The Rise And Development Of The Modern Educational System

There was a time when America’s education system was top-notch according to the culture and society. With time, a myriad of things has changed, but unfortunately what has not evolved is the American education system. The country is still following a system which was not designed for the current global economic climate. Equality, as positive as it sounds is not as sufficient when it comes to education. The system treats students equally yet expect a similar culmination and outcome. Every child has his individuality and distinct abilities; one cannot judge a fish by its ability to climb a tree. Conversely, a few of the prominent reasons why the education system is failing are overcrowded schools, the rise of technology, and following the same old school hours.

The cultural revolution is a strange period in Chinese history laced with intense struggle and anguish. The cultural revolution mobilized the all of society to compete for all opposing factions that they belonged to (Ong, 2016). Mao mobilized the young people of society during a background of political turmoil, which helped Mao to mobilize the students in order to enforce his political legitimacy and ideas (Ong, 2016). Mao’s charismatic authority created his personality cult and most defiantly leant a helping hand in mobilizing the red guard movement (Ong, 2016) (Weber, 1946) (Andreas, 2007). No matter which faction of the red guard they belonged to, they all mobilized against their common enemy; the better off, upper class. (Ong, 2016). Multiple ideologies within the youth led red guard movement explain why the movement gained momentum and became incredibly powerful (Walder, 2009).

During Chairman Mao’s rule, nearly all of the kids around Ji-Li’s age were sent to the countryside for “reeducation.” According to Mao, this was supposed to benefit both the young students and the farmers. The students would learn to respect the working masses, and the farmers would learn new technology from the students. They soon realized that the re-education system held them back from real education. “Like the Cultural Revolution, this did not work out as it was supposed to. After ten years of sacrifice in the primitive countryside most of these young people returned to the city with little education, few skills, and no beliefs. All regretted the waste of their youth, and all have struggled to start over again.” (Epilogue). Once these children grew up, they finally understood that Mao’s re-education program held them back from actually using their minds for what they might experience back in the city. All the children did was work in fields. They never understood how to strengthen their skills to prepare them for the concepts they had to know when they become adults. It is key for people to understand that in order to prepare children for the real world, they must learn in a class. Education is supposed to give us knowledge of the world around us and changes into something better. It helps people develop a perspective of looking at life, helps us build opinions, and have points of view on different

Education is a necessity across the globe, from America to Africa to China. Some education systems, however, are more successful than others and hold differing views and approaches to education. Culture greatly impacts education, which in turn impacts further opportunity. As unfair as it may be, a child’s cultural background largely determines their level of success. The American education system is lacking when compared to various other world cultures, and this is causing the socioeconomic gap to grow. Because of this inadequate education, more and more families are dipping beneath the poverty line. This could be due to poor discipline as well as the diversity of students. The diversity of the students results in a wide array of needs that are not being met by the public education system. This issue could be minimized by working to create a more inclusive academic environment to ensure equality and success.

In a progressively more globalized world that necessitates more effective educational practices, the U.S., once the biggest global force in education, has seen its dominance slowly slip out, and its educational status fall even lower than that of several third-world countries. The decline experienced in American school system academic achievement is not as a result of lack of funding, but as a consequence of the overall educational system watering down. According to Gatto, educating children through the existing public school system of America is crippling rather than helping them. From his essay, ‘Against School,’ it is established that the goal of the whole public school system is to limit people’s intelligence in an attempt to create a society that is manageable. Gatto continues to state that action is needed to change this situation. He supports his assertions using current and historical information about the American school system and his personal experience. After reading his article, one realizes that most of Gatto’s arguments are true. It is true that the American education system is making the students comfort to the government and society norms, which is why they are easily bored. This essay’s goal will, therefore, be to support John Gatto’s beliefs.

In the lapse of time between the two world wars, China was experiencing the so called ‘awakening’. In 1912 the empire was abolished and the republic was announced, but it fell into the hands of a ruling class subjected to the Japanese hegemony. Sun Yat-sen, who had already played a key role in the events of 1911-1912, after the

There are many life issues and affairs people have to adapt too while maturing and growing up. These could include: learning about what kind of person they aspire to be, where they have the desire to live, or what it's like to pay bills. Yet, when and where does one learn to digest all this information? Certainly not in the American education system. Research suggests that Leon Botstein's claim- rules of high school are not the rules of life and that schools need to bring more real world into them- is true and that the American educational system needs to be revised and refined.

Roberts states, “… two-thirds of her population was illiterate.” (Roberts, 79) In order to move forward, the Russians decided to partake in a revolution, the Russian Revolution of 1917. This created a new educational system, while the traditional educational system was removed. Not only was a new educational system developed, but a student government was set up and that allowed the children to put what they have learned from the revolution in practice. The Qing Empire’s educational system needed to be updated for it carried previous ideals and principles that were a disservice to the country.

The type of government that helped and benefited China the most was aristocracy because the Tang dynasty thrived using aristocracy and the wealthy have access to knowledge and books. According to the textbook, it stated that “[Tang rulers] strengthened the central government and increased Tang influence over outlying areas”(181). This suggests how Tang’s system of aristocracy was extremely effective in strengthening China’s central government. The text concludes that an aristocratic government benefited China by strengthening its central government. In addition, it said, “Only the wealthy could afford tutors, books, and time to study” (182). This excerpt suggests that the wealthy had access to knowledge, unlike the poor whom had no access to books and therefore, couldn’t study.

reform naturally removed some of the assumptions for revolution and impeded its progress. This helped to sharpen the already intense conflicts that occurred between the reformists and the revolutionaries. In efforts to check this unfavorable tide, the Chinese student revolutionaries in Tokyo extended their war of words to physical combat. Unfortunately the revolutionaries victory over the reformists in Tokyo was not equal to (5=Zhaoxing, Li, “Seeking Common Ground,”

Along with Prince Gong’s active role in ‘seeking to improve China’s diplomatic relations and advance the military’11, the dominant leaders of modernization sought to ‘take the foreigners as their teachers and models; then they may come to the same level and be their equals; finally they may move ahead and surpass them’. Their ideas were supported by a number of provincial governors and scholar-officials who began to ‘seek out an effective path for reform’12. These efforts would become known as the Self-Strengthening Movement. The leading theorist of the movement was the scholar-official Feng Guifen who believed in order to ‘strengthen the Qing state, traditional Confucian culture and institutions must be preserved’ and ‘supplemented by Western weapons and technological learning’. Although the reforms proposed modernization, a cultural change was needed for it to truly be in effect. With the establishment of the Ministry of Foreign Affairs (Zongli Yamen), Zeng advised to send students to Western countries for technical training and in result a mission was sent to the United States of America the following year. However after a few years the students were instructed to return to China claiming that they spent to much time on Western learning and not enough on their Chinese studies. Although, the officials most likely feared that the students were ‘learning democratic or republican ideas’13

Sun Yat-sen’s role in the 1911 revolution against the Qing dynasty was an indirect one. Sun Yat-sen was exiled in the United States during the events of the Wuchang Uprising of October 10th, 1911, hearing about it through a newspaper publication in Denver, Colorado.[1] Many Historians view Sun’s accession as the provisional President of the Republic of China, directly following the revolution, as due to his position as a “compromise candidate”(Bergere, Marie-Clare, Sun Yat-sen, 1994, p. 12). This interpretation holds Sun Yat-sen as a respected but unimportant figure in the revolution, serving as an ideal compromise between the

The chapter also extends on to Confucius learning among the populace and its usage by the government, Confucian learning and its relevance to China’s modernization program, and connections between Confucian teachings and democracy. Essentially, the author’s purpose for chapter 1 is to establish an understanding on the importance of Confucian learning undergoing transformations and adapted to modern times.

“The period between 1965 and the end of the 1980s witnessed significant developments, not only in the provision of post-primary schooling in Ireland, but also in the way in which schooling was understood.”

“The period between 1965 and the end of the 1980s witnessed significant developments, not only in the provision of post-primary schooling in Ireland, but also in the way in which schooling was understood.”