What does it Mean to be Educated?

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In this assignment, I would narratively examine an essay by Alfie Kohn on how the formalized education system has paradoxically failed in its intent to create well-rounded individuals and well-informed citizens. The author questions the very credibility of institutionalized education in championing the cause of enlightenment, accusing it of failing to deliver knowledge and values to students in favor of cheaply dispensing with synthetic degrees that only serve to lead them towards the job market, with no opportunity to cherish the knowledge gained so far.

In analyzing this essay, I would weigh both the pros and cons of Kohn’s arguments and pronounce my own views on what changes should be brought in to make the education system more inclusive for people who literally think outside the book.

Kohn proffers the example of his own wife who received a number of advanced degrees in medical sciences and spent at least 29 years of her life in the education system (Kohn, 2004, p.2). Despite her specialized expertise in such a difficult subject stream, Kohn laments his wife’s severe lack of aptitude in other knowledge spheres, such as Math, Grammar and Literature. “She will, however, freeze up if you ask her what 8 times 7 is, because she never learned the multiplication table” (Kohn, 2004, p.2).

What the author suggests here is that formalized education has managed to create lots of zombies out of students who have been instructed since childhood to learn by rote, and thereby, has compromising their ability to hold educated views on a broad spectrum of subjects. The author believes it is impossible to hold an educated discussion with such individuals because years of cramming of facts, figures and irrelevant data has made their minds too obfuscated to form a coherent opinion on a subject apart from what they studied in college.

In the author’s view, the very point of schooling is defeated when one gives up on his questioning mindset (Kohn, 2004, p.3). Kohn is also fiercely critical of standardized test scores and other educational parameters that have been solely designed to fit in line with the expectations of future employers.

Clearly, by exemplifying his wife as the very nadir of what the education system has turned into, Kohn makes the point of justifying his tirade against formalized education, and favors replacing it with a system which focuses on developing qualities such as “social reasoning, empirical reasoning, quantitative reasoning, communication, and personal qualities” (Kohn, 2004, p.6) in students. He believes the most important attribute of civilization lies in its ability to create sharp mindsets which would one day engineer novel ideas, innovations and not remain confined to fixed thoughts.

On one hand, it isn’t very difficult to see the point of view of the author. I personally wouldn’t disagree with an education system which callously ignores the desire and innate ability in a student to excel in life not just for the sake of success, but also by valuing deep knowledge gained out of learning.

The present education system, especially at higher university level, conditions young minds to abandon the lofty principles of acquiring such a knowledge through insights and deep practice. Instead, students are taught to learn short-cuts which would one day help them achieve a plum station in life. It’s almost a global phenomenon without exceptions.

We are all aimlessly drifting in different directions with no sense of purpose or higher goals in life. This is what is deemed as “normal” in a civilized society of today. Left to its own, most aspects of the present day education system have descended into a phase of mediocrity which blocks the flow of innovative ideas.

Since, standardized scores and completion of credits is given extra importance compared to development of real cognitive skills, we are effectively in a phase of no return. Some of the greatest thinkers of present and past centuries thought outside the box that actually led to most outstanding innovations which have shaped human civilization.

By consenting to be a part of this system, we give sanction to mediocrity and create lackluster learning environments. Indeed, if there was an opinion poll conducted among students belonging to any major college today, a majority of them would express dissatisfaction with the education system because of such an outdated bent of mind.

The author’s insistence on “cultural literacy” (Kohn, 2006, p.5) also strikes a cord with me. It is indeed important that one becomes proficient in not only their own subject, but also takes the time and interest to pursue other hobbies. A Biotechnology student who is also well-versed with key historical figures in the Roman times and takes an interest in musical instruments, stands a better chance at being successful in life than a dull PhD student who has only spent away all his time in cramming technical books.

Having a full, enlightened conversation with an individual is the first step towards following through on his intellectual depth, and sustaining meaningful lifelong associations. Education is a life-force which when recreated several times over, sustains civilization in its purest essence. The absence of independent thought in the structured curricula of present-day educational systems do not bode well for the future. Already, innovation is no longer the forte of some of the most reputed colleges in this country which have chosen to dispense mediocre degrees as their main aim over the development of new ideas.

Although, I’m generally supportive of Kohn’s views on what constitutes an ideal educational system, it may simultaneously be discussed that some of these arguments may not hold the entire grain of truth. Kohn gave the example of his wife’s severe lack of grammar and an inability to hold an intellectual conversation. However, the same could be blamed on a severe lack of interest in these subjects because each individual is geared towards different aspects of life.

For example, some intellectually-oriented individuals have been known to lack in an inability to drive a car or handle mechanical devices without fumbling. Should that then mean that they be perceived as less educated than the others who are more gifted in selective trades? There are individuals who have an amazing logical ability but are unable to form a coherent sentence without erring. There are those who have an aptitude for data interpretation, and analyzing facts and figures.

Indeed, each and every individual has his/her core strengths and weaknesses which guide their intelligence radar, and should be promoted as an instrument of well-being. No one size fits all formula can work here.

In conclusion, I can agree with a few points raised by the author concerning the fact that “there can be no one single definition of what an education person should be like” (Kohn, 2006, p.8). Indeed, it’s a highly subjective issue and should be analyzed on its individual merit. While I clearly agree with the author’s views on the need for greater freedom and reform in the education system, there’s no point in creating a single definition of what an education person should be like.

References

Muller, G.H. & Wiener, H.S. (2008). To the Point: Reading and Writing Short Arguments. New York, NY: LONGMAN.
Kohn, A. (2004). What does it mean to be Well-Educated? And more Essays on Standards, Grading and Other Follies. Boston, MA: Beacon Press.

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What does it Mean to be Educated?

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