My Hypothesis – bmdpiano

  1. Education
    1. Is what we learn in school useful?
    2. Is there learning in education?
    3. Do skills come from education?
  1. We get an education to learn.
  1. People go to school so that they can be educated for their future.
  1. The American Education system is designed to educate young students and prepare them for their futures in the real world. 
  1. We are led to believe that one goes to school in America for a worthy education; to learn the life skills needed for the future and though students are educated, they do not learn. 
  1. Incorporating useful life skills into education (including the standard English or algebra class) would help students learn more about how to be active participants in society instead of being taught abstract concepts that would never show what the real world is like.

 

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7 Responses to My Hypothesis – bmdpiano

  1. a1175 says:

    I agree with your hypothesis because many people feel that schools are teaching unnecessary things rather than basic essentials that we will need to know when we get older. I look forward to seeing what information you will use to support your hypothesis.

  2. alyse816 says:

    I totally agree with your hypothesis! I can personally say that learning how to find logs in Calculus will definitely not help me in the future with important life skills. I am intrigued to see what you write about for this topic good luck!

  3. walmaarts says:

    Like the others, I agree with your hypothesis. Schools and colleges are teaching classes that aren’t needed. On top of this, some students can’t afford school or college and these unnecessary classes can just add to the total cost of college making it impossible for these students to get an education.

  4. davidbdale says:

    This will be interesting. I wonder how much our lists of “Life’s Essential Courses” would overlap. It’s time to re-calibrate your Hypothesis List, Piano. How would it build if it started like this:
    1. The correct purpose of education is to convey essential life skills, not abstract concepts.
    2. Higher Mathematics, Music Theory, and the Philosophy of Language are worthy endeavors, but they’re not Essential Life Skills on the order of “How to Negotiate a Higher Salary” or “How to Calculate the Lifetime Benefit of Early Saving.”
    3.
    4.
    5.
    6.

    In other words, the sooner you get specific about what qualify as Essential Skills, the more intriguing and arguable your hypothesis will become.

    Work has been done in this field, including:
    https://www.sid.ir/en/journal/ViewPaper.aspx?ID=117901
    PREPARATION AND COMPILATION OF A LIFE-SKILLS CURRICULUM FOR STUDENTS IN THE HIGH SCHOOL PERIOD.

    Maybe as you develop it, you’ll decide that life skills should be taught at the secondary level so that college can be a place for specialization AFTER essential skills have been learned. But, follow the research where it leads. I’ll be happy to help at any stage where I can be useful.

    • bmdpiano says:

      Thank you for reviewing my hypothesis and giving feedback. I completely agree and see your point of making the hypothesis even more specific. I realized that I did not fully explain my final idea to how I wanted others to understand. My idea is not like work done on this topic before. I know that many people have researched and studied on the preparedness of students, but I propose to take that information and create a new evolving education system. Why not take math for example and integrate how to file taxes or how to deal with money such as taking out a loan? Of course I am not suggesting to eliminate STEM subjects and their complexities all together, many jobs require knowing calculus or geometry. I suggest that we take a portion of traditional classes (primarily at the high school level since this is the time when adulthood is approaching) to deviate from the abstractness of education and focus some time on learning life skills in each subject. It is possible that at least one life skill can relate to a traditional core subject. Just using these times to allow students to see how math can be useful to adulthood or how English relates to many life lessons can increase their preparedness significantly for when they enter the real world. We want to create high functioning contributors to society, not the learning disabled looking for the easy way out.

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