevailing societal norms.
The purpose of the humanities has never been to provide definitive answers; rather, they are meant to raise thought-provoking questions that allow individuals to form their own conclusions. Classical literature, for example, does not aim to dictate what is right or wrong. Instead, it explores the intricacies of existence and sheds light on the complexities of the societies we inhabit. These narratives also emphasize the notion of personal agency, highlighting that we have the freedom to approach challenging social issues in various ways.
However, when equity and racial discourse are introduced into the classroom without room for nuance, discussion, or dissent, it can devolve into a form of secular indoctrination. The problem arises when these topics are presented as absolute truths without allowing for critical thinking or exploration of alternative perspectives. True education should encourage open dialogue, facilitate the examination of multiple viewpoints, and foster a deeper understanding of complex issues, rather than promoting a one-sided narrative.
Moreover, it is immensely valuable for individuals to explore and gain knowledge about their personal ancestry, the value systems of their cultural and ethnic backgrounds, even if they come from diverse racial, national, or religious backgrounds. This understanding provides a sense of purpose and belonging, connecting them to a rich tradition that has endured through devastating wars, plagues, and oppressive regimes that sought to subjugate those who oppose them. It instills a profound sense of pride rooted in the achievements and resilience of one’s lineage, carrying with it the responsibility to continue advancing in the world. Embracing this knowledge and heritage can provide individuals with a solid foundation from which to navigate their own identities and make meaningful contributions to society.
This notion brings to mind the old adage, “Are you brave enough to face the prospect of leaving no legacy behind and having made no significant impact during your lifetime?”
However, in the midst of mass-produced education systems, we often overlook the importance of cultivating a collective national identity and narrative. This ethos and mythos, intended to unite a nation, ultimately falls under the influence of those who hold control over the education system, particularly the teachers. Consequently, the direction and perspective of those in power regarding the country’s origin, trajectory, and desired future can significantly impact the curriculum.
Valid[4] arguments can be made for adjusting the curriculum to align with a particular vision of national identity. This could involve modifying educational materials to reflect a specific understanding of the country’s historical roots and the desired direction it should take. It becomes a matter of determining which perspectives and values should be emphasized, acknowledging that the choices made in shaping the curriculum have a profound impact on shaping the collective consciousness of the nation.
As explored in my essay on “Weapons of Distractions” and “The Tradition Ender,” the ongoing debates surrounding effective educational methods have existed for some time. However, in the past, these discussions were limited in their reach, lacking the means of widespread dissemination. Moreover, these debates often flourished in the shadows as families and communities became engrossed in what we now refer to as entertainment.
Consequently, the crucial conversations that should have taken place within communities and between families, allowing for civic disagreement and understanding, were stifled. Additionally, the transfer of essential skills, values, and traditions that form the core of meaningful education were neglected. These are the timeless practices of sharing stories and lessons learned from our ancestors, a tradition that has guided us through all of antiquity.
By succumbing to distractions, we inadvertently neglected the important intergenerational transmission of knowledge and wisdom. It is through these stories and the collective wisdom of our ancestors that we can truly impart the most meaningful aspects of education and shape a more cohesive and informed society.
Imagine going back 200 years and informing someone that failing to teach their child according to government mandates would result in criminal consequences. They would undoubtedly perceive such a scenario as a form of tyrannical state indoctrination. Yet, over time, we have justified this encroachment on personal freedoms by asserting that education is essential for societal well-being. We have placed excessive value on our secular education system as the primary catalyst for creating a “Great Society.”
However, it is important to acknowledge the broader context and consider the repercussions. In the subsequent piece, we will explore how the prevailing zeitgeist of the Great Society perpetuates the remnants of outdated systems, which erect formidable barriers that hinder proper community growth.
It is crucial to distinguish between the necessity of imparting basic knowledge to children and the government’s monopoly on education. While there is a legitimate need for foundational knowledge to be disseminated, it is not synonymous with the government having exclusive control over education.
By imposing a specific educational system on individuals who may not inherently value or resonate with that particular form of education, there are trade-offs involved. One consequence is that people have less time to share with their children the traditional knowledge and teachings that were once considered essential within their communities. The initiative taken by the state to intervene in education has weakened the communities that previously fostered education within their own realms. By accepting government funding, there has been a compromise where the valuable time that could have been dedicated to teaching and passing down community values was exchanged for adhering to the dictates of the secular government system.
It is crucial to consider the impact of these choices and recognize the potential erosion of community-driven education and the loss of valuable traditions and wisdom that were once at the core of educational practices.
It is important to note that the acceptance of subsidies and federal funding for education may not have been intended as a deliberate act to undermine communities. However, regardless of intent, the current consequences and outcomes are what truly matter.
In light of this, those who oppose “school choice” show their face and their lack of care for genuine community engagement and an absence of appreciation for the cultural diversity and traditions that have been eroded, leading to subpar literacy rates and the disregard for the preservation of people groups. If government funding of education is going to continue, no one should be limited regarding where they want to send their child to get educated. Top of Form
Meaningful Education
Education holds a significant impact on our biology. Studies in mice have shown that experiences and traumas can alter the gene expression in their gametes, subsequently influencing the behavior and responses of their offspring. This suggests that children born after a traumatic event may exhibit predispositions to be affected by similar stimuli, while those born before may not have the same hardwired response. While human genetics are undoubtedly more intricate than that of mice, it is reasonable to assume that similar complexities exist in our genetic makeup.
Considering the potential influence of positive and negatives education on our gene expression, it becomes apparent that the learning experiences we provide for future generations can have profound effects on their genetic expression and subsequent behaviors. This understanding underscores the importance of cultivating enriching and nurturing educational environments that support the development of well-rounded individuals. By acknowledging the intricate relationship between education and one’s ancestral memories and knowledge passed through genes, we can approach learning and teaching with a greater appreciation for its profound impact on future generations.
As beings with genes and developed prefrontal cortexes, our actions often stem from unconscious processes. Many of our hopes, fears, aspirations, and phobias are imprinted in our genetic makeup, shaped by thousands of years of evolutionary development and the impact of collective traumas. The nature versus nurture debate revolves around determining which factor, nature or nurture, has a greater influence on shaping individuals, rather than negating the significance of both in shaping who we are.
Both nature and nurture play substantial roles in our development, and the crux of the argument lies in assessing the relative impact of each. Our genetic predispositions, influenced by our ancestral heritage, interact with environmental factors and experiences to shape our personalities, behaviors, and beliefs. It is an intricate interplay between our inherent genetic traits and the nurturing environments in which we grow and learn.
By recognizing the intricate balance between nature and nurture, we gain a deeper understanding of the complexities that contribute to shaping human beings. It allows us to appreciate the importance of creating supportive environments that encourage growth and provide opportunities for individuals to reach their full potential, while also acknowledging the fundamental genetic underpinnings that contribute to who we are.
I contend that an education disconnected from one’s specific background is inherently lacking compared to an education that is tailored to it. This disconnect is often accompanied by the belief that a secular lifestyle can provide a sense of meaning. However, secularism often borrows certain religious concepts, selectively embracing those that resonate while discarding others.
Yet, a meaningful life cannot be approached as a simple algebraic equation, where one methodically solves for a desired variable while disregarding everything else. What secularism dismisses as mere bathwater is often the very essence that sustains the foundational principles of society.
These discarded elements are the water that nourishes and preserves the seeds of society, providing the roots from which meaningful traditions and values emerge. By neglecting or dismissing these vital aspects, we risk losing the depth and richness that they contribute to our individual and collective existence.
A truly meaningful education acknowledges the importance of preserving and understanding the cultural, historical, and philosophical foundations that underpin our diverse backgrounds. It recognizes the significance of the entire context rather than selectively embracing or rejecting specific elements. By doing so, we can cultivate a more holistic and enriched understanding of ourselves, our communities, and our shared humanity.Bottom of Form
“SO WHAT SHOULD EDUCATION BE?”
Throughout history, the primary source of knowledge for individuals has been their immediate surroundings rather than the state or government. Communities played a vital role in shaping and imparting knowledge, with individuals learning from their families, neighbors, and close-knit social circles. The education received was often influenced by factors such as family background, temperament, and religious beliefs. In some cases, families hired renowned tutors to provide specialized instruction. Formal education, as we understand it today, was limited and less prevalent.
It is important to emphasize that the concept of state-run education would have been viewed as a form of indoctrination or even reminiscent of reeducation camps. The notion that the government should dictate and control the educational process would have been met with skepticism and resistance in many historical contexts. The idea of education being centralized and standardized by a governing authority was not the norm, and the responsibility of education largely rested within the immediate community and family structures.
Understanding this historical perspective highlights the significance of community-driven education and the potential concerns surrounding the concentration of educational power within the state. It encourages us to critically examine the balance between state involvement and the autonomy of local communities in shaping educational systems that best serve the needs and values of society.
The cultural shift that occurred in the 1960s and continued into the 1970s resulted in the belief that public schools could provide all the necessary education for children. This shift may have been influenced in part by the distractions mentioned earlier. However, as time passed, these issues became more pronounced and problematic.
During this period, parents increasingly embraced a secular worldview, assuming that the general education and skills provided by the public school system would be sufficient for their children’s development. Additionally, there was a widespread acceptance of the myth of the nuclear family, which further contributed to a distancing from the broader community that traditionally played a significant role in education.
While subjects like social studies, mathematics, and writing are undoubtedly important, they alone serve as vessels without the deeper theological or teleological meaning that can infuse life with purpose. If one solely relies on secular subjects without exploring broader philosophical or spiritual dimensions, it becomes challenging to find meaning in the inherent struggles and complexities of existence.
It is crucial to recognize that education extends beyond the acquisition of knowledge and skills. It encompasses the exploration of values, beliefs, and the search for purpose. By embracing a more holistic approach to education that integrates secular subjects with broader existential inquiries, individuals can navigate the challenges of life with a greater sense of meaning and fulfillment.
Amidst these shifts, there has been an increasing focus on pleasures and distractions as sources of fulfillment. Communities, too, have drifted away from their traditional values, traditions, and faith, contributing to a sense of fragmentation. In an attempt to fill the void left by these eroding foundations, communities have often turned to extracurricular activities such as sports, arts, and academic performance as central focal points.
While extracurricular activities can offer valuable experiences and opportunities for personal growth, relying solely on them as a replacement for deeper values and shared beliefs can be limiting. These activities, while enjoyable and engaging, often do not provide the same sense of cohesion and spiritual fulfillment that a strong community built on shared values and faith can offer.
By placing excessive emphasis on extracurricular pursuits, communities may unintentionally overlook the importance of nurturing a sense of shared purpose and a shared moral compass. While these activities can enhance individual development, they should not overshadow the need for a strong foundation rooted in shared values, traditions, and faith. It is through these deeper connections that communities can truly thrive and provide a meaningful sense of belonging and purpose for their members.
Extracurriculars are not Value Driven(or virtues) They are a Segway for Professional and Social Development.
While extracurricular activities within the school system offer numerous benefits such as entertainment, team-building, discipline-building, and overall personal development, it is important to recognize that they alone do not provide ultimate meaning in life. These activities serve as hobbies that impart valuable lessons and skills, which can be applied to various aspects of life. They provide an outlet for individual expression and may even lead some individuals to pursue them professionally.
However, it is essential to distinguish between activities that help sustain our livelihood and those that serve as long-lasting sources of meaning. While certain pursuits may be instrumental in putting food on the table or serving practical purposes, they may not provide profound existential significance to the everyday experiences of life.
Meaning in life often arises from deeper connections, shared values, and a sense of purpose that goes beyond individual pursuits or hobbies. It encompasses relationships, personal growth, contribution to the greater good, and a search for understanding our place in the world. While extracurricular activities can be enjoyable and contribute to personal development, they should be viewed as complementary to, rather than substitutes for, the broader quest for meaning and fulfillment.
Moreover, many individuals become captivated by the notion of living vicariously through their children. They strive to elevate their children to a higher social status than they themselves achieved at the same age, fulfilling the long-held aspirations that they had during their own youth. Additionally, for numerous parents, involvement in their children’s extracurricular activities becomes a platform for connecting with other parents, forming a semblance of community centered around supporting one another in nurturing these pursuits.
While the desire to see one’s children succeed and thrive is natural, it is important to examine the motivations behind these aspirations. Placing excessive emphasis on external achievements and social status can inadvertently overshadow the deeper aspects of personal growth and character development. The pursuit of extracurricular activities should not be solely driven by a desire to fulfill unfulfilled dreams or to seek validation through the accomplishments of one’s children.
Instead, it is crucial to foster a balanced approach that values personal growth, genuine connections, and the development of well-rounded individuals. Extracurricular activities can be a means to cultivate important life skills, promote teamwork, and encourage individual passions. However, the focus should always be on nurturing the whole person rather than using these activities as a vehicle for personal fulfillment or social status.
However, it is important to recognize that childhood experiences and friendships formed during that time have their limitations. While these experiences may have been formative, they do not necessarily provide a deep sense of community. High school friendships hold a certain charm as they remind us of simpler times, but with the advent of technology and changing social dynamics, fewer people solely associate their lives with their high school experiences. Unless these relationships were built on mutual support and a drive for personal growth, they often fade away.
Friendships can wane due to a lack of growth or when individuals find themselves in different life stages. Even if a friendship was initially based on pushing each other to grow, shared geographic location, common hobbies, or attending the same secular school, these factors alone do not provide a profound sense of meaning. They offer only a shallow connection without a solid foundation for pride and enduring legacy.
Consequently, another source of communal disconnection and fragmentation arises, leaving people feeling detached and unfulfilled. It becomes evident that a more profound and lasting sense of community requires deeper shared values, collective purpose, and a commitment to nurturing meaningful connections that transcend superficial ties.
Education should be centered around principles and a well-established canon. Understanding the principles that underpin different ideologies or belief systems allows for critical analysis and the ability to articulate counterarguments. It provides a foundation for comprehending different systems of thought and facilitates productive discussions.
Many individuals, including some of my fellow college peers, often lack a deep understanding of their own beliefs. Their convictions may be driven more by emotions such as anger, entitlement, or anxiety rather than a rational and reasoned comprehension of their own positions. Consequently, they struggle to engage in constructive dialogue, resorting instead to ad hominem attacks, shaming, or guilt-tripping in an attempt to persuade others.
By embracing a curriculum that focuses on community oriented principles and a well-rounded canon, education can equip individuals with the necessary tools to think critically, articulate their beliefs effectively, and engage in respectful discourse. This approach encourages intellectual growth, fosters open-mindedness, and empowers individuals to engage in thoughtful and persuasive discussions based on a solid understanding of their own values and those of others.[5]
[1] While I hold conflicting views on child labor, I recognize the importance of child labor laws and the intention behind safeguarding the well-being of children, allowing them to enjoy their youth. However, it is crucial to acknowledge that when children are not engaged in work, including having a summer job during their teenage years, there can be unintended consequences such as a lack of understanding about the value and cost of things. This can be seen as a form of miseducation.
When children are provided with expensive and distracting technology without having to undertake meaningful tasks like chores, academic pursuits, or athletic achievements to earn it, they may develop a sense of entitlement. The object’s value becomes trivial to them as they perceive it as something they deserve simply because it was readily available when they desired it, becoming an integral part of their daily life. It is important to note that this issue primarily stems from parenting styles and the education provided at home, rather than state-run education systems.
While there may be varying opinions on child labor and the impact of not engaging in work during childhood, it is essential to foster a balanced approach that instills a sense of responsibility, work ethic, and an understanding of the value of things in children. By providing opportunities for meaningful tasks and imparting a sense of earning and achievement, we can contribute to their overall development and prepare them for the realities of the world beyond their youth.
[2] I have encountered individuals who attend highly prestigious universities and only dedicate a mere 10 hours of study to an entire course. Surprisingly, they never bother attending the classes, yet manage to show up for the final examination and receive a respectable B grade. One might initially perceive them as geniuses, and while some of them may indeed possess exceptional intelligence, what is more significant is their ability to manipulate the system. They have effectively demonstrated the futility of many classes. Moreover, they have highlighted how the habits of those who strive for A grades in every class may be misplaced, as achieving a decent grade can be attained with just a fraction of the effort. Consequently, individuals can utilize the remaining time to pursue other endeavors. It’s important to note that this attitude is not typically taught but rather learned through observation and experience.
[3] There of course is the freerider issue however, even then that’s a minority and freeriders usually still speak well of the experience until and sometimes even after they are cut off.
[4] Valid vs Sound à know the difference, and learn the word play.
[5] On a personal note:
My journey with English language education has been challenging and unconventional. From second to ninth grade, I did not take any formal English classes, and even in ninth grade, I struggled and failed in English. In fact, there were times when graduating from high school seemed uncertain due to my English grades. However, everything changed when I enrolled in a community college and took two quarters of English writing, and in this period I learned more about the skill of writing then I had prior to the age of 19.
Community colleges recognized the critical importance of writing skills for student success and retention. Writing is a multifaceted skill that requires several abilities to converge towards a common goal: to effectively communicate ideas in a manner that is clear and comprehensible to readers. Growing up, I had exposure to reading in other languages while primarily speaking English, and I encountered primary texts in three additional languages, all of which conveyed meaning beyond a straightforward interpretation. As a result, my struggle lied in translating abstract concepts into concrete expression, and this challenge persists to some extent.
However, throughout my journey, I have always known what I am trying to convey because I was taught the values and traditions of my people. This grounding in my cultural heritage has provided me with a sense of purpose and clarity of thought. While my linguistic journey may have presented obstacles, I have always possessed a deep understanding of what I aim to communicate, as it stems from the rich tapestry of my people’s values and traditions.
Even during the phase when I rejected religion and embraced atheism, I couldn’t escape the deep-seated foundation that was ingrained in my very being. As I observed the chaos and shortcomings of the world, the things that irritated me and seemed hypocritical as a child pale in comparison to the flaws I see within academia and public education. It seems that each teacher or educational influencer (yes, I deliberately chose that cringy term) is solely concerned with their own achievements and how they are perceived in relation to their peers. Their value systems are based on popularity, the latest trends, what will get them noticed, published, or even earn them a promotion. They engage in empty praise and eagerly await their turn for reciprocal recognition.
Regrettably, many of these individuals fail to embody the true essence of being a teacher. They simply regurgitate what is written in the textbooks, functioning more like social algorithms than educators. They are in lockstep with each other, devoid of any innovative or intellectually stimulating curriculum that challenges their students. While I understand that teachers are bound by mandates and guidelines, incorporating value-based and faith-inspired systems into their lessons at least demonstrates a belief in something beyond their own status in relation to their less-informed colleagues.
