PART
TWO
The
Power of Education and its Shortcomings
Who
are we?
What
an odd question, you may think to yourself. Why, would it not be more
appropriate to ask; who are you?
In
a world, specifically the world we created together, the
individuality of each living person seems now more significant than
the concept of community and a solidified whole. I would, however,
compare the curse of overly-emphasized individuality to the tragedy
of a lonesome ant.
This
ant, the one I gazed upon as a young boy as it walked upon the edge
of my bed, had gotten separated from its group. The mind of an ant
is, of course, primitive on any given level, from any point of view –
especially ours. Nonetheless, its story touches me now, all those years later. The ant wandered aimlessly for a good while, and I
can only imagine the terror of separation it must have known in that
moment. What became of it, I do not know. As a child with little
regard for such small creatures, I did not care for its fate. It was,
however, a near-certainty that whatever its fate may have been, it
was not beneficial to its survival, or the survival of its colony.
I
compare the poor nature of sole individuality to the fate of a lost
ant for one simple reason – we thrive together. Just as a colony of
primitive ants in the earth seem minuscule from our point of view, so
does our colony of mankind seem primitive from the vastness of space.
What can one individual human accomplish in this world? About as much
as an ant in its colony, I daresay.
One
must ask, then, why praise individuality? There is no doubt that each
human is unique, and yet, does it truly matter? Who are you if not a
part of your community? What meaning do you then possess, and for
whom, and for what? We believe firmly that the concept of
individuality, while valid and crucial for our civilization's
survival, has become overpraised, while the values of community
measure only decline. Let us strive for a future of great cooperation
not only between nations, but between individuals, for so we may
accomplish more, working as individuals, however together.
Who
are you? Is it not more appropriate to ask; who are we?
The
answer to this question varies. It is not an easy concept to tackle
by any means, and the problem of community begins as early as the
first days of our formal education. In fact, it is that first day
among a new community of fellow humans that slams shut a gate between
entire future groups! Children born to wealth enjoy the pleasures of
private educations, while others are left to the state, and others
still receive no education at all. What world do we live in that we
must split apart children for the deeds of their elders?
I
ask you,
an
individual, why must wealth burden the minds of children as well as
their authority? Should a child not explore the vast world of variety
between his kin, form bonds with those both rich and poor alike? We
are effectively blocking one group from the other, creating a divide
which carries over far into adulthood, and it is in this time of
early human life that we must weed out this divide, for there is no
other time more appropriate.
The bourgeoisie mustn't be separated! We are common flesh, we city-folk, let us fight for an ideal world together!
My
story was not special by any means, nor has this truth changed in
past years. I attended a state school, from which I departed after my
first year. I arrived in a new town, though close to my birthplace
still, and I knew no one. We remained there for the next five years
of my life, and I would confidently say that those were some of the
worst years my life had to offer. In the way of friends, I saw little
success, and in the way of a formal education, I felt myself
slipping. Perhaps some of us, those who attended state-funded
schools, envied the children from next door who had the privilege of
increased freedom during class hours in their private establishments,
and yet we were hardened by the experience.
Upon
my arrival to what most Americans would refer to as 'middle school,'
my life had taken many an unexpected turn. Friends had become a
certain reality and grades were not something I felt had concerned me
in any particular way. With a spirited heart, great ambition and even
greater hopes for the future, I bloomed for four whole years,
surprising not only others, but even myself with my perceived
'ingenuity,' which I would soon discover to be absolutely and utterly
false.
And
now, at this point in my life, I realized the greatest shortcoming of
the education system of my country – overemphasis of general
studies, and a sore lack of specialists in the field. At this point,
the question of individuality became clear to me as I turned from an
individual to a part of one greater whole.
I
chose engineering. In all honesty, had I studied, had I worked hard
at more pleasing results, I would very likely have become a student
of a prestigious gymnasium in Prague. Unfortunately, or perhaps on
the contrary, as I later found, I was instead forced to apply for a
lower-class field – mechanical engineering. Begrudgingly, I
applied, and I succeeded. However, mere days after my success, it
became clear to me that an engineer should accomplish far more for
his community than, say, an aspiring modern artist (modern art is a
topic later discussed in the manifesto). This should not, however, call into question an artist's influence on culture and national pride, rather I would point out that with their overabundance, their chances of accomplishing significant results are rather slim. And with there being a noticeable lack of engineers, it is my belief that an engineer is, at the present time, more crucial for the state than an artist.
Proposed
solutions and lessons learned from my personal experience, and from a
careful analysis of my state's educational struggle?
-
Private
education does not benefit the state, nor the student. -
Private education not only separates, it often impairs a student's
ability to be content with potentially unpleasant future conditions.
State education prepares a student for the honest, oft difficult
life of today's bourgeoisie.
-
Over-emphasis
of the arts and purely intellectual fields brings harm to the state.
-
It is natural for human beings to seek out easy (not necessarily
simple, however) professions which bring great capital in return.
However, supporting students in such endeavors creates little more
than a mass of unemployed bourgeoisie without properly trained
expertise.
-
Too
many gymnasiums, too few specialized schools for younger students. -
At
as early as fourteen years of age, a student is required to choose
his field of study for the next four years. Unfortunately, most are
encouraged to delay this choice by means of choosing traditionally
accepted gymnasiums – in my words, schools without focus – which
continue to produce unskilled bourgeoisie who have no field of
expertise. Tied to the problem of over-emphasis on arts and
intellectual fields.
-
A
deficit in funding for specialized schools. -
Industrial high schools require funding for machinery in order to
teach required skills to their students, the future of skilled and
practically-inclined bourgeoisie. This condition, while met in some
more prestigious technical lyceums, is rarely met outside the
capital.
While
these bullet points are primarily focused on my country of birth, I
believe they apply in their entirety to the whole of the First World.
We will discuss possible solutions for these four issues in the
chapter titled Problems
and Solutions.
In
conclusion, we firmly believe, me and my esteemed colleagues, that
the educational systems of today focus disproportionaly on purely
intellectual fields with little application in science or industry,
both of which are, as we earlier discussed, among the most important
pillars of a successful state!
We
do not propose the complete abolishment of intellectual and artistic
fields – on the contrary, we encourage them for societal and
cultural growth, both of which lead to national pride, which works
towards ensuring a tightly-knit, powerful community. We propose only
that the focus be evenly spread, lest we fall behind in industry
compared to our potential competitors.
Power
to the traditional city-folk, may they thrive in education!
Points: 31520
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