Education Revolution

Those who believe that “school” doesn’t work know that baby steps may not really lead to effective reform. Unfortunately, it is the very foundation of our current educational system that most needs changed. The following are a few structural assumptions in education that may need to be challenged:
Age segmentation: It is surprising to me that this structural staple of education has not been challenged, even after postmodernity has brought diversity to the forefront of the educational field. Even though we all know that learners gain much more from a diverse group than a homogenous one, we stick them in same-age groups (who are also usually similar in race, region, and socioeconomic status) for thirteen years because it is more convenient for educators.
Grades: Grades may have begun as a good idea — it is always good to see how much you have learned. Unfortunately grades have mutated over the years to become a reward/punishement system. Instead of learners comparing scores against themselves to see progress, learners scores are compared against the scores of the “norm”. As a result, learners are praised for an “A” and punished for an “F”. Because of grades, learning is no longer an end in itself.
In loco parentis: Schools have the right to make parental decisions for the child even though parents are forced to send their child to school and usually cannot choose what school their child goes to, what teachers their child will spend their day with, or what policies that school will follow. Isn’t there something fundamentally wrong with this?
Standards-based curriculum: Is it really necessary for all students K-12 to learn exactly the same information? As long as education is standards-based, it can never be learner-centered. Imagine what education could be like if learners were free to pursue their interests and skills, supported by resources and challenging opportunities. Wouldn’t each person learn much more because they were self-directed in researching an area of interest? Collectively, wouldn’t learners significantly surpass the standards? Granted, there are some skills that are neccessary for all trades and even fundamental to life as an American citizen. However, state standards go way past that point into serious learning micromanagement.
Teachers: Students typically learn from people who are not practicing in their field. They do not learn to write from writers; they do not learn science from scientists; they do not learn history from historians. Apprenticeships, where learners could master all the necessary skills for a chosen profession through modeling and practice from a true expert, ended when school became mandatory.
Can we really take baby steps?