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Advertising can be an extra way of making income. Despite the claims made for a market-based school restructuring strategy, the history of choice does not support the claims of its proponents. A Declaration of Crisis Willingness to abandon strong support for public schools and to turn to marketplace solutions is driven by a crisis rhetoric.
This rhetoric, which suggests that public education is failing, is not only misleading, it is dangerous because it may erode public confidence in the very institutions on which our capacity for a democratic response depends. Criticism of public education has continued unabated since the publication of A Nation At Risk in Stimulated in large part by new international economic realities, by a domestic economy based on traditional production models, and by changing domestic demographics, the critics have sought solutions to these challenging problems by turning to schools and educators.
However, since then, a variety of research reports have revealed that much of the criticism has been simplistic and has distorted and misrepresented the conditions of public education.
The credibility of the crisis-in-education claim, in fact, rests not on immutable evidence of school failure but, rather, on a linkage which has been established by critics between education and other social problems such as violent crime, drug use, family instability, and economic uncertainty. Although schools are not charged directly with creating these problems, the public is turning to public education for solutions to broad and complex social conditions.
Economic interests have emerged during the last decade as vocal and persistent advocates of school change. These critics have framed the issue in terms of economic competitiveness, job creation, profit, and preparation for the work place. The purpose of public education has been redefined by economic interests so as to put schools in the service of capitalism rather than democracy.
They are not the same. This dramatic reframing of educational purpose has gone relatively unchallenged in the dialogue about school improvement. What does it mean to put schools in the service of an economic philosophy rather than in the service of democracy, a political and social philosophy? To define students as merely economic beings is to deny them their basic and essential humanity and is to render our political freedom subservient to the interests of those whose purpose is profit.
What, then, is the role of the school in a political democracy where, for the moment, the dominant economic interests remain consolidated in large corporate structures? The answer is to be found in an examination of what it means to educate for the public good. The Public Good The growing public sentiment that government has failed and is doomed to fail when it attempts to develop collective solutions to broad social problems is a measure of the success of economic interests over the past fifteen years in redefining the public good.
Public good is increasingly defined and measured by the extent to which private interests are allowed to extend the reach of the marketplace. Lost in the crisis quality of the debate about private school choice is an understanding that public schools are not merely service providers. Public schools have a special status as producers of values, perspectives, knowledge, and skills which are fundamental to community. Historically, this public function was widely celebrated.
More recently, with the emergence of marketplace and consumer analogies, individual customer satisfaction, rather than the public good, has become a primary consideration. Individualism, the promise of individual freedom and personal happiness, has been a central tenet of the American dream and is fundamental in American society. The danger we face is that individualism, as exemplified by private school choice, may further isolate Americans from each other and undermine the conditions of freedom.
Kelly summarizes this sentiment: A fundamental tension exists between two polarities. On the one hand, education for democracy views education as fundamental, with the responsibility of transmitting values and skills which sustain democracy. In a democracy citizens play two roles: While a democracy may be viewed as an open forum of values, not all values are equal.
A few are central: On the other hand, education for economic interest views education as a dependent variable. College essays have become a nightmare for a great deal of students. Is that because requirements to this type of writing differ from one professor to another? Or, maybe, because writing an essay may take eternity? Probably, all of the mentioned above. Well, if you decide to do so, better choose wisely. Your papers are safe with us.
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