Letters to the Editor

Right education and wrong education | Letters

Recently there have been articles on education in The Mirror. However, none of them defined “education.”

After all, what is education? Who defines education? What would make that definition correct?

Has anyone ever read a detailed definition of education written by each of our school board members? That would be interesting reading! What would make their definitions correct? Is there only one definition? Is the definition of education an ever-changing public consensus or a government dictate?

What is the purpose of education? Where is this defined? Has everyone agreed? Sure, we can all offer opinions, but is there an objective answer? Or, only a subjective answer? If subjective, who’s right? Those with the most political clout?

Is educated (i.e. the product of education) the mere ability of each student to regurgitate to a teacher some percentage of pre-determined information? Is the slick city street kid who rarely goes to school educated? Surely that kid knows more about the streets than a country kid and vice versa. Are these kids uneducated because this knowledge is not taught in school and pre-approved by the government?

Are our elected representatives educated? How many of them don’t understand the U.S. Constitution? How many don’t even know the first 10 amendments, or the history of each of the first 10 amendments, and now legislate ignorantly and in violation of that constitution?

Is there right education and wrong education?

Obviously, my point is that education is a complex concept that not everyone will agree on. There are numerous opinions and each one is right for the person who holds that opinion. This is exactly why there should be neither “one correct” definition nor one approach — neither from the federal government (unconstitutional) nor from the state.

I think we need to start over, but perhaps we can agree to some education concepts that will test whether all students are educated, such as whether students can:

• Comprehend what they read.

• Question information, i.e. determine the validity of data/facts/evidence, etc.

• Identify opposing views.

• Determine whether there is only one answer or multiple answers to a question.

• Determine which is the best answer and why.

• Determine what statements are objective and subjective.

• Perform risk-consequence analyses to a proposed direction.

• Perform comparative analyses.

• Detect bias, propaganda and fallacies.

Of course, maybe you have a different opinion!

Frank Comito, Federal Way


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