Changes

*Education helps to prevent the labour, [[trafficking]] and sexual exploitation of children, and their use as soldiers.<ref>''Child Labour Today'' "End Child Exploitation" (2005) [http://www.unicef.org.uk/publications/pdf/ECECHILD2_A4.pdf UNICEF]. Accessed 2 February 2008</ref>

*Education helps to prevent the labour, [[trafficking]] and sexual exploitation of children, and their use as soldiers.<ref>''Child Labour Today'' "End Child Exploitation" (2005) [http://www.unicef.org.uk/publications/pdf/ECECHILD2_A4.pdf UNICEF]. Accessed 2 February 2008</ref>

*It is one of the most effective weapons against disease, and raises awareness of living conditions and environmental protection.<ref>''Basic education and gender equality'' (2007) [http://www.unicef.org/girlseducation/index_bigpicture.html UNICEF]. Accessed 2 February 2008</ref>

*It is one of the most effective weapons against disease, and raises awareness of living conditions and environmental protection.<ref>''Basic education and gender equality'' (2007) [http://www.unicef.org/girlseducation/index_bigpicture.html UNICEF]. Accessed 2 February 2008</ref>

*Life expectancy rises by as much as 2 years for every 1 per cent increase in literacy.<REF>''The right to education'' "Education: How can a country with limited resources provide education to all children?" [http://concernusa.org/media/pdf/2007/10/FinalEducation.pdf Concern USA]. Accessed 2 February 2008</ref>

*Life expectancy rises by as much as 2 years for every 1 per cent increase in literacy.<ref>''The right to education'' "Education: How can a country with limited resources provide education to all children?" [http://concernusa.org/media/pdf/2007/10/FinalEducation.pdf Concern USA]. Accessed 2 February 2008</ref>

==Economic development==

==Economic development==

==Ideology in modern education==

==Ideology in modern education==

===Progressive Education===

===Progressive Education===

In addition to purely academic teaching, education forms a part in developing a moral and political worldview.  In many countries formal religious instruction is part of public education, while  the [[United States]], which holds to [[separation of church and state]], no longer formally engages in such. However, it is argued by [[conservatives]] that the modern degree of exclusion of religious belief from the State was not the historical norm.<ref>[http://www.shalomjerusalem.com/heritage/heritage19.html  Honorable Judge Robert Ulrich Chief Justice, Missouri Court Of Appeals, Western District, ''Were the Founding Fathers Christian?'']</ref><ref>http://www.naacd.com/issues_judicial.htm</ref> One example invoked in support of this contention is that an estimated 75 percent of the school systems in the South had religious services and Bible readings as late as 1962, when in ''[[Engel versus Vitale]]'', the U.S. [[Supreme Court]] decided that school-sponsored prayer was unconstitutional.<ref>Colliers 1961 Yearbook p. 224</ref>  It is also argued that it is impossible to completely separate an educational system from moral beliefs,<ref>[http://peacebyjesus.witnesstoday.org/CauseEffect.html Cause and Effect: The Bible, the Educational System, and Its Influence]</ref> and that the modern divorcement of religion from education constitutes an official "establishment of a religion of secularism" - a term used by U.S. [[Supreme Court]] justice Potter Stewart in dissenting from the decision rendered on June 17, 1963 in ''[[Abington School versus Schempp]]'', which outlawed State-sponsored Bible reading in public schools.<ref>http://www.naacd.com/issues_judicial.htm</ref> <ref> Stephen V. Monsma, J. Christopher Soper, ''The Challenge of Pluralism: Church and State in Five Democracies'', p. 27</ref>

In addition to purely academic teaching, education forms a part in developing a moral and political worldview.  In many countries formal religious instruction is part of public education, while  the [[United States]], which holds to [[separation of church and state]], no longer formally engages in such. However, it is argued by [[conservatives]] that the modern degree of exclusion of religious belief from the State was not the historical norm.<ref>[http://www.shalomjerusalem.com/heritage/heritage19.html  Honorable Judge Robert Ulrich Chief Justice, Missouri Court Of Appeals, Western District, ''Were the Founding Fathers Christian?'']</ref><ref>http://www.naacd.com/issues_judicial.htm</ref> One example invoked in support of this contention is that an estimated 75 percent of the school systems in the South had religious services and Bible readings as late as 1962, when in ''[[Engel versus Vitale]]'', the U.S. [[Supreme Court]] decided that school-sponsored prayer was unconstitutional.<ref>Colliers 1961 Yearbook p. 224</ref>  It is also argued that it is impossible to completely separate an educational system from moral beliefs,<ref>[http://peacebyjesus.witnesstoday.org/CauseEffect.html Cause and Effect: The Bible, the Educational System, and Its Influence]</ref> and that the modern divorcement of religion from education constitutes an official "establishment of a religion of secularism" - a term used by U.S. [[Supreme Court]] justice Potter Stewart in dissenting from the decision rendered on June 17, 1963 in ''[[Abington School versus Schempp]]'', which outlawed State-sponsored Bible reading in public schools.<ref>http://www.naacd.com/issues_judicial.htm</ref><ref>Stephen V. Monsma, J. Christopher Soper, ''The Challenge of Pluralism: Church and State in Five Democracies'', p. 27</ref>

Education in America, especially as its higher level, is typically seen by conservatives as promoting liberalism and helping to promoting [[moral degeneration]]. A (disputed) study showed that 50% of American college faculty identified themselves as Democrats and only 11% as Republicans (with 33% being Independent, and 5% identifying themselves with another party). 72% described themselves as "to the left of center," including 18% who were strongly left. Only 15% described themselves as right of center, including only 3% who were "strongly right."<ref>North American Academic Study Survey (NAASS) of students, faculty and administrators at colleges and universities in the United States and Canada 1999. The Berkeley Electronic Press</ref><ref>http://www.bepress.com/forum/vol3/iss1/art2</ref> <ref>http://www.associatedcontent.com/article/17963/liberal_bias_in_our_schools.html</ref>

Education in America, especially as its higher level, is typically seen by conservatives as promoting liberalism and helping to promoting [[moral degeneration]]. A (disputed) study showed that 50% of American college faculty identified themselves as Democrats and only 11% as Republicans (with 33% being Independent, and 5% identifying themselves with another party). 72% described themselves as "to the left of center," including 18% who were strongly left. Only 15% described themselves as right of center, including only 3% who were "strongly right."<ref>North American Academic Study Survey (NAASS) of students, faculty and administrators at colleges and universities in the United States and Canada 1999. The Berkeley Electronic Press</ref><ref>http://www.bepress.com/forum/vol3/iss1/art2</ref><ref>http://www.associatedcontent.com/article/17963/liberal_bias_in_our_schools.html</ref>

Research on the political leanings of their university professors by members of The George Washington University Chapter of Young America’s Foundation (GWYAF) found substantial liberal bias in the academy. The school’s faculty gave 92 percent of their political donations ($221,490) to Democratic candidates versus only 8 percent ($20,500) to Republicans in the 2008 primary election.  Consistent with this, in the presidential election the ratio was 91 percent to 9 percent.

Research on the political leanings of their university professors by members of The George Washington University Chapter of Young America’s Foundation (GWYAF) found substantial liberal bias in the academy. The school’s faculty gave 92 percent of their political donations ($221,490) to Democratic candidates versus only 8 percent ($20,500) to Republicans in the 2008 primary election.  Consistent with this, in the presidential election the ratio was 91 percent to 9 percent.

One the glossary of book, ''World History: Continuity and Change'', the entry on the Ten Commandments skeptically describes them as "Moral laws Moses '''claimed''' to have received from the Hebrew G-d Y-hweh on Mount Sinai," while the very same glossary states the [[Qu'ran]] is a "Holy Book of Islam containing revelations received by Muhammad from G-d.” <ref>http://www.israelnationalnews.com/SendMail.aspx?print=print&type=0&item=127797</ref>

One the glossary of book, ''World History: Continuity and Change'', the entry on the Ten Commandments skeptically describes them as "Moral laws Moses '''claimed''' to have received from the Hebrew G-d Y-hweh on Mount Sinai," while the very same glossary states the [[Qu'ran]] is a "Holy Book of Islam containing revelations received by Muhammad from G-d.” <ref>http://www.israelnationalnews.com/SendMail.aspx?print=print&type=0&item=127797</ref>

One textbook publisher, ''Teachers Curriculum Institute'', has agreed to rewrite its unit on the Middle East after being challenged, and consulting many scholars. The San Fransisco-based Jewish Community Relations Council found that the textbooks were so filled with inaccuracies and biased that they should not be used.<ref>San Francisco Jewish Community Publications, Friday, February 13, 2004</ref>

One textbook publisher, ''Teachers Curriculum Institute'', has agreed to rewrite its unit on the Middle East after being challenged, and consulting many scholars. The San Francisco-based Jewish Community Relations Council found that the textbooks were so filled with inaccuracies and biased that they should not be used.<ref>San Francisco Jewish Community Publications, Friday, February 13, 2004</ref>

Professor, Larry Schweikart notes that most textbooks tend to come from New York, Boston, Washington and Philadelphia, all liberal bastions. As concerns American history, Schweikart sees the "Reagan test" as a consistent indicator of whether a book is politically slanted. The majority of books he has examined credit former Soviet President Mikhail Gorbachev with ending the Cold War, while marginalizing Reagan.<ref>[http://liveshots.blogs.foxnews.com/2010/03/11/president-reagan-gets-the-shaft-in-textbooks/print/ Fox News, March 11, 2010]</ref>

Professor, Larry Schweikart notes that most textbooks tend to come from New York, Boston, Washington and Philadelphia, all liberal bastions. As concerns American history, Schweikart sees the "Reagan test" as a consistent indicator of whether a book is politically slanted. The majority of books he has examined credit former Soviet President Mikhail Gorbachev with ending the Cold War, while marginalizing Reagan.<ref>[http://liveshots.blogs.foxnews.com/2010/03/11/president-reagan-gets-the-shaft-in-textbooks/print/ Fox News, March 11, 2010]</ref>

{{cquote|single-sex colleges all but disappeared; college regulation of student morals disappeared as well; government regulation of employment expanded, putting pressure on institutions to hire women and minorities for faculty positions; the line between teaching a subject matter and advocating political positions was blurred or even eliminated altogether as the new campus radicalism asserted that all teaching is political in nature; the liberal underpinnings of academic culture--the freedom to teach and conduct research--were attacked and eroded in the name of political correctness; the unifying character of the humanities was subverted and discredited when they were said to represent an oppressive tradition formed by white European males; new fields, usually with ideological preconceptions, were created outside the traditional departments and areas of study, thus expanding the positions available for radical faculty; serious academic requirements, including foreign language proficiency, were softened or eliminated.  

{{cquote|single-sex colleges all but disappeared; college regulation of student morals disappeared as well; government regulation of employment expanded, putting pressure on institutions to hire women and minorities for faculty positions; the line between teaching a subject matter and advocating political positions was blurred or even eliminated altogether as the new campus radicalism asserted that all teaching is political in nature; the liberal underpinnings of academic culture--the freedom to teach and conduct research--were attacked and eroded in the name of political correctness; the unifying character of the humanities was subverted and discredited when they were said to represent an oppressive tradition formed by white European males; new fields, usually with ideological preconceptions, were created outside the traditional departments and areas of study, thus expanding the positions available for radical faculty; serious academic requirements, including foreign language proficiency, were softened or eliminated.  

...the radicals of the 1960s went further to launch a wholesale attack on American culture and the middle-class way of life, which they condemned as repressive and, worse, boring. The cultural radicalism of the 1960s, derived from the Beats of the 1950s, was so appealing to the new campus left because it promised something beyond political reform--namely, a different way of life with a revised set of morals... <ref>[http://www.weeklystandard.com/Utilities/printer_preview.asp?idArticle=6120&R=163E436DC8VI James Piereson, ''The Left University'', part VI], The Weekly Standard, October 3, 2005 Volume 011, Issue 03</ref>}}

...the radicals of the 1960s went further to launch a wholesale attack on American culture and the middle-class way of life, which they condemned as repressive and, worse, boring. The cultural radicalism of the 1960s, derived from the Beats of the 1950s, was so appealing to the new campus left because it promised something beyond political reform--namely, a different way of life with a revised set of morals...<ref>[http://www.weeklystandard.com/Utilities/printer_preview.asp?idArticle=6120&R=163E436DC8VI James Piereson, ''The Left University'', part VI], The Weekly Standard, October 3, 2005 Volume 011, Issue 03</ref>}}

Related to this, in his State of the Union address of 2010, President Obama called for providing complete  "forgiveness" of student loans to students who spend 10 years (with 120 continuous payments) employed in public service. However, this would be an extension of 2007 College Cost Reduction Act, which took effect in July 2009. Public service includes government and non-profit work, but excludes employment in religious instruction or proselytization.<ref>[http://edocket.access.gpo.gov/2008/pdf/E8-24922.pdf Federal  Register / Vol.  73,  No.  206 / Thursday,  October  23,  2008 / Rules  and  Regulations, Section 685.219—Public Service Loan, p. 15.27]</ref> In addition to increasing the [[national debt]], this provision may be seen as being conducive to further promoting an entitlement mentality, and populating government with those who often manifest and propagate the same.

Related to this, in his State of the Union address of 2010, President Obama called for providing complete  "forgiveness" of student loans to students who spend 10 years (with 120 continuous payments) employed in public service. However, this would be an extension of 2007 College Cost Reduction Act, which took effect in July 2009. Public service includes government and non-profit work, but excludes employment in religious instruction or proselytization.<ref>[http://edocket.access.gpo.gov/2008/pdf/E8-24922.pdf Federal  Register / Vol.  73,  No.  206 / Thursday,  October  23,  2008 / Rules  and  Regulations, Section 685.219—Public Service Loan, p. 15.27]</ref> In addition to increasing the [[national debt]], this provision may be seen as being conducive to further promoting an entitlement mentality, and populating government with those who often manifest and propagate the same.

==Quotes about teaching==

==Quotes about teaching==

* [[Galileo Galilei]]: "You cannot teach a man anything; you can only help him find it within himself."<ref> [http://www.lhup.edu/~dsimanek/eduquote.htm Quotes on Education]</ref>

* [[Galileo Galilei]]: "You cannot teach a man anything; you can only help him find it within himself."<ref>[http://www.lhup.edu/~dsimanek/eduquote.htm Quotes on Education]</ref>

* [[George Orwell]]: "the present-day attitude towards education is enormously more humane and sensible than that of the past." [http://www.netcharles.com/orwell/essays/such-such-were-the-joys.htm]

* [[George Orwell]]: "the present-day attitude towards education is enormously more humane and sensible than that of the past." [http://www.netcharles.com/orwell/essays/such-such-were-the-joys.htm]