Aging SchoolsBlog

Comparing schools of 1810s and 2010s

The following tabular representation offers a comparison of the school education in 1810s and 2010s.
Educational practices in schools in 1810s (200 years back) Educational practices in schools, as of date
Teachers had to read and complete the entire syllabus Teachers still have to ‘finish’ the syllabus! -same as in 1810s
Homework was made repetitive; e.g. few questions at school, the rest of similar ones to be done at home Homework is still repetitive e.g. a few questions at school, rest to be done at home. -same as in 1810s
Parents were nominally involved – received gross, ‘action-less’ progress reports Parents are still nominally involved – receive gross, ‘action-less’ progress reports. – same as in 1810s
Textbooks were the ‘bible’ for content to be learnt Textbooks remain the ‘bible’ for school; ‘smart content’ also being used like textbooks. – same as in 1810s
Disproportionate focus on literacy and numeracy – focus on academics Over 80% of the timetabled periods still around academics; little time for over all development. – same as in 1810s
‘Failing children’ were not the responsibility of schools; children ‘failed’ because they were ‘born slow learners’ and received poor parenting. There is little change in the systemic response to failing children: – schools remain unaccountable for them – children and parents are responsible for ‘failed children’ even after 14 years of school. – same as in 1810s
Schools were not focused on overall development of students Focus on overall development but at the cost of academics; academic education has worsened in real terms. -This has changed for worse, compared to 1810s
Schools just needed to reinforce the widely-held practices and values; mostly by default in the form of role model teachers with same set of values Schools cannot reinforce widely-varying practices, values; in fact schools end up diluting values held up by individual families. – This has changed for worse, compared to 1810s

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