Education System and Children Natural Talent - Term Paper Example

Does our education system suppress children natural talent? Education is a type of learning where individuals acquire skills, knowledge, values and habits. The information involved in education is passed from a generation to another through storytelling, teaching, discussion, research, or training. An education is a system that falls under the supervision of our role models. In some cases, a learner could also educate themselves (Guthrie et al., 2002). A talent, on the other hand, refers to a group of skills that are important in the performance of a given activity by enhancing creativity. In every country, the current education system is characterized by the presence of pupils with a wide range of talents and individual abilities. Talented students are referred to as those children with a number of abilities that are more developed to a significant level in comparison to their year group. In the modern world, many countries have embraced need to change their education systems and mold them towards the production of creative and competitive students in the job market (Carey, 2015). All the stakeholders who assemble the education system have high expectations in the ability of education to prepare the young generation for the world of economic independence. The education system stakeholders aim at enabling the students to live and contribute constructively to any responsible community in the world. However, there exists a puzzle in selecting the key elements to incorporate in education to ensure that it models a generation that can live in a tolerant and a culturally diverse society (Abbott, 1997). Academic students of the 21st-century have to acquire skills that are vital in carrying out daily activities. The author states that these skills are not merely obtained through sitting behind closed doors. These skills call for a high practice that can only be achieved through practicing in a professional setup. Her theory is enough proof to show that the current education systems kill the ability to perform activities in a more natural manner. What the young generation needs is to obtain experience in areas where they believe they have talents (Carey, 2015). Many individuals and organizations in the globe have noted that the current systems of education have failed to meet their expectations. The failure of the education system to enhance creativity in students has propagated stakeholders to work furiously in creating alternatives. To come to terms with this topic, interested parties have to understand that we are born with these natural abilities. The deep natural capacities that enhance creativity are greatly suppressed by the education system. The parties have to understand that the increasing urgency to cultivate these capabilities is influenced by individual, cultural, and economic reasons. There exist many cases all over the world concerning individuals who feel marginalized by the education system. For example, in some countries a student with a passion for art and design gets enrolled in a medical school which prevents him from implementing his creative side. There is a rising urge to enroll students only in their preferred programs (Boden, 1990). In the current world, the most embraced education systems revolve around three basic assumptions or principles. These assumptions, however, end up failing in embracing the actual state of human lives that calls for constant innovation thus playing a lesser role of an obstacle. The principles of education systems act as crusaders for standardization. Standardization ensures that all individuals are based on an equal platform. Education systems contain a contradicting view of intelligence. The education systems insinuate that intelligence is achieved when all human beings have talents that are not diverse and personal. The second principle of education systems promotes their compliance only when the progress and achievement of a culture call for the incorporation of creativity and imaginative thinking (Bergum, 1973). The third principle of education systems is not flexible when the course of human life is largely unpredictable and inorganic. As the constantly changing universe continues to discriminate against individuals without perfected skills, the need to change the education systems is no longer a romantic whimsy. It is, therefore, essential and important to fulfill these in order to meet the categories of the modern day world. The system of education does not offer an appropriate platform for talent growth and creativity. Education leads to the stagnation in the process of developing ideas. The students are not given freedom to express their ideas in an education setup. The lack of freedom comes about when a teacher has the final say in judging the student’s point of view (Kamenetz, 2011 ). The school curriculum has affected the ability of teachers to deliver information to their students in a creative manner. The effect has resulted in the scholars just grasping the information of no substantial use. A more enterprising and incorporative mode of teaching other than lectures that are considered monotonous. The education system developed school curriculums that don’t align to the set schedule. Lecturers miss on their term targets and hence the failure to achieve proper embracement of talents. Education systems in the third world countries have been on the wrong side of natural creativity and imaginative thinking. The situation comes about when the students are encouraged to give much thought on their academic performances. This results in the education system ignoring the outgoing skills that are a necessity in the job market. Many students end up leaving their talents as they continue to embrace the education system. The scenario is because of the students being enrolled in an exhausting school curriculum that does not embrace emotional intelligence. The ability to develop an emotional atmosphere for the young generation is a key component in the stimulation of broad, creative and bold student mindsets. However, major universities around the world have incorporated the trend of stating a student’s social activities in their curriculum vitae; a majority of the work places does not pay attention to the so indicated social activities. Such scenarios give enough proof that education systems do not concentrate on natural abilities, and they have to stick to their degrees (Kamenetz, 2011 ). To enhance creativity and competitiveness in the modern world, countries have emphasized on the incorporation of STEM education in school curriculums. An education system that can incorporate the four principles of STEM education would be very beneficial to the young generation. The four basic principles are science, engineering, technology, and mathematics (Kamenetz, 2011 ). The system of education should be more developed to incorporate practical examples and random innovation. Conventional education is incomparable to natural talents and creativity due to its inclusion of more memorization instead of constant brainstorming. The modern system of education also puts an emphasis on the standardization of a generation instead of shedding more light on individual capabilities (Carey, 2015). The modern system of education encourages the students to be on a similar level and hence the development of more advanced technology. The technology advancement develops labor-market polarization. In this case, a high number of service jobs develop that call for interaction in unknown environments. At the lowest level of the market, theres a growing number of service-sector jobs that require hands-on interaction in unpredictable environments. The service sector jobs include cooking food, driving a bus, cooking or caring for the elderly. The service sector jobs are not easy to replace with technology. These jobs have to be filled by individuals who are naturally talented in the sectors. However, the system of education should not be abolished due to the existence of middle jobs such as accounting and typing that all require related education (Guthrie, 2002). The education system prepares the graduates for top jobs such as medicine and biotechnology. The curriculums fail to take note of the fact that such top jobs call for more creativity, decision-making, management skills and persuasive arguing. These skills are only obtained from the natural environment and, therefore, need to be well nurtured and cultured in preparation for the job market. These top jobs involve handling an enormous amount of information and the natural talents in an individual add important value when performing non-routine activities. Technology and conventional education system should embrace the need to purify natural talents. A combination of technology and natural skills will hence result to better employee productivity in these top workers by giving them better tools to think imaginatively. On a more precise thought, natural talents lack the ability to achieve economic development. An education system that is well developed should introduce activities that endorse putting natural talents in practical shape. Such an education system equips the graduates with the ability to think creatively, communicate properly, and work efficiently in a team. In reference to Kamenetz (2011), it takes about three years for an engineer in India to recover from the effects of the education system. The damage is because of constant memorization of the core course theories instead of learning them and the inability to put their creative thinking into practical shape in an educational setup. The engineers developed from Indian education system, therefore, require extensive training in order to prepare them appropriately (Kamenetz, 2011 ). According to Carey (2015), creativity, natural talents potentiating and imaginative thinking development must be the fundamental goals of any form of liberal education. The author adds that only a few numbers of colleges and universities today can spot their role in the daily lives of creative, entrepreneurial innovators they might have produced. According to this theory, the author agrees that the education system tends to measure on a selective nature, only a small range of the few forms of intelligence. These forms of intelligence incorporate a logical, verbal and a mathematical aspect that are put into practical shape in an analytical manner. The current system of education does not measure the creativity ability of students. The challenge that is posed to the productivity of a country by education could be as a result of the education system stakeholders developing the school curriculum in a traditional workforce other than with creative thinkers(Carey, 2015). In reference to Carey (2015), a majority of the education systems in the world have a great influence in modeling the population to thinking in one line of thought. The school curriculum is characterized by the usage of mundane thinking procedures such as memorization and cramming of vital principles. At this moment, the population takes key life concepts for granted. The system of education is also known to possess a wide information base that is broad. The data is agile in that the stored information can be stored and extracted in bits at a later stage. The current system of education has a negative impact on natural talent utilization by the principle of school curriculum to emphasize on hard work for excellence. On a more realistic approach, the potential for producing creative products and innovative ideas can be achieved in a wide range of methods and not wholly through education systems. The potential to produce high-end products and services in a country can be easily cultivated, and put into shape through a number of teachable techniques. The education system view on creativity undermines the enormous benefits that imaginative thinking has in assuring a creative output. In particular, the system of education ignores the importance of conventional knowledge in shaping the creativity out of the employees. The education system missed on this key aspect therefore, they school curriculums have continued to view imaginative thinking, creativity and natural talents as key art elements as opposed to any other technical domain of education such as engineering (Kamenetz, 2011 ). In conclusion, many systems of education lack imaginative thinking and creativity. The teacher often gives a range of facts that are often unquestionable, and the young generation is expected to memorize. Students come up with uncouth means to memorize the key principles in order to pass exams. The students end up not learning anything from the school curriculum unless the relation is explained in a deeper context. The students do not necessarily lack creativity, but the system of education does not give them a creative platform on which to construct the knowledge. References Abbott, J. (1997, Decembe 8). To Be Intelligent. Education 2000. Bergum, B. (1973). Selection of specialized creators. Psychological Reports,635-639. Boden, M. (1990). The Creative Mind: Myths and Mechanisms. London: Weidenfeld Carey, S. J. (2015). Faculty Leadership for Integrative Liberal Learning. Peer Review,5-20. Guthrie, J. (2002). Philosophy of Education. In N. R. William K. Frankena (Ed.), In W. Encyclopedia of Education (2 ed.). New York, NY: Macmillan Reference. Kamenetz, A. (2011 , October 31). Life In Beta. Fast Company Magazine. Read More