Questioning Authority in the 21st Century
One of the core themes running through Warren Berger's, A More Beautiful Question (2014) is that schools, often, in many ways, discourage questioning through curriculum that directs students to value correct answers more than critical thinking and continual assessment of what they are learning. He points out that schools are often product driven where stakeholders are deeply involved in practices that make certain examinations become the focus, and scores become the most valued results. Berger illustrates why the world has become (is becoming) a place in which the model of factory schooling where obedience is taught, and punishment for wrong answers common, is becoming outdated. Rather than structure schooling based on fading industrial needs, where incorrect answers are penalized, he and other experts from various fields are promoting environments and means in which individuals are able to actively question what they are learning and to engage in the iterative process.
Teaching English as a second language in China has taught me a lot about the systems of education that Berger (2014) and others are describing. In many ways, this industrial model of education in which students have little or no voice in the classroom is standard practice. Even in the most elite schools, students are simply not taught to speak up, question authority, or challenge accepted models of learning. Generally speaking, this is seen as rude, unconventional, and intolerable. students who persist in this manner will almost always find themselves punished. Educators are instructed to maintain order and follow existing guidelines and structure above all else. In the minds of many teachers from primary school through university, the main goal is to teach facts that can later be used to successfully pass a stream of standardized examinations that are required to advance through the highly structured education system successfully. This model follows through into the work world as well, where employers place heavy weight on standardized test results. University admissions is determined completely based on the Gao Kao (university admissions exam). Many other avenues for individuals in society are cut off unless they can demonstrate proficiency on summative assessments. As a result, questioning is seen as inefficient and often discouraged. It is seen as a waste of time in favor of memorization of facts (answers) that can later be brought up in order to hurdle the obstacles of the system. Creativity and failing are not an option for most. In my classroom, I am bound by contract to not discuss issues related to politics, religion, or certain social views. As an American teacher, this is challenging on some fronts due to the ways in which questioning often requires learners to critically exam some materials and and give opinions. In general, I attempt to steer clear of any topics that may be problematic and have adopted the local style of staying the facts.
To be fair, competition and limited resources are part of the root of the problem. China is developing much in the same way that our economy developed in the early to mid 20th century. There is demand for obedient workers who are not interested in challenge authority or questioning the ways things are done. Questioning is actively squelched in favor of efficiency. The top down model that has prevailed works best for those in authority (for now). As industry changes however, and the system demands workers who are easily adaptable and possess 21st century skills Berger (2014) describes, there may be shifts in the country and educational curriculum. Already, there are some Montessori schools that are gaining popularity, and learning how to be creative seems to be of great interest to many parents and students. For now however, these fortunate few are left to seek this type of education in expensive, exclusive institutions, or overseas.
Berger, Warren. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. (pages 39-70). New York: Bloomsbury.
Ccyber5. (Photographer). (2008, May, 19th). Urumqi high school students' silence tribute for deaths in 2008 Sichuan earthquake on the national mourning day. [digital image]. Retrieved from Flicker Creative Commons
Teaching English as a second language in China has taught me a lot about the systems of education that Berger (2014) and others are describing. In many ways, this industrial model of education in which students have little or no voice in the classroom is standard practice. Even in the most elite schools, students are simply not taught to speak up, question authority, or challenge accepted models of learning. Generally speaking, this is seen as rude, unconventional, and intolerable. students who persist in this manner will almost always find themselves punished. Educators are instructed to maintain order and follow existing guidelines and structure above all else. In the minds of many teachers from primary school through university, the main goal is to teach facts that can later be used to successfully pass a stream of standardized examinations that are required to advance through the highly structured education system successfully. This model follows through into the work world as well, where employers place heavy weight on standardized test results. University admissions is determined completely based on the Gao Kao (university admissions exam). Many other avenues for individuals in society are cut off unless they can demonstrate proficiency on summative assessments. As a result, questioning is seen as inefficient and often discouraged. It is seen as a waste of time in favor of memorization of facts (answers) that can later be brought up in order to hurdle the obstacles of the system. Creativity and failing are not an option for most. In my classroom, I am bound by contract to not discuss issues related to politics, religion, or certain social views. As an American teacher, this is challenging on some fronts due to the ways in which questioning often requires learners to critically exam some materials and and give opinions. In general, I attempt to steer clear of any topics that may be problematic and have adopted the local style of staying the facts.
To be fair, competition and limited resources are part of the root of the problem. China is developing much in the same way that our economy developed in the early to mid 20th century. There is demand for obedient workers who are not interested in challenge authority or questioning the ways things are done. Questioning is actively squelched in favor of efficiency. The top down model that has prevailed works best for those in authority (for now). As industry changes however, and the system demands workers who are easily adaptable and possess 21st century skills Berger (2014) describes, there may be shifts in the country and educational curriculum. Already, there are some Montessori schools that are gaining popularity, and learning how to be creative seems to be of great interest to many parents and students. For now however, these fortunate few are left to seek this type of education in expensive, exclusive institutions, or overseas.
Berger, Warren. (2014). A more beautiful question: The power of inquiry to spark breakthrough ideas. (pages 39-70). New York: Bloomsbury.
Ccyber5. (Photographer). (2008, May, 19th). Urumqi high school students' silence tribute for deaths in 2008 Sichuan earthquake on the national mourning day. [digital image]. Retrieved from Flicker Creative Commons