Evolution in Education over the 75 Years - Report Example

Evolution in Education over the 75 Years How has education changed over the past 75 years in terms of s taught, discipline andthe college expectations? If the quality, quantity, nature and the scope of education are analyzed over the course of the past 75 years, a pattern of change and evolution can be traced out. In an effort to compare and contrast different eras in the context of education, certain prototypes can be drawn in terms of continuity and change. However, change is the predominant theme emerging as the patterns of continuity are very minor even if present. Therefore, in this regard it is important to scrutinize the eras, i.e. the 1920s, the 1950s and the 1980s with reference to the developments regarding education. The beginning of the twentieth century saw the First World War, which contributed much to the educational developments of that time. Therefore, it is also important to keep in view the socio-political situations of that time. The first decade of the century was a period of tremendous religious strife, immense discrimination based on racism and the Red Scare. Various factors prevalent at that time led to the evolution in education. At that time, there was a separate education for the African Americans and the White Americans on the basis of equal but separate education. Also, that decade saw a struggle for the separation of state form religion, thus religion was still being incorporated in the curriculum of the schools. Also, a debate over the public versus private schools dominated the period. The positive developments in the decade include a high enrollment rate, an increase in public schools and an increase in local school districts. The subjects being taught in the 1920s include science, home economics, physical education, geography, and the industrial arts. In this context, it is also important to point out the progressive movement for education that dominated that time. This movement implied that the educational procedures were driven towards being student centered instead of being teachers focused. Owing much to the recently ended World War 1, the market for politics, business and education was also being enhanced. However, only the most privileged members of the society had access to higher education and opted for subjects related to social sciences. Education was more of a privilege and the concept of higher education was only associated with the white and the rich men of the society, as women didn’t even had the right to vote back in the 1920s. Coming to the 1960s, this was the decade following the World War II and the era dominated by the cold war. Though the American education at this time was still segregated based on religion, the schools were finally integrated for all the races, and women now had the rights to vote. The Catholic perspective of study is important to analyze in the context of education as it added conservatism to the nature of education. For instance, the students didn’t score a 100% on their papers as perfection was only associated with God. Almost all Catholic schools had uniforms as mandatory apparel. There were fewer field trips and less practicality in the course of studies. Though education was more widespread than before, education was still more commonly associated with the rich white men (Schofer & Meyer, 2005). Tools for research and practice were very limited in the 1960s as the students had to access libraries physically and typewriters were the most modern sources to inscribe the contents. The most commonly taught subjects at that time were sciences, language subjects like Latin, English, Spanish, and other subjects like Algebra, Trigonometry, Geometry, History, Reading, Gym, Music and Home Economics. To promote education, the tuition fee was kept lower and thus, the enrollment rate was increased. However, the success rate of acquiring a degree for the African-Americans and women was still lower. As compared to the 1920s, the expectation rate of a common man to attain higher education was still higher (Schofer & Meyer, 2005). Talking about innovation and change in the teaching methods, the nature of assessment was strictly teacher-centric, research conducted was highly biased, and intellectually stimulating activities were seldom conducted and feedback was limited. Coming to the recent course of education, 1980s saw a sudden shift in the trends of the educational practices. The traditional approach was refuted to a great extent in most of the Western world including the U.S. Elitists secular education pre-dominated the entire education system as there was a shift towards subjects like humanities, social sciences, culture, ethics, civics and other related subjects. The advent of technological innovations like personal computers and Internet, though not found in every household, indeed were accessible by the most privileged class of the society. In the 21st century, however, the Internet became common and the course of education was completely changed. Technology was now the new tool for research and practical education. Diversification and expansion were the new codes for the century which implies that all kinds of people from diverse races and backgrounds started acquiring education. With the evolution and the introduction of new agents of change like social work and non-profit organizations, now diversity was seen in the subject being taught. The curriculum now started incorporating issues like gender equality, human rights and democracy. Research was now neutral and unbiased and the scholarship started focusing on the boldest of the subjects. Also, with advanced modes of transportation and globalization, expectations were raised and even the people from the modest backgrounds were expected to acquire at least a high school degree. Education was thus more student-centric, self management for students was fostered; interaction and intellectually stimulating activities were encouraged (Brint, Murphy, Turk-Bickadi, & Hanneman, 2009) Thus, keeping the above mentioned discussion in view, certain comparisons can be drawn to drive a conclusion. Certain similarities have been observed regardless of the era, external environments and the socio-political situations of the time. Firstly, the education system has always propelled in the forward direction even though the intensity has been fluctuating. Even during the 1920s, certain models were being proposed to fuel the scope of education to move forward. The progressive model is a classic example. Similarly, during the 1960s and the 1980s, there was an urge to diversify the tools for education and liberate the thinking of the average student. Similarly, science has always dominated the course of standard education and until now science is the only degree referred to as a professional one. Another pattern of continuity is the discrimination in the elite education with the education acquired by a common man. Earlier, the minorities, women and the poor weren`t expected to acquire education, however in the mid century private schools were attended by the elites. Later, elitist secular education for Ivy League schools was associated with the white and the rich. Comparing the course of education in the past 75 years, a wide range of differences can be gathered. Back in the 1920s, the subjects taught were very limited and the scope of innovation was very almost absent. The subjects taught were limited to sciences and history and this pattern continued till the 1960s, and it wasn’t until 1980s when diversification was introduced in terms of subject area. With time various engines of change fueled the diversification and expansion patterns, and education propelled from being merely a privilege for the upper class to a necessity for even the common man. Earlier, education was regarded as the jewel for the rich white and the civilized men, however with time the definition of the concept of being civilized saw a drastic change. In the 21st century the minorities were not only encouraged, in fact it was an obligation for them to acquire education in order to survive in the society. Back in time, education was a tool only in the hands of the dominant class, but now education has become a tool to incorporate the values of the dominant class into the common man. The modes of education have also seen an immense contrast as compared to the 1920s and the 1960s. A strict pattern of learning designed by the teachers was being followed and research was also highly biased and value driven. However, now learning is more intellectually stimulating and students are encouraged to put in their own thoughts regarding various issues to promote a free thinking pattern. Also, education is being driven by modern concepts like democracy, human rights and equality. However, at the beginning of the twentieth century, even the discussion over such concepts was inhibited. Thus, over the years the education patterns and the system have transformed drastically and have overseen a significant level of moderation and flexibility. Though there are still patterns of continuity that can be traced, but they are ignorable as compared to the level of transformation that has occurred. In a nutshell, change is the only constant and the educational renovation complies with the rule.   References Brint, S., Proctor, K., Murphy, S. P., Turk-Bicakci, L., & Hanneman, R. A. (November 01, 2009). General education models: Continuity and change in the U.S. undergraduate curriculum, 1975-2000. Journal of Higher Education, 80(6), 605-642. The 1920s: Education: Overview. American Decades. 2001. Retrieved April 08, 2012 from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-3468300763.html Schofer, E., & Meyer, J. W. (January 01, 2005). The world-wide expansion of higher education in the twentieth century. American Sociological Review, 70(6), 898-920 Read More