The purpose of education

People have a varied definition of education and have different understanding and beliefs about the purpose of education. According to the education culture, people are accustomed to limiting thoughts about the sacred meaning and intention of teaching. The learning system is heavily inclined to make students competitive in the market, make them get good jobs, families, and enjoy life. A particular category of people has also associated education with the poor Americans, arguing that it is a vessel only to empower the poor. However, Spayde provokes an exciting debate that advocates education to prepare people for a more fulfilling life. The author believes that education entails humanities meant to shape a better perception of humankind’s nature, the societal expectations, and the accepted codes of behavior. Spayde does not necessarily trivialize formal education’s power in creating a competitive world where people become eligible for various occupations but insists education motive should go beyond “training for competitiveness.” Genuine education should guide people to world reality and help them overcome problems experienced today. A sound education system that equips people with technical skills and social skills enables people to embrace different cultures, social status, or ethnic origins. If utilized correctly, educationists can mold a universe where disputes and hatred are nonexistent due to civilization. Chimamanda Adichie’s article builds upon Spayde’s argument on the inherent meaning of education by advocating that education should be flexible to empower all cultures and humanity by avoiding handing a one sided story to the universe.

               Education should serve as a vessel to expound on the importance of understanding different cultures and accepting people across the universe regardless of other external forces. The acquisition of knowledge should not be solely inclined to gain technical skills in using machines or computers but should also equip learners with cultural understanding. An individual can easily make sound and humane decisions if education is conveyed appropriately. Spayde asserts in his article that” culturally we are just slow learners, no matter how fast we can process raw data” due to the erroneous idea of exclusively linking education with technical skills (Spayde 69). Education is meant to break cultural barriers by giving people insights to the experiences in the world. It calls upon an individual to utilize the basics of education when faced with a real-life situation. The path selected ought to direct the person to a just decision that is not limited or biased by external forces. Education should bring people to a collective cause, fighting for humanity and eradicating stereotype concepts of belittling the essence of what is right. If cultural awareness is not emphasized, we will live in a world of darkness that is deficient in the universe’s authentic beauty. Furthermore, Spayde explains that education should help “reflect on the world instead of reacting to whatever force is directed to your path.” The statement affirms the significance of learning in enhancing harmony, resilience, and providing revelations that contribute to life’s spiritual and social meaning.  Every activity in the streets should be linked with classrooms, and pensive considerations of culture should be applied. A truly educated individual with the basics of humanities can effectively make mature decisions when faced with real-life situations.

               Education delivery to children should be flexible and culturally oriented to protect them at an early age since they are susceptible to biased stories. A child exposed to an open-minded education system is likely to positively enjoy and explore various aspects, unlike an unexposed one. As Adichie mentioned, “the single story creates stereotypes…and the problem with stereotypes is not that they are untrue, but they are incomplete.” Therefore, education should attach significance to diversity (Adichie 31). Adichie explains in her article how as a child, she had single stories of misery from her mother of Fide and was amazed the family could make a mat due to the impression initially created. Likewise, Adichie explains how she wrote about American characters from her early readings because she had not encountered African writing. Adichie’s early life’s analogies build upon the argument that people, especially children, tend to hold specific ideas about different cultures depending on how the information was delivered. For instance, if a child is taught that people are equal regardless of the culture, he/she will grow to believe the same. Single stories create stereotypes that may not cherish the beauty of the universe or care for humanity. In his article, Robert Epstein also asserted that “teenagers are as competent as adults across a wide range of adult abilities,” so it is validated to direct all efforts to quality childhood education (Epstein 2). Research indicates children are superior and much more intelligent than adults, and if education is delivered through suitable methods, incredible results can be produced. In order to provide morally proper education, educationists should bring up children to love and appreciate the learning process in school. The learning process involves hard work, commitment, passion, and collaboration with different people, which help learners understand social life. The system should also reward learners who muster cultural competence other than awarding academic results to create a positive mentality in children.

               The educational experience should primarily use its power to promote diversity and eliminate cultural superiority. In some circumstances, education sets boundaries between people, nations, and cultures, although that should not be the case. Adichie presents an argument where power can be utilized to promote cultural diversity when she says, “stories have been used to dispossess and to malign…but stories can also be used to empower, and to humanize…stories can break the dignity of a people…but stories can also repair that broken dignity” (Adichie 30). What matters is how educational power is utilized while conveying stories of different cultures. The learning system should not look at the negative side of culture but should also inform the learner about the latter’s achievements.  For instance, the media should adopt new strategies while telling people about different cultures, like taking decent photos and airing the news with a higher intensity to create a positive reputation. Likewise, the media content should involve different cultures’ successful endeavors instead of limiting the coverage to only catastrophic events. Unethical delivery of education can make a culture inferior and lead to a false representation of a whole community that may not deserve the blame for the failure. Similarly, Spayde confirms the power linked with the education that creates the “attitude of empowerment, even entitlement, and access to tools and ideas that make a living” (Spayde 67). Even though the statement may be true, the power can corrupt human dignity to beasts’ levels. However, regardless of the ability possessed, real richness is defined by understanding the humanity that an individual owns. Educational power can serve as a crucial tool to voice the essence of promoting cultural diversity when employed without prejudice.

               Education is also a fundamental basis for sparking changes in the universe that help to unleash different cultures’ potential.  Schooling has helped people shape a safer and improvised world since the beginning of history. Education serves as a catalyst that ignites changes when applied effectively.  Spayde enhances the credibility of education in stimulating change when he mentions, “people have forgotten what it really took to accomplish these things the end of slavery, the early struggle against child labor, women suffrage and the organization of labor” (Spayde 70). For change to become effective, people had to learn the concept of humanity, expand their thoughts, and come to terms with different ideas. Some of the things we enjoy today were relentlessly fought for by our ancestors to preserve humanity’s dignity. Education was vital in reshaping malformed cultures and crafting policies that respect people from different cultures. For instance, activists and philosophers who fought against slavery used humanities to advocate for change. Similarly, the elimination of women’s discrimination was a calling that required people to apply philosophical techniques. Therefore, education is not solely intended to equip learners with technical skills but also to empower learners to create positive changes in the world.  As Spayde phrases it, specialized training is “learning to fit in as a passive member of a structure. And that’s the worst thing for an uncertain changing time” (Spayde 68).  Genuine education entails fundamental virtues for preparing individuals for life and enabling them to savor what the universe holds. The system should allow people to fight for the preservation and respect of cultures from misleading opposing forces.

               Even though democracy has highly increased in the education system enabling learners to choose particular subjects and discard others, the divine meaning of education should not be overlooked. The precise definition and intention of schooling are meant to decorate and give life more purpose. The respect for human dignity and open-mindedness to diversity is among the core values of education. However, it is sad how the academic sector is experiencing a dramatic shift to a technical view and neglecting humanities’ essence. Education should create a universal platform where different people will feel appreciated and empowered to pursue their paradise. For a paradise to be achieved, the delivery of knowledge should be equitable to avoid the nurturing of stereotypes. Humankind’s nature cannot be treasured if a single story dominates a specific culture since it tends to blind people from reality. The education system should be culturally oriented to ensure learners do not hold negative attitudes towards a particular culture. Additionally, the learning system ought to utilize its power to encourage diversity and trigger positive changes that respect human dignity. Therefore, education is not solely intended to make people eligible in the market and professionally successful. Education encompasses philosophical virtues that enable people to reflect on the treasures and beauty of the universe. The acquisition of knowledge should not be viewed as a pass time activity to meet qualification standards but should be considered a link to real-life situations.

Works Cited

Adichie, Chimmamanda. The Danger of a Single Story. TED, 2009.

Epstein, Robert. Let’s abolish High School, vol. 26, no. 31, Apr. 2007, pp. 28,40.

Spayde, Jon. Learning the key of life. New Soc. Pub, 2001.

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