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ession especially after training has been accomplished, for instance a child taught and graduated in medicine to become a doctor has no point in time that children can think of training again in order to become an athlete.
In this context, school children are taught on how to be morally upright but majority of parents in the United States are concerned by the morality of their children because they do not practice it at home which is in contrary to what is expected of them. This shows that teachers in school only teaches but does not ensure that what he taught is practiced by the children. In addition, It has also been observed that children who performs better in school and attain good grades are unable to solve basic problem. This is especially true if the problem they were solving is twisted in one way or another (Taylor 153). This shows that children acquire intellectual knowledge alone in the school and if children are only academically equipped then there are going to be ill-equipped in the society since Schools teach children to solve a problem by use of formula whose behavior can be controlled and be predicted. When these children finally graduate they expect to solve life problem using formulas in their area of profession. However, not all those who graduate eventually get jobs and to apply these formula in real situation and therefore, end up becoming frustrated in their lives because they cannot cope up with challenges of life in the real world.
In some cases what the school teaches the children is not connected to his future, for example some topics in school syllabus are not relevant in the children life e.g. solving a matrix question, most children will not make use of this learnt knowledge this topic only makes them intellectually knowledgeable but when it comes to life, they will not have knowledge in solving real life issues and challenges that face them.
It also noticeable that school is not connected to the feature of the children, this is
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