Reaching a balanced educational system

Lamya AlShimmari

Mrs. Farah

ENG

May 18

Abstract …………………………………………………………………….3

Introduction ………………………………………………………………...4

Body

Restrictive curriculum………………………………………………………………………..……….4

Fear of failure………………………………………………………………………………………………5

Lack of reasoning and enlightenment……………………………………………………….5

A balanced educational system………………………………………………………………………6

Narrow minds on a narrow path……………………………………………….……………….6

Creativity in academics…………………………………………………………………..…………..7

CONCLUSION………………………………………………………………………………………….…………..7

References……………………………..……………………………………………………………………………8

ABSTRACT

There is an obvious catastrophic problem with the way the current educational system works. Ironically, it is very damaging, in that it constrains students' potentials instead of developing them. School has become a prison; it forbids pupils to break free of the restrictive commands that limit freedom and sophistication. Students are held captive by their own mentors, mentally and physically. Students are obliged to stay in class, whether during free periods or exams, even when they have no work to attend to. Teachers spend far too much time assigning work that requires no real thought and teaches no real lesson. The challenge for educators is to nourish and develop a student's natural intelligence, not smother it.

The educational method must be rectified.

INTRODUCTION

Education is the essence of life. A corrupt educational system takes away the commitment and excitement that fosters a students' potential. Average students nowadays complain about the lack of entertainment in learning. School has become a forceful prison; intelligent students are forced to play their instructors' games in order to pass. Substantial pressure from the educational system causes panic in students and causes a lack of incentive to do better. A twist in the educational system is obligatory in order to bring out and reap students' real potential with willingness and satisfaction. In the 1920's Bertrand Russell said, "We are forced with the paradoxical fact that education has become one of the chief obstacles to intelligence and freedom of thought" (Hunt, 1979, p.127). This statement is true because of a lack of...