Mortimer J. Adler Argues in Favor

Paideia Proposal: Rediscovering the Essence of Education

"The quality of human life in our society depends on the quality of the schooling we give our young people, both basic and advanced" (Adler, p. 23).

Basic Schooling

The Paideia curriculum suggests that all students, regardless of socioeconomic and environmental factors, deserve an equal education. To ensure an equal education for all, basic schooling should consist of uniform objectives, which include:

• Our society provides all children ample opportunity for personal development.
• All the children will become, when of age, full-fledged citizens with suffrage and other political responsibilities.
• Basic schooling must prepare them (students) for earning a living (Noll, 2009, p. 18-19).

The uniform objectives are right in line with all educators' desire- to see that ALL students succeed. The Paideia is a cut-and-dry, basic approach to schooling, with no electives other than a second language. The curriculum consists of three columns, with three distinct modes of teaching and learning (p. 19). The columns have their own goals, means, and subject areas that are explored. However, it's important to note the separate columns do not reflect a separation among the three modes. Rather, each of the three is essential to the effectiveness of the overall course of study (p. 19). Required modes include:

• First column- information is obtained from the teacher (a direct instruction approach)
• Second column- information is obtained through personal development of specific skills (a coaching approach)
• Third column- information is obtained through student involvement with open ended discussions and problem solving (teacher is the facilitator; a maieutic approach).

In addition to these three columns, there are three adjuncts: physical training, development of basic manual skills, and an introduction to the world of work. Anything else, which is considered liberal education and would hold no educational value, is excluded. There simply are not enough hours in the day to waver outside of the content for basic schooling (p. 22).

The Quintessential Element

Quality learning and teaching are at the heart of the matter when it comes to the essence of education. Students should be challenged to utilize their entire brains and develop their higher-order thinking skills- they should be challenged to think! If problems occur, teachers should aid in the facilitation process. Here is where teachers can make-or-break the measured success of a student. According to Adler, teachers are not being properly trained to demonstrate these skills in the classroom.

Content course electives and career specific courses should not be incorporated until the collegiate levels. While these levels begin to incorporate new learning, there will only be maximum success if students have a solid educational foundation to build upon. Ultimately, it is at these levels where students will be educated enough to solve the inherent problems that face our world.

"Trained intelligence- not only on the part of the leaders, but also on the part of followers- holds the key to the solution of the problems our society faces" (Adler, 24). Bringing our students back to the basics, with a standardized curriculum for all, ensures that all students will obtain this trained intelligence and be able to make a difference in this problematic world in which we live.

John Holt Argues Against

Escape from Education

"Young people should have the right to control and direct their own learning..." (Holt, p. 25).

Holt believes a standardized curriculum for all creates a schooling industry that lacks individual thought and freedom of choice. He further expresses such requirements and actions are in "gross violation of civil liberties" (p. 25). Rather than adults deciding what students need to know, students should have the choice to decide what goes into their minds. Adults have these rights, so why should students' experiences be anything less?

Holt encourages that the biggest fundamental right children have when it comes to their education is "the right to Learn, as opposed to being educated, i.e., made to learn what someone else thinks would be good for you. It is not just compulsory schooling but compulsory Education that I (Holt) opposes and wants to do away with" (p. 26).

Holt believes many children will choose to go to school if they are given the freedoms to decide if, when, where, and how much school they will attend. He further explores the idea that most children want to make their parents happy and will ultimately do what is best for their futures. The difference is the freedom and the choice is there, rather than the schools making the choice for them.

Holt goes on to argue that schools will do no more to protect children from harmful outside negative influences than they actually expose children to themselves. "If anything, they (schools) are worse, a terrible, abstract, simplified caricature of it" (p. 28). Schools simply have too much power, which is corrupting our students. The focus should be taken off of standardized curriculums and a controlled society and on to all citizens, regardless of age, being able to control their futures by choosing their own paths.