US problems today. The Purpose of Education by Hal O’Leary

US problems today. The Purpose of Education by Hal O’Leary
The Purpose of Education by Hal O'Leary

Open book. Photo attribution Petr Kratochvil

The Purpose of Education by Hal O’Leary in his weekly section Just Hal on Yareah magazine.

There is no answer to the problems of American education until we begin to ask the proper question.

With three of ten high school students and four of ten college freshmen failing to graduate, our educational system is obviously failing. The question to be asked is not why the drop-outs have failed in our educational system, but why the educational system has failed in its obligation to the drop-outs. To answer this question, we must first arrive at a revised understanding of the purpose of education. In reviewing popular remedies for the alarming drop-out rate, the question of why we educate must be addressed before we can consider any rational question of how. Rarely, if ever, is the question of why addressed or even mentioned. It is simply assumed that the purpose is, first and foremost, that education will lead to a higher income. Then, there is the need for an orderly and stable society. It is, of course, assumed that social protocol is paramount, but is such an assumption always warranted? I am reminded of a quote by the Indian philosopher Krishnamurti: “It is no measure of health to be well adjusted to a profoundly sick society.”

This whole approach ignores what should be the true purpose of an education.

Education should be designed to provide opportunities for individual self-fulfillment. In reality, however, the current system leans more to indoctrination than to education. It is a system designed to meet the needs of the society as opposed to one that meets the personal needs of the individual student. It becomes a system designed to equip the corporate world and its bottom-line mentality with an adequate work force and, by indoctrination, to provide society, with its questionable objectives, a sufficient number of sycophants to maintain conformity and stability. What its purpose should be is to equip the student with an adequate means of gratifying his potential for personal achievement and fulfillment, in concert with the innate talents he may possess. This is the only source of true happiness. A truly just society should be one that addresses the needs of its individual citizens, as opposed to the needs of a society that in turn ignores those individual needs. The creation of a society that allows for each individual the maximum possibility for fulfillment and happiness should, therefore, be the broader aim and purpose of education.

Another significant danger of the present system is that it seems to have forsaken Socrates.

For Socrates, the mere passing on and acceptance of traditional thought and practice (which is what most of the current curricula consist of) is not education. Not only does such a practice tend to suppress the innate curiosity which the first grader brings to class, but it discourages the critical thinking that Socrates insisted must lie at the very foundation of education. Add to this the fact that in our modern world, the inability to think critically will ultimately cause humanitarian advancement to lag dangerously behind technological advancement, ignoring the need for adequate ethical checks and balances necessary to insure a safe and intelligent evolution. Unfortunately with the current system, critical thinking on the part of the student is actually suppressed because it represents a threat to the teacher’s commandment from above simply to impart knowledge in compliance with standard objectives, to be measured by the accursed standardized testing. One amazing thought is that, ironically, this approach could lead us to recognize the necessity of asking why before we consider asking how.

So, where do we begin? The first step may be to identify and hold accountable those responsible for the failure. Unfortunately, the decisions for education in the present system are made by two professional practitioners, educators and politicians. The system works this way: the educators, who are nothing more than products of the failed system, are pressured and threatened by the politicians who know nothing about education, but who provide the necessary funding. This is a prescription for continued failure. To even begin a complete overhaul, which the situation demands, our public school system, one of America’s great promises, must be reclaimed by the public. This undertaking will prove most difficult because this same public is unfortunately also a product of the system. It must realize, for the sake of our deprived children, that the true purpose of education is to provide them with the opportunity to fulfill their intrinsic desires rather than to indoctrinate them into a neurotic society. There can be no other source for their true happiness.

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Hal O’Leary is an eighty-seven-year-old Secular Humanist who believes that it is only through the arts that one is afforded an occasional glimpse into the otherwise incomprehensible. He has been awarded an Honorary Doctor of Humane Letters degree from West Liberty University.

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