The debate on the best way to prepare a nation's youth for the future is a timeless one. Some advocate that the responsibility for maintaining and providing resources for educating the population belongs to the country. It is commonplace in first world nations to have public schooling for all adolescents until they reach the academic maturity required for college. With the state funding and running the primary teaching ciriculum, it may come as no surprise that people would want to impose restrictions to automize the delivery as much as possible. This entails that every student receives the exact same type of education for the first 2 decades of their life. Although this makes the problem of imparting knowledge at a large scale much simpler, I believe that such a practice ends up hurting the education of the youth long-term due to its proposed strict implementation.
First, people are different and require unique education techniques. Not everyone learns the same way. Albert Einstein, one of the most brilliant minds of the past century, has said in the past something along the lines of, "judge a fish's intelligence by its ability to climb a tree and it will live the rest of its life believing itself to be stupid". The crux of his statement was that people are naturally gifted at certain things and not so much at others. If we impose a strict regime on the knowledge that students are able to obtain, we would be ignoring the variances in the natural abilities of the students. Going back to the allegory with the fish, there is no point in teaching the fish to scale a tree as it wasn't built for it. The teaching would be more effective if it was based on the student's natural talent.
Futhermore, if someone is passionate and young, they should be able to receive the support to accelerate their career and gain advantages due to their intellectual hunger. Take the recent young passionate climate-change activist Greta for example, she is still in secondary school but has made clear about her intentions of entering public policy to fix and change the world. She is facing difficulties with her institution which has her go through a common high school ciriculum devoid of visiting and networking with nation leaders and has to sacrifice many precious days of education to pursue her dream. This system actively acts as a deterent to future leaders such as Greta. So, requiring all students to adhere to a national educational plan pushes aside the passionate folks who know where they want to go and how to get there.
Finally, a common curriculum allows for unity in the nation, but defeats the purpose of academia which is to question existing morals and generate new knowledge and ideas. If everyone had the same educational background entering college, there would be a dearth of new ideas and discussion. What makes these modern libraries impactful to our society is their cosmopoliton effect with people entering with backgrounds from the sciences to the humanities which sparks conversations and facilitates cross-collaborative work. This cross-collaborative work is often what drives science and global understanding of the world further as most inventions materialize in the intersection of two disciplines. By reducing the institutional diversity of the entering class in a college, the nation stifles longitudinal collaboration because the students would take longer to specialize.
Thus, the question of what to teach the nation's youth is a complicated one. On one hand constant material leads to convenient and distributional forms of education. However, the restrictions and stifling of academic ideas utlimately lead me to disagree with such a style of education. Education of the youth should not be comprimised for ease of deployment.
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Grammar and spelling errors:
Line 1, column 41, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'nations'' or 'nation's'?
Suggestion: nations'; nation's
...The debate on the best way to prepare a nations youth for the future is a timeless one....
^^^^^^^
Line 3, column 732, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: wasn't
...teaching the fish to scale a tree as it wasnt built for it. The teaching would be mor...
^^^^^
Line 9, column 41, Rule ID: POSSESIVE_APOSTROPHE[1]
Message: Possible typo: apostrophe is missing. Did you mean 'nations'' or 'nation's'?
Suggestion: nations'; nation's
...Thus, the question of what to teach the nations youth is a complicated one. On one hand...
^^^^^^^
Transition Words or Phrases used:
but, finally, first, however, if, may, second, so, still, thus, as to, for example, such as
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 21.0 19.5258426966 108% => OK
Auxiliary verbs: 9.0 12.4196629213 72% => OK
Conjunction : 20.0 14.8657303371 135% => OK
Relative clauses : 11.0 11.3162921348 97% => OK
Pronoun: 40.0 33.0505617978 121% => Less pronouns wanted
Preposition: 85.0 58.6224719101 145% => OK
Nominalization: 18.0 12.9106741573 139% => OK
Performance on vocabulary words:
No of characters: 3177.0 2235.4752809 142% => OK
No of words: 621.0 442.535393258 140% => Less content wanted.
Chars per words: 5.11594202899 5.05705443957 101% => OK
Fourth root words length: 4.991980728 4.55969084622 109% => OK
Word Length SD: 2.99891286811 2.79657885939 107% => OK
Unique words: 331.0 215.323595506 154% => OK
Unique words percentage: 0.533011272142 0.4932671777 108% => OK
syllable_count: 1007.1 704.065955056 143% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 10.0 6.24550561798 160% => OK
Article: 7.0 4.99550561798 140% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 27.0 20.2370786517 133% => OK
Sentence length: 23.0 23.0359550562 100% => OK
Sentence length SD: 57.2628286943 60.3974514979 95% => OK
Chars per sentence: 117.666666667 118.986275619 99% => OK
Words per sentence: 23.0 23.4991977007 98% => OK
Discourse Markers: 3.37037037037 5.21951772744 65% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 12.0 10.2758426966 117% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 8.0 4.83258426966 166% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.234973671116 0.243740707755 96% => OK
Sentence topic coherence: 0.0580152586238 0.0831039109588 70% => OK
Sentence topic coherence SD: 0.047648674617 0.0758088955206 63% => OK
Paragraph topic coherence: 0.122720736661 0.150359130593 82% => OK
Paragraph topic coherence SD: 0.0427946566368 0.0667264976115 64% => OK
Essay readability:
automated_readability_index: 14.2 14.1392134831 100% => OK
flesch_reading_ease: 48.13 48.8420337079 99% => OK
smog_index: 11.2 7.92365168539 141% => OK
flesch_kincaid_grade: 12.3 12.1743820225 101% => OK
coleman_liau_index: 12.71 12.1639044944 104% => OK
dale_chall_readability_score: 9.05 8.38706741573 108% => OK
difficult_words: 168.0 100.480337079 167% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 11.2 11.2143820225 100% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.