The Role Of Modern Day Education During The 19th Century

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Since the beginning of modern civilization, education has been one of the main foundations that has kept societies thriving. As early as the 1600’s, Harvard University and other academic establishments have been teaching young adults the knowledge that they need to know to succeed in their lives and their careers. Wealthy male children were taught from a young age through their teenage years to ensure that they would be successful contributors to society. At first, getting an education was not possible for everyone, but as time went on the education system changed. Now, education is available to anyone who wants it. Changing times call for changes in the education system. Teaching a child in the 19th century was significantly different…show more content…
The teacher chooses how the content it taught, and considers the students as objects. The students are not actually learning any of the information they are being taught, it all goes in one ear and out the other. The point of teaching students for thirteen years is to make sure they truly comprehend what they are learning, not just to pass them through schooling. If students do not actually learn what they are being taught, then that means big problems for the future when they try to obtain careers. Often these students are just passed through elementary, middle, and high school. When they reach college where professors have more thought engaging conversations, they are behind the curve. School is supposed to prepare the youth of the world for the future, but it does the exact opposite. Many teachers have lost sight of the true purpose of their career. Some teachers do not follow this stereotype and engage their students in an enlightening way that helps the students retain information. Teachers are following Freire’s proposed solution to this dilemma, the solution is known as “problem-posing” education. “Problem-posing education, responding to the essence of consciousness-intentionality- rejects communiques and embodies communications. It epitomizes the special characteristic of consciousness: being conscious of” (Freire 323). Instead of a classroom

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