a socially relevant curriculum changing the cirriculum compulsory educational subjects economic growth economic recession economy. finance education educational reform government high school cirriculum people relationships teaching economics in high school the benefits of teaching economics in high shool the benefits of teaching economics to youngsters US citizens

The Benefits of Teaching Economics in High School

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As the US and other western economies struggle with the continuing cycles of recession and growth, there is an increasing desire to create a more stable economic environment. This is not only an aspiration of the federal government, but also of the voters and individual members of society, who are more determined than ever to maintain responsible spending and saving trends throughout 2011. This is a promising portent for the year ahead, and suggests that societies are finally heeding the harsh lessons of financial hardship.
However, this particular type of resolution has become a typical reaction to periods of recession, but is often not supported by consistent action once the economy experiences renewed growth. As job creation soars and unemployment falls, financial stability is temporarily stored, encouraging a relaxed comfort amongst individuals who develop a more casual ethos towards saving and spending. There are many potential reasons for this, but an inherent lack of fiscal awareness and training may well be the most pertinent.
 
 

The Foundations of Education
The key to any successful teaching is to begin it early enough to influence behavioural trends. This is the accepted logic for all core curriculum subjects, including English, Mathematics and Science, which are all taught to youngsters from the age of 5 and continued as standard throughout the duration of high school. What this practice suggests is that governments and teaching bodies understand that their children are most susceptible to learning during this time, and therefore how important this period is in developing a desired level of conducts.

The issue is not with this methodology of teaching, but with a lack of flexibility regarding the subjects that are taught. Education has always been based on the principles of reading, writing and arithmetic, which encompasses the subjects of English and Maths. Science and its variations applications have also been considered as significant in teaching, and as such these subjects have formed the foundation of curriculums in US and western culture for decades. While the merits of these topics are obvious, the attitude of education bodies does not take into account the many changes and innovations seen in contemporary society.

So while the supposed core topics need to be taught to students, the emergence of other culturally relevant subjects such as Economics and Technology has posed an issue to education bodies. As an example of this, economics stands as a subject that can teach children the basics of finance and fiscal concepts, and has an enhanced significance in a culture of high consumer spending and debt. Despite this, and although it is incorporated as an optional subject for children in the ninth grade and beyond, it remains non compulsory and entirely at the discretion of the individual student.

Re-evaluating the Education Curriculum
While many would say that the inclusion of Economics as an optional subject is enough to reflect its increasing relevance, there is a compelling argument to take it a stage further. This would involve re-evaluating the subjects that are considered as the most important and therefore compulsory, and subsequently modifying the curriculum to suit the needs of modern society. This would not only represent a radical step in the history of teaching, but also a reform that could deliver a more comprehensive and viable education to the children of the US.

To understand this, imagine introducing legislation that made Economics a compulsory subject and Math optional from the ninth grade onwards. This would allow youngsters to develop the basic and required understanding of Math in their formative years, and then have an option to continue this path if they deem it relevant to their desired career. Economics, which is essentially a socially relevant application of the principles of Math, would be taught to all students with a view to encouraging fiscal awareness and a sound comprehension of responsible money management.

This course of action would render Math irrelevant, but it would take a more practical use of its values and teach them to students who can really benefit from this knowledge. This is the key factor in delivering a concise education to the next generation, by understanding how compulsory subjects can be adapted, modified or replaced to best equip students entering an ever changeable and evolving job market. The world and society is constantly innovating and adapting to social circumstance, so it would make sense that education would be required to do the same.

Evolution and Not Revolution
It is fair to assume that English and Maths have remained as core subjects because educational bodies believe them to be the most suitable in delivering a balanced education. While this has an unquestionable basis in fact, it is not necessarily conducive to developing a specific or practical skill set to best suit every generation or social environment. In an age where consumer debt and fiscal irresponsibility are prominent, and with the next 5 years predicted to see a huge level of growth in the technological industry, there is nothing wrong in modifying a Curriculum to reflect these trends and social needs.

 

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