During a recent interview prior to a league game that came just before a European final involving his team, Tottenham Hotspur’s manager, Ange Postecoglou, spoke about the upcoming challenge.
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He mentioned that “in a typical situation, we would field our star players,” but on this particular occasion, he opted against risking his key players in order to prevent potential injuries before the crucial Cup Final. Given that it was evidently far from an ordinary scenario (considering his team hadn’t claimed a significant title in many years—or perhaps such prolonged droughts have normalized), one must wonder: What exactly constitutes a normal world?
Likewise, many argue that education serves as “a preparation for life.” However, we should question: If students in our schools are merely getting ready for life, then what exactly are they engaged with at present? Aren’t they already part of life itself? Certainly, one might retort swiftly, yet society insists that kids aren’t truly experiencing reality. So, if this isn’t the genuine realm where these young individuals dwell, what kind of existence does await them instead? Could it be an artificial domain? An imaginary setting? A skewed environment? A deceptive sphere? Or perhaps even a purposeless space?
Next, we need to pose additional questions. If the children are inhabiting an unreal environment (thus residing in a fabricated, deceptive one), how can we justify this? If their sole purpose is preparation for life, shouldn’t they be fully ready for it already? Given that what we currently do at school seems disconnected from reality, why maintain these practices? Shouldn’t our educational system mirror the supposedly distinct realities outside of school instead? Wouldn’t true readiness for the actual world require constant exposure to it throughout their education?
If the environment within schooling differs significantly from what lies ahead after graduation, shouldn’t we question this arrangement? Wouldn’t it be better to align these two realms rather than keeping them separate? Suppose our aim is to mirror the student’s experience with reality; then, conversely, wouldn’t it also make sense to adjust the adult world to resemble aspects of childhood more closely? Most people perceive adulthood as inherently challenging unless they’re under some illusion otherwise. So, should we consider transforming the complexities outside school into something akin to an educational setting—making things simpler for those entering society? Would such changes not find universal acceptance? Rather than striving to replicate real-world conditions inside classrooms, let us adapt external environments to adopt qualities found in schools instead.
Yet, this prompts us to consider: What does the actual reality look like? A piece often credited to Bill Gates (though originally penned by another author) titled “11 Rules for Teenagers” includes an opening statement that reads, “Life isn’t always going to treat you fairly—accept it.” According to him, the genuine world operates under distinct guidelines. People won’t necessarily care about our feelings when we’re working, managers can be more demanding compared to educators, numerous intellectuals might end up as leaders, vacation time could decrease, and success may come with failure along the way. Should these assertions hold true, they imply that current educational systems aren’t adequately equipping students for such realities. Thus, is he suggesting that institutions of learning ought to mirror unfairness found outside, require stricter teaching methods, eliminate extended breaks from studies, discourage excuse-making among young learners, and ensure instructors remain completely indifferent toward student emotions? To ready kids for external challenges, perhaps those adjustments are necessary; maybe the harsher aspects of adult society should infiltrate schooling environments. Would adapting education to match toughened societal norms lead to either simplifying outer-world experiences or intensifying academic pressures within schools?
Certainly, some may contend that many schools are already implementing these measures; consequently, they make life difficult and unenjoyable for students. However, when this happens, we protest! So, what exactly do we desire? Do we wish for them to stroll through their education worry-free, essentially leading an idealized existence rather than facing reality, or are we genuinely aiming to support their development? Is Real Housewives actually genuine?
We must also ponder whether accepting the real world as harsh, unforgiving, and unyielding aligns with our true desires. While we ready children for this purportedly ‘real’ world, shouldn’t our focus be on equipping them to reshape it instead? Indeed, many aim to instill changes in society; yet, why does reality persist in its current form? Ideally, schools should model the idealized version of the world we aspire to create, making external environments an extension of those values. Instead of acclimating students to accept the present state of affairs, let’s strive to render the future they face as something unconventional rather than conventional.
Actually, there is a significant gap between what occurs within schools and what happens beyond their walls. These two spheres ought to align perfectly since our educational system aims to prepare students for real-life experiences. Students lead lives at school, and these experiences must persist if education truly succeeds. Under usual circumstances, this alignment would occur naturally. However, welcome to reality—can’t we achieve anything better than this?
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