It is often asserted that the purpose of education is to free the mind and the spirit. In reality, however, formal education tends to restrain our minds and spirits rather than set them free.
Many philosophers, even pertaining to eclectic schools of thought, are unanimous on the positive impact education has on our minds. It is the pivotal key for social mobility, it permits us to raise to prominence in any field, and embodies the feeling of being intellectually powerful. In this regard, I strongly agree with the first part of the subject. However, after assaying the different scenarios related to knowledge, it would be clear that the debate extends beyond the educative surrounding.
Admittedly, formal education is not perfectly drawn for all of us to sheerly burgeon in our professional and personal lives. Since early school, we are needed to memorise lines from textbooks and try best to rewrite or narrate it once in classroom, despite we blatantly don't understand half the knowledge imparted. Grades and tests as cynosure and the substantial pressure that besieges students fuel this vicious circle, and mould most of them into robots. It is also true that the educative system is designed such as the students to be tested periodically, causing them to have a myopic view of knowledge. Instructors are then required in order to foster the art of inquiring, and spur pupils to find answers and seize concepts by themselves. The veracity of the teaching conditions leave scant space for such an ideal though, for most professors are overwhelmed by over-peopled classrooms, and educational institutions lack of means.
On the other hand, many people have been flourishing throughout their years of study and keep on doing so in their adult lives. Therefore, I can hardly embrace the idea that the main accountable of people's mind not being free would be a formal educative system. The academicians, for instance, whom are the essence of culture and free spirit, have all been through such conditions. It doesn't preclude them from having an avid desire of knowledge. This dichotomy then highlights the proclivity of certain to be self-sufficient.
The debate arisen by the author also necessitates a more holistic stance, as one can't ignore that the feeling of being circumscribed within a parochial surrounding is present in myriad scenarios. From being a baby to a pensioner, we tend to all have the same behaviours and undertake similar actions in determined situations. Only few mavericks are ready to follow their heart to maximise their potential. I thus strongly believe that it comes under our responsibility as individuals to set our minds free.
To recount from an earlier argument, a great deal of knowledge is imparted to children. While for some, a mere attention to professors' speaking suffices, others need additional work at home. In both cases, it is up to them to make the effort to capture its meaning, and not only to undergo the class. Nowadays, we are even provided with infinite sources of knowledge on internet and in publics libraries, which might satiate anyone; but most people fail to note how much lucky we are to live in countries where it is significantly easy to access a maths theorem, economics theory or prodigious novel. Indeed, it is more convenient to hide ourselves behind a faulty system.
Grammar and spelling errors:
Line 3, column 271, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: don't
...once in classroom, despite we blatantly dont understand half the knowledge imparted....
^^^^
Line 5, column 386, Rule ID: EN_CONTRACTION_SPELLING
Message: Possible spelling mistake found
Suggestion: doesn't
...ve all been through such conditions. It doesnt preclude them from having an avid desir...
^^^^^^
Line 7, column 82, Rule ID: CANT[1]
Message: Did you mean 'can't' or 'cannot'?
Suggestion: can't; cannot
...ssitates a more holistic stance, as one cant ignore that the feeling of being circum...
^^^^
Line 9, column 549, Rule ID: POSSESIVE_APOSTROPHE[2]
Message: Possible typo: apostrophe is missing. Did you mean 'maths'' or 'math's'?
Suggestion: maths'; math's
...re it is significantly easy to access a maths theorem, economics theory or prodigious...
^^^^^
Transition Words or Phrases used:
also, but, first, however, if, so, then, therefore, thus, while, for instance, such as, on the other hand
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 27.0 19.5258426966 138% => OK
Auxiliary verbs: 5.0 12.4196629213 40% => OK
Conjunction : 17.0 14.8657303371 114% => OK
Relative clauses : 9.0 11.3162921348 80% => More relative clauses wanted.
Pronoun: 44.0 33.0505617978 133% => Less pronouns wanted
Preposition: 83.0 58.6224719101 142% => OK
Nominalization: 7.0 12.9106741573 54% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 2643.0 2235.4752809 118% => OK
No of words: 518.0 442.535393258 117% => OK
Chars per words: 5.10231660232 5.05705443957 101% => OK
Fourth root words length: 4.77070365392 4.55969084622 105% => OK
Word Length SD: 2.9258392001 2.79657885939 105% => OK
Unique words: 308.0 215.323595506 143% => OK
Unique words percentage: 0.594594594595 0.4932671777 121% => OK
syllable_count: 827.1 704.065955056 117% => OK
avg_syllables_per_word: 1.6 1.59117977528 101% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 14.0 6.24550561798 224% => Less pronouns wanted as sentence beginning.
Article: 5.0 4.99550561798 100% => OK
Subordination: 4.0 3.10617977528 129% => OK
Conjunction: 6.0 1.77640449438 338% => Less conjunction wanted as sentence beginning.
Preposition: 8.0 4.38483146067 182% => OK
Performance on sentences:
How many sentences: 24.0 20.2370786517 119% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 50.9538019244 60.3974514979 84% => OK
Chars per sentence: 110.125 118.986275619 93% => OK
Words per sentence: 21.5833333333 23.4991977007 92% => OK
Discourse Markers: 4.375 5.21951772744 84% => OK
Paragraphs: 5.0 4.97078651685 101% => OK
Language errors: 4.0 7.80617977528 51% => OK
Sentences with positive sentiment : 17.0 10.2758426966 165% => OK
Sentences with negative sentiment : 4.0 5.13820224719 78% => OK
Sentences with neutral sentiment: 3.0 4.83258426966 62% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.168412030172 0.243740707755 69% => OK
Sentence topic coherence: 0.0414584879078 0.0831039109588 50% => OK
Sentence topic coherence SD: 0.0606918261081 0.0758088955206 80% => OK
Paragraph topic coherence: 0.085585301032 0.150359130593 57% => OK
Paragraph topic coherence SD: 0.0464993564931 0.0667264976115 70% => OK
Essay readability:
automated_readability_index: 13.4 14.1392134831 95% => Automated_readability_index is low.
flesch_reading_ease: 50.16 48.8420337079 103% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 11.5 12.1743820225 94% => OK
coleman_liau_index: 12.3 12.1639044944 101% => OK
dale_chall_readability_score: 9.59 8.38706741573 114% => OK
difficult_words: 161.0 100.480337079 160% => OK
linsear_write_formula: 12.0 11.8971910112 101% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 12.0 11.7820224719 102% => OK
What are above readability scores?
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Rates: 83.33 out of 100
Scores by essay e-grader: 5.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.