The “System” in the Educational System

It’s been a long while since I’ve posted here. Like….a couple of months. Was busy with college apps, then school work. But now, I have some time, so hopefully I’ll post more.

What I want to write about today is actually what’s been preventing me from blogging, from just sitting down quietly at my seat and just writing. I guess you could call it, school.

It’s annoying when I have to try to find a balance between school and art. I’m forced to squeeze in time to write what I want to write, to take photos at the most inconvenient times possible, or to listen and make lyrics to music. It’s as if school is trying to pull me away from my passion and forcing me to do a shit ton of grit work. It’s as if school is trying to say, yes we want you to be an enlightened individual, but you gotta follow our format. You gotta do what we say. And this system is annoying.

What I really wish for is the ability to squish this educational system with my passion into one. So that I can devote a good chuck of my time doing and sharpening what I like.

My English teacher one day noted how as kids, literature was everybody’s favorite subject. We all liked to listen to stories, to tell stories ourselves, to let our imaginations fly. But then came the educational system, which just butchered everything up and crammed into us grammar rules, analysis skills, and all that bullshit. And along the way, for many of us, literature became something boring. That magic was lost.

The educational system failed to capture the soul of the subject of literature. I could say the same goes with math, science, and so many other subjects. Most of us don’t see the beauty of it anymore; it’s just a bunch of facts and rote memorization.

Of course, however, it could have never captured it in the first place. It’s because the educational system is a system. 

But here’s the problem: there is no absolute way one can categorize the human learning experience. The fact we have first grades, second grades, and so on doesn’t make sense to me if it’s true that all of us learn at different paces. There’s no way either you could definitely pinpoint a person’s skill level to be either regular, AP, or honors level. We’re humans; you just can’t.

In fact, thinking that we can only hurts us more. A phenomenon called the Matthew Effect sums it up pretty nice, in which psychologist Roger Barnsley noticed that a huge majority of pro Canadian hockey players tended to be born in the earlier months of the year. Why? Because the recruiting system goes by year.

For instance, suppose the NHL recruits by year and takes all the little kids born in 1998. They’ll be put through some training or competition of sorts and from there, they’ll take the best few and put them in the “honors” camp — those likely to be pro. This seems fair, right? Not really so.

Psychologist Roger Barnsley

If you think about it, those born in December and later months are technically one year younger than those born in January and the earlier months. In other words, they’re less physically mature by one year, and therefore, easier to be beaten out. Do they suck? No, just that they’re younger. So what starts out as a small gap in age becomes a huge gap in skill once all those born in the earlier years are placed in the honors system and are bombarded with resources and whatnot. Those born later are likely to be put in the regular system and not given much attention.

Because of this systemic approach to athletics, society has just squandered the potential of nearly half the population– those born in later months of the year. So if you’re born in December, you should just give up playing pro hockey even if you have a talent in it– it’s almost impossible.

It’s unfair, and yes, it’s wrong. Because you cannot categorize how humans grow or develop as athletes. The same thing all applies to our education.

Fixing this is easier said than done, of course. But the utopian solution is if everything can be individual-based. It’s kind of like being home-schooled, or self-teaching yourself. In which you know what you want to do, in which you know how you learn, and you act on that. Instead of being forced into a system, you make your own system. You learn at your own pace, and you focus on what you know you want to do.

This does comes with problems of its own such as lack of motivation. So a good mix would be having a school system but trying to make it as individualized as possible. The only thing we should be wary of is not getting too much into the system itself.


2 thoughts on “The “System” in the Educational System

  1. Such big thoughts and you’re in school? Gee, it looks like the education system failed. You’re not a drone.

    I don’t believe that a system being a system means it’s a failure. A system needs to have clear goals and methods of accomplishing it. I was in the military and it got it halfway, at least. That’s because the military has purpose.

    What’s the purpose of the education system, though? Is it to produce people who can work, or brilliant minds? It has to decide.

    The current format does neither. We don’t learn any practical skills (driving, fixing, cooking). We don’t expand our minds, since all we’re given is math puzzles and pieces of data to memorize.

    Every subject is fascinating outside school. Learning is a fun activity we’re almost hard-wired to enjoy. Sadly, schools don’t emphasize discovery. Instead of pointing to a wide world, they try to make the world smaller.

    • Hello! Appreciate your thoughts, and I do agree with you on a lot of your points.

      I just found your first sentence funny. I was once actually very into the educational system (you could have called me a drone back then). But something personal happened, which I’ve written about in some of my past blog posts, and that’s why I’m out of it.

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