My Education and Theories of Mass Education

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My Education and Theories of Mass Education
An outbreak of visionary and fervent books by outspoken critics such as Jonathan Kozol, A.S. Neill, Herbert Kohl, John Holt, and others, gave inspiration to a large number of people to reflect in a different way with reference to the features and purpose of education (Miller 14). Unfortunately, with the increasing growth of “free schools” and home-schools, public education was now regarded as a risk to democracy. This is contrary to earlier opinions where it was seen as the pillar of Americans’ democracy. The purpose of this article is to look at the nature of education I have received and how this education has contributed to the kind of person that I have turned out to be. In addition, it will also assess the huge assortment of theories that exist on both the implementation of America’s model of mass education, as well as its blatant and unconscious intentions.
As noted by Miller, there exists as much possible education-related agendas as there are religious, philosophical, geographic, ethnic, and economic factions in this intricate and extensive country (14). The primary problem that mass public education systems have faced is related to how these agendas could all be reconciled. As noted by Miller, and experienced during the period I have been receiving education, public schools have three main functions (14). These include promotion of democracy, supporting a competitive economic system, in addition to inculcating civic virtues, as well as moral values.
One scholar, Thomas Jefferson, noted it was vital for a country, which is governed by its people instead of an aristocracy, or a monarch, to train its citizenry with the intention of governing wisely (qtd. in Miller 14). Although he visualized a system of schools that would be publicly funded and equally available to citizens, this dream has not come to pass. It is sad to note that not only has there been unequal availability of schools to all citizens, but also not all citizens who have gone through the system have been able to critically and reasonably think about concerns and issues facing the society, with the intention of participating in its businesses.
Jefferson’s theory of democracy has been a major contributor to the person I have become. Although this theory was never fully carried out, it inspired a number of school reformers such as John Dewey and Horace Mann (Miller 15). According to Savage Inequalities, written by Kozol, we are still a long way from realizing the Jeffersonian model (28). Through this model, I have been informed about exercising my right of citizenship; so have my classmates. As a result, this model has not discriminated students with regard to their economic status. Presently, a number of democratic educators are still struggling on behalf of citizens that have been unceasingly denied their rights, and customarily kept out of significant involvement in t...