Reconceptualizing Education

I’ve spent nearly a lifetime, albeit a short lifetime, navigating through the United States educational system. I’ve succeeded, in a very traditional sense, throughout primary, secondary, and post-secondary curriculums. Yet, as these studies are coming to an end, I’ve been doing a great deal of questioning as to what I’ve really learned throughout this time, and what I think I should have been learning. Education serves as a reliable barometer as to what a society values. It seems readily apparent that this country values competent cogs above all else, or, industrialized citizens. Yet, what relevant role does this play in a rapidly changing American economy?

A great deal of the following ideas derive from Maslow (on a theoretical basis) and Huxley (on an anecdotal basis). What I wish I would have been learning doesn’t exactly differ from the subject matter I have been learning. The problem, though, presents itself in presentation, in the means. There is nothing inherently wrong with learning the governing laws of the world in which we inhabit (physics and mathematics). The subject matter is useful in a number of different fields. Yet where I think our educational system is failing us is in robbing these subject matters of their awe-inspiring aspects. Physics and mathematics, as they are currently taught, have been reduced to the rote memorization and application of formulas. Sure, this produces competent, linear-thinking engineers and mathematicians, but it does nothing to produce the novel, creative thinkers we covet, the next Einsteins, the next Leibnizs. These men were taught to see beyond the formulas we’re all familiar with. The formulas weren’t presented as reality, they were guidelines to a far more complex reality.  No one can be expected to fully immerse themselves into a subject matter if they are not encouraged to, and presented with the awesome nature of their subject matter.

This is not to imply that every man will be naturally inclined to be amazed by the governing laws of reality, as in mathematics. Our various idiosyncrasies dictate that our curiosity and our creative abilities will naturally lead us to absorption in one field over  another. The point is, that we must foster an environment for these innate curiosities to be expanded upon and explored. This is how we produce the individuals whose curiosity will produce the next wave of scientific and artistic breakthroughs. As it currently stands, we have made ourselves reliant on the extraordinary perseverance of a select minority to foster their own path to true education. Yet this is to deny ourselves the rewards of an entire population’s worth of untapped potential.

Most students are lost at a very early age as they find their education being dictated to them in a disinterested fashion, less concerned about the fostering of curiosity and wonderment than the reproduction of meaningless answers on a standardized test. It must be recognized that the need for industrialized cogs is quickly diminishing within this country and if we are to persist within this changing environment, then the core tenets of our educational system must change with it. The emphasis must be turned away from the production of competent works, to the production of competent thinkers, of competent innovators. Our system, as it currently operates, seems set up to inhibit the production of such individuals.

This article was written by Anthony Benedict. Anthony helps to run and maintain This website is an entity of an Internet marketing company which provides many services, which includes a white label link building service, as well as many other white label SEO services.