Education Reform Dewey was a strong proponent for progressive educational reform He believed that education should be based on the principle of learning through doing

Schools, according to Dewey, are not just places where we learn facts and numbers, but also places where we learn how to live In other words, the point is not just to learn a certain set of skills (though that helps as well) but rather to realize one’s full potential, and use what you’ve learned for the greater good

Dewey concludes this chapter by revisiting his thesis: schools are connected with life and a child’s experiences in school are “carried over” as schools are part of society (‘“organic whole”), and not “a composite of isolated parts” (p 107)

Over a century ago, Lab School founder and our greatest educational philosopher John Dewey wrote in School and Society: “What the best and wisest parent wants for his child, that must we want for all the children of the community Anything less is unlovely, and left unchecked, destroys our democracy”

Society and the schools are inextricably linked The schools reflect society, and society reflects the schools That linkage contains the dynamics for improving the lot of arts education Arts education is not only part and parcel of those schools in which it is offered but also of the society that gave it birth

In summary, schools serve functions in our society beyond transmitting knowledge and academic skills They include the academic curriculum plus functions like socialization and the transmission of cultural norms and values to new generations

NCEE is also a way to know the education that fit to use whether it is college education or technical education Yes it should bring back because it is a tool that help us to know what courses that will fit to our ability and knowledge and what course that we will take

Main purpose of education is to educate individuals within society, to prepare and qualify them for work in economy as well as to integrate people into society and teach them values and morals of society Role of education is means of socializing individuals and to keep society smoothing and remain stable

Those who get an education have higher incomes, have more opportunities in their lives, and tend to be healthier Societies benefit as well Societies with high rates of education completion have lower crime, better overall health, and civic involvement Lack of access to education is considered the root of poverty

Education is often used by people to shape their ‘social identity’, framing their understanding of themselves and their relationships with other people However, the emphasis on education in today’s society makes it much harder for people with low levels of education to develop a positive social identity

There are many theoretical reasons to expect that education reduces crime By raising earnings, education raises the opportunity cost of crime and the cost of time spent in prison Education may also make individuals less impatient or more risk averse, further reducing the propensity to commit crimes

Most empirical studies have addressed the relationship between education and crime States with higher levels of educational attainment also have crime rates lower than the national average States with higher college enrollment rates experience lower violent crime rates than states with lower college enrollment rates

Low socioeconomic status is thought to be positively correlated with higher levels of stress, and therefore the mental and psychological ill-effects of stress These higher stress levels would probably be correlated positively with the propensity to commit a crime

The causes of crime are complex Poverty, parental neglect, low self-esteem, alcohol and drug abuse can be connected to why people commit crimes Some people are at greater risk of becoming offenders because of the circumstances into which they are born

The causes of crime are complex Poverty, parental neglect, low self-esteem, alcohol and drug abuse can be connected to why people break the law Some are at greater risk of becoming offenders because of the circumstances into which they are born

The three explanations ascribe the higher rates of urban crime to (1) the degree of urbanisation and populated density, (2) the greater rates of migration and population growth in urban populations, and (3) the differences in demographic structures between urban and rural areas, urban areas having greater proportions

Currently, results from the UCR and the National Crime Victimization Survey (NCVS) indicate that cities with a larger population generally have higher crime rates than suburban or rural cities While dif- ferences in crime rates may be related to population size, they may also be caused by other local factors

Elevated crime rate As human overpopulation drives resources and basic necessities, such as food and water, to become scarcer, there will be increased competitiveness for these resources which leads to elevated crime rates due to drug cartels and theft by people in order to survive

Cities are significantly safer and healthier overall, resulting in lower mortality rates and longer lifespans than in rural area, as illustrated below

Life in rural areas is thought to be slower paced, resulting in lower levels of anxiety and a greater sense of relaxation On the negative side, rural areas are often poor and lack the services, employment opportunities, and leisure activities that cities have

Easier and cheaper to move around The robust infrastructure of towns and cities makes it much easier to get from A to B than in the countryside, where residents often find themselves at the mercy of limited public transport routes, or having to drive long distances to get anywhere

“Most research concludes that crime is less frequent in rural areas, and it is often speculated that greater informal controls in rural areas protect against high crime rates – Crime such as homicide, rape, and assault are more likely to occur among acquaintances than is true in urban areas