Which, as you describe it, amounts to the proposition that if you could "standardize" any sort of education - and never mind what all these words mean - then it would be inherently wrong.who would argue that Standardized Education is inherently the wrong choice, — James Riley
Do they have to attend school (wherever it is, even if at home)? At some point the word "education" loses meaning.Since children are naturally creative and varied, a standardised curriculum becomes impossible. — unenlightened
Your friend needs a new thesis statement. — tim wood
Do they have to attend school (wherever it is, even if at home)? At some point the word "education" loses meaning. — tim wood
"standardized education is not inherently bad but the way the system is executed is poorly done and neglects the interests and talents of many students. it also forces students to learn things they don't' care about as opposed to igniting an interest in learning" — James Riley
One is always constrained by The law of the land, so I'm not sure what or who you are asking about. — unenlightened
I think the key move is to eliminate all coercion and manipulation. Since children are naturally creative and varied, a standardised curriculum becomes impossible. — unenlightened
But it seems to me that with no carrot and no stick, no curriculum is possible. Unless it be the curriculum of what is happening at the moment. — tim wood
A.S. Neill is probably the classic case you want. — unenlightened
I forgot the main man - Ivan Illich. — unenlightened
In short, who the hell would be against it, even if the curriculum was of their choosing and even if it was executed as they would have it done? — James Riley
Were the duty of enforcing universal education once admitted, there would be an end to the difficulties about what the State should teach, and how it should teach, which now convert the subject into a mere battle-field for sects and parties, causing the time and labour which should have been spent in educating, to be wasted in quarrelling about education. If the government would make up its mind to require for every child a good education, it might save itself the trouble of providing one. It might leave to parents to obtain the education where and how they pleased, and content itself with helping to pay the school fees of the poorer classes of children, and defraying the entire school expenses of those who have no one else to pay for them.
The objections which are urged with reason against State education, do not apply to the enforcement of education by the State, but to the State's taking upon itself to direct that education: which is a totally different thing. That the whole or any large part of the education of the people should be in State hands, I go as far as any one in deprecating. All that has been said of the importance of individuality of character, and diversity in opinions and modes of conduct, involves, as of the same unspeakable importance, diversity of education. A general State education is a mere contrivance for moulding people to be exactly like one another: and as the mould in which it casts them is that which pleases the predominant power in the government, whether this be a monarch, a priesthood, an aristocracy, or the majority of the existing generation, in proportion as it is efficient and successful, it establishes a despotism over the mind, leading by natural tendency to one over the body.
An education established and controlled by the State should only exist, if it exist at all, as one among many competing experiments, carried on for the purpose of example and stimulus, to keep the others up to a certain standard of excellence. Unless, indeed, when society in general is in so backward a state that it could not or would not provide for itself any proper institutions of education, unless the government undertook the task: then, indeed, the government may, as the less of two great evils, take upon itself the business of schools and universities, as it may that of joint stock companies, when private enterprise, in a shape fitted for undertaking great works of industry, does not exist in the country. But in general, if the country contains a sufficient number of persons qualified to provide education under government auspices, the same persons would be able and willing to give an equally good education on the voluntary principle, under the assurance of remuneration afforded by a law rendering education compulsory, combined with State aid to those unable to defray the expense.
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