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True Purpose Of Education And Failure Of U.S. Public Schools

2055 words - 9 pages

One of the most consequential aspects of our lives that shapes and defines us as human beings is education. Education is defined as the gradual process of acquiring knowledge. Some consider education just a mandatory task that has been coerced upon them by their parents, while others consider it the principal step in attaining information to understand their purpose in life. Because the meaning of education remains hazy and nebulous, it is imperative to address the true nature of education. The true purpose of education is to develop and transform children into intelligent human beings who will contribute to the establishment and perpetuation of tranquility in society.Education should set a ...view middle of the document...

” (Mann 124) One who is educated will not confront the trouble of poverty, for he will discover ways to eliminate himself from such circumstances; the abilities he acquired during his education will ascertain his intrepid resistance against poverty. These are the true standards of education which the contemporary United States’ schools persistently failed to meet. Contemporary U.S. schools fail to comply with the true purpose of education by limiting information taught at schools based on socioeconomic status, by preventing students from thinking independently, by employing the No Child Left Behind act and by failing to involve parents and teachers in students academic curricula in order to produce vulnerable, ignorant and exploitable citizens to ensure an unquestioned government and to protect corporate interests of its country.
Contemporary schools indoctrinate students with unsubstantial information and limiting information taught at school, whereby they ascertain the paucity of knowledge in a student, making him an ignorant and vulnerable citizen. For example, Ellwood P. Cubberly states in his book, “Our schools are…factories in which the raw products (children) are to be shaped and fashioned…And it is the business of the school to build its pupils according to the specifications laid down.” (Gatto 158) These specifications make individuals slaves of political exploitation. The purpose of the schools is to make sure students age, but not necessarily grow up mentally or spiritually; its purpose rather is to produce rigid materialistic robots. In addition, John Taylor Gatto writes “…Maturity has by now been banished from nearly every aspect of our lives. Easy divorce laws have removed the need to work at relationships; easy credit has removed the need or fiscal self-control; easy entertainment has removed the need to learn to entertain oneself; easy answers have removed the need to ask questions. We have become a nation of children, happy to surrender our judgments and our wills to political exhortations and commercial blandishments that would insult actual adults.” (Gatto 158) The less information an individual knows, the easier it to manipulate and exploit his conscience; consequently, U.S. schools diminish a person’s logic to a level of incompetency to suit their needs, to generate human being whose minds are more preoccupied with materialistic acquisitions rather living benevolent lives independent of governments’ brainwashing; the ultimate consequences of which are mere existence and meaningless life.
Furthermore, schools prepare students for a life in the social class that they come from. For instance, Jean Anyon writes, “…public schools in complex industrial societies like our own make available different types of educational experience and curriculum knowledge to students in different social classes…knowledge and skills leading to social power and regard (medical, legal, managerial) are made available to the advantaged social groups...

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