Eras of Education Lost and Gained

This week’s reading from Rethinking Education in the Age of Technology, it was interesting to read about the transformation of the education system from the people (families) to the institutional system of government sponsored schools. Although parts of other chapters and moments of our discussion have touched upon this transformation, the reading of this chapter hammered home the point.

For me personally, I feel the transformation to the public school system is the most beneficial overall for our nation, its people, and when the time comes, our world. When we cooperate together and pool our resources to provide equal education for our children, we honor the equality our nation was based upon and create a living example of equality in action. In my opinion, the current system does not create equality. Although there are larger issues at play, the utilization of property taxes as the main source of income for schools does nothing but maintain the status quo and increase differences between rich and poor. (I apologize for the rant.)

The influences which encouraged the development of the institution of education are unfairly attributed to conservative forces within the government which were attempting to homogenize the population. The government is a reflection of the demands and needs of the people it represents. There were admittedly conservative elements which desired to indoctrinate the immigrant population (according to the authors), but the same immigrant population undoubtedly realized the opportunity and benefits of education which existed in our nation. I believe the institution of education was and is essential to promote human equity.

As I attempted to verbally express in class last week (and failed epically to do), the movement which the authors argue for in which the responsibility of education is shifting back to families from the government, is, in my opinion, wrong. Although I agree with some of the benefits of this shift such as increased interaction with influential family members, engaging with material due to these interactions, and the rights individual people and families have within our nation, I whole heartedly believe that whatever the future holds for education, especially in terms of incorporating technology, in needs to be done through a system (institution) which ensures human equity.

I also have a bit of a bone to pick with the idea of teaching to learn. I agree it is becoming increasingly difficult and impossible to teach “all the knowledge they might need as adults” (pg 95). However, I believe in the benefits of learning certain required information such as the history of our nation and world, the political functioning of our nation and world, and other essential knowledge. To not learn these things will, in my opinion, erode individual participation in the government and other social interactions. This does not consider the potential negative implications of technology to do the same.

The authors recognize this and other concerns when they ask, “…what will happen to learners who are unwilling or unable to take advantage of the technologies that drive the life-long learning environment” (pg 104)?

Vouchers

I also feel motivated to address my personal opinion about school vouchers. Due to my personal understanding of the cultural and institutional nature of religious beliefs and their impact upon society, especially through private and home schooling, I disagree with religion being indoctrinated alongside and within what should be secular education. I would like to make it clear I whole-heartedly support religious diversity and acceptance, but disagree with government support, in nearly anyway shape or form, of private education. In my opinion, a voucher system is wrong.

I realize this is controversial, but it is what I believe.

As a future educator, I believe it is important to be aware of the shortcomings of the larger education system(s) and strive to not be a part of the problem. I believe I can improve the education provided by public means by incorporating technology and family involvement in each students' experience. For me, this means developing as open and clear communications as possible with students and their parents/guardians. Furthermore, I will strive to incorporate parents/guardians into students' learning by developing projects which encourage and require interactions with parents/guardians and other elders.

The future of education should be one of interaction and cooperation between the institution as it exists now and the larger surrounding communities. The authors write, "...the explosion of learning content out of the control of constraning institutions allows learners to customize learning experiences in terms of personal, rather than institutional, values and beliefs" (pg 96). I support finding a balance between individual interests and the collective need for institutional requirements.  For me, the institution of education must find ways to adapt and incorporate community involvement and resources for education.