I saw this meme recently. It caught my eye, because, as an educator, I see the shortcomings of our educational system differently. I also come from a generation in which “life-skills” we still expected to be taught in the home. I believe the pressure put on teachers to “teach to the (standardized) test” and to appease parents et al. who would prefer that children and young adults struggle has caused us to lose sight of the value of a true liberal education.
The term “liberal” gets lost in the murky waters of politics that also interfere with the child’s education. “Liberal” simply refers to free and unrestricted learning.
“Liberal education is an approach to learning that empowers individuals and prepares them to deal with complexity, diversity, and change. It provides students with broad knowledge of the wider world (e.g., science, culture, and society) as well as in-depth study in a specific area of interest. A liberal education helps students develop a sense of social responsibility as well as strong and transferable intellectual and practical skills such as communication, analytical and problem-solving skills, and a demonstrated ability to apply knowledge and skills in real-world settings.” (Association of American Colleges & Universities)
I have no issue with the knowledge suggested in the above meme. I am fine with “mandatory”, however, suggestion that these be mandatory classes warrants some questioning. First, one may read “classes” as courses, as in my experience many do. As such this would suggest a tremendous waste of time and resources when schools are already limiting the time spent in earning a high school diploma. Second, one my read “classes” as individual class sessions in a teacher’s lesson plan. Yes, there may be a place for these among the lessons learned in high school. These should, however, be part a larger development of the whole student over the K-12 experience. Personally, I believe these lessons are integral parts of a broader liberal education that, in my opinion, should have a strong STEAM (Science, Technology, Engineering, Arts, and Mathematics) emphasis—which should also include Physical Education and Health.
Let’s consider each of these proposed “classes”….
Accounting. Okay, now accounting is a field of study. People make careers as Accountants following a four-year degree at a college or university. Some high schools do offer courses in Elementary Accounting—i.e., book-keeping, which is great (for some). Fundamentally, though, accounting (the kind of accounting, e.g., balancing a checkbook, I believe to be implied here) is essentially Mathematics. Sadly, Math is often under-emphasized and uninspired in the K-12 education. I find an increasing number of college students who say the “can’t do math”, which is utter nonsense. What they really mean is that they were never taught the relevance of Mathematics and, perhaps, that they will “never need Algebra”. What is Accounting if not an application of Algebra. Rather than a “class” in Accounting, students need to be taught the basics of accounting and the application of basic mathematical principles to real-world situation. They also need to develop the self-confidence (#9) to use mathematics.
Money Management. What is money management if not mathematics with a strong dose of common sense and self-control. This should, of course, be taught at home, but can certainly be reinforced by educators. Delayed-gratification is lacking in our society, so it is no surprise that it is not being learned at home. These may, nonetheless, be part of a common thread that runs through every course. It is elementary school level addition and subtraction (income – expenses = savings). Learning to prioritize spending and save for a future (e.g., college, family, etc.) are life lessons not learned by notetaking and examination.
Taxes. Again, Mathematics! Unfortunately, our tax code is overly complicated. Many people require the services of a certified tax accountant to assist with their taxes. This goes well beyond a high school lesson or course. If a student can understand how to read directions and add/subtract numbers, he or she is quite capable of doing basic taxes—it is just math! For a better understanding of how taxes are used, however, courses in civics and government should be required.
Build & Keep Good Credit. Again, we are back to #2 and mathematics. The best way to build and keep good credit is to exercise discipline and delayed gratification. Simple. As well, credit relies on employment. To be employed, one needs to be employable, and employability is the result of being educated and learning self-management skills. These are not the outcome of any single class/course, but of a collection of life lessons and experiences.
Picking the Right Career. Where to begin here? Personally, I went from wanting to be an architect through much of high school to studying Mine Engineering, then Geology, and, ultimately, Exercise Physiology in college. I may just as well studied Anatomy or gone to Medical School. (I would have enjoyed being a Medical Examiner.) “Picking the right career” is a bit nebulous. Statistically, most will change careers several times in their lifetime. Is this the fault of education (or lack thereof)? Probably not. Career guidance should be important. A child should be introduced to the wealth of career opportunities before them. (This is especially important in disadvantaged areas where such opportunity may not be as apparent.) I fail, however, to see a class or course on career selection. The reality of our world is that it is changing faster than our textbooks. The “right career” of tomorrow probably doesn’t exist today. Those who will be most successful will be those who will create opportunity—for themselves and others. Herein is the role of a strong liberal education.
Nutrition. Diet and exercise should be an ongoing theme in Health & Physical Education (which for some reasons is now referred to as “Wellness”). PE, however, is gradually disappearing from the curriculum. Nutrition is not an easy topic and should be taught by well-qualified professional. It should also be demonstrated in the cafeteria (as well as at home).
Self-defense. I re-emphasize the need for a solid Physical Education curriculum. True “self-defense” is more than physical defenses. Prevention safety, too, is important. The teaching of social skills and concern for others is also essential. The issues at hand are not as simple as teaching self-defensive skills. In a much broader context, students need to learn conflict resolution skills. The need to learn emotional self-defense. They need to learn consider the broader sense of public safety. Too often we see videos of individuals attempting to exercise self-defense filmed by un-concerned onlookers. This type of civil responsibility it taught in more than a “class”.
Time Management. A student should not have to wait to learn time management in high school. If not taught at home, it can be emphasized from K through 12 (and beyond) in all classes. This is important skill not a classroom lesson.
Self-confidence. How is this possibly a “class”. Can one earn a B+ in “self-confidence”? Or is it something taught for a pass/fail grade? Self-confidence is not taught. It is developed. It is developed through experience—the collaboration of success and failure. Every course, class lesson, sports practice/competition, experience, and relationship—over time. Self-confidence is also not awarded, it is earned. So much for “everyone gets a trophy” and “lawnmower” parenting and education.
I believe in education. I believe in teachers. We must not, however, assume that education is simply checking off a series of standardized requirements. Education is a foundation, not the final structure.
Be your best today; be better tomorrow.
Carpe momento!
