https://www.youtube.com/watch?v=zDZFcDGpL4U
I find his arguments to be quite compelling, and I'm more or less inclined to agree with him. However, there are several points that I would like to discuss and elaborate on. Sir Robinson said that the current system of education was designed and conceived for a different age; specifically for the intellectual thinking of the Enlightenment and the economic background of the Industrial Revolution; and I agree. Yet I also believe that it is based on more fundamental human factors that Sir Robinson may have overlooked. Our education system, while conceived during the Industrial Revolution, was also designed to fit into a more broad economic framework; that of making profit. In a sense, the Industrial Revolution marked the beginning of our age of excess, where most people in developed countries had more than they need; more than the bare minimum. Due to the nature of human greed, however, we are never satisfied with what we have and always desire more, thus perpetuating an economic culture that values profit over all else. I believe that the values of the current education system ultimately stem from this profit mindset. What I mean by values here is that the system puts significantly more emphasis on certain (academic) subjects than others, which results in biased, preferential selection of some courses by students while some others are overlooked and neglected.
This point becomes painfully obvious when we look at the essential or required subjects that all students must take; beginning in elementary school. English, Math, and the Sciences; the big three subjects most valued by everyone involved in the education process (i.e. teachers, students, parents, etc.), even though they may not explicitly say so or even deny it. On the other end of the spectrum is Arts, which is usually considered by many to be an interest rather than an actual 'subject' of academic learning. In high school the Sciences are split into the three categories of Physics, Chemistry, and Biology, while the Arts are separated into Visual Arts, Music, Theatre/Drama, and other kinds of performing arts. Despite the diversifying of the Sciences and Arts during this time, it is quite clear that the former still holds greater importance, as the latter category is relegated as 'elective' courses while the Sciences are mandatory subjects to a certain point. Besides being seen as classically intellectual, subjects such as Math and the Sciences are highly valued because they serve as prerequisites for post-secondary studies such as Engineering, Business, Economics, etc.; all of which share the promise of better and more lucrative career opportunities than the rest. Psychology, History, and some other social sciences fall somewhere in the middle of the prestige scale, while the Arts are once again put in the back door of education. When it comes to finances, disciplines like Engineering and Business receive markedly more funding than others, and it's not that hard to see why: because it pays to invest in them, because the returns will be greater.
With that in mind, I believe that, besides conformity and standardized testing as highlighted by Sir Robinson, another major problem with the current education system is that it is too focused on trying to mold education into a tool that doesn't educate students for education's sake, but to educate them to fit in and contribute to the profit mindset of our excessive economy. To quote Sir Robinson, "this isn't because teachers want it this way, it's just because it happens that way." In other words, the system is based on basic, fundamental, human greed, and I'm not sure if there's ever a way of changing that. But like all problems, the first step is to try and raise awareness that there is a problem.
I find his arguments to be quite compelling, and I'm more or less inclined to agree with him. However, there are several points that I would like to discuss and elaborate on. Sir Robinson said that the current system of education was designed and conceived for a different age; specifically for the intellectual thinking of the Enlightenment and the economic background of the Industrial Revolution; and I agree. Yet I also believe that it is based on more fundamental human factors that Sir Robinson may have overlooked. Our education system, while conceived during the Industrial Revolution, was also designed to fit into a more broad economic framework; that of making profit. In a sense, the Industrial Revolution marked the beginning of our age of excess, where most people in developed countries had more than they need; more than the bare minimum. Due to the nature of human greed, however, we are never satisfied with what we have and always desire more, thus perpetuating an economic culture that values profit over all else. I believe that the values of the current education system ultimately stem from this profit mindset. What I mean by values here is that the system puts significantly more emphasis on certain (academic) subjects than others, which results in biased, preferential selection of some courses by students while some others are overlooked and neglected.
This point becomes painfully obvious when we look at the essential or required subjects that all students must take; beginning in elementary school. English, Math, and the Sciences; the big three subjects most valued by everyone involved in the education process (i.e. teachers, students, parents, etc.), even though they may not explicitly say so or even deny it. On the other end of the spectrum is Arts, which is usually considered by many to be an interest rather than an actual 'subject' of academic learning. In high school the Sciences are split into the three categories of Physics, Chemistry, and Biology, while the Arts are separated into Visual Arts, Music, Theatre/Drama, and other kinds of performing arts. Despite the diversifying of the Sciences and Arts during this time, it is quite clear that the former still holds greater importance, as the latter category is relegated as 'elective' courses while the Sciences are mandatory subjects to a certain point. Besides being seen as classically intellectual, subjects such as Math and the Sciences are highly valued because they serve as prerequisites for post-secondary studies such as Engineering, Business, Economics, etc.; all of which share the promise of better and more lucrative career opportunities than the rest. Psychology, History, and some other social sciences fall somewhere in the middle of the prestige scale, while the Arts are once again put in the back door of education. When it comes to finances, disciplines like Engineering and Business receive markedly more funding than others, and it's not that hard to see why: because it pays to invest in them, because the returns will be greater.
With that in mind, I believe that, besides conformity and standardized testing as highlighted by Sir Robinson, another major problem with the current education system is that it is too focused on trying to mold education into a tool that doesn't educate students for education's sake, but to educate them to fit in and contribute to the profit mindset of our excessive economy. To quote Sir Robinson, "this isn't because teachers want it this way, it's just because it happens that way." In other words, the system is based on basic, fundamental, human greed, and I'm not sure if there's ever a way of changing that. But like all problems, the first step is to try and raise awareness that there is a problem.
