The concept of the school appeared centuries ago in all ancient countries. For years, most people believe that schooling is inevitable for any human being. Nevertheless, there is an opinion that even though the school might be an essential part of society, it is, surprisingly, harmful for children. From my point of view, school, to some extent, is not good for children’s growth.
The first impairment school causes to children is a decrease in their creativity. According to Holt (1969), before going to school, children are all curious and confident in learning. They wonder about everything that happens around them and actively ask people to explain to them. However, when children go to school, they have to learn what has already been scheduled and planned, which might not be what they truly want or need to learn. Studying becomes a spoon-feeding process. The activeness that children had toward exploring the world may gradually disappear. A recent study also found that “the more a student values creativity and expresses creative behaviors, the greater the discrepancy between their creative expression at school and outside of school” (Haydon, 2017). Creative children are likely to show more creativity anywhere else rather than in school, where they must follow several rules. This means that school is not a suitable environment to nurture children’s creativity. School not only decreases the activeness of children when finding new information but also, is not an ideal environment to nourish their natural creativity.
Secondly, the teach-and-test method in school may engender erroneous learning methods and decrease study motivation. Gray (2013) claims that students know grades attained on examination papers are more important than what they actually learned at school; therefore, most students highly prefer rote learning. By rote learning, learners might pass the exam, but they will forget all knowledge right afterward as they did not have to use that knowledge. Spending time to go to class and study but unable of applying learned knowledge in real life is a waste of time. Students can use this time more effectively by doing things they like, for example drawing or playing sports. Moreover, because of test anxiety, a large number of students, both straight A and straight C students, “have lost their zest for learning by the time they reach middle school or high school” (Gray, 2013). One promising purpose of testing is to make intelligent students feel more confident, and bad-graded students try harder in the next examination. However, based on the former research by Gray, this method has failed.
People who support school believe that tests and stress can force students to learn so that they can absorb knowledge better. However, Gray (2013) states that when people are “self-motivated, pursuing questions that are their own real questions, and goals that are their own real-life goals” they are in the best condition to obtain knowledge. Before going to school, children enjoyed learning and were able to learn on their own as they learn their mother-tongue. They wanted to communicate with other people, and they succeeded by not being forced to learn. Children do not need the pressure that school brought to be able to be excel at anything.
Despite having become an age-old tradition in every country, the school clearly does not help students to become better people. Perhaps this is high time that school changed its system to help the student develop their natural gifts in their own way.
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