Yeji Park / 111053 / 10b2
Mr.Garrioch
English Composition
September 23 2011
Argumentative Essay: Let Us Study for the Sake of Learning Itself
According to Sir Ken Robinson, the renowned education advisor, creativity is "the process of having original ideas that have values". The key word in this quotation is "original"; creativity is something new and ingenious. Robinson believes that children have extraordinary capacity for innovative and creative ideas, but as they grow up, this capacity diminishes more and more. Robinson argues public school education is contributing in killing creativity. That is, he believes education is preventing individuals from thinking something fresh and inventive.
His grounds for argument can be abbreviated in one word; "practicality". The concept of public education appeared after 19th century, that is, it pursuits the needs of Industrialization and Capitalism – practicality and efficiency. Subject hierarchy is the representative evidence proving such fact; Robinson stated, “Every education system on earth has the same hierarchy of subjects. ... At the top are mathematics and languages, then the humanities, and bottom are the arts. Everywhere on Earth." Mathematics is more pragmatic than the arts in mechanized society.
I don’t criticize learning practical subjects, but I blame giving preference to practical subjects. In other words, practical subjects itself is not obstacle to creativity, but overemphasized learning of only these subjects is definitely a hindrance. Learning basic mathematics, language skills, philosophical concepts, these contributes in cultivating creativity. Ernest Hemingway quoted, “From things that have happened and from things as they exist and from all things that you know and all those you cannot know, you make something through your invention that is not a representation but a whole new thing truer than anything true and alive." This shows that creativity is combination of existing knowledge and non-existing knowledge. Practical subjects itself is existing knowledge, which can bring out creative ideas when combined with non-existing knowledge. But the public school system is preventing the intervention of non-existing knowledge as it only concentrates on practical fields.
Non-existing knowledge means new discovery; an individual can make great discovery only when he or she do something that they are talented and interested in. Gillian Lean, a dancer Robinson introduced in his talk, is such an individual. She found her field, dance, that she loved and did well. But if she stayed in public school, where did not offer Lean dancing class instead of mathematics class, she might be a learning disordered student who never stay still. The public school system, valuing only practical fields, prevented Lean from pioneering and developing creativity in her talent field.
Korean education is worse; the ultimate goal of Korean education is entering top university, by studying just few practical subjects. There are banners all over the streets telling that this school sent five students to Seoul National University this year, etc. Under such ambience, how can students find their interest field? All parents and teachers say finding major after entrance to top university is not late, thus force students to focus on only mathematics, Korean and English. In worse case, students are compelled to put aside their interest. My cousin sister, attending public high school, was planning to major in philosophy. Then her teacher refused to help her writing university application; he argued that she, the top student of the school, should major in the mainstream departments such as business administration. At last, my cousin had to give up her dream of studying the humanities. So what will happen to her from now? She will study things she is disinterested for next four years. Creativity will never appear to dispassionate person. She will be nothing more than a mundane business majored without innovative ideas. Then why did she enter Seoul National University? Being educated in a way one cannot demonstrate creativity is merely a waste of time and energy. KMLA is a little bit different; the reason I decided to apply this school last year was because I expected something different from public education. The expectation was quite accomplished; I can choose which club to join and which course to register by my own volition. Still, I cannot be free from social tendency emphasizing practicality. If I ever say I’m engaged in MVP(volleyball club) and Rock Magazine(writing-about-music club), my mother blames me of not joining ECORUM(economic club). KMLA is a high school. Not public high school, but still high school, which inevitably confronts the issue of university entrance. KMLA provides opportunity to engage in unpractical activities, in hope students will find their talent field. But students need to focus more on practical studying, since that is what universities of Korean society demand.
This is one short verse in KMLA school moto; "Let us study not for the sake of personal advance, but for the sake of learning itself." I firmly believe this is what every education system shoud be like; only when we're free from pressure "I should do this to go to a good university and get a good job", we will be able to think of creative ideas and feel true ecstasy from our innovation. Let us study for the sake of learning itself, then and only then creativity will bloom.
Nice message and use of the school motto. It works. As well, the personal anecdotes are great - yours and your cousins. I like the quotes from outside sources and how you've expanded this to become more "real" and applicable. So it seems that not only are schools uncreative, but social and family pressures also keep us from doing things which seem impractical. Excellent essay.
답글삭제On a side note - I know people with philosophy degrees, and they all say one thing: "I wish I'd taken something useful!" Most of them are "underemployed." It's sad that the world no longer requires philosophers (unless they are professors).