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The once overwhelming giant of all sorts seems to be facing an imminent collapse in its educational prospects. America is facing immense challenges in its education system. This is evident across both its competitors and admirers alike. While there is no universally appreciable cause for this, it is concise that unless addressed, the superpower is getting to the doldrums. The causal factors transcend provisional aspects but are mainly social and psychological as most of the top American educationists content.
According to Leo, (Leo, p 14) the American social fabric seems to tearing apart. Ironically America boasts of insurmountable reinforcement for its younger generation. The discovery of the computer, the most deadly weapons, the most advanced technological skill emanate from this educational falling great country. Apparently the American child is so overprotected yet with belated concern that the child ends up being ruined. Kristof says, ‘Increased schooling created a more stable society, less prone to the conflicts that have raged elsewhere in Central America.’
The drop out rates seems to be increasing; rather then be treated as a concern for the society, families take it as a private issues. Herbert implicates the seriousness of the issue with the analysis that gives of one drop out per 34 minutes shows the gravity of the problem, “While the nation struggles to strengthen the economy,” the report said, “the educational capacity of our country continues to decline.” This shows the gravity of the matter.
Pane and Salmon-Florida (Pane & Salmon-Florida, p 289) argue that the socialisation of the American children have become to be a preserve of the social networks and therefore making the possibility of effective communication an inconceivable issue. This communication is apparently the major hindrance to educational accomplishments. While earlier generations treated the teachers and instructors and custodians and confidantes, the generation of the day treats teachers as mere carriers of requisite skills and nothing beyond this perception. This notions not only impedes the possible influence the teacher is supposed to have on the learners but also the psychologically creates a wall between the two interacting parties.
According to Leo, (Leo, p 14) reinforcement of whatever type in the American spheres is near to absent. Learners are neither reprimanded nor praised for their good performance in learning institutions. While the reinforcement theories have many roots within the American soil, the applicability today seems to have been utterly discarded as a prerequisite for effective learning. Kristof asserts that Interactive learning within the American systems seems to waning with time. She argues that while education is meant to be a multidimensional process involving the inculcating of positive values, believes and skills; it is evident that the values have be dropped somehow along the process. Malcolm calls this homemade education where those education systems seems to emphasis family ideals that group ideals ‘I suppose it was inevitable that as my word-base broadened, I could for the first time pick up a book and read and now begin to understand what the book was saying’.
According to Berkin the present parenting makes the learning more interested in passing their exams that the acquisition of the required knowledge. “Will this be on the test?” “Does grammar count?” “Do we have to read the whole chapter?” “Can I turn in my paper late?” this evidences that the present American learning is more of examination orient that is oriented towards the acquisition of skills and knowledge. Besides, the attitude for learning and acquiring skills has not been dully cultivated hence making learning more of a coercion that an interest.
On his part Roosevelt asserts that the learners of the day in the American system are more interested in the grades than they are interested in the real acquisition of skills and knowledge, ‘If you put in all the effort you have and get a C, what is the point’. The professor argues that this has been precipitated by the parents’ demand who are interested in the scores than they are interested in the skills acquired. Overall, Berkin argues that the utter emphasis of the grades seems to be eroding than evaluating the American educational system, “Will this be on the test?” “Does grammar count?” “Do we have to read the whole chapter?” “Can I turn in my paper late?” All the four papers have consensus that the American system has all that it requires to offer quality and applicable education. However, they feel that the changing social systems are doing much harm than good to the educational prospects. This has been precipitated by the ignored-yet-ever increasing school drop out rates.