Education, the pillar of our society, without it progression toward the future would come to a complete standstill and eventually start to regress. Because of this we regulate our education with politics to preserve and equalize it for all who wish to pursue it, or so we say.
We see competition everyday in our lives, the presidential election, every sports team in existence and especially in our own school boards. Everyday there are competing aims for why children should be educated, and that purpose is in a permanent state of flux. The politics at play can be concerning to some.
Looking at the history of schooling in the United States, we can find that originally our education system had the purpose of preparing our students to become citizens for the new world. Urban and Wagoner states “Education policies and practices in the chesapeake and coastal Carolina colonies was also shaped by deliberate attempts to transplant familiar English customs and institutions to the new world” (Urban & Wagoner, 18). With some observation we can see that as our history changes, and thus our ideas. Dewey states “One of the evils of an abstract or remote external aim in education is that its inapplicability in practice is likely to react to haphazard snatching at immediate conditions. A good aim surveys the present state of experience of pupils, and forming a tentative plan for treatment, keeps the plan constantly in view and yet modifies it as conditions develop” (105). Dewey reminds we
We see competition everyday in our lives, the presidential election, every sports team in existence and especially in our own school boards. Everyday there are competing aims for why children should be educated, and that purpose is in a permanent state of flux. The politics at play can be concerning to some.
Looking at the history of schooling in the United States, we can find that originally our education system had the purpose of preparing our students to become citizens for the new world. Urban and Wagoner states “Education policies and practices in the chesapeake and coastal Carolina colonies was also shaped by deliberate attempts to transplant familiar English customs and institutions to the new world” (Urban & Wagoner, 18). With some observation we can see that as our history changes, and thus our ideas. Dewey states “One of the evils of an abstract or remote external aim in education is that its inapplicability in practice is likely to react to haphazard snatching at immediate conditions. A good aim surveys the present state of experience of pupils, and forming a tentative plan for treatment, keeps the plan constantly in view and yet modifies it as conditions develop” (105). Dewey reminds we