It was Einstein who once said, “Education is what remains after one has forgotten everything one learned in school”. In spite of the apparent facetious nature of the remark, it is grounded in reality and wisdom in many ways. And that central tenet of wisdom runs counter to the claim that all students should be required to study the same curriculum until they enter college. Although there are certain peripheral benefits of standardizing the curricula of all schools in this way, in my opinion, the disadvantages far outstrip the advantages.
Normalizing the curricula of schools does have certain superficial advantages, such as a more thorough and cogent planning on part of the instructors, a broader curriculum and greater variety of curricular activities. However, these are outweighed by a multitude of weaknesses which usually plague such standardization. These include, but are not limited to, a manifold increase in the volume of curricular material to be covered in a relatively short period of time, lesser flexibility of the instructors in designing courses and classes which might be better suited for individual students or even groups of students, and an increased pressure to complete all the courses particularly for slower and weaker pupils. Such problems might be misconstrued as minor ones, when viewed from the periphery. However, only upon delving deeper does one begin to appreciate the true effects that these failings might have on the morale and development of a student, both physically and psychologically. It is common knowledge that students, particularly the younger ones, when bombarded with the sheer volume of material that needs to be scaled in any national curriculum, tend to become dispirited and disinterested towards school and learning. Learning becomes a chore for them, something of an imposition. In such conditions, education loses its true meaning, and is reduced to rote learning. Pupils do not learn for enlightenment, but only memorize, for later regurgitation. Being interested in the lessons is the precondition of successful learning. And for that to happen, students need to feel that they have at least a degree of control over what they are learning. Indiscriminately piling on subjects and chapters, which are of little importance to youngsters will only dampen their enthusiasm, and weaken their effort and learning.
The Term Paper on Supporting teaching and learning in schools 3
... Tonypandy Comprehensive Secondary 11-18 National Curriculum Local Authority Governors Howells School Secondary 3-18 Enhanced Curriculum Student, Funded, gifts and investments Governors Bodringallt ... whole? Referencing Burnham and Baker, L, 2010, Supporting Teaching and Learning in Schools Level 2, Heinmann. Retrieved from http://wales.gov.uk/topics/educationandskills/?lang=en date of access: ...
Another crucial reason that in my opinion makes the issue of forcing a national curriculum upon all students is the fact that such a decision precludes the consideration of the diversity of the student body, as regards their interests and talents and needs. While a particular student might be exceptionally good at mathematics, another student might abhor it. He might be much more interested in the arts, or humanities. Forcing all such students, who have distinctly different skills and interests, to stick to one common body of courses and subjects might be extremely damaging for the development of the student’s capabilities. It is tantamount to disrespecting the innate talents that all of us are born with, and stifling the expression of the individuality. I am reminded of Emerson, who once said, “The secret in education lies in respecting the student.” This kind of standardization might be good for designing the assembly line of a factor churning out pieces of a machine, all uniform in shape, size and utility. When it comes to humans beings, however, there is no one-size-fits-all.
In view of all the above observations, I would like to conclude that although a standardized national curriculum might have certain fringe benefits, such a mode of learning is ultimately damaging for students and should not be put to practice.
The Term Paper on Stress In College Students
... uses computer and hand held games. The lack of interest means that technophobes are still managing to live their ... extracurricular activities (Smallman & others 1991, p.231). Black student-athletes on predominantly White campuses may experience feelings of ... stress, and problem-solving abilities of college students. Journal of College Student Development, 38, 461-467. Russel, L.A. (1992). ...
