The United States Education System

951 WordsMay 3, 20164 Pages
Every year, American teachers discover that the youth have a 5D relationship with their schools: dissatisfied, disengaged, disaffected, disrespectful, and disruptive. In this prolific source of educational substances, the paucity of satisfaction of the students and the predilections of the teachers militate in some measure against a just valuation being accorded to such researches. “Policy makers remain oblivious to the fact that ‘kids are not what they used to be,’” and in order to re-engage the young, serious research on everyday education needs to be expressed (p. 33). The U.S. education system needs to understand that ambiguity exists, and a rapid cycle of policy changes will stagnate their efforts to achieving cultural globalization. Often times, U.S. teachers try to blame the media for the faults of youth today, but they lack the understanding that their “tightly scripted systems of management, measurement, and marketing” push those same kids to seek liveliness elsewhere (p. 32). This cultural shift signifies a de-differentiation in which an effacement of the adult-child hierarchies puts more pressure on authority figures to continue trying to bend everyone into a common measure (p. 35). In Finland, however, they want everyone to be successful despite the market dogmas of society, and one way they do so is sanctioning academic and vocational schooling. This gives students a choice between two equitable options of education instead of forcing them down a one-way
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