Chapter 1
Since I have already been researching
and writing on the topic of why we need education reform, I was inspired to
look at this chapter through a different lens. When it comes to education, “the
economic motive looms large.” (Chapter 1, pg. 25). We say that students should
not simply focus on the economic value of their education and instead pursue
something that that incites a passion in them – but how are they going to do
this in a world that already seems so predisposed against professions like
artistry, philosophy, and poetry. In many ways, education in the United States
has become formulized; this stems largely from the fact that “there’s not much
public discussion of achievement that include curiosity, reflectiveness,
uncertainty, or a willingness to take a chance.” (Chapter 1, pg. 27). Because
of this, education reform is necessary – but how is it going to come about in
concrete ways? The answer is that real,
workable solutions are based on incremental changes. Ultimately, we really do
need education reform but I think that the solution has to start on individual
level. Before we can change this unhealthy system, we have to raise awareness
that it is, in fact, broken.
Chapter 2
In America, education shapes the
lives of most people; indeed, “the question ‘why go to school’” (Chapter 2, pg.
31) is one that all students should think about. Whether we make the choice not
to go to school or not to apply our best effort on the academic front, it is
still a question that should be considered. The main thing that I got from this
chapter was that students must have personalized academic experiences in order
to become enlightened individuals, capable of making a positive change in the
world. Education is the key to unlocking a door that leads to so many different
opportunities and it gives “the competence and confidence to independently seek
out information and make decisions” (Chapter 2, pg. 38). After reading this
chapter and writing the long essay, I feel a renewed sense of sympathy for
those who are unable to pursue higher education. Whether they are unable to go
to college or actively chose not to do so, I think it stands to reason that
those people are going to be at a disadvantage in life. If we lived in a
perfect world, we would all be able to a decent standard of education.
Chapter
3
While I acknowledge that are some modest
benefits to the No Child Left Behind Act, I believe that it has left some
decidedly bad impacts. Because a lot of pressure falls on teachers to teach
students how to pass the standardized tests and not to focus so much on the
actual material, it is taking away schools’ abilities to actual impart lasting,
useful knowledge to their students. On a broader level, however, the NCLB has
not benefitted American students because it makes academic success one
dimensional and flat. I get that test scores are an easy way to judge academic
success – but can we really reduce real, flesh-and-blood people – our families,
friends, and neighbors – into cold numbers? Educational success simply cannot
be reduced to facts and figures. Although the law has done a fair amount of
good for the country, it takes away the personal element from school and
forgets “how far removed standardized tests are from the cognitive
give-and-take of the classroom” (Chapter 3, pg. 48). Because testing
specialists are not even sure “whether a test score … is an accurate measure of
learning” (Chapter 3, pg. 48), how can the NCLB be a true representation of
American students?
Chapter 4
Although I definitely do not find
the intersection of business and education all bad, I can understand the points
that Mike Rose makes against it. Yes, we will “need more than the one-directional
reforms symbolized by a billionaire standing before a blackboard” (Chapter 4,
pg. 63) but this is no reason to discount all the honest good that individuals
like Bill Gates have done for many schools of many different backgrounds. While
the status quo is at a decent place, there are some viable changes which can improve
the current system. If philanthropists and business people want to accomplish
more than a photo-op that makes them feel good about themselves and sparks some
positive public opinion, they need to examine their individual motives.
Ultimately, “if business is to help … it will have to understand school failure
within a socioeconomic context” (Chapter 4, pg. 60). For real change to take
place, they have to examine “their apparent willingness to create virtually any
product and marketing campaign that will turn a profit; they will have to look
beyond what is good for them and instead approach what they do for schools and
the community as a whole from a higher level.
Chapter 5
While I could make a
strong argument that many of my friends without college degrees are right on
par with my friends who did pursue higher learning, I do believe that the world
has already dictated a standard. Although it is not necessarily the case, we
expect college graduates to be smart, well-cultured, and highly-productive
members of society. For a majority of these people, others will be much more
willing to open doors for them because most highly esteemed positions require
degrees of some sort and, like Mike Rose states, “school knowledge … is
respected and desired” (Chapter 5, pg. 69). Though they might not garner quite
the same level of respect in the professional world, jobs that don’t require
degrees – such as construction – can require a lot of expertise and can be
reasonably well paying. For many of
these people, working requires a good deal of natural skill and “there is a
deep respect for knowledge, know-how expertise” (Chapter 5, pg. 69).
Ultimately, it takes both types for the world to be a well-functioning place.
It is because of our differences, not in spite of them, that we live in a
society that values the individual over the collective.
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