Our present educational systems are all paramilitary. Their aim is to produce servants or soldiers who obey without question and who accepts their training as the best possible training. Those who are most successful in the state are those who have the most interest in prolonging the state as it is; they are also those who have the most say in the educational system, and in particular by ensuring that the educational product they want is the most highly rewarded.
Let's face it: Serious self-scrutiny has not been one of our notable characteristics. We are far more aware of what we want to change in others than we are of how we need to change. Salvation for our educational ills is only secondarily "out there." Primarily it will have to come from within an educational community willing to say that we have met the enemy and it is us.
There is, between the sexes, a law of incessant reciprocal action, of which God avails himself in the constitution of the family, when He permits brothers and sisters to nestle about the same hearthstone. Its ministration is essential to the best educational results. Our own educational institutions should rest upon this divine basis.
Caroline Wells Healey Dall
A new educational system in which all children born shall have the same advantage of physical, industrial, mental and moral culture, and thus be equally prepared at maturity to enter upon active, responsible and useful lives. . . . In so doing, it strikes a fatal blow at . . . the most demoralizing of all monopolies. . . educational superiority.
There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.
Like PACE, we at Learning Care Group are committed to creating educational environments that inspire a lifelong love of learning. High quality early educational experiences can have a lasting positive impact on students, and it is up to everyone in the early education field to see we make the most of the important role that we play.
Ultimately, classroom teachers are the targets of this anger, as they are the public face of the education system. As a group, teachers work very hard with limited resources. They are called upon to equalize the inequities our society creates, and to offer not just equal educational opportunities, but equal educational outcomes to all children.
If Confucius can serve as the Patron Saint of Chinese education, let me propose Socrates as his equivalent in a Western educational context - a Socrates who is never content with the initial superficial response, but is always probing for finer distinctions, clearer examples, a more profound form of knowing. Our concept of knowledge has changed since classical times, but Socrates has provided us with a timeless educational goal - ever deeper understanding.
Of all the joint ventures in which we might engage, the most productive, in my view, is educational exchange. I have always had great difficulty-since the initiation of the Fulbright scholarships in 1946-in trying to find the words that would persuasively explain that educational exchange is not merely one of those nice but marginal activities in which we engage in international affairs, but rather, from the standpoint of future world peace and order, probably the most important and potentially rewarding of our foreign-policy activities.
J. William Fulbright
It's an open debate how much education can boost innate aptitude or IQ, but the trait of 'conscientiousness' does consistently predict educational and job success and also subjective happiness. Yet as access to information increases, conscientiousness will become all the more important. It will be less about whose parents could afford Harvard or who could charm the admissions officer, and more and more about who sits down and actually starts trying to master the material. And so a large part of the educational sector will be directed toward boosting conscientiousness, though not always with success.
The reality in Washington D.C. is if you live in Tenleytown versus if you live in Anacostia, you get two wildly different educational experiences. It's the biggest social injustice imaginable. What we are allowing to happen in this day and age, we are still allowing the color of a child's skin and the Zip code they live in to dictate their educational outcome, and therefore their life outcome. We are robbing them every single day of their futures. And everybody in this country should be infuriated by that.
Rather, the master question from which the mission of education research is derived: What should be taught to whom, and with what pedagogical object in mind? That master question is threefold: what, to whom, and how? Education research, under such a dispensation, becomes an adjunct of educational planning and design. It becomes design research in the sense that it explores possible ways in which educational objectives can be formulated and carried out in the light of cultural objectives and values in the broad.
Sir Ken Robinson's 2008 talk on educational reform-entitled 'Do Schools Kill Creativity?'-has now been viewed more than 4 million times. In it Robinson cites the fact that children's scores on standard tests of creativity decline as they grow older and advance through the educational system. He concludes that children start out as curious, creative individuals but are made duller by factory-style schools that spend too much time teaching children academic facts and not enough helping them express themselves. Sir Ken clearly cares greatly about the well-being of children, and he is a superb storyteller, but his arguments about creativity, though beguilingly made, are almost entirely baseless.