Educating Children Develop A Civic, Emotional, Cognitive, Vocational And Social Understanding Of The World

Educating Children Develop A Civic, Emotional, Cognitive, Vocational And Social Understanding Of The World

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Schools are designed to help our children develop a civic, emotional, cognitive, vocational and social understanding of the world around them, by creating standards that they must meet to be considered ready for this world. This standardization of schools are performing at a level that indicates a need for change;, and despite countless efforts for new standards and new change, we have failed to expand children’s minds. What if we stop this standardization and begin a system of creativity? Breaking down this structure that holds students back from learning the way they know how and demonstrate their personal improvement. In 1968, George Land conducted a research study to test the creativity of 1,600 students begin at the age of 3-5 result showed 98% were indeed creative. He followed this group of students as they progress through school and found that at the age of 10 only 10% were still creative and by the age of 15 only 12% were still creative. To finalize his result he conduct the same research on 280,000 adults and found only 2% were creative. George concludes that non-creative behavior is learned as we progress through this education system that was designed during the industrial revolution. This is a major topic to consider due to the drop in students engagement within schools, and the response to this lack of motivation is simply an increased demand for higher standards. Expecting every student to perform in a similar fashion and at the same time having such low expectation in the first place does not help students perform well; instead, it causes the opposite. Perhaps if we were to approach the concept of school to make it more open to exploration where students are in control of their own curriculum and teachers simply ta...


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...s to experience the world around them, and without this chance to see the world as a whole through the lens of their own interest they may never find their “calling”. Many schools attempt to create programs that can fulfill this need for real world experiences, an example of a program that focuses directly on students interest are enrichment clusters. Essentially in these enrichment clusters, students from different grades who share the similar interest come together once a week and work on produce a product or service that solve a real world problem. Now even with this students may not feel motivated to actually take this experience and benefit from it because the product may lack exposure to an audience of higher status if a student knew someone who they idealize was coming to see their creation they would but more attention to detail when finalizing their product.

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