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Liberal Myths About Education (view source)
Revision as of 00:17, September 10, 2008
, 00:17, September 10, 2008A start
Modern American education (particularly public school education) is shaped by a number of liberal myths. These myths, taken as a whole, result in the expenditure of tremendous amounts of time, effort, and money in order to achieve negligible or nonexistent gains.
Among the most pervasive liberal myths that currently shape educational policy are:
1. '''Every child is above average.''' While nobody actually articulates this myth in this form, it is the logical converse of the current state of affairs: it is absolutely taboo to acknowledge that many children are '''below''' average in academic ability. No parent wants to hear that their child is below average; in the name of [[political correctness]], therefore, the education system bends over backwards to avoid acknowledging this.
2. '''Every child can achieve high standards in all areas.''' Again, like the first myth, this is a case of [[political correctness]] that has gotten out of control. Current educational policies insist that all children can achieve proficiency in all areas. Both research and common sense indicate that this is not true; nor would it be taken seriously in other fields. Nobody would argue that a five foot three adult could be in the NBA if he really, really tried; nobody would argue that a tone-deaf child with no interest in music could be the next Mozart with enough effort.
3. '''If children aren't doing well, the solution is more money.''' This is true in a very, '''very''' limited sense. If a school has severe deficiencies in basic facilities--not enough desks, or not enough books, for instance--then investing money in these necessities has been shown to have an effect. Beyond this point, however, the claim moves into myth territory; in schools which already have adequate basic facilities, the investment of ever-increasing sums of money has produced negligible gains in terms of student achievement.
4. '''Unconditional self esteem is something schools should cultivate.''' The current obsession with "self esteem"...and the notion that it is something that is ''given,'' rather than ''earned''...has had very real and very negative consequences. Students are taught that esteem is not linked to performance; in many cases, students who have not done the required work and who lack the required skills to do well are promoted to the next grade for fear of damaging their self esteem. This overlooks the fact that a student who lacks the skills to understand a class or do the work is likely to suffer equal or greater loss of self esteem; plainly put, it's humiliating for a student to be the "class dummy."
5. '''If a student isn't working up to grade level, it's because they're not trying.''' Sometimes, if a student isn't working up to grade level, it's because they genuinely lack the ability to do the work.
6. '''Private schools have no advantages over public schools.''' Even those with a vested interest in public schools will concede that this is untrue, if they're being honest. Private schools have substantial advantages, particularly in the related areas of discipline and learning environment. Since private schools are not limited by the ineffectual, feel-good discipline policies of most public schools, they can more effectively enforce discipline. This, in turn, leads to a more stable learning environment, and one that is more congenial to motivated students who want to excel.
7. '''Home-schooled students have no advantages over public schools.''' Again, a modicum of honesty would compel any educator to admit that this is not true. Extensive one-on-one attention, lessons tailored to the needs of the individual student, and a parental rapport are all advantages which no public school can hope to replicate.
Among the most pervasive liberal myths that currently shape educational policy are:
1. '''Every child is above average.''' While nobody actually articulates this myth in this form, it is the logical converse of the current state of affairs: it is absolutely taboo to acknowledge that many children are '''below''' average in academic ability. No parent wants to hear that their child is below average; in the name of [[political correctness]], therefore, the education system bends over backwards to avoid acknowledging this.
2. '''Every child can achieve high standards in all areas.''' Again, like the first myth, this is a case of [[political correctness]] that has gotten out of control. Current educational policies insist that all children can achieve proficiency in all areas. Both research and common sense indicate that this is not true; nor would it be taken seriously in other fields. Nobody would argue that a five foot three adult could be in the NBA if he really, really tried; nobody would argue that a tone-deaf child with no interest in music could be the next Mozart with enough effort.
3. '''If children aren't doing well, the solution is more money.''' This is true in a very, '''very''' limited sense. If a school has severe deficiencies in basic facilities--not enough desks, or not enough books, for instance--then investing money in these necessities has been shown to have an effect. Beyond this point, however, the claim moves into myth territory; in schools which already have adequate basic facilities, the investment of ever-increasing sums of money has produced negligible gains in terms of student achievement.
4. '''Unconditional self esteem is something schools should cultivate.''' The current obsession with "self esteem"...and the notion that it is something that is ''given,'' rather than ''earned''...has had very real and very negative consequences. Students are taught that esteem is not linked to performance; in many cases, students who have not done the required work and who lack the required skills to do well are promoted to the next grade for fear of damaging their self esteem. This overlooks the fact that a student who lacks the skills to understand a class or do the work is likely to suffer equal or greater loss of self esteem; plainly put, it's humiliating for a student to be the "class dummy."
5. '''If a student isn't working up to grade level, it's because they're not trying.''' Sometimes, if a student isn't working up to grade level, it's because they genuinely lack the ability to do the work.
6. '''Private schools have no advantages over public schools.''' Even those with a vested interest in public schools will concede that this is untrue, if they're being honest. Private schools have substantial advantages, particularly in the related areas of discipline and learning environment. Since private schools are not limited by the ineffectual, feel-good discipline policies of most public schools, they can more effectively enforce discipline. This, in turn, leads to a more stable learning environment, and one that is more congenial to motivated students who want to excel.
7. '''Home-schooled students have no advantages over public schools.''' Again, a modicum of honesty would compel any educator to admit that this is not true. Extensive one-on-one attention, lessons tailored to the needs of the individual student, and a parental rapport are all advantages which no public school can hope to replicate.