Changes

'''Education''' is the process, whether in a [[school|formal]] setting or [[homeschooling|not]], of acquiring [[skill]]s and [[knowledge]], also called [http://www.thefreedictionary.com/pedagogy pedagogy].  It is most familiar in the schooling of the [[children|young]], but continues throughout life. It is considered a human right, and Article 26 of The Universal Declaration on Human Rights (1948) recognizes education along with other necessities such as food, shelter, and water as a fundamental human right, and that parents have a prior right to choose the kind of education that shall be given to their children.<ref>''The Universal Declaration on Human Rights'' (1948) [https://www.un.org/Overview/rights.html United Nations]. Accessed 2 February 2008</ref> The UN Convention on the Rights of the Child, ratified by 192 countries in 1989, affirms the right of all children to free, relevant and quality education.<ref>''Convention on the Rights of the Child'' (1989) [http://untreaty.un.org/English/TreatyEvent2001/pdf/03e.pdf United Nations]. Accessed 2 February 2008</ref> As a catalyst for human development, education provides people with the tools and knowledge they need to understand and participate in today’s world. It helps to sustain the human values that contribute to individual and collective well-being. It inspires confidence and provides the skills needed to participate in public debate. It makes people more self-reliant and aware of opportunities and rights.  

'''Education''' is the process, whether in a [[school|formal]] setting or [[homeschooling|not]], of acquiring [[skill]]s and [[knowledge]], also called [http://www.thefreedictionary.com/pedagogy pedagogy].  It is most familiar in the schooling of the [[children|young]], but continues throughout life. It is considered a human right, and Article 26 of The Universal Declaration on Human Rights (1948) recognizes education along with other necessities such as food, shelter, and water as a fundamental human right, and that parents have a prior right to choose the kind of education that shall be given to their children.<ref>''The Universal Declaration on Human Rights'' (1948) [https://www.un.org/Overview/rights.html United Nations]. Accessed 2 February 2008</ref> The UN Convention on the Rights of the Child, ratified by 192 countries in 1989, affirms the right of all children to free, relevant and quality education.<ref>''Convention on the Rights of the Child'' (1989) [http://untreaty.un.org/English/TreatyEvent2001/pdf/03e.pdf United Nations]. Accessed 2 February 2008</ref> As a catalyst for human development, education provides people with the tools and knowledge they need to understand and participate in today's world. It helps to sustain the human values that contribute to individual and collective well-being. It inspires confidence and provides the skills needed to participate in public debate. It makes people more self-reliant and aware of opportunities and rights.  

Academic performance correlates most closely with the amount of time kids spend on homework. The United States has a [[socialism|socialized]] education program, though there are also smaller, competing, [[private school|privately run schools]] within the country. While it has been the establishment for some time, many have argued against the merits of government run programs.  

Academic performance correlates most closely with the amount of time kids spend on homework. The United States has a [[socialism|socialized]] education program, though there are also smaller, competing, [[private school|privately run schools]] within the country. While it has been the establishment for some time, many have argued against the merits of government run programs.  

*In [[Niger]], the incidence of poverty is 70% in households headed by adults with no education, compared to 56% for households headed by adults who have received basic education.<ref>'''Dhanarajan, Gajaraj''' ''Combating Poverty through Adult Education'' (lecture; Dennis Irvine Lecture Series, 5 March 2001) [http://www.col.org/colweb/site/cache/offonce/pid/3671 Commonwealth of Learning]. Accessed 2 February 2008</ref>

*In [[Niger]], the incidence of poverty is 70% in households headed by adults with no education, compared to 56% for households headed by adults who have received basic education.<ref>'''Dhanarajan, Gajaraj''' ''Combating Poverty through Adult Education'' (lecture; Dennis Irvine Lecture Series, 5 March 2001) [http://www.col.org/colweb/site/cache/offonce/pid/3671 Commonwealth of Learning]. Accessed 2 February 2008</ref>

*Farming practices can be improved through basic education.<ref>''Industry Provides Update on Support for Economic, Social Development and Environmental Conservation in World’s Cocoa Regions'' (2006) [http://www.worldcocoafoundation.org/for-the-media/wcf_industryupdate.asp worldcocoa.org]. Accessed 2 February 2008</ref>

*Farming practices can be improved through basic education.<ref>''Industry Provides Update on Support for Economic, Social Development and Environmental Conservation in World’s Cocoa Regions'' (2006) [http://www.worldcocoafoundation.org/for-the-media/wcf_industryupdate.asp worldcocoa.org]. Accessed 2 February 2008</ref>

*In [[Uganda]], four years of primary education raise a farmer’s output by 7%.<ref>'''Mutangadura, G. B. and Lamb, V. L.''' ''Variations in rates of primary school access and enrolments in sub-Saharan Africa: a pooled cross-country time series analysis'' International Journal of Educational Development  

*In [[Uganda]], four years of primary education raise a farmer's output by 7%.<ref>'''Mutangadura, G. B. and Lamb, V. L.''' ''Variations in rates of primary school access and enrolments in sub-Saharan Africa: a pooled cross-country time series analysis'' International Journal of Educational Development  

Volume 23, Issue 4, July 2003, Pages 369-380 [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-48M7TH4-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=01fc5236be0cd5afa9013745bba36513 Science Direct]. Accessed 2 February 2008</ref>

Volume 23, Issue 4, July 2003, Pages 369-380 [http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6VD7-48M7TH4-1&_user=10&_rdoc=1&_fmt=&_orig=search&_sort=d&view=c&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=01fc5236be0cd5afa9013745bba36513 Science Direct]. Accessed 2 February 2008</ref>

*It is the foundation for acquiring knowledge and skills necessary to participate in and benefit from globalization and technological change.<ref>''Forum on Technology, Employment and Poverty Alleviation'' "Economic and Social Commission for Western Asia/International Labour

*It is the foundation for acquiring knowledge and skills necessary to participate in and benefit from globalization and technological change.<ref>''Forum on Technology, Employment and Poverty Alleviation'' "Economic and Social Commission for Western Asia/International Labour

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.

Similarly, the ratio of Yale faculty donations in the 2004 presidential election between Kerry and Bush was 150:3. The ratio at Princeton was 114:1, and at Harvard, 406:13.<ref>http://www.academia.org/george-washington-slanted-here/</ref>

Similarly, the ratio of Yale faculty donations in the 2004 presidential election between Kerry and Bush was 150:3. The ratio at Princeton was 114:1, and at Harvard, 406:13.<ref>http://www.academia.org/george-washington-slanted-here/</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>

The Intercollegiate Studies Institute conducted extensive surveys in 2006 and 2007 of 14,000 college freshmen and seniors at fifty colleges nationwide, aimed at determining the impact a college education has on civic knowledge. The study resulted in the average freshman and the average senior scoring just over 50% on a sixty-question multiple-choice exam on fundamental knowledge of America’s history and institutions. An additional survey of  2,508 American adults resulted in the average college graduate scoring 57% in a thirty-three-question basic civics test, correctly answering only four questions more than the average high school graduate.  

The Intercollegiate Studies Institute conducted extensive surveys in 2006 and 2007 of 14,000 college freshmen and seniors at fifty colleges nationwide, aimed at determining the impact a college education has on civic knowledge. The study resulted in the average freshman and the average senior scoring just over 50% on a sixty-question multiple-choice exam on fundamental knowledge of America's history and institutions. An additional survey of  2,508 American adults resulted in the average college graduate scoring 57% in a thirty-three-question basic civics test, correctly answering only four questions more than the average high school graduate.  

While scores indicated a college education resulted in little advance in knowledge of American history and institutions, an often  significant increase in favoring liberal ideology was seen over those who were not college graduates. In addition, those with the highest degrees were the most liberal.<ref>[http://www.americancivicliteracy.org/2010/major_findings_finding1.html Intercollegiate Studies Institute,] ''The Shaping of the American Mind.''</ref>   

While scores indicated a college education resulted in little advance in knowledge of American history and institutions, an often  significant increase in favoring liberal ideology was seen over those who were not college graduates. In addition, those with the highest degrees were the most liberal.<ref>[http://www.americancivicliteracy.org/2010/major_findings_finding1.html Intercollegiate Studies Institute,] ''The Shaping of the American Mind.''</ref>   

* [http://www.cato.org/pubs/pas/pa-294.html A history of the modern homeschool movement], from the Cato Institute.

* [http://www.cato.org/pubs/pas/pa-294.html A history of the modern homeschool movement], from the Cato Institute.

* [http://www.nheri.org National Home Education Research Institute], a research resource for homeschoolers.

* [http://www.nheri.org National Home Education Research Institute], a research resource for homeschoolers.

* [http://www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.html The Effort Effect] - According to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.

* [http://www.stanfordalumni.org/news/magazine/2007/marapr/features/dweck.html The Effort Effect] - According to a Stanford psychologist, you'll reach new heights if you learn to embrace the occasional tumble.

* [http://www.heritage.org/Research/Education/hl1013.cfm Why Won't Politically Correct Professors Teach English and American Literature?] - Dr. Elizabeth Kantor at '''[[Heritage Foundation|The Heritage Foundation]]''' talks about why English professors don't seem to want to teach English and American literature, and about why the consequences of that failure are more important than you might think.

* [http://www.heritage.org/Research/Education/hl1013.cfm Why Won't Politically Correct Professors Teach English and American Literature?] - Dr. Elizabeth Kantor at '''[[Heritage Foundation|The Heritage Foundation]]''' talks about why English professors don't seem to want to teach English and American literature, and about why the consequences of that failure are more important than you might think.

* [http://www.aim.org/wls/category/education/ What Liberals Say - Category: Education], [[Accuracy In Media]]

* [http://www.aim.org/wls/category/education/ What Liberals Say - Category: Education], [[Accuracy In Media]]