Introduction

Plato placed strong emphasis on method of study as the road to proper knowledge. The acquisition of knowledge required intellectual exercise and the use of reason.

-- William van Til, 1974 (as cited in Mungazi, 15)

Educational content can be subject to scrutiny, and this has been evident in the historical development of education when it comes to the context of the content and the process in which education is conveyed to the students. In a way, this demonstrates that the main issue in education can be simply illustrated by how information is passed o, from point A to point B, and how these information is supposed to affect the future generations. What can further complicate this basic concept is that there are the are the various factors that define point A and point B, in which case, the principles of the educational institution to the characteristics of the student body can be integral to the whole idealism of education. Hence, with knowledge as the beginning and the end of education, it can be gathered that the quest for knowledge is also determined as based on what kind of knowledge the greater society wants to pass on to the next generation. The common challenge in the school systems of today, given the growing complexity of the school and academic systems can be therefore boiled down to the following statement by Boudreau: “So much schooling, so little learning” (77).

This essay presents an informative discussion on three articles that tackle education and how these educational systems are influenced by the established educational system, the student body profile and the adapted teaching processes of these institutions. Given that education has become a very significant asset in the modern world and that people from different parts of the world are willing to invest in their education, it can be observed that these top institutions, which can be mostly found in the United States and Europe, now also carry the burden of making sure that their curriculum also put a great consideration towards the growing number of foreign or international students that are starting to move West in order to get the education they deserve. In addition to this, it can be also pointed out that the complexity of the educational systems of today can be subject to scrutiny; this is why it is important to examine whether this complexity is necessary today or whether the basic principles and practices of education can be seen to be more applicable and effective even in this day and age.

Education as Content, Process and System

The evolution and development of different educational systems demonstrate that education is subject to the interpretations of the ideal knowledge. Although there are the different systems identified according to the purpose of education such as progressive, Montessori, and science-based schools, or the sectarian and non-sectarian systems, it can be observed that a universal system has been established in terms of the educational levels.

Higher education, in addition to the undergraduate courses, has been further defined by upper levels such as graduate and post-graduate studies and other fields of specializations. Undergraduate education, which can be considered as the core of these specialization, has been met with various scrutiny when it comes to its effectiveness. Basically, the challenge in this level is that undergraduate education already implies a certain amount of qualification although the applied system utilized by universities or colleges can be questionable. For example, since undergraduate classes can be considered as an extension of general education classes with credits for major subjects taken for the purpose of defining the specialization, these classes have somehow devalued in a sense that some classes are taught by “qualified” graduate students and classes economized which has led to the over-capacity of the classrooms. Since in the field of higher education more specializations and levels have further defined the rung of “importance”, the tendency is that the undergraduate level has become less important because it has become the lowest rung in higher education.

The role of undergraduate education can be therefore traced in the development of the educational system when universities became more structured and institutionalized. Initially, higher education was strongly supported by an institution such as the church, in which case the educational content of education during this period, especially in the 19^th century, was controlled. However, the establishment of non-sectarian universities such as Johns Hopkins University and the University of Chicago in the later part of the century would pave the way for changing the instructional mindsets, especially when it comes to the content. Hence, as these non-sectarian schools emerged, new knowledge through different courses and subjects were introduced, which would also call for the reorganization of these institutions. Universities have also adapted means in order to have the students take up interdisciplinary knowledge through liberal arts courses (Article 1). Later on, these institutions would compete when it comes to the competence of their systems and curriculum, such as the launching of the Great Books of the University of Chicago and Harvard University’s Red Book (Article 1).

It can be also noted that one of the factors that can also affect the development of higher education is the fact that these institutions also function similar to corporations. This is to say that operating these institutions costs money, hence, these universities do not only compete with each other as to the number of students that enrol in their courses, there is also the subject of marketability. The “marketability” factor illustrates how the educational system is also subject to the capitalist mechanisms of the society. Hence, marketability may be seen through the prestige or through the school’s accessibility. This explains why some universities have managed to survive based on the number of its students (accessibility) whereas some universities have maintained a sense of exclusivity (prestige).

Another important consideration is how these universities have been also shaped depending on the demands of the students. For example, in the 1960s, students demanded empowerment and a greater sense of independence in their learning process (Article 1). An expansion of knowledge based on the fact that it was also demanded from schools to acknowledge that not all civilizations are in the Western world, hence, studies outside the Western thought have emerged such as African and Islamic studies. Another influential factor is the fact that the student body also reflects the social shifts that have been taking place; given the immigration activities, the society becomes more culturally diverse, hence, leading to a more culturally diverse student body which these universities also have to address to. In addition to this, universities have become more open to international students, and in response this has led to the creation of language courses and other means to recognize this diversity (“College Makeover”).

Educational opportunities can be also considered as another important factor. An emphasis on research- and disciplinary-based education has become an asset of some institutions such as Harvard. Coming up with these systems can also define the teacher-student relationship, which has been blurred due to the exceeding number of students per class, in addition to the demand that teachers should specialize through the research-based route.

However, in comparing the system with the demand on qualifications, it can be said that what the universities have been offering these students with respect to what the students really need on the basis of their intended profession can be brought into question. For example, the necessity of liberal arts general education has been questioned, especially since students are also expected to fulfil credits according to the required majors. Interestingly, liberal arts have been strongly supported by Western thought, although it can be questioned whether this Western thought addresses a number of other emerging “knowledge” that are specific to the modern times. An example can be seen, as previously mentioned, in the teaching of histories, the emergence of modern philosophies, and critical social changes such as the case of immigration and diversity (Article 2).

What can be so far seen as a response to these developments are in the number of subjects and courses that are being offered today; subjects have been further divided, further defining a specialization that further expands the educational system (“College Makeover”). In a way, it can be said although students are offered these various opportunities when it comes to signing up for these courses, there is also the consideration when it comes to the necessity of these courses. This therefore brings up the issue when it comes to effective instructional and syllabus design and how these designs are supposed to address the principles of education. Given that Western schools currently have the advantage in terms of global education; does this subscription to Western thought still apply to the changing landscape of modern education?

Conclusion

The growing complexity of the educational system may be a means for these institutions to respond to the changing factors that have been present in the society today. However, it can still be raised as to whether this evolution represents the real needs of the students of today. This is to say that the amount of schooling that has been present and required can potentially overlook the basics of educational learning. Although times may have made knowledge more complicated, especially since the world is both getting bigger and smaller at the same time, there is also the economics that can be applied when it comes to determining which of these opportunities are actually “so much schooling, so little learning.” As pioneers of education today, such examination can be demanded in the Western world as Western thought can now be challenged given the emergence of global thought.

Cited Works

Mungazi, Dickson. The Evolution of Educational Theory in the United States. Westport, CT: Praeger Publishers, 1999.

Boudreau, Thomas. Universitas: The Social Restructuring of American Undergraduate Education. Westport, CT: Praeger Publishers, 1998.

ARTICLE 1

ARTICLE 2

“College Makeover”