School room display - Mennonite Heritage Museum |
My dad's High School class (Row 2, Number 1) 1916 |
There were those perched in the branches of my ancestral
tree who were suspicious of education, at least in the go-to-school-for-a-long-time,
get-good-grades, achieve-a-certificate-or-degree sense. The thinking was that
the more you knew, the more you would “lean unto your own understanding;” the
less you would depend on the Word of God for guidance. Of course, opportunity
and wherewithal also played into how much my forefathers and foremothers valued
academia . . . or didn’t.
Jacob D. Epp - Teacher, farmer (1820 - 1890) |
George Epp - teacher, non-farmer (1941 - ?) |
What
knowledge and skill does the average North American need today? Well, for
survival, probably not much. For meaningful employment, quite a bit. For
contributing creatively? Well, that’s the real question, isn’t it?
By
the time I got to make choices between finishing high school or not, getting a
post-secondary education or not (this was around 1960), the scales in my
culture were tipping in favour of formal education, even for those going into
church-related careers. The state had been pushing mandatory, universal
education through compulsory attendance in a public school system for some time
by then, so basic literacy was a given except for the developmentally challenged.
But in a primarily agricultural context, the assumption that Grade 8 was enough
for most practical purposes persisted; the pressure for more was half-hearted
where I lived.
Historians
and anthropologists could tell us how the nature and content of education has
evolved but it’s clear to me that both the said nature and content ought to
change in step with the transformations in the world in which we live. Simply
put, the maintenance and repair of ox carts might be learned in one day;
competence in the repair and maintenance of the cars of 2012 demand a lengthy
apprenticeship and numerous courses, for instance.
At
one time, Grade 8 was deemed to suffice. Then a high school education became
the desired bench mark. Both levels could be had free in a public school with
qualified teachers.
But a high school education
doesn’t meet the needs of modern society; the complexities that are faced on a
daily basis simply aren’t comprehended by a large portion of the population. We
need to take the obvious next evolutionary step: the first four years of
post-secondary education should be provided in the same manner as high school
once was. That is, totally subsidized by the state.
Quebec, we’re told, has the
lowest university tuition rates in the country. The Charest government is
planning to raise these fees to “a more realistic” level and the resulting student
demonstrations are dragging on into their twelfth week. What position should
the public take on this? I’m firmly on the side of the students (although entirely
out of sympathy for the hooligans for whom any demonstration is an opportunity
for creating mayhem). The demonstrators are at the leading edge of a
much-needed next step in the evolution of our education system. The bench-mark
is relocating upward; free post-secondary education needs to become as
commonplace as free high school.
It can’t come soon enough. Be
brave, students! Carry on!
And while I’m at it, another
observation: education has two parts; one is the preparation for employment,
the mastering of skills that can be sold to an employer or applied
entrepreneurially; the second is the development of wisdom and understanding
sufficient to being a good neighbour, a good parent and a contributing citizen.
Public education has swung too much toward the career-training part of the
equation; the balance needs reconsideration.
I’d propose, for example, that
Logic and Rhetoric be reintroduced as basic components of high school education
and continued in all post-secondary programs. A Grade 12 student I talked with a
few nights ago was exhibiting a picture of a Kalashnikov he’d manufactured on
his computer. Since it was done in a Peace and Justice unit of a Christian
Ethics course in a Mennonite school, I asked him if the course had done
anything to make him reconsider his stated intention of joining the military
after graduation. His reply—haltingly expressed—was that he could further peace
from within the military!
The prosecution rests.
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