Formal education tends to restrain our minds and spirits rather than set them free.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
If we are genuinely seeking freedom, then indeed, the pursuit of knowledge is of utmost importance. After all, knowledge is power, and it is the knowledge gained from schooling that ultimately allows people to think for themselves and learn about the world around them. Yet, this assertion is itself debatable, as formal education is undoubtedly capable of restraining young minds and spirits. I would argue that formal education is highly intended to do just that. The founders of the public school system in the United States believed that if children were not taught to rule, they would rebel against their elders, so they sought to educate them according to their own values. This philosophy is still apparent in a school system that teaches children that it is good to be obedient and that their success in life depends on their ability to follow the rules and instructions. Education has indeed been falsely conceived as a means to liberate the human spirit. Still, the true purpose of education is to instill in the student the wisdom needed to survive and prosper in the larger world.
Taking the first premise, education does tend to restrain the mind and, indeed, the spirit. Eleanor Roosevelt wrote, “No one can make you feel inferior without your consent,” which is true of education. If a child feels inferior or worthless, they are more likely to conform to society’s standards of behavior. Instruction is designed to instill in children the pride of being a member of a particular group, whether that group is a town, a family, or a nation. If a child knows that they are superior to others, feelings of superiority can lead to arrogance, bullying, or other forms of aggression. This transformation from child to adult happens slowly, of course, but it occurs nonetheless. The psychological process of socialization begins in early childhood and continues throughout childhood, adolescence, and adulthood. It is precisely to prevent this transformation that education is so pervasive, which is perhaps the most significant impact of formal education.
Since the first premise asserts that formal education restrains the mind and the spirit, teaching is best when it is informal. This is not to say that there are no benefits to formal schooling, as there are. The ability to think critically, reason analytically, and be creative skills can only be learned through formal education. However, the cultivation of these skills is not the purpose of formal education. Formal instruction is meant to instill in the child the values of the group that they have been raised in. Does it matter if a child is not taught to think creatively? The farmer who grows crops for a local market or raises sheep for meat does not need a Ph.D. in biology. The craftsman who crafts a piece of furniture does not require a degree in economics. This is not to say that students should not be taught these skills, but those skills should be taught in the informal settings of home, work, and community groups. Formal school is not the place for them.
The second premise that formal education tends to confine people is also debatable. Many would argue that formal education limits people to the confines of a school, but this is not the case. While it is true that a large proportion of school time is spent on academics, students are also expected to participate in a wide variety of extracurricular activities that promote teamwork, character development, and interpersonal skills. Many schools, for example, have sports teams, musical groups, or drama clubs. These activities encourage students to interact with members of their school community, which, in turn, teaches them valuable lessons about tolerance and acceptance. In addition, many schools hold dances, plays, and other social events that allow students to interact outside of school hours, and these activities are valuable opportunities for social development. Many schools also hold fund-raising activities to support charity organizations, allowing students to learn about the different issues facing the world and how to address them.
It is important to note that the assertion of the first two premises does not necessarily imply that formal education is a bad thing. There is no denying that schooling has benefited humanity in innumerable ways. However, there are arguments against the usefulness of formal education that must be considered, and these arguments must be weighed against its benefits. For example, suppose formal education can be reformed to ensure that it fosters rather than hinders the development of the human spirit. In that case, it could indeed be an excellent tool for the advancement of society.