Why School?: A Look At Modern Education

Gerard Cabarse

8-30-11

Thinking for Change

Why School?

In the first four chapters of “Why School?” by Mike Rose, I learned about aspects of the modern education system and its beginnings. The reading has also brought up ideas that I have had in the past about the education system in America today.

Education is an amazing opportunity. It provides us with a better understanding of the world around it. That is why I agree with Rose when he states, “Education gave me the competence and confidence to independently seek out information and make decisions,” (Rose, 38). Education is a tool that we can use not only to think, but to act for ourselves. Normally, when education is brought up, the first thing people think of is schooling. But education is much broader than that. We can learn through personal experience. It is not just sitting in a desk and absorbing what is being taught. It is experiencing.

Originally, education was a privilege given to those who could afford it. This kept upward social mobility from the poor and allowed for those who are already in power to stay in power and hand it down to those who inherit it. Today, education is now available to the general public. People of all social standing, rich or poor, can obtain education through public or private schools, state or private universities, or even on the internet. However, education is not equal to all those who seek it. In terms of public schools, areas with more income have higher quality public schools, whereas schools in poorer locations don’t. Rose states, “The wealthiest public schools spend two to three times more on their students than the poorest,” (Rose, 28). This proves that there is still an educational divide among people in terms of what kind of education and opportunities are available to them, based on their income. Some schools are able to provide enough books, staff, and other materials to assist in the learning process while other schools barely have enough for the amount of students they have.

Not only is there an economic divide between students, there is not enough of a focus on what learning really is. We are all taught that by a certain age, we should know this much history, how to do certain math problems, and how to write at a standard set by the curriculum. I feel that learning is individualistic of the student who is being taught. Students are being ushered forth into higher grades with the expectation that they know everything from the past years and those who can’t keep up are held back or sent to remedial schooling. According to Rose, “The unfortunate thing is that there is nothing in the standard talk about schooling….that leads us to consider how school is perceived by those who attend it,” (Rose, 32). This sys tem of reaching cognitive landmarks would make sense if every student had the exact same teacher. Every student is exposed to different teachers. The quality of teaching done is completely different as well, regardless of economic status. In regards to students, not every person learns the same way or retains the same amount of information being taught. That is why it is difficult to standardize education today.

The first reading of “Why School?” has fascinated me with new questions and bringing up some old ideas that I have had in the past. It is an interesting perspective on education today and in which direction it is going.