American Education on the Decline - Research Paper Example

?Irshad Ahmad Academia-Research.Com American Education November 27 Thesis ment The Thesis ment was that “American Education is onthe decline.” America is leading the word technologically but the future point of concern it is that the American Education System stands on outdated foundations. My Research Paper covers the alarming fact that American superiority in the world has come under threats. The world may see a gradual downfall of the Super Power. The Statement was created from the important question i.e. “whether American Education is proving helpful for America to cope with the challenges of the contemporary world?” The hypothesis tested was the simple answer: “No. Not at all.” 2. Introduction In the early periods of American History, Christianity formed the main source of knowledge and teaching. Before the emergence of the Private School System, the Church influence was eminent on the American Education System. As per the founding rules and regulations set for the running of the education system, the American Federal Government had no rights of interference in the field of education. However with the passage of time, it was felt necessary that the country must have a centrally established education system (Haugen and Susan, pp43-49).  The Federal Ministry of Interior was responsible for looking after the affairs of education which included all sorts of funding until in 1979 when the Federal Ministry of Education was established formally. After 1979, all the affairs of the education in United States of America are addressed in the Ministry of Education. There is however an exception to some states that they can form and implement policies of their own which aim at benefitting the educational institutions. In United States, besides the government, there are social groups and educational organizations which aid and fund in education sector. The United States’ law protects every citizen’s right of getting education. Public Schools are run by the government while some institutions in Private Sector are aided by the Church. The law requires that children in the age 6-16 shall attend the schools (Haugen and Susan, pp112-119). 3. Statement Of Purpose Education in the United States aims at creating the minds of the individual groomed to the level that they become able to lead the world. American Education System is however not up to the required mark which would help the countrymen achieve the height and grandeur among the nations of the world. The institutions are educating the students with an aim to fill them with knowledge of theory having no attempt to turn them practical. They must despite try to make them innovators as to make them capable of devising their own methods of success. The obsolete method of memorization of stuff is against the current day requirements of skills. The system has failed to produce inside the student a will to conquer (Diane, pp74-88). Tony Wagner agitates against the American Education System in a calm manner: “Today knowledge is ubiquitous, constantly changing, growing exponentially…. Today knowledge is free. It’s like air, it’s like water. It’s become a commodity…. There is no competitive advantage today in knowing more than the person next to you. The world doesn’t care what you know. What the world cares about is what you can do with what you know” (Wagner and Compton, p 56). The schools in United States are unable to produce innovators which mean that American society must suffer from inertia: “The culture of schooling as we all know is radically at odds with the culture of learning that produces innovators” (Wagner and Compton, p 59). His conclusion was based on the research he conducted during visits of a large number of schools. He was sure that the current system if persisted for long would result in a society devoid of innovators. Many reasons have been deliberated upon by the researchers of the American Education System which hinder innovations. Students are taught to concentrate upon improving their GPA. Here focus is laid on the individual achievement. Innovation demands team-spirit which is lacking in the schools of America. GPA is easily attainable by one’s individual efforts while innovation is the outcome of collective endeavor (Wagner and Compton, pp 54-61). The school system in the United States is 125 years old. The old system teaches discipline which confines the student within a frame of boundaries. They always abide by the texts. Innovations however demand that the students must violate the laws which bind them to the text. To be innovators, it is necessary that they must cross the boundaries of discipline, explore the problems by their own and find solutions from all available options (Wagner, pp142-148). Errors and mistakes are punished in American System of Education. This is in fact the major hindrance in developing a student into an innovator. For one learns from mistakes and the pressure of punishment spoils the mental strengths of the student. It leaves him no more capable of fighting the scenario. The system binds the student before the teacher and the teacher before the superintendent. What is required is that the student must be responsible before his own being. He will learn by learning from his trials and mistakes. Innovation is the outcome of sure failures (Wagner and Compton, pp 112-117). American Education System has failed to teach passion to the students. In addition to the academic grandeur, students must be bestowed with passion. There is no environment of friendly experimenting. No sense of purpose in students is seen anywhere inside the educational system of America. Grading-scales and Reward system has been fabricated as the glamour of education. Every student finds charm in such glamour which innovators have nothing to do with. The responsibility lack does not come from teachers only; parents are equally responsible. They want to see their children with splendid academic record however they do not bother to test their practicality. To be innovators, children need to be trained practically (Wagner, pp44-50). 4. Observations It is an alarming fact for the American Education System that the performance of American students against those of other industrialized has been dumbing down. They lag behind their counterparts of Asia and Europe in many field especially math and science despite the fact that United States has been spending the highest proportion of gross national product on education. The reason behind is the insincere approach of American schools and students towards the problem. For instance an American student spends only 1460 hours to the subjects of math and science. A Japanese student allocates 3170 hours and the French 3280 to the same subjects. In Germany, the same ratio reaches 5328 hours. Test comparison in Advanced Algebra shows the same results. Twelfth graders in America earn mean score of 40 while in Japan and Hong Kong, the same ratio is about 80 (Charles, pp27-41). The factor responsible for this gap in achievements is that American Education does not give any incentive to the student to work hard. Approximately one-third of the students of high schools in industrialized countries other than America get high level distinctions in Biology which is a subject of greater research and skills. In America, the level of achievements in Biology is in four percent only. In the rest of the industrialized countries, 30 to 50 percent of students take advanced subject specific exam which only 7 percent of the American students take. In America only 3 percent of the 7 percent pass the test while in the rest of the countries, the passing ration among the students is 62 to 96 percent (Charles, pp45-51). Charles has recorded that the misery lies over there when Americans provide ease to themselves by considering the Asians as under great stress from early ages. He says that Asian children are thought more submissive to teaching. They despise Asian learning on the ground that Asian children are taught the mechanical memorizing of course stuff without taking care of real understanding. Charles thinks that the said philosophy of Americans is but off-tracking themselves. They think they are superior to Asians but the view is most often incorrect. The Asians are beating Americans in the race. Asians work hard and the ratio of lesser suicides in Asian children speaks the other way. The Asian parents believe the school provides foundation for building the character of a child. Home support is therefore necessary in the said course. In America, the parents consider the schools would take almost all the responsibilities of a child which is impossible without the home support. The result is the downfall of the American education system (Charles, pp55-63). Some facts about the American Education are alarming. The National Assessment of Educational Progress 1994 has discovered that one-third of Seventeen years old Americans told that they were not required to do their homework every day. Two percent of high school juniors could write satisfactorily to address national goals. Less than ten percent from seventeen years old could go precisely in the subjects of importance. Twenty percent of nine years old could work out basic mathematical problems. Twenty five percent of nine years old could tell about the basic minor scientific information. The process goes on to the extent that according to the United States Department of Education’s study of Education System conducted in 1993, 47 percent of the US population had low levels of literacy. Since 1986, the literacy level among the adults had fallen by 4 percent. The study shows that 25 percent out of high school seniors found difficulty while reading their diplomas (Haugen, pp113-127). It is quite obvious that the American Education System does not speak of the grandeur of the power. It is evident that America is behind many nations in the race. Other industrialized countries are showing more concerns for education than the America. Education tells of the charm of a nation and America in this perspective needs more concentration. 5. Recommendations Education of a nation is directly related to its economy. Success at education will determine success at economy as well. All the efforts needs be centered at creating flexibility in the education system which in turn will produce innovators. New plans of reforms are the exclusive need of the day while rejecting those of the past which brought failure. In addition, there must be abundance of schools. The families must be left with a large number of choices. This will provide opportunity to the parents to understand the tendency of their child as to befit him according to the school of his mental standard (Diane, pp42-46). Reforms must be introduced within the school system and schools held accountable for their failure to meet the standards. Teacher can play the main role in the process of reformation. For the purpose the profession of teaching needs to be valued and esteemed so that it becomes an attraction for the fresh graduates. Teachers must be provided a sense of security and their respect be termed as the national responsibility (Wagner, pp171-94). Wagner has strived for the American education System to produce a set of important qualities in a student. The student needs to be made competent enough to have critical thinking. He must have the ability to foresee the problems and then work with mates and teachers for the solutions. The student must always be ready for compliance. He must be made flexible and alert to break the boundaries of academic discipline and adventure the world of his imagination. In addition, all the stuff of knowledge must be within the easy access of the students. They must be encouraged for their critical outlook. Oral exchange is the most important tool of enhancement of student capabilities. In such debating forums, the students must feel free to analyze each other’s knowledge beyond any frontiers of restriction. The subject matter should provide the student with curiosity as to motivate his expression (Wagner and Compton, pp54-117). 6. Conclusion This is a clear statement written on the wall of history that American education System has become obsolete. The system needs complete wash. The idea of changing a few manuals will not work; it requires reinvention. The objectives set forth are not impossible but quite within the reach. The only thing it requires from the authorities at government is the sincerity and enthusiasm. Facts during the recent past have suggested that the system of education at America has been aiming towards the gradual downfall. Instead of progress in the field, the students with regard to their understandings, skills and innovations have shown retreat. The numerical data about the educational abilities of the students has been threatening of the disdainful destiny of the current super power. In turn it will affect the economy of the state as it will stop to produce handy minds to cope with the international challenges. The system now needs complete overhauling. Reforms of vital importance and on newer foundations need to be introduced. The system must aim at producing innovators not mere students who memorize theories and problems without understanding the practical utility of such academic works. The institution of teaching needs to be paid high respects to. Teachers must be given security in terms of their careers. Similarly educational institutions with no outcome must be brought under the circles of accountability. America needs a newer vision of education. Works Cited. Haugen, David M, and Susan Musser. Education. Detroit: Greenhaven Press, 2009. Print. Ravitch, Diane. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. New York: Basic Books, 2010. Print. Wagner, Tony, and Robert A. Compton. Creating Innovators: The Making of Young People Who Will Change the World. New York: Scribner, 2012. Print. Wagner, Tony. The Global Achievement Gap: Why Even Our Best Schools Don't Teach the New Survival Skills Our Children Need-and What We Can Do About It. New York: Basic Books, 2008. Print. Sykes, Charles J. Dumbing Down Our Kids: Why America's Children Feel Good About Themselves but Can't Read, Write, or Add. New York: St. Martin's Press, 1995. Print. Read More