So where does this all end up?
Well, I am finally back from an eventful break from writing at Learning From Dogs that has entailed my graduation from Wake Forest University, some final preparations for the University of Georgia School of Law and my move to Athens, and the unfortunate passing of my grandfather, Paul Norman Engstrom.
Therefore, it has been quite some time since I wrote my original post — which at that point was posted by Professor Jarrell with me as a guest author — in which I laid out my goals pertaining to a discussion of the United States’ education system. Since then I have discussed the positives of our system, the negatives of our system, and pointed out the view of Sir Ken Robinson, who believes that creativity should be given the same status as literacy in education systems.
We are often surprised after researching a topic to find our conclusions to be in opposition with our previous line of thought. However, sometimes it can be equally as surprising to do a great deal of research and then wind up back where you started, simply with a larger factual foundation behind. This has been the case for me throughout this entire discussion of the United States’ education system. Despite the attempt I have made to challenge my own viewpoint and think critically about my own biases, I continue to see the costs of the United States’ education system as far greater than its benefits.
As I have stated before, there is a great difference between formal education and learning. Or, to be more precise, perhaps I should say that formal education is merely one part, and perhaps not even that large a part, of what “learning” entails. I would suggest that the problem is not so much that the United States’ education system is damaging merely because of its existence, but rather that the greatest damage comes from society expecting far too much from this system. School is no replacement for the learning that entails integration into a complex and competitive global society that necessitates human interaction, critical thinking skills, and creativity. Sure, one can force youths into cinder block rooms and force them to learn multiplication tables and historical dates. And, to an extent, I think this is necessary in a mass society as we have today. However, this formula of forcing youths to learn facts and then having these facts regurgitated has been entrusted with far too much of what we today consider “learning,” and if we are ever to have a positive shift in our society from one of idea-accepters to idea-creators, this must change.
Perhaps high school could integrate into their programs a larger degree of extracurricular internships that count for course credit — I am sure that this is an experiment that could be undertaken by a few school districts quite easily, and then expanded if it proves successful. Perhaps also school curriculum could be altered to include more classes on philosophy and economics, which I see as foundational for a solid understanding of our world. However, this alteration of core curriculum would be a much more difficult task to accomplish, and would require some serious time and thought.
by Elliot Engstrom
Learning from Dogs 