lonelyWind
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- Mar 22, 2012
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[HELP]. Please spend a little time looking at my essay and give me your comments. I thank you very much!
Topic: School is bad for children. DO you agree or disagree with this statement?
One of the conventionally agreed stages in life is schooling, After attaining the appropriate age, one is expected to go to school. Caregivers take toddlers for formal learning operations in an institution. However, the ideas of everyone going to school to learn and accomplish good grades does not fit all categories of human. Attaining a formal education does not guarantee a successful life after its completion. Instead, it disturbs children by overworking them with homework after long hours of following a predetermined course work, which pupils may never utilize in life. In school, the young ones are also denied the chance to nurture and hone their intellectual capabilities. Consequently, school is bad for children.
To begin with, school is kicking children’s motivation. Teresa Amabile (1998) suggests that intrinsic motivation in learning and creativity is boosted by fulfillment, challenge and interest. The absence of these three constructs slowly diminishes motivation of children that are subjected to a rigid school system. Learners are to follow prescribed syllabi, which disregard their talents (Ofsted, 2015). Instead, they are just schooling to please elders, but not for any academic growth. Presently, pupils perceive a school to be a “prison”. Such is the perception because schools have no concern for learners’s areas of concentration. Thirdly, learners are through various disciplines before specialization where they are expected to perform well. This develops stress in children due to diverse endowment levels of individuals.
Besides, schools develop a negative mentality that one who gets good grades advances to the tertiary level of education and eventually ends up being successful in life. This notion is wrong for children have different gifts and the one who succeed in life is the one who fully utilizes their talents (Brooks, 2012). To add on that, pupils are forced to work hard to attain high marks in all subjects so as to satisfy the expectations from teachers and guardians. The study drive does not come from them; hence, they assume study to be punishment and do it in fear of caregivers. Schooling also increases pressure when children toil to pass so that both their parents and they themselves are satisfied. As a result, they enjoy schools just when their performance is perfect and if the opposite happens, they must be depressed then develop a negative attitude in all life affairs.
The ideologies being taught and practices in schools represent submission to order and conformity to rules. “Trial and errors” is inhibited when a school does not give a child the chance to try new ways of learning. This ends up in frustrating the child after he or she fails. Furthermore, the formal education develops dear in young ones not to try innovate ways, as they are scared of making mistakes (Robinson, 2006). Errors are prohibited in schools, but in life, they are inevitable. In the fear of making faults, they tend to ask for guidance from the adults instead of having a go and getting way out. This brings about dependency, while a child is highly recommended strive for independence. To support this, the dictatorial method of teaching in school narrows a young one’s thinking ability because he or she is restricted to a formatted manner of performing tasks. Alternative learning approaches initiated by the child are discouraged. The God-given gifts are “deeply buried” or not developed until later in life when a child can show bias in critical life aspects and activities.
Some scholars have come on board and disputed that school is bad. The counter-argument is founded on substantial reasons why school is good and every child should be subjected to a program learning ( Crow, 2014). Firstly, with the current level of technology, one has to be literate, a condition only accessible through formal education. Besides, the global chances are dictating that an individual has to be formally educated since one has to be in line with the majority. This involves learning diverse cultures at home and the only place where one can study this is at school. What is more, some sources insist discipline is best installed in school in which a student learns following restricted schedules and obeying orders from seniors (Lipman, 2013). With that, formal education is trusted to develop the said virtues. In developing a profession, there is a group that argues a person must undertake learning in school for him or her to acquire the required knowledge and skills. For example, in aviation one has to train in a structured school. While these arguments are quite convincing, it is justifiable to state that learners would process better skills and exhibit high motivation levels if schools were sufficiently flexible.
After a thorough review of whether schools are bad for children or not, it is evident that the institutions are not efficient learning facilities. Nevertheless, the advantages that come with educating children outweigh the outcome of lack of schools. This regards the fact that as much as people want children to grow in less stressing environment, the present world dictates otherwise. Consequently, all stakeholders have a mandate to develop a curriculum that considers overall needs of prospective learners. One that does not focus on the grades only, but also considers nurturing the talents of children in all areas and levels of education
(874 words)
Topic: School is bad for children. DO you agree or disagree with this statement?
One of the conventionally agreed stages in life is schooling, After attaining the appropriate age, one is expected to go to school. Caregivers take toddlers for formal learning operations in an institution. However, the ideas of everyone going to school to learn and accomplish good grades does not fit all categories of human. Attaining a formal education does not guarantee a successful life after its completion. Instead, it disturbs children by overworking them with homework after long hours of following a predetermined course work, which pupils may never utilize in life. In school, the young ones are also denied the chance to nurture and hone their intellectual capabilities. Consequently, school is bad for children.
To begin with, school is kicking children’s motivation. Teresa Amabile (1998) suggests that intrinsic motivation in learning and creativity is boosted by fulfillment, challenge and interest. The absence of these three constructs slowly diminishes motivation of children that are subjected to a rigid school system. Learners are to follow prescribed syllabi, which disregard their talents (Ofsted, 2015). Instead, they are just schooling to please elders, but not for any academic growth. Presently, pupils perceive a school to be a “prison”. Such is the perception because schools have no concern for learners’s areas of concentration. Thirdly, learners are through various disciplines before specialization where they are expected to perform well. This develops stress in children due to diverse endowment levels of individuals.
Besides, schools develop a negative mentality that one who gets good grades advances to the tertiary level of education and eventually ends up being successful in life. This notion is wrong for children have different gifts and the one who succeed in life is the one who fully utilizes their talents (Brooks, 2012). To add on that, pupils are forced to work hard to attain high marks in all subjects so as to satisfy the expectations from teachers and guardians. The study drive does not come from them; hence, they assume study to be punishment and do it in fear of caregivers. Schooling also increases pressure when children toil to pass so that both their parents and they themselves are satisfied. As a result, they enjoy schools just when their performance is perfect and if the opposite happens, they must be depressed then develop a negative attitude in all life affairs.
The ideologies being taught and practices in schools represent submission to order and conformity to rules. “Trial and errors” is inhibited when a school does not give a child the chance to try new ways of learning. This ends up in frustrating the child after he or she fails. Furthermore, the formal education develops dear in young ones not to try innovate ways, as they are scared of making mistakes (Robinson, 2006). Errors are prohibited in schools, but in life, they are inevitable. In the fear of making faults, they tend to ask for guidance from the adults instead of having a go and getting way out. This brings about dependency, while a child is highly recommended strive for independence. To support this, the dictatorial method of teaching in school narrows a young one’s thinking ability because he or she is restricted to a formatted manner of performing tasks. Alternative learning approaches initiated by the child are discouraged. The God-given gifts are “deeply buried” or not developed until later in life when a child can show bias in critical life aspects and activities.
Some scholars have come on board and disputed that school is bad. The counter-argument is founded on substantial reasons why school is good and every child should be subjected to a program learning ( Crow, 2014). Firstly, with the current level of technology, one has to be literate, a condition only accessible through formal education. Besides, the global chances are dictating that an individual has to be formally educated since one has to be in line with the majority. This involves learning diverse cultures at home and the only place where one can study this is at school. What is more, some sources insist discipline is best installed in school in which a student learns following restricted schedules and obeying orders from seniors (Lipman, 2013). With that, formal education is trusted to develop the said virtues. In developing a profession, there is a group that argues a person must undertake learning in school for him or her to acquire the required knowledge and skills. For example, in aviation one has to train in a structured school. While these arguments are quite convincing, it is justifiable to state that learners would process better skills and exhibit high motivation levels if schools were sufficiently flexible.
After a thorough review of whether schools are bad for children or not, it is evident that the institutions are not efficient learning facilities. Nevertheless, the advantages that come with educating children outweigh the outcome of lack of schools. This regards the fact that as much as people want children to grow in less stressing environment, the present world dictates otherwise. Consequently, all stakeholders have a mandate to develop a curriculum that considers overall needs of prospective learners. One that does not focus on the grades only, but also considers nurturing the talents of children in all areas and levels of education
(874 words)
