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Alysha Cox

Mrs. Layton

English 1010

2/26/2019

What Needs to Change to Improve Education?

Topic Introduction

Ever since education became a requirement rather than an option, there has been the

question on how to do it right. Talk to anyone and they’ll be able to point out something that is

lacking under the current system. Teachers claim they’re babysitters, students claim they’re

prisoners, and custodians sigh that the whole lot are just mess makers. While many would argue

against the students, others would argue against the institutions. So if there’s some faulty piping

in school education, what needs to change in students and schools?

In retrospect, schooling became compulsory in the eighteen hundreds, at the same time

as the industrial revolution was reaching its height. Society used its knowledge of what already

worked, and implemented it in schools. This created institutions similar to factories, using bells

and separating production by the separation of subjects. This model continues to be used in

education today, which has led to controversy. Stating it broadly, in “Changing Education

Paradigms,” by Sir Ken Robinson, he illustrates negatively, how current education paradigms are

about standardizing. In Robinson’s view, society has changed from the past, and education

paradigms should change accordingly. Several views argue schools need to transform to

accommodate its evolving students.

Paradoxically, things have escalated so as students are taught in school about the failings
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of the education they’re receiving. But students aren’t blameless, too often students follow the

example of Mike Rose, who “accumulated a spotty academic record and many hours of hazy

disaffection,” (Rose). So adjustments on the student’s side are in order in relation to their efforts,

aims, and similarly, finances. Currently, there’s an all too easy tendency to point fingers and wait

to see the issues resolved, but the first step to resolution is becoming aware of the problem.

At the forefront of these issues is the topic of money. It’s no secret that obtaining a

college degree can easily trap a student with a long digit debt, and each generation tuition

increases. Some students pay a large amount of money for a degree that will pay off very little in

the career field. Do students need to pick wiser, or should schools stop offering low value

degrees? At the same time, in the article “Are Colleges Worth the Price of Admission,” by

Andrew Hacker and Claudia Dreifus, they record that “Higher education has lost track of its

original and enduring purpose,” (Hacker and Dreifus). Their view is that college should be about

education, not money; but society can hardly get the word ‘college’ out without words associated

with finance.

Similarly, in present academic culture, people are unable to believe someone can be

educated and not adore reading, memorizing history dates, or ​writing equations. A “school

smart” person is considered to have an uncanny ability to regurgitate lecture information. But is

“school smart” the kind of smart that the world needs? Alongside this, questions are raised as to

what should be studied to develop an essential intelligence, because in many cases, “students are

being prepared for jobs that don’t yet exist,” (Ungar). What would be of most use in the future

careers, STEM classes? English? Arts? And what defines the education students will really need

in their lives? What are students presently missing out on because of the faulty system? Ken
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Robinson has argued that in educating, “We should be waking them up to what is inside of

themselves.” He offers that education is about helping students come to an awareness who they

are. Similarly, Liz Addison argues that the most valuable aspect of college, rather than the degree

earned, is an “experience of self-discovery,” (Addison). So the goal of education might pertain to

more than just literacy if it provides an irreplaceable opportunity for a person to get to know

themselves.

However, if schools and students continue as they are, several issues involved with

education will continue. The bulk of these rough spots are found in evolving with the times,

paying for college, and the subjects of study. Resolving the education conundrum is important

for individuals “because smart people go through life believing they’re not,” (Robinson). In

reality, these smart people find themselves underestimated because of the current educational

ideals.

Accordingly, schooling is an investment of effort and commerce. If the students or

schools are in error, it is costly in more than a monetary way. Supporting this concern, Jan Derry

states that, “Language creates consciousness and even free will,” (Derry). What a formal

education really does is empower students with freedom. This freedom comes from utilizing

skills, some of which are, or could potentially be honed in schools. For the next generation to be

free to make their own decisions, they need to understand their world and circumstances. This

freedom might be possible only as problems are recognized and dealt with. This essay will

explore the roles schools or students might play in improving the current education system.

Debates and Commentary

In regard to the need to adapt with the times, a query is raised about what the best
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teaching method is to educate students, what topics hold more value in a student’s education, and

how finances should work in regard to higher education. The following is an exploration of

various views held in regard to each of these problem areas.

To begin under the category of how to teach, society urges standardization, as

“Standardized tests are reliable and objective measures of student achievement,” (ProCon.org).

This view is favored because regulated tests are a way to measure what a student has learned,

and has yet to learn. Similarly, those in favor of standardized testing, argue that the focus is

narrowed on the most vital skills to be obtained, not just minimizing the amount of curriculum

taught. Relatedly, it is asserted that standardized knowledge isn’t singularly found in the

education world; this type of testing is found in the vocational training, as “Physicians, lawyers,

real-estate brokers and pilots all take high-stakes standardized tests to ensure they have the

necessary knowledge for their professions,” (ProCon.org). In the current world, standardized

tests are taken to ensure a necessary amount of knowledge has been obtained before a person can

exercise their knowledge. Basically, standardization is viewed in a positive light because it is an

impartial measuring stick, it directs pupils towards necessary knowledge, and this kind of testing

will be found further down the career path.

On the other hand, many argue that standardizing is the very thing that led to the

conundrum of the failing in school system, and propose a focus on individual adaptation.​ To Ken

Robinson, society has changed from the past, and education paradigms should change

accordingly, and in favor of origin​ality. Correspondingly, an example of an issue created when

individual adaptation is neglected, is that “If a child is ready to go to the next level, he or she is

often held back until a sufficient number of children are at the same place before moving
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forward,” (​“​A school away from school”). Waiting for peers breeds boredom and frustration with

schooling. Similarly, students sharing the same grade level are all learning identical material,

however, “The concept of “one size fits all” does not work on a curricular level or on

assessments,” (Heuer). Unde​r this way of thinking, schools should focus on students

independently and not on standardizing. This one-one type of education is currently found in the

homeschool and tutor environments. In accordance with this view, this approach to educating,

“kindles the innate and unique qualities and skills of the child, rather than foster a run-of-the-mill

kind of development.” (“​A school away from school”​). Focusing on the needs of students

singularly, plays to the student’s strengths and encourages strong development. Concisely, for

those frustrated with standardization, educating with the view of individuals has the ability to

conquer those irritations and propagate independent students.

However, many are discontent with either method of education, finding that natural, and

specialized working experience could kindle intelligence better than formal schooling. In

"Blue-Collar Brilliance," by Mike Rose, he quotes his uncle who reasons that his working class

job was “Like schooling, … a place where you’re constantly learning.” Rose makes a point of

how physical labor jobs offer a learning opportunity, which increases intellect. While basic core

knowledge is necessary for being involved in society, after high school an education could be

gained outside of college. Of course, while formal education can have many benefits, the main

argument against it is that “A large proportion of people who are theoretically able to absorb a

liberal education have no interest in doing so,” (Murray). Without a desire to obtain a higher

education, the experience becomes a miserable obstacle for students to overcome. Ironically,

trudging through this miserable experience may be entirely obsolete as “there has never been a
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time in history when people with skills not taught in college have been in so much demand at

such high pay as today, nor a time when the range of such jobs has been so wide,” (Murray). A

key aspect of education is found in its ability to improve the student’s life, and people using

skills honed without official schooling are still able to utilize their specialized competence and

succeed financially. Basically, improving education might mean allowing some students to

acquire learning without lectures and desks, but with life’s working experiences.

Of course, inseparably connected to the issue of ​how​ to teach, is the issue of ​what​ would

be of greatest importance to be taught. For example, one view favors the liberal arts, with the

argument that this type of study prepares students to adapt to changes in the future. Specifically

they attest that this study will prepare learners for the future, for working various jobs, and for

launching into careers that aren’t available as of yet. As Sanford Ungar put it, “Studying the

liberal arts is actually the best form of career education.” In this view, studying the liberal arts is

a necessary and advantageous choice. Relatedly, when the question is raised, “What are families

buying? What are individuals—and our society as a whole—gaining from higher education?”

(Andrew Hacker and Claudia Dreifus). Those in favor of educating in liberal arts argue that

society is buying an adaptable future. Some might object, of course, on the grounds that liberal

arts hold little to no promises of financial success. Yet those in favor of this focus would argue

that liberal art degrees are so versatile, success can be found in many fields. Overall, then, many

find the study of liberal arts could potentially be the study of most merit, by preparing young

adults to adapt to a transforming world.

On the other hand, people argue that STEM education will hold the greatest value in the

future. If the current technology trends continue, more STEM specialized students would
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quicken the time required for further high-tech advancement. Specifically beneficial, is that when

educating in STEM, “Students have the opportunity to experience STEM initiatives ... through

active learning curricula designed for them to apply creative and critical thinking processes while

engaging in solving real-world and authentic problems,” (Dailey). The way that STEM is taught

leads to connecting disparate knowledge, and prepares students for the future by giving them

current issues to work through. This method of educating creates problem solving mindsets, and

an understanding of current needs. Basically, by utilizing so many facets of understanding, those

who favor STEM education contend that students will be able to understand multiple

perspectives and come at problems with the ability to create solutions.

Coming from a different angle, is the idea that it doesn’t matter exactly what the students

are taught, as education is about self discovery, learning what has meaning in a life, and what

doesn’t. For instance, Liz Addison argues that the most important knowledge received from

higher education is the opportunity for a student to learn about his or her self. This idea is echoed

in David Wallace’s stance that a true education means “Learning how to be well-adjusted. You

get to consciously decide what has meaning and what doesn’t,” (Wallace). In obtaining an

education, a student has the opportunity to practice adjusting and become acquainted with

themselves. This point of view coveys that no matter the topic of the reading assignments, if the

student connects to their real identity, they’ve successfully obtained an education.

Switching gears, but equally important, among the most heated portion in the topic of

improving education comes the topic of money. Especially in higher education, there’s a concern

as to the general amount of loans and debt students will enter to obtain a higher education. Many

find that “Student-loan borrowing that is threatening the financial future of today's college
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students.” (Wilson). They believe colleges need to require less tuition.​ Accordingly, many find a

lacking attitude in college board authorities who ​“den[y] that colleges have any responsibility

whatsoever for how much students borrow and whether they can pay it back,” (Carey). This

uncaring attitude towards financially struggling students is at the root of the problem for those

with the pricey tuition concern. Many claim that for-profit colleges are “Loading students with

crushing debt in exchange for low-value degrees,” (Carey). Some students pay more for a degree

than that degree will earn them in the workforce, making a degree an impossible investment to

repay. Basically a dissatisfied feeling has emerged concerning the amount of money required to

go to college, arguing that colleges need to change their expense.

Meanwhile, several insist that for-profit colleges potentially do the community good. For

example, “The reputable parts of the industry are at the forefront of much technological and

organizational innovation,” (Carey). Intuitive in this claim, is the reminder that the for-profit

schools do pay for expenses, like research, that other institutions might not. Similar is the

argument that “Some of the colleges ... bought have legacies that stretch back decades. Who else

was willing to save them?” (Carey). This argument issues that if nothing else, these for-profit

schools have made purchases which retain a community's history and culture. Chiefly, many

people attest that for-profit colleges benefit the community by financing what less pricey

institutions would be unable to.

But of course, critics argue that students just need to spend wiser, and plan accordingly.

In “A Lifetime of Student Debt? Not Likely,” by ​Robin Wilson​, he reasons that student debt isn’t

as unmanageable or widespread as it might appear. In fact, for most students, they borrow, “A

reasonable amount of money, they pay it back, and they are better for having gone to college,”
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(Wilson). The majority of students are able to pay off their debts after schooling and get superior

work. Under this idea, the students who end up in financial trouble are at fault themselves, as

they have borrowed money without a realistic view. Correspondingly, the example is cited of a

woman who attended a college out-of-state and out of her budget and claimed she “Didn't even

know how much money she had borrowed,” (Wilson). This woman got into a sticky financial

situation, and those critical of student spending find that this situation is not unique. Students are

sometimes so determined to get a college education, they fail to get educated about how they’ll

pay for college. Those placing responsibility on student consumers maintain that students must

live within their means in buying a college education, and most will find success in paying off

their student debts.

Given all these points, a level of controversy has wrapped around improving education.

Questions are raised about what educators teach and which topics would be more worthwhile in

the future of the students. Similarly important is how a student gains an education, be it through

common standards, individual adaptation, or forgoing the formal education all together.

Furthermore, there’s always a return to the sticky money topic and how to balance the finances

of education. All of these topics are important blocks of building an education.

Areas of Further Inquiry

As can be seen, the ideal approach to shape the education system is not currently clear.

To illustrate, before a definitive answer can be reached, time must tell whether those with STEM

degrees, vs Liberal arts degrees find greater financial stability. It would also be wise to see what

needs are opened up as society progresses, whether it be greater need for programmers and

engineers, or designers and illustrators. At this current time, “No evidence suggests... that
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success in scientific and technical fields will be greater if it comes at the expense of a broad

background in other areas of the liberal arts,” (Ungar). Basically, there’s not enough information

now to draw upon whether a STEM or Liberal Arts degree would be of most use. Potentially,

both facets of education are of equal value, and a student could be similarly successful in either

field. As of yet, a clear tie or winner has not made itself available.

Similarly, another requisite area of research would allow for a conclusion on whether

individuals truly benefit from forgoing higher education. Of necessity, solid examples would

need to be shared of people thriving in the “workforce education system” before higher

education could be written off, in favor of a more specialized learning. Notably, if higher

education and the expenses associated with it could be bypassed, many individuals would be the

better for it, by gaining their education from work.

Congruently, those who obtain specialized skills, ready to jump into the working class,

hesitate because they feel a duty to conform to social norms. If a work related education were to

become more recurrent, it would be imperative to discern if society could relinquish its current

bias and opinions of the working class. The fact is that “most people seem to move comfortably

from that notion to a belief that work requiring less schooling requires less intelligence,” (Rose).

Many refuse to see laborers without a degree as coequal, and if this view is not relieved of duty,

it would certainly create friction for those aiming to obtain a working class education.

Essentially, even if examinations reveal that this course of learning is beneficial, it would be

difficult to be content with being educated by life's experiences, rather than a costly higher

education, if the general people continue in their belief that those without higher education are

unable to complete logical, complex thinking.

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And finally, concerning finances, an evaluation is in order, with less confounding

variables in paying for higher education. Current studies contain too wide a variety of students

spending patterns to determine if the schools themselves are in fallacy, or student consumers.

Studies would need to be completed with students who spend wisely while purchasing a college

education. With this investigation, the results could evaluate whether students could reasonably

afford a college education, for the reason that if even prudent students are struggling, then

education institutions ought to change their prices. On the other hand, if sensible spenders

succeed in paying for college, then it could be reasoned that current data is skewed by students

with erratic financial habits. However, until those studies are completed, it’s near impossible to

discern the identity of the culprit creating an unstable financial future of those seeking higher

education.

Basically, time, research, and effort would need to be tried in order to come to a definite

answer in sorting out the education system. There are many ideas and hypotheses available, but

until theories move on to the experimental stage, they benefit none. For now, teachers are still

babysitters, students prisoners, and custodians cleaning up the messes, but as greater research is

performed, the answer becomes more explicit on what changes are necessary to improve the

education system.
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Works Cited

"A school away from school." Gulf News [United Arab Emirates], 26 Apr. 2018. Global Issues

in

Context,https://link.galegroup.com/apps/doc/A536273940/OVIC?u=onlinelibrary&sid=V

C&xid=8a5d9fb3. Accessed 20 Feb. 2019.

Addison, Liz. “Two Years Are Better Than Four.” The New York Times, The New York Times,

26 Sept. 2007.

Dailey, Debbie. “A Focus on STEM Education.” National Association for Gifted Children, 2018.

Hacker, Andrew, and Claudia Dreifus. “Are Colleges Worth the Price of Admission.”

Chronicle.com, 11 July 2010.

Heuer, William. "The Government Should Provide Support to Homeschooling Families."

Opposing Viewpoints Online Collection, Gale, 2019. Opposing Viewpoints in Context,

https://link.galegroup.com/apps/doc/IRGWFT043758640/OVIC?u=onlinelibrary&sid=O

V
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IC&xid=06b55e8f. Accessed 20 Feb. 2019. Originally published as "Despite opposition,

homeschooling is thriving," The Hechinger Report, 20 July 2017.

Jan, Derry. “The Unity Of Intellect and Will: Vygotsky and Spinoza.” University of London,

UK,

June 2004.

Kevin, Carey. “Why Do You Think They're Called For-Profit Colleges​?” Chronicle.com, July 25

2010.

ProCon.org. "Standardized Tests ProCon.org." ​ProCon.org​. 23 Oct. 2018,

standardizedtests.procon.org/

Robinson, Ken, writer. Changing Education Paradigms. YouTube, YouTube, 14 Oct. 2010.

Rose, Mike. “Blue-Collar Brilliance.” The American Scholar, June 1, 2009.

Ungar, Sanford J. “7 Major Misperceptions About the Liberal Arts.” The Chronicle of Higher

Education, The Chronicle of Higher Education, 28 Feb. 2010.

Wallace, David. 2005 Kenyon Commencement Speech. 21 May 2005.

Wison, Robin. “A Lifetime of Student Debt? Not Likely” Chronicle.com, May 22, 2009.