Education
Competition is a major factor in education. On a global scale, national education systems, intending to bring out the best in the next generation, encourage competitiveness among students through scholarships. Countries such as England and Singapore have special education programmes which cater for specialist students, prompting charges of academic elitism. Upon receipt of their academic results, students tend to compare their grades to see who is better. In severe cases, the pressure to perform in some countries is so high that it can result in stigmatization of intellectually deficient students, or even suicide as a consequence of failing the exams; Japan being a prime example (see Education in Japan). This has resulted in critical re-evaluation of examinations as a whole by educationalists. Critics of competition (as opposed to excellence) as a motivating factor in education systems, such as Alfie Kohn, assert that competition actually has a net negative influence on the achievement levels of students, and that it "turns all of us into losers" (Kohn 1986). Economist Richard Layard has commented on the harmful effects, stating "people feel that they are under a great deal of pressure. They feel that their main objective in life is to do better than other people. That is certainly what young people are being taught in school every day. And it's not a good basis for a society."
Competitions also make up a large portion of extracurricular activities in which students participate. Such competitions include TVO's broadcast Reach for the Top competition, FIRST Robotics, Duke Annual Robo-Climb Competition (DARC) and the University of Toronto Space Design Contest. In Texas, the University Interscholastic League (UIL) has 22 High School-level contests and 18 elementary and Junior High in subjects ranging from accounting to science to ready writing.
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Famous quotes containing the word education:
“The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.”
—Laurent A. Daloz (20th century)
“It is not every man who can be a Christian, even in a very moderate sense, whatever education you give him. It is a matter of constitution and temperament, after all. He may have to be born again many times. I have known many a man who pretended to be a Christian, in whom it was ridiculous, for he had no genius for it. It is not every man who can be a free man, even.”
—Henry David Thoreau (1817–1862)
“In England, I was quite struck to see how forward the girls are made—a child of 10 years old, will chat and keep you company, while her parents are busy or out etc.—with the ease of a woman of 26. But then, how does this education go on?—Not at all: it absolutely stops short.”
—Frances Burney (1752–1840)