bad education writers

bad education writers

Analyzing the Impact of Bad Education on Society: A Critical Examination of the Works of Prominent Writers

1. Introduction to the Concept of Bad Education

That bad education is considered of critical importance to the discussion on the development of social practice has not gone unnoticed by institutionalist authors, especially those connected to the socionatural tradition. That point is explored in the discussion. Bad education is, for institutionalism, a comparative and analytic category that stands opposed to good sense, healthy logic, and practical competency. It builds on the influence of superficial, consensual norms born within special social contexts, which transform themselves into rigid rituals, anachronistic patterns, conjectural, distorted, error-plagued knowledge that will often limit and hinder the natural, creative, innovative, and societal dynamic. Accordingly, bad education is concerned with the adaptability of creative, innovative and paradigm-changing individuals who can either destroy or recreate society. Ultimately, examining the dialectics of pecuniary and modifying knowledge takes educational analysis a step further into the unfolding of the outward thrust of financial-educational assets themselves.

This study exhaustively discusses the sweep of developing dynamic forces poised by bad education. We define the concept, refer to its different manifestations, and address the importance given to it in the institutionalist perspective of socionatural. We will indicate why the topic has such ramifications on the analysis and we shall explore it for some other reasons. We also show the dimensions it took on as it entered the pedagogical debates in Europe marking educational degeneration, as were the voices of intellectuals in the early 20th century. Furthermore, we are informed by two points of view, justifying the scope of our approach: the first lists the perspectives exacerbated by this line of inquiry, the second outlines the contours of critical disputation in education today, distancing itself from the figures of former investigators. In the present paper this axis of analysis will be worked out in depth, to shed light on the broadening of our view capitalizing the works of adherents to classical political economy.

2. Literary Representations of Bad Education in Fiction and Non-Fiction

Literature has often depicted the negative impact of bad education on children. The representation returned via literary works ranges from socially marginalized (as in the case of the drama presented above) to poor school results and a feeling of lameness, as in the case of music school piano students’ diaries from the Kindertransport in Nazi-dominated Europe. In fiction, many tools are implemented to highlight the misallocation of educational values and discourses, such as plot, positive and dysfunctional heroes, dissatisfying goals, and ultimately intense forms of depicted social and emotional loss. While non-fiction provides evidence of current policies such as standardized or high-stakes and national measurement annual exams that might result in misalignment with a state educational offer required by the national curriculum and the rights and laws, the work of congress as a result of this poverty of school values is literature that raises awareness of a fraction of society about the need to indeed provide a less formal, less hierarchical, and less prescriptive environment for the bunch of new arrivals footloose, but not completely free from burden and endangered. The comparison between the genres provides a glimpse of mutual influence in-between as well as within professional communities and, more importantly, in society as a whole when it comes to public debates and policy resistance and empowerment.

Bad education has been proven to be the main 21st century concern in all countries in the world. A good education system leads to the improvement of the human condition and communities’ welfare. However, if a child or adolescent is involved in a poor and biased educational system, society risks experiencing a significant impact. The following is going to be an examination of the impact that forms of bad education have on individuals and collectivities by presenting fictional and non-fictional examples. It will focus on the works and theories such as inequality and poverty theory, cultural reproduction theory by Bourdieu, function of school theory, and “A Raisin in the Sun” and “The Children of Willesden Lane.”

3. Social and Cultural Consequences of Bad Education

One of the most obvious social consequences of poor character’s being bad is the perpetuation of economic and social differentiations and stratification; it helps to keep bad children in the lowest rungs of society’s ladders. For example, someone having a poor education will not have many choices (which is an additional disadvantage in the case of indebted young graduate of a professional college) with which to compete for alternate employment if he becomes laid off. Frustration and insufficient education, taken together, forms a brilliantly bright environment for the flourishing of more burglaries, and armed robberies carried out now by gangs of adult delinquents taking up guns from the juveniles who took them from school lockers, now by children playing hooky from school themselves who take up these weapons to feel the effect of their strength and introduce some money, or drugs, into their world in a more personally energetic way than handing father’s wages over to mom.

The third aspect to consider is whether and how bad education has social and especially cultural consequences. In countries like the United States that care greatly about formal and informal education and its administration, doing poorly in school and developing into ‘bad character’ are phenomena that can set the stage for criminality and the organization either of the Black international gangs that race hugely expensive cars through L.A.’s small boulevards at more than 150 miles an hour or of haphazard and clumsy groups of terrorists to destroy icons of the World Trade Center, symbols of, and sites for the bringing forth of, wealth and culture. Also, the realization that a nation’s public (or private) education system often provides different types and levels of obligations, or just different learning environments, to high-, middle-, and lower-class pupils must not necessarily lead us directly to the conclusion that such an institution produces social hierarchies and justifies them by attributing differences in cultural abilities to nature or else. The problem of the social and cultural consequences bad education has is to be approached, I should think, with a more complexly phrased question that asks us to analyze, for example, “how does someone who has developed bad character function at various times and in variously defined social capacities?” In other words, education is not only what someone has in the sheaf of reports, diplomas, and attestations in his case file, but also what he is on the account of what he is.

4. Critical Analysis of Key Works by Writers Addressing Bad Education

In this preliminary exploration, I have chosen a few of the works that might appear to make for an interesting read and that may be considered key in the world of education as outlined by expert writers. The third of April 2013 edition of the Italian newspaper, La Repubblica dedicated more than one page to an article written by Don Gallo, who decries a lack of strong figures for young people to look up to and his critique is almost entirely directed at school. The author writes: “…as a result of sins of negative education, materialism, individualism and careerism, the father complained that his son’s dream was that of buying a Mercedes and his teacher was weary.”

What happens to those who have received a bad education? If an analysis of the consequences of a poor education on the individual’s psychology falls outside the remit of this essay, we may engage, from our standpoint, in a critical review of the opinions of authors who, in the current era, have chosen to pose questions about the negative impact of poor education. The topic of education has taken on an academic and political dimension and the day-to-day involvement in scholastic affairs of some of the writers who, through their opinions and in certain cases their literature, try to point out the most relevant aspects of this phenomenon, has led to a conscious motivation about undertaking this critical review under a perspective that is not limited to just the text. The perspective taken by the various authors is, for the most part, a social one, in that the principal aspect these writers have in common is to suggest an outline of society that includes its worst aspects and, in many cases, to issue forceful criticisms against institutions, beginning with the principal engine of society itself, that is, education.

5. Conclusion and Future Directions for Research

This theory really stimulates the field to study about the figures of high education because many researchers in the field of management like to work on both the negative aspects and the negative feelings introduced by the managers. Researchers are more interested in identifying in more detail the extreme situation that can bring a person to start acting in a very bad way and that person can be the head of an institution. The behavior of the head of an institution sets the standard for the organization and affects not only the staff but also the clients. Therefore, it is not easy to hypothesize that it is the social condition to fear the emergence of these negative attitudes.

This paper has bridged two major theoretical areas, including the influence of the quality of physical education on attitudes and behaviors such as violence, prejudices, and intolerance and the diffusion of ideas also used in the education process, in general, through the process of good education. In a nutshell, policymakers should focus not just on what people learn in various educational processes, but also on how they teach these ideas. Our purpose was to offer a wide range of perspectives through the lenses of most of the renowned philosophers and writers of different periods including Bertrand Russell, Foucault, Frederic Stansilas Ozanam, Nietzsche, Georg Simmel, Alexis de Tocqueville, Laruelle, Pablo Picasso, and John Dewey etc. as well as the Atlas of Pedagogy. This investigation settles certain issues and most of the ideas of this conclusion may be relevant in future research for the conceptualization of extreme education.

The world is full of different educational systems and much has been written about education from a philosophical point of view about how physical education affects the mental development of students. The main objective of this study was the capacity of good physical education to moderate the negative effects of physical education. This paper represented conclusive ideas in order to emphasize the factors regarding the value education that can be addressed in future research on the subject.