Consequences of a Failed System: Part 4

Excerpt from Stop Beating the Dead Horse

Incidences of violence, and especially teen violence, are much more prevalent now than, say, fifty years ago. Or even forty, or even twenty. Annual statistics show that the United States is not as safe as it used to be for young people. Homicide is the second leading cause of death among teens, second only to accidents. Suicide, which is violence committed on oneself, is the third leading cause of death among teens. Violence has escalated, especially in our schools; incidences of bullying (taken to new heights with cyber bullying), school shootings, bomb threats, and gang activity in the schools are frightening. Many of these problems arise from unhappy students who don’t want to be at school; they feel school is irrelevant to their lives and that it is an imposition on them to be forced to attend. Many have learning problems that are not addressed, whether it is above-average intelligence (causing boredom and inattention), learning disabilities, or physical problems such as mental disorders and hyperactivity. Many problems are caused by irresponsible and unresponsive parents. Often times, it is a combination of several of these factors that lead to increased violence and suicide.

Teens, at least by the age of sixteen or so, are biologically and physically adults. The reason that most are not prepared emotionally and mentally for adulthood is that the current educational system, as well as our society, encourages them to remain helpless, dependent, and immature. They have no real responsibilities in life, they are given possessions they should be earning, and they are indulged, yet they are not trusted with making decisions for themselves. A hundred years ago, people were on their own by the age of fifteen or sixteen, working, making their place in the community, and starting families. Now they are forced to languish for several years in a setting that is at odds with their biological clocks, making them restless, unhappy, surly, and angry.

Dr. Robert Epstein, in his book The Case Against Adolescence: Rediscovering the Adult in Every Teen, contends that this anger, and therefore the violence, is caused by artificially extending childhood well past puberty. He makes the point that throughout human history, up until the last century, people were considered adults and treated as such shortly after puberty. He also notes that there were very few problems associated with teens until the last 50 or 60 years, which just so happens to coincide with the extension of the compulsory school attendance age to at least 16. A study conducted by Dr. Epstein and Diane Dumas recently revealed that

“teens appear to be subjected to about twice as many restrictions as are prisoners and soldiers and to more than ten times as many restrictions as are everyday adults.”  

Teens react to this subjugation with rebellion, anger, depression, or passivity. None of these reactions are healthy.

Our culture, as well as our school system, needs to recognize teens as young adults and to equip them with the skills to be responsible and independent instead of being an ever-increasing drag on society. We need a system that will make use of the enormous energy and creativity that can be found in people of this age group.

To read more from Stop Beating the Dead Horse, visit www.stopbeatingthedeadhorse.com.

Consequences of a Failed System: Part 3

Excerpt from Stop Beating the Dead Horse

Unsocial behavior among teens is becoming more and more of a problem. Many high school graduates do not know how to communicate with adults, handicapping them in their jobs and their lives. I believe the public school system is the prime cause of this problem. It creates an environment that is counter-productive to true socialization. Many opponents of homeschooling (the National Education Association in particular) cite the lack of socialization as a key disadvantage of learning at home. They believe that institutionalizing children – forcing them to socialize only with other children of the same age and usually the same general socio-economic background, often further dividing them by gender (as in boys’ line and girls’ line, boys against girls, boys’ sports and girls’ sports, etc.), and being dictated to by adults who are seen, not as social peers, but as authoritative figures – is conducive to true social behavior. Publicly schooled children in general are not social, they are socialized; the difference being in the quality of the social connections they are permitted to make. Outside of public school, people are free to associate with other people of all ages, genders, races, and socio-economic backgrounds. In this way, a person learns to be social with all types of people. Homeschooled children are consistently more social with adults and more accepting of gender and race differences than their publicly schooled counterparts because of this freedom to associate with a wide variety of people. A study by the Fraser Institute, an independent public policy organization, found that the typical homeschooled child is more mature, friendly, happy, thoughtful, competent, less peer dependent, better socialized, and exhibits "significantly higher" self-esteem than students in public or private schools. ERIC, the Education Resources Information Center of the U.S. government, which has published multiple articles on homeschooling, reports that

“insofar as self concept is a reflector of socialization, ... there may be sufficient evidence to indicate that some home-schooled children have a higher self concept than conventionally schooled children.”

            This doesn’t mean that the only way to improve social behavior in our children is to homeschool them. A new system of public schooling can be created to implement this. To be effective in encouraging social behavior in children, a public school system must allow for the freedom to associate with people of all ages, separation by gender needs to be eliminated (except, obviously, in bathrooms), and teachers and administrators need to be mentors and advocates, someone a child can trust and relate to, not someone to be subjugated to.

To read more from Stop Beating the Dead Horse, visit  www.stopbeatingthedeadhorse.com.