“The percentage of children who drop out of school can reach up to 60% in certain parts of the country, and it can reach up to 80% in Native American communities.”
In a TED Talks Education show from April 2013, British novelist, speaker, and international adviser on arts education Sir Ken Robinson discussed concerns related to education in the United States.
The United States is among the nations that many may assume won’t have a significant issue with education. However, Sir Ken discovered that the United States Education Act’s “No Child Left Behind” statement was untrue. That is, an enormous number of kids have been abandoned.
The issue with education in the United States is seen in the numbers of children who discontinue or leave school early. Certain youngsters may not find enjoyment in their studies, or they may believe that their education is not genuinely helpful in improving their circumstances. Stated differently, this is also how some school-age youngsters might feel.
As a result, Ken believes that kids will grow up to be wonderful people. They are dependent on an educational system that genuinely helps them to learn. Though it is impeded by educational culture, this alludes to the three principles (examined in the next section).
Three guidelines for children who are overlooked
First principle: Human nature is distinct and multifaceted.
Despite the fundamental truth that children and adults differ from one another, education under the ‘No Child Left Behind’ Education Act is founded on the same principles—diversity is not an option.
Ken observes that the four STEM (science, technology, engineering, and mathematics) courses make up the majority of curricula in schools. As a result, academic disciplines such as the humanities, arts, and physical education are occasionally disregarded in schools.
In America, almost 10% of youngsters receive diagnoses for different ailments, with Attention Deficit Hyperactivity Disorder (ADHD) being the most common. While I’m not denying the existence of this illness, I don’t think it’s an epidemic on the scale described here. We shouldn’t be shocked if kids grow restless if you force them to perform laborious tasks like low-level clerking as they remain still for extended periods of time.
Statistics show that there is a growing population of youngsters with ADHD. Ken observes that most children suffer from things they are not interested in and do not enjoy doing, rather than the fact that all children have mental health issues. As a result, pupils lack the capacity to broaden their horizons or recognize the richness of various sciences owing to the educational curriculum. As a result, children are limited to so much. It’s possible that’s not what they enjoy or find interesting.
“Art matters.” Art is vital because it speaks to children’s identities in a way that nothing else can, and not only because it raises arithmetic test scores, according to Ken.
Second principle: It is curiousness.
Children will continue to study on their own without assistance from an adult if you can frequently pique their curiosity. Since children are naturally curious, real success comes from allowing them to use this talent rather than suppressing it.
For Ken, curiosity is a necessary component of success. However, teaching as a creative profession has become a logistics system where teachers are simply responsible for imparting knowledge to pupils as a result of the current educational culture, which does not value teachers as much as it should. It is not the teacher’s job to teach kids to be on the lookout for information or to investigate topics they are interested in until they discover it for themselves.
Ken sees learning as an integral part of schooling. It is impossible to argue that education doesn’t occur if learning doesn’t. Teachers have a crucial role in helping youngsters learn as a result.
The conventional educational culture, which employs “exams” as a gauge of educational success, is partially to blame for children’s lack of curiosity or for preventing them from becoming interested.
According to Ken, standardized tests are still necessary, but they should only be used as a diagnostic tool to support learning rather than as the primary means of establishing an educational culture.
“While it should facilitate learning, standardised testing of kids frequently gets in the way of progress. It fosters a culture of conformity rather than encouraging youngsters to be inquisitive. Instead of inspiring originality and curiosity in our kids and teachers, we encourage them to follow the rules.”, Ken said.
Third Principle: It is creativity of humans.
Education is no longer as effective as it once was in fostering children’s creativity because of the ongoing problem of standardizing cultures.
Ken used Finland as an example, which has the highest rate of educational accomplishment worldwide.
First – Finland approaches education in a fairly broad way. Not only do they focus on mathematics, science and reading, which Finnish people are good at, but Finland also places importance on humanities, physical education and the arts.
Second – standardized testing is not a top priority of Finnish education. That said, Finland has only a handful of standardized tests, and it’s not something that students have to wake up every morning to take. It is also not something that makes students sit stuck at their desks.
Third –Finland does not have measures to remove children from school when they have problems. Teachers or those involved will quickly go in and help fix it. It is crucial to help, heal, and support children.
The Finnish educational system is characterized by a child-centered approach and student-specific instruction. The system needs to pique kids’ interest and make them feel unique and creative because they are learners. That’s how kids pick up knowledge.
The belief that quality instruction is possible with the right teachers is another reason Finland values education. As a result, we must completely commit to the professional development of educators if we are to produce competent instructors who can instruct and shape young minds. According to Ken, the most significant advance Finland made was allowing schools to run their own operations, as opposed to the federal government or state administration having complete authority over education.
“A boardroom or a facility where grownups sit and create laws is not where education occurs. Teachers and students are the ones carrying it out in classrooms and schools. There won’t be any success if you don’t give them decision-making authority. Thus, we have to give these folks their authority back.
Ken consequently sees education as a human system rather than a technical one. It has to do with people.
Many people will benefit from the school’s recognition of diversity, but appreciating the partnership between educators and learners in their decision-making will encourage innovation and creativity in the classroom.
“And the once-soulless school will once again come alive.” Ken concluded.
