The plan was not made to make a mess. The plan was not made to ostracize people. The plan was made to help improve the knowledge of people, maybe even help find one’s place in the world, so where did the plan fail? The education system has, more recently failed to achieve what it was proposed to do, and that is to teach skills and build character. Students today can be compared to a great quote from Kurt Vonnegut 's story “Harrison Bergeron” that is “They weren’t really very good-no better than anybody else would have been, anyways” (Vonnegut, 1387). Within the context of the story, the quote referred to ballerinas that were dancing. The reason that the ballerinas were no better than anyone else is because everyone within the world of Vonnegut
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Within the story these weights are there to hinder the athletic performance of individuals so that everyone was equal in speed and balance, most notabaly with the main ballerina, as Vonnegut puts it, “it was easy to see that she was the strongest and most graceful of all the dancers, for her handicap bags were as big as those worn by two-hundred pound men” (1388). Metaphorically, these weights can be looked at as the work load students get while at school. To learn, one does have to put in work to retain any of the knowledge they have acquired, whether that be problems or projects. Mastery even comes from putting in more work then what is necessary to understand the skill. What schools do wrong is overload the work on students with busy work. In her paper titled “Work-load and the Quality of Student Learning,” Ellie Chambers states that:
Little attention is paid to what happens in between, or to processes of students ' learning and to factors (such as work-load) that affect the quality of those processes. Such issues tend to emerge only in research into learning processes themselves and, moreover, only when that research takes into account students ' perceptions of
Within the story these weights are there to hinder the athletic performance of individuals so that everyone was equal in speed and balance, most notabaly with the main ballerina, as Vonnegut puts it, “it was easy to see that she was the strongest and most graceful of all the dancers, for her handicap bags were as big as those worn by two-hundred pound men” (1388). Metaphorically, these weights can be looked at as the work load students get while at school. To learn, one does have to put in work to retain any of the knowledge they have acquired, whether that be problems or projects. Mastery even comes from putting in more work then what is necessary to understand the skill. What schools do wrong is overload the work on students with busy work. In her paper titled “Work-load and the Quality of Student Learning,” Ellie Chambers states that:
Little attention is paid to what happens in between, or to processes of students ' learning and to factors (such as work-load) that affect the quality of those processes. Such issues tend to emerge only in research into learning processes themselves and, moreover, only when that research takes into account students ' perceptions of