What is the real role of education in society

This paper aims to inform to what extent different educational principles offer a role for students growing up and becoming adults in society. Specific examples are made to highlight certain inefficiencies and areas of concern in education which need to be addressed.

The US has seen a slow and steady change in academic principles over the last two decades, coinciding with the rapid globalization and intermixing of cultures. Also classes that were previously polarized and the technological revolutions of communication of social interaction - most notably the Internet. There are now entire topics with a host of modules for subjects that were barely heard of 20 years ago. There is also a much greater range of teaching styles and implementations. The knowledge and understanding of other cultures was hardly a priority 50 years ago, but now such teachings are highly relevant.

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The early to mid 20th century was a very practical era for education. Most students would enter a trade after school and accordingly anything learnt after the rudiments of mathematics, language and practical reasoning were a luxury. Not only was there less reason to study out of these boundaries, there was also very little pressure on the political system for habits to evolve. Nowadays it is far more relevant and important to teach above and beyond the most practical subjects. Education’s role shifts from practicality to morality in light of a quickly globalizing world. Immigration research paper topics are very common today and show the positive effect of awareness the educational system provides. Discrimination based on religion is unacceptable in any society, but is far more prevalent where religious and cultural awareness has not been introduced and reinforced.

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Are we taking things too far though? Many argue that we are being too patronizing to students by focusing on subjects which are less academically-orientated, This in a world where education should always be about mental ability and progression and not morality. Why can’t education keep the same course it always has and leave cultural and other such issues for family learning and development? It is true that not every student has this privilege. However, should there be other measures in place for such students outside the main curriculum, instead of pumping ‘unimportant’ issues and debates into the main curriculum?