There are many reasons why our education system is in crisis. Prospective educators are subjected to an oppression-obsessed, feel-good and esteem-ridden curriculum with little emphasis on mastery of subject matter. Note some college courses offered to prospective educators: “Social diversity in Education, “Oppression of the Disabled”, “Diversity and Change”, Lesbian/Gay Oppression”, “Multicultural Education”.
Some educators prefer to be called “facilitators” and consider themselves bystanders as they guide the self-educating child. Requiring and abiding by a curriculum is considered “cramping the human spirit.”
Another factor in the decline of our schools was the elimination of music education programs. Learning to play an instrument is an unforgiving endeavor: you can’t hide a wrong note or a missed beat. Demanding rigorous disciplined repetitious drills are indispensable for the development of a variety of skills, musical or otherwise.
Such drills are frowned upon and, in some schools, considered punishment. However, the National Commission on Music Education reported “in 1987-89 students taking music courses scored an average of 20-40 points higher on both verbal and math portions of the SATs.”
I respectfully suggest that all education professors, as well as prospective educators, begin learning how to play an instrument. The benefits of disciplined repetition will soon become apparent to them.