Two similar, yet profoundly different, definitions for education can be used. Education could be the acquiring of general knowledge, or it could be defined as the acquiring of specific knowledge targeted to the needs of the individual. It is this second definition that distills the essence of education. Discussions about education, as they become more universal and collective, begin to focus less on maximizing the potential of the individual and concentrate merely on minimum standards for the masses.

The majority of the public discourse regarding education is this mass-produced type. It is a top-down approach, where the needs of the country, the development of leaders, and the benefits to society are first outlined, and then structure of the curricula is planned. While these are laudable and noble ideals, I believe they miss the true goal of education. Rather than becoming a tool for unlocking the potential of each student, such contrived systems are restrictive and stifling to innovation and exploration. Instead of achievement, education becomes a minimum hurdle, and students will only jump as high as the hurdles placed before them.

Aristotle said, "We are what we repeatedly do. Excellence then, is not an act but a habit." Education should provide the repetition of experiences necessary to instill excellence. To optimize the knowledge gained however, these experiences should be tailored to the individual child's intellect, abilities, and interests. A child who is under-stimulated is in danger of wasting her potential, just as a child who is over-stimulated risks becoming overwhelmed and frustrated. This bottom-up approach to education is precisely why responsibility needs to be on the family to educate their children and why it is so critical that parents be intimately acquainted with their child's instruction.

A typical classroom, under the most optimistic of circumstances, seeks to optimize only for those near the median in any particular subject. However, what often happens is that extra time and attention is taken for those who find the material most challenging and need the most explanation to grasp the concept in other words, the bottom quartile. In reality then, nearly 3 quarters of the students in a typical classroom are under-stimulated and disengaged. Rather than achieving excellence, they learn boredom and mediocrity. Outside of specific subjects, students are often left without direction regarding their purpose, their future careers, and life goals.

The first step in achieving education's true goal is recognizing that the standards set by school boards, districts, states or federal governments are not the extent of achievement that should be expected from most students: they are merely the minimum allowed. It is common to hear students ask what the least amount of work is required of them because they have never been encouraged to do anything more. A paradigm shift must occur in the expectations of both instructors and parents.

Active involvement by parents is the second step to realizing education's purpose. Because the parent has the most influence in a child's life, and because they can focus on the needs of that individual student, it is essential that parents foster the environment that values excellence and that they impart the necessary skills of life that are not absorbed from books.

A one-size-fits-all education produces ill-fitting results. Finding ways to ensure that each child receives exactly the experiences and expectations appropriate for him and that he obtains the resources essential for succeeding is the highest goal of education.

Learn more about this author, Paul Biedler.
Click here to send author comments or questions.

---

Add your voice

Know something about The real goal of education?
We want to hear your view. Write now!