Table of ContentsHistorical ConnectionEducational TheoriesContemporary IssueReferencesEducation is important for every individual. It goes without saying that each of us must receive an appropriate education. We learn to read, count and write. These are the essential abilities that we acquire and use throughout our lives. Are there other purposes of education or is it clearly aimed at giving us the opportunity to transmit our thoughts and meet our basic needs? For hundreds of years, there have been various explanations of the purpose of education. Many researchers and teachers have tried to answer the question: what is education for? Thinking about the needs of a modern society, we can assume that the goal of education is to prepare students to act as naturally adequate residents, capable of solving and confronting real-world problems. It is generally recognized that educational opportunities open to children should be equivalent. This thesis starts from two perceptions of education and adolescents: on the one hand, education has a fundamental impact on the changes in an individual's life with regard to professional success, preparation for democratic citizenship and human prosperity in general. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay On the other hand, these children's chances of living in reality should not be fixed by some ethically discretionary conditions of their introduction to the world, for example, their social class, race, and sexual orientation. The exact importance and suggestions for the perfect fairness of the instructive open door are the subject of generous contradictions. Furthermore, the purpose of education is still under discussion. It's not at all like the current school which emphasizes financial and innovative development. A century ago, the fundamental role of public education was to create productive citizens in society. Moral education encourages us to question ourselves and improve our relationships with others, allowing us to make informed decisions about acceptable behavior. Without a good education, we have no chance of living as a public. There would be no method for resolving conflicts, rewarding good behavior, or discouraging bad behavior. Moral education provides the structure on which we build our lives. Therefore, this essay will present the key factors that highlight the importance of considering equality of educational opportunity for each individual, outside of most theories of equality of opportunity. These variables are: the central point of training in current social orders and the innumerable opportunities it offers; the lack of high-quality educational opportunities for many children; and the fundamental task of the state to provide educational opportunities. In more depth, this article continues with a concise history of how equality of educational opportunity has been deciphered in the United States since the 1950s and how the legal understanding of equality of opportunity has evolved. odds. It must not be dispersed by the market: it must be accessible to all children, even to children whose parents are excessively poor or too apathetic to even consider paying for it. Moreover, if education is to play a role in preparing young people to take an interest in work, in advertising, to take an interest in law-based administration, and a fortiori to have for the most part an existence prosperous, thensubstance cannot assert itself, but rather must be personalized to achieve these ideal results. We address thoughts on the substance of education in the resulting segments, beginning with how equality of opportunity has been deciphered in the United States, where we can see some of the ramifications of a truncated understanding of equality of opportunity in an obvious structure. The Brown v. Board of Education (1954) of the United States Supreme Court, declaring racially segregated public schools unconstitutional, proclaimed that the opportunity for an education, when supported by the state, is a "right which must be accessible to all under equal conditions. .” But de facto racial segregation persists in the United States and is today accompanied by ever-increasing class segregation. In 2014, 42.6% of African American students attending public schools attended high-poverty schools, compared to only 7.6% of white students (school poverty, in the National Equity Atlas, other Internet resources). The following compounded educational barriers facing poor minority children in the United States are enormous. As research continues to report, the racial/ethnic achievement gap is consistent and enormous in the United States and has lasting impacts on the job market, where the achievement gap has been shown to clarify a notable element of racial/ethnic wage exceptions. Efforts to combat de facto segregation have been limited by American jurisprudence since the Brown decision. Although the Supreme Court had previously permitted plans to integrate schools within a particular school district, in Milliken v. Bradley (1974), the Court struck down an interregional plan that moved students cross-sectionally beyond the area boundaries to incorporate the city of Detroit and encompassing rural schools. This restriction on appropriate solutions for accepted isolation has completely hindered coeducation efforts given that most school districts in the United States are not racially diverse. More recently, the U.S. Supreme Court has also curtailed attempts at consolidation in the small number of racially diverse areas. The persistence of racial and class-based isolation in the United States and the resulting educational weaknesses are established in the American system of geographically characterized schools. Urban areas where schools are largely funded by neighborhood property impose a significant contrast between networks dependent on property views. This intertwined framework compounds the educational burdens that arise from private isolation. The 50 states of the United States differ considerably in the degree of per-student educational subsidization they provide; in fact, some of these interstate variations are larger than the intrastate imbalances that have received more attention. This demonstrated that asset segregation, with more notable assets allocated to young people from families in the top quintiles of society, makes it exceptionally exaggerated that children from the bottom quintiles might have an equal chance of progressing. of equality of educational opportunity and whether equality of educational opportunity requires equity or sufficiency can be examined in the light of different points. The first point should be the diverse goals of education, preparing students for real jobs, becoming democratic citizens and meeting the natural products of education. As Harvard researcher Todd Rose explains in The End of Average, one of the pitfalls of the equal access movementis the following: “it aims to maximize individual opportunities on average by ensuring that everyone has access to the same standardized system, whether this system is actually adapted or not”. This shows that academics are fighting to achieve equality for all students and demanding that in schools, all students have equal access to equality. This was part of realizing the model of democratic equality in every school in the United States. Rose also expanded his view by stating that “despite the courageous talk of differentiation and personalization, almost everything in traditional education systems remains designed to ensure that students receive the exact same standardized experiences. Charles H. Wesley also supports the idea of ​​having democratic equality in America's schools. He said it was wrong to assume that democracy failed because of these flaws. The fact is that democracy has never been tried and we suffer from its inadequacy rather than its failure.” This means that we should have a democratic way of life that allows us to have physical prosperity and increased life expectations for all. Keep in mind: this is just a sample. Get a personalized article from our expert writers now. Get a Custom Essay Contemporary Issue Extensive research has definitively shown that children's social class is one of the most notable, if not the most important, indicators of their academic success. Furthermore, there is growing evidence that social class presentation gaps develop in the long periods of adolescent life and neglect to narrow in the years that follow. In other words, teens who start late stay late and are rarely ready to make up for lost ground. According to the article by David F. Labaree, the article explores the alternative goals of American education that have been the source of educational conflict in recent years. “The key problem is cultural, the result of a culture of poverty, the disintegration of family values ​​and a growing gap between school culture and popular culture.” In this way, regarding the issue of inequality, the suggestion can be resolved by looking at the availability of school subsidies. Equality of opportunity would be the case where each public school would receive the same amount of money for their school. When money flows, it must be distributed equally to areas that desperately need support. Money could be dispersed to meet extraordinary demands for children, to aid in the expression of human experience, for music and sports programs, or for innovation that could be a valuable educational strategy. Above all, this funding would be granted to regions and projects in difficulty, and where students would benefit the most. Therefore, each student is distinctive yet remarkable in their own way. Every student must be assigned incredible characteristics, so that they can become extraordinary and remarkable individuals. They reserve the possibility of being informed in positive circumstances; where they feel that all is well in the world, pleasant, driven, and busy with their learning.ReferencesEqual Educational Opportunity (Stanford Encyclopedia of Philosophy). (2017). Retrieved September 28, 2019, from https://plato.stanford.edu/entries/equal-ed-opportunity/FindLaw, United States Supreme Court case and opinions. (1974). Accessed September 27, 2019, from https://caselaw.findlaw.com/us-supreme-court/418/717.html Friedman, I. (1954). “Separate educational institutions are inherently unequal. » – Earl Warren, May 17, 1954 » IAN C. FRIEDMAN –_19