Citation
Historical Transitions in U.S. Public Education, Current Imbalances, and Ideas for a More Holistic Approach

Material Information

Title:
Historical Transitions in U.S. Public Education, Current Imbalances, and Ideas for a More Holistic Approach
Creator:
Berkowitz, Alexandra
Publication Date:

Notes

Abstract:
This essay addresses the negative effects of the shift away from a more holistic understanding of education and the current intense focus in the U.S. public educational system on math and literacy. Four student example case studies are used to put historical events, educational philosophy, cognitive psychologist theory, and modern-day policy into context to better understand how the school system came into being in its present form, and where its faults lie. After analyzing the public education system on various levels, it has been concluded that the current definition of intelligence and the methods used to assess intelligence are the root of an unbalanced education. In order to move towards a more holistic K-12 education, parents, teachers, schools, and the U.S. government need to reassess which intelligences should have value in the school system and work towards implementing more explicit instruction on interpersonal and intrapersonal intelligences (also described as Social and Emotional Learning). This societal analysis of intelligence values will hopefully be the first step towards an education that truly helps students be prepared for life after senior year.
Acquisition:
Collected for Auraria Institutional Repository by the Self-Submittal tool. Submitted by Alexandra Berkowitz.
Publication Status:
Unpublished

Record Information

Source Institution:
Auraria Institutional Repository
Holding Location:
Auraria Library
Rights Management:
All applicable rights reserved by the source institution and holding location.

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