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Relationship between School, Education, and the Society

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  1. Introduction
  2. Education
  3. Schools
  4. Value education
  5. Society
  6. Conclusion

Education, since ancient times, has been purposed to bring people to a full realization as possible to its interpretation of a human being. Other statements of education as developing intellect, serving social needs, creating an effective workforce, promoting social or political system and contributing to the economy has been widely accepted. However, the offered purposes are undesirable limited in scope, and at times they conflict with the broad purpose of education. For instance, the purpose of education goes beyond the mentioned purposes and sometimes they distort human existence since it seeks to encompass the dimension of human experience. The purpose of education evolves continuously, and it has diverged from that of making a literate society to that that produces a learning society.
The civil-right movement fought for the need to make schools a more culturally relevant and to accommodate all the children. The attempt was aimed at introducing a model of multicultural education to fight for the end of racist education. It is important, therefore, that to clarify the distinctive concerning multiculturalism, examination in a broader context the different perspectives of American society is important.

Schools are functioned to teach one to think critically and intensively. However, education that stops with efficiency may turn to be a great problem to the society. For example, criminals who are perceived dangerous are gifted with reason but they lack morals. This is why the goal of education is to provide intelligence as well as character since intelligence alone is not enough. Education should provide the young with what that is required to develop in an orderly way into important members of society. Any education, regardless of its form and method, is an outgrowth of the societal needs in which it exists.

[...] The school and society. Chicago, Ill: The University of Chicago Press. British and Foreign School Society. (1872). National education and the religious difficulty. London: s.n. Inglis, F. (2004). Education and the good society. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. [...]

[...] However, schools need to be clear on the nature of these values before passing them over to the students. Schools should begin with respect and responsibility as a starting point to end up with most of the discussed values. In addition, it is still important for schools to go through the steps of working up their list of the values that they need to teach. The process is vital in bringing together the society and the school to get the broad-scale support. [...]

[...] However, disagreement at application levels should not obscure agreement about the fact that people do not agree on how to translate moral values into social living. Even in societies that have clashing values do respect their responsibilities, and their manifestations are common moral ground. Schools should also identify and recognize their moral grounds as their significant step in providing value education in the society. Bibliography Dewey, J. (1956). The child and the curriculum development: And the Chicago school and society. Chicago: University of Chicago Press. Dewey, J. (1915). [...]

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