The horrors of public education (and what should change)
The horrors of public education (and what should change)
Many students agree that the school is horrible; They often express their distaste for this abomination we call public education. They sp ...
Many students agree that the school is horrible; they often express their dislike about this abomination that we call public education. In spite of the good students who obey like sheep, they frown at the imposed conformity and laugh at the hypocritical nature of the system.The same will be done here, but there is a big difference between these challenging students and me, the author. I was one of those good little sheep.
I graduated from high school with a perfect attendance record of 4.0, two years of student council under my belt, and a large number of scholarships to enter college. The teachers loved me, the students feared me and respected me, and the director knew me better than I did.
It's enough to make you sick. I know it made me sick. So here I am, biting the hand that feeds because it has not been feeding more than propaganda and sour grapes.
I am not writing this article out of envy or despite the valedictorians indoctrinated by the system, nor am I trying to blame my school for all my academic failures.In fact, I can not because I was that valedictorian and I had few academic failures.
I am writing this article because the system itself is messy. After having been in many different public school systems for the past 15 years, I have more than adequate credibility to make this claim.
What is taught is random, useless and meaningless.
In class, too much time is wasted on useless topics. The quality of education has been sacrificed for quantity and, as a result, academic inflation and the devaluation of information have turned intellectual ambition into apathy and bright minds into a gray mixture.
In an effort to be multicultural and eclectic, class curriculums have become superficial and disorganized in their effort to teach students a global point of view.
The subjects are taught little by little, and teachers never take the time to help students integrate the pieces into a coherent image that can be used or developed. And even if within a class the ideas come together, between the classes the great education still remains compartmentalized.
For example, both geometry and physics can be mastered by the average student, but the connection and communication between the two are often not.
When physics is taught in a high school or high school physics class, it is only the most elementary concepts of geometry, and vice versa. Without the synthesis of the two, each one remains without purpose or effectiveness.
This synthesis between subjects is neglected in the school curriculum and, therefore, one's experience in the public education system it becomes a vague memory of random, meaningless and useless events, just as a disassembled engine is just a bunch of random metal pieces.
Most school subjects in themselves are not real knowledge. History books are full of inaccuracies and distortions deliberately designed for the sake of corporate gain and political correctness.
I'm surprised how the general public works at the sixth grade level when we all supposedly graduate from high school. Much of history, algebra, geometry, biology, physics, etc. They are forgotten. If teachers spoke in empty classrooms all those years, it would make the same difference.
Much of the school is lost time
The purpose of education it must be to make one an independent and competent thinker, one that can make a difference in the world for good, and one that has the best chances of survival and success in the world.
So what the hell are we doing with such depth of rallies, football and basketball games, graduation parties, crazy days, sex education, education about death, contests and student council meetings?
Of course, without them, school would be boring. But, school is supposed to be an incubator of young humans to prepare them for emotion in the real world. The school is doing more than is supposed and has become a substitute provider of so much emotion, making it artificial and socially harmful.
Is your vacuum cleaner supposed to also wash the dishes, trim your hair, balance your checkbook and be your Friday night date? If we eliminated the strange, the school would only last 4 hours a day and maybe 120 days a year. The children would sleep more, they would have more free time to think, live and grow.
Ah, but that would be a terrible inconvenience for the parents trapped in the 8-hour workday, and that the education industry that is paid by the hour and day would not earn as much.
Both at school refers to extracurricular activities that the time that can be spent on real-world activities is being lost in these trivia. The effect is an accumulation of students who depend on the system and are isolated from the real world. Result of social, financial and academic dysfunction.
Once again, quantity has prevailed over quality, because there are no benefits for the supplier in quality. Quality only helps those who are in demand, but when consumers of education have remained mute at primary levels, discernment and appreciation of quality disappear.
Despite these problems, almost everyone is happy.
Parents are happy. Moms can watch their soap operas and dads go to work while their children are taking care of children. They do not have to worry about teaching morality or ethics to their children because it is being done for them in school.
They do not have to entertain them or spend genuine time with them because these children are too busy with school activities. Moms only have to take their daughters to soccer practice, and dads throw the ball a few times.
Perfectionist parents keep their children competitive by not guiding and helping them on a daily basis, but by yelling at them once a school term when the grades go out.
Because the public resides at a sixth grade skill level, parents can usually only help their children with homework until the sixth grade, and beyond that, they are lost. There are exceptions, such as parents who are academics or teachers, but are a minority too small.
Teachers are happy, since they have a safe job from 8 to 5, and the more they work, the more they are paid. The more school programs there are with federal or state funds, the more money they will get. The more schools the programs have, the more funds and benefits they will receive from federal benefactors.
Everyone is happy, that is, except the students. But who cares? Who are they to complain about? What do they know? Those with gold make the rules, and all students have a pocket change for cookies and milk.
As is well known, in school you spend more time learning how to obey and what to think, instead of and how to think and think for yourself. The fact is that at least 3/4 of the time spent at school is a waste.
Remember to go back to elementary school and how much time was spent on behavioral conditioning. Then you will realize that much of what appears to be learning is actually programming. Remember all the time and energy spent learning cursive.
However, when students enter high school, they rarely write in proper cursive, not to mention a good handwriting, let alone in college. Teachers do not care unless it is totally illegible.
So, what was the point of all those years of reward and punishment when learning how to make the "t-bar" have the correct size, how to write the "G" in italics, to keep the upper, middle and lower zones in the right? dimensions? The only thing that constantly produces is a fear conditioned to punishment or disapproval and conformity to the wishes of authority.
The students are not to blame
But that is not the worst. The worst part is that public schools not only have a poor quality curriculum, but they also oppress their students by forcing them to participate in it. It is one thing to offer a depth of superficial tasks, and quite another to have students do them.
In short, students are busy with the trash to prevent them from learning something useful.
Almost everything important that I have learned, I learned in my own time outside of school. During high school, the tasks that were assigned to me were few, and many times I completed them in class.
This left me enough time to go to the library to begin my study of metaphysics and the paranormal, learn the truth on my own and experiment with what I had learned to confirm the nature of absolute truth. It may be an exception, but if they had doubled my work load with fluff, they would have forced me to stop learning on my own.
Well, that is precisely what has happened with the new generations of children entering the school system. With each year, the amount of tasks increases and the quality of the material decreases.
As I progressed in high school, I was assigned increasingly useless tasks that taught me nothing (and believe me, I looked for something useful in them), but nevertheless, I took my time. What they taught me was compartmentalized, full of holes and errors, superficially and politically correct to the point of not making sense.
Was it my duty to integrate the parts and learn the material well enough to be applied? Sure, but the large number of tasks prevented me from finding time to do just that. Quantity over quality once more.
At the time of this writing, I am in a state university, and it is not different. The oppression continues, except that now I am becoming wiser and I have realized its complicated scheme to graduate robots instead of humans.
I wish I had more time to do research related to this site, learn the real physics and history, continue writing music and make a difference. But this time it is eroded by the waste components of the school curriculum.
Students, with the exception of some genuine bums, are not to blame when they fall behind in critical thinking skills. They are not being held back by their own laziness, but by the direct oppression of a system with the power to punish them or put a bad mark on their transcripts if they do not give up their individual searches for knowledge in favor of empty school work.
Overload creates dysfunction
There are multiple consequences for this quantity-on-quality program. Children are under a lot of stress now in schools because of this, and as a result they change to a survival mode.
This mode of survival consists of taking shortcuts and making do with as little effort as possible, but even this small amount of effort is too much and is applied to useless ends. Grades become an end to a medium, and the true objective of education is separated from daily work.
The study only applies to take the test, but not for later retention. Escapism seizes and watches television, consuming drugs, participating in criminal behaviors and excessive socialization results. This further subtracts the student from learning what is really needed.
Under such stress, the student body is divided into two groups: those that conform and those that fail.
Those who conform learn the rules of the game, no matter how illogical they are and play the game to the satisfaction of the faculty. They detach themselves from reality, from what really matters, and they drown in their potential by being stripped of their inspiration, creativity and originality.
Quantity over quality is important as part of survival mode, and there are no gains if quality is exceeded when the gains of doing so are decades away. Due to this survival mentality, thinking about the future is neglected.
Those who conform become robotic and are respected for how well they fit into the mold. What was once an innate curiosity to discover the world, becomes neurotic attempts to escape failure.
Those who do not conform are left behind unless they are smart enough to find another source of education that suits them. Their qualifications are mediocre, since they are disillusioned with the system and no longer care to please.
The possibilities of graduating and continuing with higher education are scarce, and most of them drop out or graduate and immediately acquire low-paying jobs. The price of the refusal to adjust is the rejection of a salary below normal.
Anyway, those who enter public education go either as robots or as peasants, hyperbolically speaking.
The system itself
The teachers are not to blame either. They are like soldiers in the trenches who fight in a war to educate the public, receiving orders from their superiors who have no idea what the current conditions are in the front lines. Or maybe some do it and have ulterior motives.
Teachers are over stressed, poorly paid and restricted in their ability to respond to what they perceive in the classroom. Because political correctness, the threat of legal action on the part of parents and the contrite school boards that fear disapproval by a vocal minority with great political influence, teachers are limited to a tight curriculum that they must follow.
They are forced to teach some things and are not allowed to teach others. These guidelines are established by a panel of puppets who nod their heads and have no idea what the truth is, much less the initiative to spread it if they knew the truth.These puppets are those that design the curriculum of the school, and that despite being teachers, they are mostly eliminated from the feedback mechanism in the classroom.
They are the little things that contribute to an oppressive environment in schools. Despite the social atmosphere, teachers with a limited school budget worry about saving paper, staples or tapes.
When my high school received thousands of dollars of community funds, it used that money to expand its inventory of computers that were not even needed just to keep up with the politically correct tendency for schools to be technologically current.
That money should have been used for small things, like office supplies. Extravagance wasted in one place, poverty in another, a microcosm of our world.
Disruptive students are placed in the same class with those who behave well, creating an academic socialism in which equality keeps dragging the idiots at the expense of the smart. The separation of students in the incorrect criteria leads to inconsistencies and a breakdown of the system and its components.
Placing them in degrees by age, when they should be separated by the level of knowledge and skill, results in an academic entropy in which the intelligent become stupid and the mute learn to waste the time of others.
Teachers spend more of this time teaching children to shut up and stay quiet than to pay attention and think. Because they are very limited in their methods of discipline, teachers and students suffer while the idiot and delinquent minority ruins everything for the rest.
The friction within the system by the misplacement of resources induces hatred among its components, since each one is suffering and blaming each other instead of blaming the system itself. In fact, the system is configured in such a way that the components feed each other in a long-term downward spiral.
Teachers despise students and often make an effort to get them out of aggression, seeing them as the enemy and the cause of their own stress. Students see authority as something to challenge unless they are already broken by that.
Teachers invent illogical rules to test how well students obey, how to make them walk in a certain way through the library, or not to enter or exit certain exits at certain times, and other minor things that irritate students and allow that teachers feel good when they exercise their powers.
This tension between the student and the teacher destroys the trust between them, and any teaching and learning between them enters the domain of negative reinforcement. Instead of loving and respecting each other, they hate each other but do what they should, to avoid consequences if they do the opposite.
When you see a student, what you are really seeing is someone with little ambition and initiative, but hungry for recognition and self-esteem. This is a symptom of a system that is anti-life, anti-individualism and anti-spirit.
Compressing a wonderful human being in a precise block to fit perfectly in the cubicle induces the survival mode of life. Knowledge, which has become the source of your anguish, is at the bottom of your list of priorities, since you have to do everything possible to recover your self-esteem, recognition and peace of mind. However, it must do so within the limits of the system.
Results of dysfunction. Instead of individualism that means thinking for oneself and seeking one's own truth and sense of morality, individualism becomes a strange dress, in having a strange hair and attracting attention through childish vulgarity, it does not matter if it is by fame. or infamy.
These superficial methods are all that remains legal within the system. The true human spirit, however, is suppressed.
Those who are broken follow the illogical rules of the teacher and learn to trust authority over their own potentials.
In this, they become a gear in the wheel. Breaking orders is a taboo subject for them, something that makes them very nervous when it happens, and they certainly do not do it voluntarily. They become unstable neurotic and perfectionists who stand out in the unstable foundations.
Once their individuality is broken, they become very good robots in their tasks. Many go to college, absorb what has been fed and become academics with a small niche and good income in their fields of research or industry.
But as wonderful as it sounds, they are robots and nothing more. Or to make another analogy, they are cows. They do not know that being the best cow still does not make you a cowboy.
The straight track
We hear stories of businessmen getting rich after dropping out of college and pursuing their dreams. We hear stories of those who go from poverty to wealth, from those who defied the conventions and revolutionized the world.
But what do we hear at school? We hear that these people are the exception, not the rule. That is certainly statistically speaking, but what the system implies is that you are the rule, not the exception, so do not try to deviate from the straight path.
The direct route is what the system teaches students in relation to the course of their lives. The straight track told to high school students is the following:
You need to do your homework to get a good grade. When you get good grades, your academic record will be favored by employers and colleges. You could even get scholarships to go to a good university. If you're good at college, you'll get a degree and you'll have good chances of getting a good job. And with a good job you will have a good wife, good children and a good life.
What they are really saying is this:
Do not worry about changing the world, just focus on getting good grades because that is the only measure of what is worthwhile in the eyes of those you will serve. Go to college and find your quiet place in the world, where you will be safe in your work because you are so specialized, there is no one else in the world who can take your place.
You will work to maintain the system as you see fit. Concentrate all your energy in this specialized area and do not worry about causing an impact in the world because as long as it stays specialized and compartmentalized, we will dress it, feed it, give it a good family and bury it in a good plot of land.
Deviating from the track is hated by the system. If you show initiative and risk, you become a statistical indicator, an anomaly in your statistical models, someone who represents a threat to the system because you are a seed with the potential to tear down the mirrors and reveal the truth behind this silent war.
To challenge
This is the point of the article. It can not be successful, recognized or a true human being unless it challenges the system in areas that deserve to be challenged. If you only do what they tell you, you will not be better than the average.
The system has been designed by the largest corporation of all, the state. Public schools either produce worker drones that provide services in the state and their associated greedy companies, or they result in social assistance recipients that are an excuse for the state to maintain its colossal size of parasites and an idiot consumer base for buy these companies toys and useless poisons.
So many students are under this illusion, the illusion is that they either follow the straight path and try to be the best cow in the pack to maintain social and financial security, or else they defy the system and fail miserably, ending up as a vagabond. the street.
You are seen as a social failure if you challenge the system. If you measure your success for what the system considers successful, then you will fear deviating from the direct path because that is a sign of failure.
However, you must redesign your success standards. Would it be a failure to leave a state university? In the eyes of other cows, perhaps, but seeking a better education elsewhere, either independently or real-world experience, will make up for it.
How many famous people do you know who did everything they were told and nothing else, who never risked for fear of challenging the status quo? Not many
conclusion
The lesson is that you must not only take risks and use your innate initiative, but you must also overcome your fear of challenging the system and do it to get ahead of the pack. You are the exception, not the rule, because you have the power to be.
Now, the robots in the system are definitely necessary. We still need employees and scientists who are specialized in what they do, but there is currently an overabundance among them. Therefore, the emergence of individualists, generalists and entrepreneurs is encouraged.
And the only way for them to increase in number is for people like you to come out of the mold and fulfill their destiny as humans, not as machines.
Related: 7 sins of our forced education system
[youtube https://www.youtube.com/watch?v=6jZHNjc4Xk0]
Sources: Montalk.net; YouTube.com
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