American System of Education

AmericanSystem of Education

Bradyremarked that when the industrial model is applied to education, itdisregards human nature, stifles imagination and creativity,encourages a preoccupation with minimum standards rather than maximumperformance, wastes the potential inherent in human variability, andis at odds with deep-seated American beliefs about individualvalue.Reflecting on your collective educational and occupationalexperiences, is this a valid statement to make? Why or why not? Howdoes your expressed view indicate the value you personally place onintellectual capital?

Ourlearning institutions have evolved historically as institute servingtwo potentially incoherent purposes: to provide education tocivilians and to process individuals into roles for economicproduction (Andrzejewski &amp Alessio, 9). To achieve the first goalschools have a duty to provide learners with learning skills andinformation. In this endeavor it is not possible to predict theresults due to the fact that intellectual ability vary from oneperson to another and learning skills develop in ways that no one canpredetermine (Andrzejewski &amp Alessio, 9). To attain the secondgoal, learning institutions process students through stratified stepsstratify that are geared to produce predictable, marketablecredentials for the workplace. The process and a most of the resultscan be controlled (Andrzejewski &amp Alessio, 9). In this light thelearning institution are organized in such a way that they are inconflict with itself. This is what might have precipitated Bradyremarks.

Fullerstated that learning institutions suppresses and limits the mind ofthe learner, by crippling original thinking (Adams, 2010). The schoolfaculties and educational processes are jammed, blunted and paralyzedby education models mimicking industrial model, such that mostindividuals lose their innate capacities by the time they are throughwith the system. Brady remarks describe the modern American systemwhere schools have been transformed into factories. In these‘factories’ learners are taught to specialize in certaindisciplines, develop dexterity to discharge their duties in theindustrial and service sectors (Gordon,2011).

Thecurrent system has totally disregarded thepotential intrinsic in human variability. The talent and potential inlearners is smothered by an education system that if formulated toimpart particular skills in line with industrial requirement. Forexample, overemphasis on scientific disciplines have enabled Americanto achieve tremendous endeavors in the 20thcentury. Nonetheless, the fact that some of the most illustrious andoutstanding Americans such as Bill Gates (founder of Microsoft Inc)have changed the world by setting a path outside the realm classroomlearning, serves to show that our system might be asphyxiatinginitiative, talent, innovation and creativity as described by Brady.


Adams,C. (2010). TheVision of Buckminster Fuller.Retrieved from:

Andrzejewski,J. &amp Alessio, J. (1999). Education for Global Citizenship andSocial Responsibility.TheCenter for World Education at the University of Vermont.Available at:

Gordon,J.M. (2011). Why the Children Are in the Factory.Annals of the American Academy of Political and Social Science, Vol.32: 67-71