18. Education: Losing its Value

Today, it seems to be universally accepted that increased education is a good thing. Thousands of colleges and millions of students spend vast amounts of time and money chasing pieces of paper. But what is the value of these qualifications? This essay will discuss whether education has been devalued.

Supporters of education (usually teachers or educators, or those who have an interest in stopping people thinking for themselves) say that increased levels of education will open doors for students. Certificates, diplomas, and degrees are held up as a status symbol, a passport to a private club of money and power.

However, the truly powerful are not those who have taken degrees, but people who have stood back and looked at what is really important in life. They have seen opportunity and followed dreams. These people are found in every part of society. Like many brilliant people, Einstein was a weak student at math. Like many successful businessmen, Bill Gates never completed college. Like many inventive and creative people, Edison never went to school. The greatest religious teachers do not have letters after their name, but have looked into their hearts for meaning. Similarly, the world’s political leaders do not have master’s degrees or doctorates. These are the people who shaped our century, and they are too busy with real life to spend time in the paper chase.

Students in college are being sold an illusion. They are made to believe that self-understanding and society approval will come with the acquisition of a piece of paper. Instead of thinking for themselves, and finding their own personality and strengths, they are fitted like square pegs into round holes.

The role of education is to prepare masses of people to operate at low levels of ability in a very limited and restricted range of activities. Some of these activities are more challenging than perhaps the assembly lines of the past, but still the ultimate purpose is equally uninteresting. More worryingly, despite the increased level of education, people are still not genuinely expected to think for themselves. In fact, the longer years of schooling make the job of brainwashing even easier.

There is still a role for study, research, and education. However, we need to examine our emphasis on education for the sake of a piece of paper, and to learn the real meaning and revolutionary challenge of knowledge. 

19. Education: Still Invaluable!

In the past, degrees were very unusual in my family. I remember the day my uncle graduated. We had a huge party, and for many years my mother called him "the genius" and listened to his opinion. Today, in comparison five of my brothers and sisters have degrees, and two are studying for their masters'. However, some people think that this increased access to education is devaluing degrees. In this essay, I will look at some of the arguments for and against the increased emphasis on degrees in our society.

People have several arguments against the need for degrees. They say that having so many graduates devalues a degree. People lose respect for the degree holder. It is also claimed that education has become a rat race. Graduates have to compete for jobs even after years of studying. Another point is that studying for such a long time leads to learners becoming inflexible. They know a lot about one narrow subject, but are unable to apply their skills. Employers prefer more flexible and adaptable workers.

However, I feel strongly that this move to having more qualifications is a positive development. In the past education was only for the rich and powerful. Now it is available to everyone, and this will have many advantages for the country and the individual. First of all, it is impossible to be overeducated. The more people are educated, the better the world will be, because people will be able to discuss and exchange ideas. A further point is that people with degrees have many more opportunities. They can take a wider variety of jobs and do what they enjoy doing, instead of being forced to take a job they dislike. Finally, a highly educated workforce is good for the economy of the country. It attracts foreign investment.

In conclusion, although there are undoubtedly some problems with increased levels of education, I feel strongly that the country can only progress if all its people are educated to the maximum of their ability.

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20. It is often said that the subjects taught in schools are too academic in orientation and that it would be more useful for children to learn about practical matters such as home management, work and interpersonal skills. To what extent do you agree or disagree?

A criticism often heard these days is that the subjects taught in schools tend to be too academic, and contribute little to preparing a young person for the real-life tasks he or she will have to perform after graduation. They say that academic subjects are rooted in the past, and are not useful for solving modern problems. I disagree with this point of view for three reasons. My first reason is that it is the duty of parents, not teachers, to prepare their children to deal with the practical affairs of life. The home, not the classroom, is the ideal place to learn about home management and interpersonal skills. As for work abilities and attitudes, they are best learned “on the job” and under the supervision of an experienced older worker. My second reason is that academic subjects have withstood the test of time. They represent the accumulated wisdom of our ancestors down through the ages, and, far from being impractical, they equip us with the knowledge and confidence to make sound judgements about any problems which may crop up. In addition, academic subjects are good for training us in mental discipline, while practical subjects are weak in this regard. My third reason is based on the saying “Man does not live by bread alone.” Schooldays devoted solely to instruction in down-to-earth practical matters would be dull indeed! Lessons in the best literature of the world, and the epoch-making scientific and geographical discoveries of the past enrich our lives and make us feel that we are part of the great family of mankind. All in all, the teaching of academic subjects in schools is entirely appropriate. It is my firmly held view that practical subjects have no place in the classroom. On the contrary, the curriculum should be more academic!

21. It has been said, “Not every thing that is learned is contained in books.” Compare and contrast knowledge gained from experience with knowledge gained from books. In your opinion, which source is more important? Why?

“Experience is the best teacher” is an old cliché, but I agree with it. The most important, and sometimes the hardest, lessons we learn in life come from our participation in situations. You can’ learn everything from a book. Of course, learning from books in a formal educational setting is also valuable. It’s in schools that we learn the information we need to function in our society. We learn how to speak and write and understand mathematical equations. This is all information that we need to live in our communities and earn a living. Nevertheless, I think that the most important lessons can’t be taught; they have to be experienced. No one can teach us how to get along with others or how to have self-respect. As we grow from children into teenagers, no one can teach us how to deal with peer pressure. As we leave adolescence behind and enter adult life, no one can teach us how to fall in love and get married. This shouldn’t stop us from looking for guidelines along the way. Teachers and parents are valuable sources of advice when we’re young. As we enter into new stages in our lives, the advice we receive from them is very helpful because they have already bad similar experiences. But experiencing our own triumphs and disasters is really the only way to learn how to deal with life.

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