The Misconceptions About Education
It is important to distinguish Education from Vocational Training, and the Hard and Soft Sciences. But in order to make this distinction, we have to demystify the historic purpose of Education.
Why do kids from elementary, junior high, and high school go to school everyday? The answer you get from your old administrative bureaucrat goes something like this: “..Well, they go to school everyday to learn how to read, write, and do arithmetic at various levels.” This answer can often be denoted as the 3 R’s (Readin’, Ritin’, and ‘Rithmetic). The technocratic activist will tell you that “Kids go to school everyday to learn how to obtain a certain career or job in the near future.”
In actuality, the traditional answer to this question is that kids go to school everyday to learn about the norms and standards in our society in Canada, and why they matter, as well as the appropriate situation to apply them in their daily lives. Obviously, this answer leaves out much of the technocratic rhetoric you would hear at school board meetings across Canada nowadays. School boards now prioritize talking about the funding needed for so-called “innovative” and “scientific educational programs” and extracurricular events for their students. But what is the purpose of doing this? Firstly, those innovative and scientific educational programs solely fixate on teaching more and more abstract concepts; more suitable to university students than highschool, junior high, or even elementary students. Secondly, those extracurricular activities are great for students, it keeps them out of trouble and it keeps them preoccupied. But when you make those extracurricular activities more competitive, it is no longer an extracurricular activity. Instead it can simply be called “extra school.”
With all of that being said, there are a lot of problems facing our educational institutions in Canada, and especially in Alberta. But at the heart of all those problems, is trying to understand the real purpose of education in Canada. In order to understand the real purpose of education, it is vital to recognize the important and not so important aspects of education. As such, it is necessary that we abide by the following steps, in order to revitalize our educational system in this manner.
The Teaching of National Folktales
Every society, from Indigenous tribes to modern nation-states, possesses core stories and symbols integral to its identity that must be passed onto future generations. In Canada, this includes Indigenous oral traditions, legends, and cultural practices that define the identity of various Indigenous communities. For the Québécois, the French language and the rich tapestry of stories and history associated with it are crucial. In Canada as a whole, the shared narratives include the history of Confederation, the legacy of the fur trade, and the stories of pioneering communities.
Canada, like other Western nations, has a complex cultural heritage combining various traditions. The Western Canadian cultural tradition is a blend of Indigenous, French, and British influences, along with the contributions of numerous immigrant communities. Canadian stories range from the historical tales of Indigenous peoples and French settlers to the contemporary narratives found in media and literature. Recognizable figures and events, such as Louis Riel, Laura Secord, and the Group of Seven, are part of the shared Canadian cultural heritage. Education in these civilization-defining stories is far more than mere instruction; it is initiation into a living tradition that defines a communal identity.
Generational Transfer of Civic Norms and Values
After the teaching of our core national folktales, the next critical aspect is Civic Education. Civic education ensures that the values of the next generation align with the inherited political institutions.
In Canada, this involves teaching the principles of democracy, respect for multiculturalism, and understanding the Charter of Rights and Freedoms. Earlier generations of Canadians were inculcated with the values of British parliamentary democracy. Although we no longer use the same language, Canadian political debates are still framed by these values. We discuss rights, government accountability, and popular sovereignty.
Teaching young Canadian students about alternate political systems like dictatorship or theocracy as viable options would be inappropriate. If we want to maintain a democratic society, we must instill values such as the rule of law, equality, and the importance of voting. A modern democracy cannot function with citizens who do not uphold these values.
There might appear to be a contradiction between modern democratic values and historical stories, some of which involve outdated or barbaric values by today’s standards. However, people can distinguish between past and present. Reading about historical events or characters does not mean endorsing their values today.
The Teaching of Decency
The third major purpose of education, after our national folktales and civic education, is the teaching of decency (i.e. morals and manners). This responsibility primarily belongs to families, but schools also play a crucial role in socializing children into the norms of good behavior.
In Canada, as in other democracies, standardized norms and manners help to ensure social cohesion and equality. Teaching children to work well with others, including those they may not like, is often more important than mastering specific subjects. Traditional Canadian schools have emphasized teamwork and cooperation, often through sports and group activities, over specific academic knowledge.
Inculcation involves teaching clear, authoritative traditions. These traditions can evolve, but not on a day-to-day basis and not at the forefront of education. Teachers must provide clear guidelines on behavior, such as “We do not bully or exclude others,” rather than offering these as mere opinions.
The Subtle Emphasis of Instruction
Let us first accept the fact that instruction is the least critical component of education. Most information can be accessed through books and media. Basic literacy and numeracy are essential, but many skills utilized by adults in daily life are acquired on the job. The main aim of education in any society is to transmit the cultural, political, and ethical norms and standards from one generation to the next.
Finally, we come to instruction, the least significant aspect of education, despite its prominence in discussions. A vast amount of energy is devoted to new methods of helping students master specific bodies of knowledge. However, instruction is not as important as the other three I’s.
Any educational system that produces technically competent graduates who lack ethical principles and cultural understanding is a failure. The main objectives of Canadian education should be to initiate students into national and civilizational traditions, indoctrinate them into democratic principles, and inculcate ethical habits and polite manners. A system that only focuses on technical skills without addressing these broader purposes would be incomplete.