Education teachers and instructors are not left behind

Education
is among the most important elements in the modern society. The government and
the private sector see it as a source of labor while the parents and children
view it as a path towards self-sustainability. The school – the place where
education is obtained – has undergone several changes to its system over the
years. The primary reason for these changes is to streamline it to achieve its
mandate. Despite these changes to the American education system, various
authors and lay people still have issues with its essence. Diane Ravitch, in
her various articles, has always supported the system although she notes that
it needs mending. On his part, Taylor Gatto, is completely opposed to the
system noting that its objective is to produce individuals who can be
controlled by both government and the corporate world. Although both Ravitch
and Gatto concur that the current system only schools but rarely educates, the
former asserts that correct changes to the system is the only necessary
solution while the latter notes that the whole system is wrong. Although
Gatto’s view about school are spot on, It is impractical to create a system
that appeals to every student’s talents and needs, which makes Ravitch ideas
about reforming the education system by bringing in different studies while
leaving behind the focus on test score a valid and practicable argument.

In
his article, Gatto criticizes the existing education system in the U.S.
labelling it as boring (114). He notes that the learners are bored with the
repetition of things that they already know. The teachers and instructors are
not left behind as they lack motivation to learn more (114). With this
statement, Gatto begins a scathing attack on the education system, which he
terms as lacking creativity. Gatto remarks on the inflexible nature of the
present system where children are forced to attend six classes a day, every
weekday for a duration of nine months in a year. He gives an example of
children who have been homeschooled but still turned out to be better than
those who attend regular schools (Gatto 116). Based on the Prussian system,
Gatto asserts the purpose of the present system in ensuring that individuals
that come from it are “docile and incomplete citizens” (118). The author
suggests that the system does not only stifle creativity but also tries to
create manageable citizens for both the government and the corporate world. In
short, Gatto’s argument submits the inappropriateness of the current education
system to a population that is full of differences in abilities and talents and
proposes for one that caters to the needs of every student. Although this
statement is valid, its feasibility is questionable considering the amount of
differences between learners in the American economy. This infeasibility makes
Ravitch’s argument the better one.

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In
her argument, Ravitch notes that the state of the current education system in
the country is deplorable. Her opinion is seldom based on the appropriateness
of the education system but rather on its contents. She notes that the current public-school
system in the country is based so much on scores as a test of intelligence so
much that many public schools have done away with untested subjects (106). She
notes that most schools take most of their time in school practicing on how to
pass tests instead of providing an education for their students (106). These
schools have eliminated untested subjects such as art, history, and foreign
languages among others in favor of core tested subjects in mathematics and
reading. However, she is careful to note that schools that offer a wholesome
education experience still exist with most in rich suburbs and areas where the
parents are educated (107). To Ravitch, the problem is not on the system
because clearly some schools are producing complete intellectuals. The problem
emanates from the focus on test scores. It becomes a bigger problem when the
government seems to be supporting this ideation through several actions such as
ranking of schools and, more recently, the creation of a database to store
student data in the country (Ravitch 107). This idea places emphasis on
schooling rather than education. The children go to school to obtain grades
rather than obtain an education, which is the essence of an education system in
the first place. Ravitch concurs with Gatto noting that the way the system is
run stifles creativity. The focus has led to the elimination of subjects that
would have enriched a learner’s education experience. The most appropriate
solution according to Ravitch is to bring back all the subjects and end the
emphasis on test scores as a measure of a child’s intelligence (112). Such
actions will create a system that does not just school learners but educates
them appropriately.

Both
Gatto and Ravitch offer their opinions on the current education system in the
country each listing their displeasures. While Gatto asserts that the system is
inappropriate because it schools rather than educate, Ravitch notes some
problems that can be solved to bring back the sector into the correct path. As
much as most of Gatto’s arguments are valid, their implementation is
unrealistic. Ravitch, on the other hand, argues for the current system noting
that the only change that should happen is to put a stop on the focus on test
scores while bringing back all the subjects that make education a rich
experience. This, by far, is the best argument on the best way to improve the
education sector in the country.