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The Myth of Education and Empowerment.
The American school system is based on a meritocracy, although poorly designed. Students must take written tests as assessments for how much they understood and retained during their schooling. While the American education system continues to create opportunities for millions of people, the system also is deficient in many ways. For example, the American educational system’s essential quality is using written assessment tests to measure academic competency and achievement. In my opinion, reliance written assessment tests is a deeply flawed system that has watered down its educational value. The American education system should accommodate a broader view of the value of education to effectively advance students’ lives who go through this system.
In the Calvin and Hobbes Cartoon from Reading America, Bill Watterson presents the idea that schooling as currently structured does not consider the understanding of students, but instead focuses on the retention of ‘random’ facts. In the cartoon strip, a student(Calvin) is seen to be taking a history test and is asked to name a historic date. He has memorized the course text and fondly remembers the date as 1620, but fails to understand why this information is essential (Watterson 123). The first two frames of the cartoon strip present the importance placed on passing an examination. Calvin is serious and has every intention of responding to the question with the correct answer. However, the structure of the question tests his memory and not his understanding.
The third frame of the script then presents the character’s train of thought, in which he breaks down his academic life as a useless and meaningless endeavor to retain ‘random’ facts that are only useful during written tests. From Calvin’s perspective, his ability to recall the fact is moot, as he intentionally seeks to forget these facts as soon as the test is complete. In Calvin’s words, ‘As you can see, I’ve memorized this utterly useless fact long enough to pass the test question. I now intend to forget it forever’ (Watterson, 123). In these words, Watterson presents to his audience a critical flaw in the American educational system. In his view, schooling has grown to be meaningless. Most students no longer go to school in the pursuit of knowledge but rather to pass assessment tests. The meritocracy of the academic system is based on how well students perform in written tests, and not how well they can apply their knowledge while in school.
The third frame also presents a second school of thought; students have learned how to cheat the system without learning anything as their cynicism of the education system grew. Calvin continues to state that, ‘You’ve taught me nothing except how to manipulate the system cynically. Congratulations’ (Watterson 123). For many students, the goal when going to school is to ensure that they get a good grade. As a result, students have come up with different ways to pass their examinations without learning anything. The train of thought is sarcastic as the character is depicted as very keen throughout the exam, but only for the exam. In Watterson’s perspective, students understand the value of good grades but are utterly oblivious to their course curricula’ importance. The ‘Congratulations’ remark at the end is a backhanded compliment that implies the students know the futility of getting good grades and so they work intending to beat the system and not benefit from it.
According to John Gatto, the current school system is not designed to educate but to school students. Traditionally school was an institution that was intended ‘to make good people, make good citizens, and make each person his or her personal best’ (Gatto 117). The current school system has, however, failed in achieving these goals. He recounts the words of H.L. Mencken, said that ‘to fill the young of the species with knowledge and awaken their intelligence. . . Nothing could be further from the truth. The aim …is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States … and that is its aim everywhere else’(Gatto 117). While not explicitly reflected in Watterson’s cartoon strip, these words are relevant to the general themes that the strip implies. The American school system has fallen short of its mandate to the student population and society.
In an article, Gatto explains the six basic functions of modern schooling; the adaptive/adjustive function, integrating function, diagnostic and directive function, differentiating function, selective function, and the propaedeutic function (Gatto 119). For instance, the adaptive function speaks to the capacity of a school to establish specific habits in their students, especially in the presence of authority. Such a function undermines the value placed on using interesting material within the context of formal education. Gatto’s reflection over this function agrees with Watterson’s view that the information students receive in the American Education system is indeed ‘useless’ Another perspective from Gatto (119) that supports Watterson is the selective function. This speaks to the impact of the school on students in the event they fail in their classes. Students with ‘with poor grades, remedial placement, and other punishments-clearly enough that their peers will accept them as inferior and effectively bar them from the reproductive sweepstakes’ Gatto (119). This function explains Calvin’s thoughts in the third frame that schooling has effectively taught him to be a cheat, otherwise risk being ridiculed and ostracized.
In my view, the education system is not entirely flawed. There have been experiences throughout my academic journey that has mirrored that of Calvin. I have had to do several courses in different educational stations that I felt had no value or relevance to my life as currently is. Learning sciences like Chemistry or Physics always seemed a bit forced and pointless. Such subjects turned me into a mindless consumer of academic information. In many ways, I do think the information that I gathered in my early schooling was irrelevant to my career. Such classes turned me into a Calvin, working on memorizing the course content with the sole intention of passing. While I did not see any value in learning these concepts, I could not risk failure by becoming oblivious to the subjects altogether.
On the other hand, certain classes like English and mathematics are essential, especially in a global world. Learning how to read and write was a necessary part of my academic journey and allowed me to explore other areas of academia and my lie. For one, the ability to read was an integral influence in my interest in different art forms. Having a fundamental knowledge in a formal language and basic mathematics exposes children to a world of possibilities. Schooling also allowed me to pursue other interests that were not related to my career path but were adventurous. Clubs such as theatre and music were exciting introductions into the arts and all the career possibilities in these disciplines. I learned during my early academic years the importance of art and personal expression. I also recounted some of the most prolific historical figures, as I participated in different theater projects*. These experiences were pivotal in shaping my world view and continue to inspire some adventure in my life today.
The institutionalization of education may be revised in several different ways to improve the value it has to students. For one, education curriculums should not be presented as a career path. Instead, education systems should prepare students for their future lives. While basic literacy is essential, including other life skills like civil education, financial management, and basic nutrition may improve educational institutions’ value. The use of written assessment tests as the only way student performance can be evaluated another flaw of the educational system. Each activity throughout the school curriculum should be considered. Attendance rates, participation, practical projects, and extra-curricular activities should contribute to a student’s performance. Such systems may improve the value of formal schooling to students. The insistence on using written assessment tests as comprehensive evaluation tools creates an environment where many students work on cheating the system and not benefit from the resources available to them.
Work Cited
Gatto, John T. “Against School.” Rereading America, edited by Colombo, Gary et al. Bedford/St. Martin’s, 2016, pp. 114-121.
Watterson, Bill. “Calvin and Hobbes” Rereading America, edited by Colombo, Gary et al. Bedford/St. Martin’s, 2016, pp. 123.