The modern world requires people to be able to change and learn new skills constantly. The traditional school system, formed in the 20th century, does not reflect the needs of society and the labor market. Critical thinking, creativity, the ability to work in a team, and the ability to constantly learn and progress are all essential characteristics of a modern successful person. In the age of the ubiquity of the Internet and the availability of information, it is not enough to acquaint students with the facts about the world, and it is necessary to teach them how to use knowledge. Thus, the modern education system must undergo significant changes so that in the future every school is considered ‘ideal.’
Important changes for society will be the changes carried out in the secondary school. At this age, children stand in the way of self-development and active interaction with the outside world. Their principles, such as tolerance, mutual support, and compassion, will further take root in their personalities and will be promoted in society. Therefore, it is now so essential to create an ‘ideal’ school that would take into account all these criteria and meet them.
Jean Anyon, in her article, talks about different types and levels of school education. She says that students’ various learning, teaching, and assessment practices emphasize other cognitive and behavioral skills in every social setting (Anyon 88). In this way, they help develop in children certain potential relationships with physical and symbolic capital, power, and the process of work (Balan 4). School experience in the sample of schools considered here differed qualitatively depending on social class. These differences may contribute to the development of certain types of economically significant relations in children in each social class and not others, thereby contributing to the reproduction of this system of relations in society.
Anyon singles out and describes the affluent professional schools: their training is necessary to become society’s scientific and technical specialists. The attitude of children in this school to their work is creative and relatively autonomous, which generally corresponds to modern trends in the development of society and education (Anyon 89). Although children have no control over what ideas they develop or express, the creative act affirms and harnesses human potential for conceptualization and design, which in many cases is considered intrinsically satisfying (Chapman 41). Thus, students are taught to understand that information can be obtained in many ways, for example, through purposeful reasoning or intuitively, based on personal experience.
The ideal school strives to develop interest and a positive attitude towards work in the student. Schoolchildren participate in projects and learn teamwork and thus learn the types of entrepreneurial activity and behaviors in the work environment. Therefore, children receive basic knowledge and delve into the area that seems most suitable for them. In addition, the rules and atmosphere of the school, where it is customary to support each other and at the same time strive for self-knowledge and self-development, will help to educate a healthy society.
Anyon, Jean. “Social Class and the Hidden Curriculum of Work.” Journal of Education, vol. 162, no. 1, 1980, pp. 67–92.,
Balan, Sorina Mihaela. “Research on Improving the Quality of School Education.” International Conference on Quality and Innovation in Engineering and Management, 2021, Web.
Chapman, C. “Establishing School Self-Evaluation Mechanisms to Improve the Quality of Education.” Improving Quality in Education, 2017, pp. 77–94.