s a well-known fact that we cannot simply “fix” education. We must first point out specific problems. The first problem is the enormous difference in Frieberg 3scholastic success between races and cultures. In many instances, schools have chosen to take on this responsibility when they are in fact incapable of effectively relieving the problem. The schools have chosen revisionist history and picking and choosing which subjects should be included in curriculums. However, since the schools are so heavily influenced by the communities and societies that surround them, they are eventually rendered unable to make any sort of difference at all (Ravitch 337). Some interest groups are more interested in preserving their values as opposed to maintaining an exceptional education (Christian fundamentalists, for instance). They control some communities and can completely destroy any opportunity for a young mind to learn. The politics of racial injustice are, hopefully, completely gone. But we’re still living through a state where the races feel as though the barriers are still there. Of course, from my perspective (the perceived subjugator), it is easy to claim that the politics are not there. From the perspective of those who believe they are being subjugated, it is even easier to see that the Frieberg 4Politics are there. They cannot only see it, but they can, more importantly, feel it.The second problem, and possibly the most important, is a question of interest. Are American schools really conducive to learning in a stimulating way? Pubescent students are almost incapable of true learning because a hormonal fog, for an enormous part of their lives, clouds their minds. They walk around the schools nearly humming and buzzing with new and exciting thoughts they are just beginning to understand. Once those hormones have calmed and the student feels they can control them a little, there is still no difference in the ...
