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'''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.

==Quality of life==

==Quality of life==

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>

Law professor Richard D. Parker, after 35 years at [[Harvard University]], noted, “On this faculty, there are around 100 professors or assistant professors, and of that 100, I think you’d have to estimate there would be maybe eight registered Republicans."  “I’m a registered Independent…and there’s no one else in the 100 who would identify as a populist.”<ref>http://www.academia.org/harvard-still-hates-america</ref>/

Law professor Richard D. Parker, after 35 years at [[Harvard University]], noted, "On this faculty, there are around 100 professors or assistant professors, and of that 100, I think you’d have to estimate there would be maybe eight registered Republicans."  "I'm a registered Independent…and there’s no one else in the 100 who would identify as a populist."<ref>http://www.academia.org/harvard-still-hates-america</ref>

Textbooks used in schools of all ages have also been exposed as promoting a decidedly liberal bias  against the nation of Israel.<ref>[http://www.academia.org/textbook-bias-against-israel]</ref> A landmark book called ''The Trouble with Textbooks'', by Dr. Gary A. Tobin and Dennis R. Ybarra  described results of a comprehensive study they conducted of the 28 most widely used Social Studies textbooks in the United States. The researchers found that U.S. textbooks often contain "repeated misrepresentations that cross the line into bigotry.” Examples included Jesus being called a ''[[Palestinian]]'', Islam being "treated with a devotional tone in some textbooks, less detached and analytical than it ought to be. Muslim beliefs are described in several instances as fact, without any clear qualifier such as ''Muslims believe...''' The Islamic empire of the Middle Ages was presented as “a time of unqualified glory without  blemishes”, while various aspects of the wars of Arab states against Israel were misrepresented.  

Textbooks used in schools of all ages have also been exposed as promoting a decidedly liberal bias  against the nation of Israel.<ref>[http://www.academia.org/textbook-bias-against-israel]</ref> A landmark book called ''The Trouble with Textbooks'', by Dr. Gary A. Tobin and Dennis R. Ybarra  described results of a comprehensive study they conducted of the 28 most widely used Social Studies textbooks in the United States. The researchers found that U.S. textbooks often contain "repeated misrepresentations that cross the line into bigotry.” Examples included Jesus being called a ''[[Palestinian]]'', Islam being "treated with a devotional tone in some textbooks, less detached and analytical than it ought to be. Muslim beliefs are described in several instances as fact, without any clear qualifier such as ''Muslims believe...''' The Islamic empire of the Middle Ages was presented as “a time of unqualified glory without  blemishes”, while various aspects of the wars of Arab states against Israel were misrepresented.

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>

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>

James Piereson, in analyzing changes in higher education in America, comments on the growth of the ''liberal university'', and which was then displaced by the ''left university'' during the revolutionary years of the mid-1960s to the early 1970s, with its alterations becoming institutionalized in the years that followed. Some of the noted resultant changes are that,

James Piereson, in analyzing changes in higher education in America, comments on the growth of the ''liberal university'', and which was then displaced by the ''left university'' during the revolutionary years of the mid-1960s to the early 1970s, with its alterations becoming institutionalized in the years that followed. Some of the noted resultant changes are that,

{{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>[https://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>[https://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>}}

* [[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."<ref>http://www.netcharles.com/orwell/essays/such-such-were-the-joys.htm</ref>

* [[Theodore Roosevelt]] :   "A thorough knowledge of the Bible is worth more than a college education."  

* [[Theodore Roosevelt]]: "A thorough knowledge of the Bible is worth more than a college education."

* "To educate a man in mind and not in morals is to educate a menace to society."  

* "To educate a man in mind and not in morals is to educate a menace to society."

* "There is not in all America a more dangerous trait than the deification of mere smartness unaccompanied by any sense of moral responsibility."

* "There is not in all America a more dangerous trait than the deification of mere smartness unaccompanied by any sense of moral responsibility."

* [[Thomas Sowell]]: "We pay a lot of lip service to educational excellence. But too many institutions and individuals that have produced good educational results for minority students have not only failed to get support, but have even been undermined."<ref>[http://www.creators.com/conservative/thomas-sowell/are-we-serious-about-education.html Are We Serious About Education?]</ref>

* [[Thomas Sowell]]: "We pay a lot of lip service to educational excellence. But too many institutions and individuals that have produced good educational results for minority students have not only failed to get support, but have even been undermined."<ref>[http://www.creators.com/conservative/thomas-sowell/are-we-serious-about-education.html Are We Serious About Education?]</ref>

*"We know from rigorous research that the impact on student achievement that comes from having a good versus average teacher clearly trumps the effect of smaller class sizes."

* "We know from rigorous research that the impact on student achievement that comes from having a good versus average teacher clearly trumps the effect of smaller class sizes."

==References==

==References==

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{{Reflist|colwidth=35em}}

==See also==

==See also==

==External links==

==External links==

* [http://www.ed.gov/index.jhtml U.S. Department of Education], the major federal agency for education in the U.S.

* [http://www.ed.gov/index.jhtml U.S. Department of Education], the major federal agency for education in the U.S.

* [http://nces.ed.gov/ National Center for Education Statistics], an excellent research resource for educational statistics.

* [http://nces.ed.gov/ National Center for Education Statistics], an excellent research resource for educational statistics.