Making Schooling Relevant for the Global Age, Fulfilling Our by R. D. Nordgren

By R. D. Nordgren

In Making education appropriate for the worldwide Age, R.D. Nordgren, Ph.D. contends that America's colleges are failing to organize our kids for the worldwide financial system in addition to failing to strengthen voters keen and able to maintaining the kind of democracy essential to coexist within the worldwide Village. our faculties are, in truth, industrial-age relics. long ago 20 years, K-12 education reforms have ended in the responsibility circulation and the next criteria stream that experience sought to bribe and punish colleges into doing "more of an analogous" rather than generating world-class educations for our youngsters. to ensure that education to develop into correct within the international age, the at present used curricula, educating innovations, and college buildings have to be discarded; and extra very important, the best way we predict approximately faculties and education needs to switch. In essence, a fairly assorted version of education should be conceptualized and carried out around the U.S. In Making education proper for the worldwide Age, Nordgren deals any such version established, partly, on education he saw in Sweden; person who is supported by way of pertinent social, financial, and academic study. the worldwide age of transferring nationwide obstacles and financial affects calls for a brand new set of talents or characteristics for its voters and its staff. those has to be fostered in our faculties if our state is to supply its individuals with the possibilities to reach the post-industrial financial system in addition to make us a version of social justice to be emulated by means of the remainder of the area.

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Teaching to the test is the primary function of our public schools, a practice from which our children and our society will suffer. Standardized testing allows for the accumulation of data that can and are used to punish teachers and schools as well as students. It is my opinion that states are adopting the Florida A + model that awards grades to schools based mostly on their students’ scores on the Florida Comprehensive Assessment Test. Much of the spirit of the A + plan is found in the ESEA. When the A + plan was first put into effect, the grade the school received was based on other data besides FCAT scores, data such as attendance and dropout rate.

What they do not see in their “perfect past” are the grotesque realities of segregated schools, the enormous dropout rates, and the irrelevant education that they received-that is, irrelevant to the present global age. I must refer back to the school board meeting in Sweden mentioned in the introduction. The adults in the audience were reminded by the Swedish principal that their school experiences had little or no relevance to what was happening in the schools of today (or at least in her community’s schools).

As more and more students were stuffed into each classroom, classroom supervision and management surpassed in importance the job of transmitting content. Students who had witnessed firsthand the supervising powers 40 Chapter 2 of their teachers would, it was reasoned, respond to line supervisors in the factory or to the management in other bureaucratic organizations. The line worker and the line supervisors were educated in the factory-style public schools. The company executives, on the other hand, had often been educated in private preparatory schools that would lead them to a distinguished university.

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