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Global Critical Reasoning Acceleratingthe Pace of Education

Global Critical Reasoning Acceleratingthe Pace of Education

Global Critical Reasoning Acceleratingthe Pace of Education Reform  A steady development of a country isalways accompanied with a dramatic growth of its education. Japan presents a perfectexample of the developed country with small territory and limited resources buttremendous economic success, which greatly attributes to the high rate ofeducational expenditures to national income. Yet, as people pursue a bettereducational reform for their countries, unsurprisingly they confront withdiverse tough educational issues, such as inequality of access and quality, andschool violence. In pursuit of efficient solutions to our educational problems,critical thinking greatly contributes to our true understanding ofcircumstances and their causes by encouraging us to develop questions andexamine arguments. However, because the critical reasoning towards nationalsituations braves the challenges of global perspectives, people might still endup missing the larger picture without considering more universal approaches. Inorder to overcome the weakness of narrow ideas, people have to accommodate newinformation and rethink their reasoning as descending upon internationalstories from different societies. Thus, a global perspective reinforces theimportance of critical thinking towards our educational issues and fosters usto propose feasible solutions because it not only provides a more comprehensivetruth and but also reshapeswhat people are thinking.   Critical reasoning towards oureducational issues usually improves people’s ability to understand the truth,because it greatly prevents people from false logic and dependence onauthorities.Some people argue thateducational inequality derives from economic inequality and call for equalfunds from the government. However, from a criticalthinking, a question which might be raised, is that even if thegovernment gives funds to all poor kids in order to guarantee their access toschools, have their poor kids’ future been ensured in a way? Unfortunately, thesituation is much more complex. Because the facts that their parents did notattend the college and they cannot have tutoring at home like rich childrenremain unchanged. To strength the point,education is not just the educational issue, either. This can be seen throughan assumption that if we put poor children into the best school with sufficientresources and experienced teachers, those poor children perhaps do not evenknow what questions to ask. Hence, their backgrounds limit their steps throughmany aspects, which complexes the whole situation a lot. Similarly, when thegovernment set up standardized tests as gate of most institutions, peopleshould realize that this measurement of students’ ability through testing scoreis not that valid because a student with great score on SAT might have adifficulty on making a budget; a student without a decent score might beamazingly good at social networks. Although it is true that the government hasgone a long way to current educational system, their devoted efforts should notstop us questioning the efficiency of policies. Therefore, the carefulreasoning can protect people from logical fallacies and push us forward intothe truth.   Totake a step further, a global perspective reshapes what people think byfostering them to become open and critical thinkers because it provides a morecomprehensive picture of educational issues. It is well-known that diverseacademic rewards exist for inspiring students and professors to pursuescholarly contributions and maximize their academic potentials. For example,almost all Nobel Prize winners cannot deny the motivation lied behind generousamount of rewards and unmeasurable reputation. Meanwhile, most people supportthese forms of incentives because increasing people wantto accomplish excellent academic jobs, contributing to make our world a betterplace. However, when it comes to China, many prestigious professors andacademic leaders are focusing on building up good relationships with stateofficials who control the officials’ academic appraisals, but not on theirresearch work (Su). This global observation might lead people to carefullyreflect the effect of rewards system. In the questioning of the causes of thissituation in China, those professors with indecent behavior were not the onlygroup blamed, but also assessment departments where few discreet evaluationsconducted. Hence, people might doubt that any similar incident also has occurredin the U.S. because of the flaws of rewards system. In this way, people learnto be critical even in front of content circumstances as open to othercontrasting cases. Also, a global prospective helps people gain a comparativelybroad picture of the same issue so that they reshape their thoughts.   However, global learning does notguarantee success because critical thinking warns people that no model isnecessarily perfect; systems cannot be simply implemented without consideringdiverse contexts. As truth revealed, unequal paces of educational growthprovide the opportunity for the countries left behind to catch up withdeveloped countries with comparatively sufficient experience in educationreform. China, for example, is confronting many educational issues with theburst of widespread educational awareness. The trend of exam-orientededucational system sweeps most cities and towns and the oppressive top-downeducational standards of test performance are influencing tens of millions ofstudents and teachers. Meanwhile, the infusion of critical thinking towardswestern education system is bringing a new concept of “openness and innovation”to Chinese people. With the increasing of exchange programs and visitingscholars, more Chinese are gradually changing their academic attitudes to amore practical and creative direction through this global vision. Especiallywhen it comes to the elective courses system, it is exciting for Chinesestudents when this system was introduced into many mainland cities. Luckily,the accomplishment has continued to today because not only do students haveopportunities to explore their interest through elective classes but also theystart to rethink their purpose of studying by themselves. Even so, this globalapproach does not mean that Chinese should entirely adopt the westerneducational system. According to the academic report, in Shanghai, the average15-yearold mathematicsstudent is performing at a level two or three years above his or hercounterpart in USA, and Europe (Phung). At the same time, this implies thatChinese students are taking intensive academic burden both physically andmentally. But this concern will not simply lead Chinese government to rewritethe policy and set high school students free from complicated calculus. To takea step back, even though Chinese people are interested in western educationalsystem, people in western world are not regarding it as perfect. Overall,critical concerns remind people that global approaches do not always have a happyending.  Although global visions might notdirectly help solve the educational issues due to the coexistence of similarproblems, a global significance has been reinforced through finding commongrounds. In the wake of frequent tragic incidents on a global scale, schoolviolence is widely held to have become a more serious problem in the pastdecade than in previous years. On December 14, 2012, Adam Lanza, a 20-year-oldguy killed her mom at home and shot 20 youth and six adults at the Sandy HookElementary School in Newtown (Warner). On April 16, 2013, in Fudan University,one Chinese 2010 graduate student was poisoned by his roommate Lin to death(Ricky). These two incidents seem unrelated, which leads some people to statethat this global comparison is meaningless. But while people criticize bothissues, they find out the common grounds of causes, which is the lack of moraleducation and spiritual care to young people. Despite the distinct backgroundsincluding academic achievements andfamily relationships, there is no reason to give an exception for students tocommit murders. Unfortunately, the murder on campus is often uncontrolledthough it is rare. The international prospective cannot predict and stop whatwill happen in another country. For instance, the Sandy Hook Elementary Schoolshooting does not make a difference on Lin’s motives and actions. But theglobal awareness of school violence is raised and help educate people toemphasize the efforts of moral education and promote a safe environment forstudents. Thus, by analyzing common causes of different incidents globally,people can learn the lesson of tragedy from other countries.  When people become critical towardscurrent issues, importantly they should step back to see a bigger picture inorder to ensure a far-reaching educational reform. During the past decade,successful implementations of imported educational systems have proved that aninternational vision can speed up paces of reform by careful adoptions based onvarious contents. Though not all situations provide the most appropriatealternative, the larger echo can push central issue forward and lead people tobetter solutions. Since developing a more mature higher education system isevery society’s responsibility to its citizens, now its duty is also aims tohelp other countries reflect and modify their own educational manners. In anattempt to spread this consciousness and entrenching their roles, governmentsshould become more open and critical as addressing educational issues. By doingso, more young people gain experience in more resourceful schools, moreprofessors attempt to pursue higher studies, more parents value moral educationand their roles in children, more societies are able to create a safer and moreequal environment.

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