Growing up, I declined to participate in the educational system (primarily to avoid harassment at school) and instead spent all of my time learning to program video games at home. So I would sleep through class, go home, and try to write Pong. My academic performance was nonexistent, but I came out of it with a career. I was wondering, was anyone else's childhood experience similar?
Highschool felt at best a dungeon, and at worst a torture chamber. That was primarily due to my mindset. I didn't really know how the world worked, and it seemed to me like the system had been designed for the purpose of dragging me down to the level of the brutes around me. But unfortunately the experience killed my interest in wanting to strive to attend a good (or any) university, which I now deeply regret. Not due to loss of credentials, but rather due to missing out on the social experience of uni.
If it were explained to me that the reason I was in school was because an industrialized society needs a place to put children for 8 hours each day so their parents can work, it would've made so much more sense than trying to believe the lie that we were there to learn. It felt so obvious that we weren't there to learn anything substantial. By learning to program video games I'd gotten a taste of the amount of effort real learning took, and memorizing historical dates or doing trivial math problems definitely wasn't any effort. So maybe one solution to "How do we cultivate the desire to learn?" is to relax on the idea that school is even supposed to be a place for kids to learn.
I feel like I'm in the minority here (backed up by a similar discussion on reddit today), but I really enjoyed high school. I liked the classes, I felt like I knew what I was doing with life when I graduated and went on to college, and then there's the whole social thing that people seem hit/miss on. I made a ton of lifelong friends in high school, played on sports teams all 4 years, and evolved from a shy little kid to a reasonably social adult by the end as I gradually learned to come out of my shell.
Maybe it's just the people who comment on these types of articles are the kinds of people who also didn't like school, but I personally wouldn't change my high school or college experiences for the world.
But I did attend elementary school in Japan (and had cousins who went to high school there at the same time I was) and while they may have achieved a proficiency higher than most americans, the freedom granted to me at my high school allowed me to do even better - and I was given a decidedly non-standard education emphasizing critical thinking and questioning of authority.
This served me exceptionally well in college, and on through grad school and postdoctoral studies. Perhaps this is a bit of an overgeneralization, but almost all of the East Asian postdocs that I encountered did not, outwardly, exhibit as critical a stance towards data and evidence as did american postdocs - with the generalizeable exception of the East Asian postdocs who did their grad school in the States.
I didn't hugely enjoy school socially, but I did find the classes, well, educational. I learned a lot of things on my own or from parents as well, but in high school I had basically a few hours a day set aside to studying stuff that I might not otherwise have studied, from math to U.S. history to art theory. I also got better at communicating an argument in short (2-5 page) essay form, which has been a useful skill later in life.
One additional aspect is that, while many classes were too easy/slow-paced for me, the fact that they weren't for everyone else made that a useful experience too. For one it was interesting to understand what people found easy or hard to get. For another I would often help other students with their homework, which was good practice in how to explain subjects understandably, basically in how to do tutoring.
I have had the same experience of high school as you on the social level (well, except I didn't do sport). However, I felt really close to what sillysaurus2 said about classes. Beside, thinking by myself is clearly not something I was taught in class, but was rather taught to me by my parents' education, by my social interactions with friends, and by learning how to program during middle and high school.
"Highschool felt at best a dungeon, and at worst a torture chamber." I had a largely similar experience, though my method of coping was a bit different. Simply put, day in and day out, I would try to manipulate systems as best as I could and raise hell.
Every teacher had figured out a system that they wouldn't deviate from. Spend the first two weeks of each class studying how the teacher behaves and befriending the students, and you're set for the rest of the year. From staging an "essayist uprising" in AP Literature complete with founding documents that closely mirrored the Communist Manifesto, to forcing use of sexual innuendo in every sentence in a class with a particularly senile teacher, to starting a "barefoot" trend (which was strictly against the rules but I hate shoes) high school was a huge game and a joke.
I feel I learned a lot from it, but almost never from the actual material. The pace was so mind-numbingly slow that I could spend my days plotting and sneaking out windows, while learning what really worked to influence people. Come test-time I could read the book for 15 minutes the day before class and do fine, or even just notice the patterns in the teachers' awful test writing and follow it throughout. High School, at least academically, was a complete joke.
I didn't realize how lucky I was to attend the public school I did. I need to write my diff eq teacher a thank you card for deciding to teach high school instead of doing engineering work for much better pay. Maybe someday I'll do the same for my kids' school, when I have kids.
> I didn't really know how the world worked, and it seemed to me like the system had been designed for the purpose of dragging me down to the level of the brutes around me.
A huge amount of education "policy" in the US is driven by the goal of closing the "achievement gap" between blacks and whites (for educational purposes, Asians are honorary whites).
Since when you improve instruction, high performers tend to benefit as much or more than low performers, gap closing is usually accomplished by enforcing a low ceiling for achievement generally.
"Enforcing a low ceiling" is a very bias conclusion, with no logical support provided here.
The school system as we know it is a mass education "factory" system. There is and always will be cracks for students to fall through. Furthermore, it is not clear that the system ever served top students very well -- I emphasize issues around the "ceiling" is not actually new.
How to deal with those cracks in the system is a complex topic. But that hardly matters for purposes of this discussion because...
The school system is under intense pressure to produce results in the form of standardized test scores. What are they supposed to do? They focus on inching up the scores of those below the median, of course.
That has exactly nothing to do with "enforcing a low ceiling". The school system simply no longer cares about the brightest students, while the taxpaying voters are clamoring for those average test scores to climb. Individual teachers would love to care, but they are generally not allowed to until those scores go up first.
You're reminding me of a High School I went to that has a large mural with the words "Don't mind the gap" and a bunch of different colored children on it.
Please provide a statistically significant number of examples when effective teaching strategies were discouraged because they improved education for whites and blacks equally. Otherwise, I'm left to assume you made this up, because it sounds good.
I have a somewhat similar, though critically different, story.
For much of school I wasn't very engaged in formal learning. I didn't hate it, but it didn't hold my attention, and the drudgery was boring. I would often not do homework and slack off on projects. As a consequence of this when I entered high school I was put on the advanced track on math and nothing else. To the everlasting credit of my adolescent self I realized this was a problem and I set about fixing it. I tested into the advanced English track for my sophomore year and I figured out how to get onto the advanced science track as well. I ended up graduating near the top of my class and I earned a bachelor's degree in mathematics after only 2 years of college.
Nevertheless, as much learning as I accomplished through school I achieved about the same level on my own. I read about what interested me. I read magazines (like Scientific American back when they were good) and even textbooks for fun. I was supposed to have taken a biology class in high-school prior to entering AP biology but I never could fit it into my schedule, so I didn't. And despite that I was still at the top of that class, often scoring the highest on tests. Because so much of that material was stuff I had learned on my own.
But I got lucky. If I had attended a different high school with different teachers or if I hadn't had the insight to realize that it was important to invest in my education or if my personality had been slightly different things would have turned out much different. I might have even dropped out. And I can't help but wonder how many other smart people have been ill served by the school system because they weren't so lucky.
Edit: as an aside, as I grow older I've become more and more disillusioned with formal education. I see the skills that the system instills in students and in many cases I'm of the opinion that those skills would be better not to have (the worst variety of competitiveness, concentration on minutiae and policy) while at the same time doing a poor job of instilling actual knowledge, problem solving skills, and so on.
It seems that America has a higher rate of maverick learners than other countries.
It may be due to availability bias that I would know more American mavericks more than Asian mavericks. However, in the manga and anime that I watch, I do not know of any of the maverick learner archetype. It seems to be a trope that the smartest student usually have the highest score.
It's also because America has a culture of encouraging mavericks. This is seen as more individualistic, ergo morally better. Every system set up in America is effectively doomed to perceived failure because you're not really considered doing well until you're circumventing or beating it in some way.
I was fortunate to attend an over-achiever public hs with half a dozen perfect SATs and full rides to Ha'var-d. The prevailing view was "legally-mandated prison, CWOT." The best thing was finding ways to take classes that allowed more time off campus and coding time in the computer lab (eg total anarchy.) I'd never have wrote a friendly TSR virus that included hotkeys for a calculator and an ASCII table if it was "EZ-bake oven" rote instruction. Also, private school (Challenger) for K-3 probably did some good.
I genuinely enjoyed school from primary sections to university, but now as a parent I feel more and more that the school is also there to act as a buffer between the parents and children and push society's values down the kid's throat, for better or worse. i.e. Sitting 8 hours a day in school is a way to make it normal to sit 8 hours a day in a cubicle. I don't know if I'd want my child to go through that and be able to do any corporate job he'd be qualified to, or try completely exotic ways but have him more limited in choice afterwards because he didn't get the 'training'
I feel that way too, so we're homeschooling our fifth grade daughter. BUT -- she hates it and fights us every step of the way, because she feels she would have more friends if she were in school like a "normal" kid.
And she probably would. If you're not on the "normal" track, it is hard to make relationships in the American culture today. Kids don't seem to meet and play in the yard like they used to.
So we're mulling this problem over. If anyone has found some solutions, I'd love to hear them.
Summary: There were 60+ kids and only two teachers. The kids were allowed to do whatever they wanted all day. About the only thing I learned is how to forge the signature of my assistant teacher. And some kid hit me with a metal shovel and wasn't given more than a stern talking to about why hitting people with shovels is a bad thing.
I may have just gotten unlucky in attending a particularly bad Montessori school, however.
Well you DO need a school to learn to read and write. Atleast for a few years. Otherwise their won't be much learning on your own :)
And about declining school: there are does that decline them trough reasoning, and other due to being lazy...
The most important thing to teach a child, any child, and you need to get this one right: self-reflection/evaluation: what am I doing, what effect will this have?
Get that one right, and you won't need to do a lot of parenting at all after you got that one down. (Well for my parents at least.)
> There are kids who don't know reading/writing before school? o_0. I thought it's what parents are for.
There are children who don't know what books are, let alone how to read.
The UK (which starts school at a very young age) has several things in place to help. There's the charity BookTrust which gives books to parents. Early Years teaching (pre school) has lots of stuff around books and reading. There are charities and schemes aimed at improving parent literacy so that can be passed onto children; and at increasing the number of men reading to their children.
I felt the same about school: mostly, I hated it, and it was torture to go. I did very well, mostly because my mother instilled a kind of fear of getting less than an A on anything, which my extreme personality ratcheted up to a fear of getting less than A+. I obsessed over test scores, and remembering information came pretty easy.
The only part of school I enjoyed was math. I absolutely loved learning and doing math. That I could do a problem with lots of complicated steps, many of which seemed almost creative, and arrive at a common answer, was like logical magic. And it complimented my budding programming hobby very well.
I started trying to program games almost as soon as I had a computer, when I was still very young. I remember it took a long time to understand for loops at first. Then it took a long time to figure out how to poll keyboard input the right way. Then it took a while to learn the ins and outs of BLTing, and so on.
I left college after only one semester. I still thought the programming thing would probably only be a hobby. Still, I made a game, and tried to sell it. But it only sold 500 copies, so I was discouraged. My adulthood got off to a very rocky start, not knowing what to do. I took me 2 years to realize that I could actually get a programming job with what I already knew. At first, I wouldn't have believed it was possible, not without college. But through a couple of lucky breaks, it happened, and I found myself a full-fledged software developer at a real software company at 21, with no formal education. 15 years later, I find myself in the middle of a pretty interesting, varied programming career.
Looking back, the only parts of school that served me were math, and english. I could have just studied those two during high school, I think, and come out just as well. Everything else was self study.
Highschool felt at best a dungeon, and at worst a torture chamber. That was primarily due to my mindset. I didn't really know how the world worked, and it seemed to me like the system had been designed for the purpose of dragging me down to the level of the brutes around me. But unfortunately the experience killed my interest in wanting to strive to attend a good (or any) university, which I now deeply regret. Not due to loss of credentials, but rather due to missing out on the social experience of uni.
If it were explained to me that the reason I was in school was because an industrialized society needs a place to put children for 8 hours each day so their parents can work, it would've made so much more sense than trying to believe the lie that we were there to learn. It felt so obvious that we weren't there to learn anything substantial. By learning to program video games I'd gotten a taste of the amount of effort real learning took, and memorizing historical dates or doing trivial math problems definitely wasn't any effort. So maybe one solution to "How do we cultivate the desire to learn?" is to relax on the idea that school is even supposed to be a place for kids to learn.