The phrase ‘should involve more’ sparks debate about the true aim and intentions of an education. This blog explores the GCE A-Level question on whether this is valid.
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GCE A-Level Essay Question:
‘Education today should involve more than the study of academic subjects.’ How far do you agree? (GCE 2024)
Question Analysis:
- ‘should involve more’ → should not be the only objective / should encompass other aspects
- ‘education’ → formal education such as schooling / institutes of learning / includes formal assessment (usually graded examinations) which may lead to certification upon graduation
- ‘academic subjects’ → academic study / examinable subjects / usually associated with the hard sciences
- ‘today’ → modern, progressive societies
- Global context
- Point of Contention (POC): ‘should involve more than’ / ‘should not involve more than’
- Proposed Stand: Education today should involve more than the study of academic subjects
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Possible Ideas:
Legend:
SV = Supporting Viewpoint
OV = Opposing Viewpoint
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Sample Paragraphs:
(OV1)
Critics may argue that education today should prioritise academic subjects, given their demanding and rigorous nature. Indeed, this is further compounded by limited school hours in formal educational institutions, making it more practical to concentrate on honing subject-specific skills and knowledge. Such an approach adopted by mainstream education not only builds discipline and resilience from a young age, but also strengthens students’ intellectual capacity and adequately prepares them for further study should they choose to pursue higher education in these fields. For instance, in Singapore, academic subjects such as Physics, Chemistry and Biology are taught from primary through secondary school, becoming increasingly specialised and advanced as students progress through the education system. Throughout their schooling, students sit for high-stakes national examinations, including the Primary School Leaving Examination (PSLE) and the Cambridge GCE examinations, which are highly competitive. Consequently, students often prepare months in advance through intensive revision, frequent school-based assessments and supplementary tuition. Similarly, in China, the Gaokao, an annual National College Entrance Examination, plays a decisive role in determining students’ university placement, field of study and even long-term career trajectories, rigorously testing their mastery of core academic subjects such as Mathematics and the Sciences. Given the intensity of these subjects and the constraints of curriculum time, it is therefore understandable that mainstream education prioritises academic learning. It is also noteworthy that in pragmatic societies, greater emphasis is placed on the hard sciences, as these disciplines are perceived to provide students with a competitive edge through broader academic pathways and enhanced career prospects. Thus, while I maintain that education should also cultivate other dimensions of personal development, it is undeniable that a significant proportion of formal education remains centred on academic subjects.
(SV1)
However, the question remains whether the study of academic subjects alone constitutes a well-rounded education. While academic learning is undeniably important, it is equally necessary to emphasise non-academic development, particularly the cultivation of soft skills. Although some may argue that skills such as collaboration and problem-solving can be developed through academic study, many essential competencies are meaningfully acquired through hands-on engagement with real-world contexts that are far less structured than classrooms or examinations. Skills such as cross-cultural awareness and media literacy, for instance, extend beyond what academic subjects typically offer. Cross-cultural awareness involves empathy, adaptability and sensitivity to different socio-cultural contexts, which are best developed through direct interaction with diverse communities. In Singapore, initiatives such as cultural immersion trips and student exchange programmes expose students to different cultures and perspectives. Similarly, countries like Finland have integrated media literacy into their national curriculum to equip students with the ability to critically evaluate information and misinformation in the digital age. As these competencies are not easily assessed through examinations, they are often undervalued despite being crucial for navigating an increasingly complex and interconnected world. Therefore, education that focuses solely on academic subjects risks being incomplete.
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Links for Reference:
https://www.hup.harvard.edu/features/understanding-the-gaokao-exam
