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Translation gives access to students to learn valuable information and develop their human capital and to become academically and economically competitive The ability to access the wealth of knowledge being generated in the developed world would greatly impact the ability of students and budding academics in the devel... | |
This translation effort does not pave the future with gold. Intellectual property law still persists and these countries would still be forced to deal with the technologies' originators in the developed world. By instead striving to engage on an even footing without special provisions and charity of translation, develo... | |
Translation allows greater participation by academics in global academia and global marketplace of ideas Communication in academia is necessary to effectively engage with the work of their colleagues elsewhere in the world, and in sciences in particular there has become a lingua franca in English. [1] Any academic wit... | |
Translating academic work for the developed world will not succeed in creating a dialogue between developed and developing world because the effort is inherently unidirectional. The developing world academics will be able to use the translated work, but will lack the ability to respond in a way that could be readily un... | |
Translation expands the knowledge base of citizens to help solve local problems It is often the case that science and technology produced in the developed world finds its greatest application in the developing world. Sometimes new developments are meant for such use, as was the case with Norman Borlaug's engineering o... | |
In the status quo there is already some translation, due largely to current demands and academic relationships. Even if translation of all academic work the world over could not be translated into every conceivable language, expanding the number of articles and number of languages is certainly a good thing. While cost ... | |
If it is true that people cannot easily get jobs in the developed world for lack of language skills then there will surely still be a pressure to learn the language or languages of international discourse. What this policy offers is access by a much wider audience to the various benefits that expanded academic knowledg... | |
The West has no particular obligation to undergo such a sweeping policy Governments and academic institutions have no special duty to give full access to all information that they generate and publish in academic journals to anyone who might want it. If they want to make their research public that is their prerogative... | |
It is prohibitively expensive to translate everything and difficult to prioritize what to translate Ultimately any policy of translation of academic work must rely on a degree of prioritization on the part of the translators since there is no way that all academic work of any kind could be translated into other major ... | |
It is better to have fewer languages in common use in global academic and economic interrelations A proliferation of languages in academia will serve to fracture the interrelations of academics, not unify them. As more and more academics and innovators interested in new academic developments find it possible to obtain... | |
Wealthy states do feel an obligation to less fortunate countries, as is demonstrated through their frequent use of aid and loans to poorer governments. This is a way to help countries stop being dependent on aid and hand-outs and instead develop their own human capital and livelihood by being able to engage with the cu... | |
The cost of extending the period of compulsory education is just too high. The increase in numbers would require a huge investment in teachers, books, new school buildings, computers, etc. As well as these direct costs there is also a huge amount of losses that a country would face. Young people who leave school and en... | |
Raising the school-leaving age is a crucial investment in society’s future Increasing the school leaving age means that society will produce a workforce that is higher skilled, attracts more investment to the country, and earns more money. A study for the UK government estimated the economic benefit was £2.4billion fo... | |
Unfortunately equality in the job market is unlikely to emerge simply because everyone now stays in school for the same amount of time. As noted above not everyone will get the same out of school just because they are there for the same amount of time. Those who achieve the best exam results will still be the most empl... | |
More Education Brings More Opportunities More education allows young people to develop greater skills so provides more options when they do leave education. It has been shown many times that those people who have more education find jobs easier and are more likely to find work that is satisfying. Extra education for y... | |
If schools are failing to teach children basic skills by the time they are 16 it makes no sense to make them stay at school for an extra two years. If the children are forced to sit in the classroom for longer it does not necessarily mean that the results of education will change. Forcing young people to remain in scho... | |
Raising the school leaving age promotes equal opportunities Making sure that everyone gets the same amount of time at school promotes equality. At the moment leaving school early is linked to economic and social disadvantage: those from poorer areas and families are more likely to leave school early than those from we... | |
Leaving school early is not necessary. Instead, what is needed is government help to ensure that if young people remain in school then they can afford to do so. If children are unqualified at 16 then there is a real need to use the extra years to teach them the basics. There could also be certain people who have specia... | |
UK statistics show “There is no evidence that raising the minimum school leaving age made people who had not intended to leave school at the minimum age raise their educational standard. This is consistent with the view that education raises productivity and not with the view that productive people get more education."... | |
Not All Skills are Best Learnt in a Classroom Environment Practical skills (for example, carpentry, cookery, gardening etc.), are often best learnt ‘on the job’ or through an apprenticeship. Both of these routes place young people into contact with professionals in these areas and give them access to a wider range of ... | |
There Are Cases Where Leaving School Early is Necessary Working at an early age can be an advantage in certain circumstances. Many families, particularly in countries with little welfare, need their children to bring income into the household. Working at an earlier age can help these families to survive. Furthermore, ... | |
Forced Education Achieves Little Being in school does not guarantee that a student is actually learning. If the student lacks interest or ability then the extra time spent in school is unlikely to benefit them, especially if they would not have chosen to be there. This applies even more to the problem of how to deal w... | |
Practical skills can be taught in school. Many school systems have practical skills schools. For example, in Germany, ‘vocational schools’ (schools which teach practical skills) have been around since the 19th century. In these schools students spend part of their time in practical training and part of their time ‘on t... | |
On the contrary, poetry is helpful to teaching English. Learning poetry involves chanting, exploration of syllables and vowel sounds. As the pupils chant the syllables, they read the letters that go into making that sound and so spelling will be improved. Reading poetry aloud improves reading ability because the studen... | |
In schools where many pupils are failing the basics of English language, they cannot be expected to progress to a more complex level of English study like poetry before the basics have been mastered. It is like asking a student who cannot count to solve a highly complex algebraic equation; completely impossible becaus... | |
Musicians have for some time been awarded poet status. The artist and their personal lifestyle choices can and must be regarded equally. Bob Dylan was originally described thus; "He sounded like a lung cancer victim singing Woody Gutherie. Now he's a Rolling Stone singing Emmanuel Kant" (page 36, Uncut Legends [magazin... | |
Poetry is a notoriously difficult concept. It is a highly challenging subject to teach, for its identity as an art form is constantly changing and being debated If top academics and those highly informed about the subject take issue with poetry, school pupils cannot be expected to fathom it. On December 7th, 2007, The... | |
While great poetry may deal with adult experiences there is poetry that targets a younger audience and methods available to teach this type of poetry. Children’s poetry, for instance, is not complex or dark in subject matter and uses very regular rhythm and rhyme schemes, which young students will enjoy. If age-appropr... | |
It is unthinkable that a school pupil does not know who his/her national poet is. English school pupils should be familiar with William Shakespeare, Scottish school pupils with Robert Burns and Welsh pupils with Dylan Thomas, Irish ones with James Joyce. Familiarity with one's own national poet is a basic. | |
The future of poetry teaching looks dismal. It is falling into disrepute by citing rappers as modern day poets. Given that the highly respected Royal Holloway University of London is one such institution that supports this, the future of poetry education and even poetry itself does not look hopeful. Sir Andrew Motion,... | |
In countries where students are failing basic literacy, new measures to improve basic literacy skills in schools are required as a matter of urgency. In such cases, schools cannot justify wasting time by teaching poetry. In the UK, The Labour Party introduced The Literacy Hour, a programme that meant schools were obli... | |
In failing schools, it IS justifiable to separate art from education. When a high number of students are struggling with basic literacy and numeracy, this is what needs to be addressed. Artistic studies will simply have to take a backseat while teaching of the basics is improved. This is a temporary measure, once teach... | |
Learning the basics of literature and language is not designed to be fun or enjoyable, it is an essential requirement. It is important that students can get to grips with the basics of their home language and a standard 'look, cover, write, check' method for learning spelling and expanding vocabulary is effective, for ... | |
It is important to honour the memory of the men who fell in the wars in the defence of their nation. War poetry is a fundamental tool to this end. War poetry, although foreign to our own experiences of peacetime, enables us as readers to gain insight into the minds of the terrified men who fought for our freedom. Wilf... | |
Not teaching poetry in schools opens the gate to eradicating all artistic and creative subjects from the curriculum, which means the entire population would be Spartan and philistines. We want cultured people to graduate from high schools. It is undesirable that all high school graduates, who are an educated group of ... | |
Poetry is art, art is inseparable from education; art is what makes us human, and that which makes us human is certainly to be taught in schools. It is fundamental that education teaches students about the human condition in order to enable an understanding of humanity. High school students must therefore gain awarene... | |
If any art is to be taught in schools, it has to be Poetry, for poetry is the only artistic form of a core subject. It is an enjoyable way to teach the core subject of home language and literature written therein; interesting and obscure concepts hold the learner's interest when studying their home language and its la... | |
We must be realistic in education; we need to prepare our students for the difficulties of the real world. It is those subjects that are vocational in nature and/or life skills, home language (not literature), maths and science and modern languages, business studies, law that must take priority in schools. We must equi... | |
An appreciation for the true horrors of war can be gained through factual reading. Factual books about the horrors of the First World War offer better understanding the true extent of the atrocities than poetry. Firstly, they are factual and not based upon opinion. Secondly, they are more modern and have been written i... | |
Compulsory vaccination is an example of the tyranny of the majority even if it is made by a democratic government. And in a community that praises itself as democratic and respectful to wishes of others it is in no way acceptable that the rights of some get abused by the wishes of others. John Stuart Mill has set phil... | |
Duty to protect the child As article 24 of the United Nations Convention on the Rights of the Child states, “State parties shall strive to ensure that no child is deprived of his or her right of access to health services.” [1] Each year millions of children worldwide die of preventable diseases before the age of five... | |
Vaccines themselves are expensive to develop in the lab and to mass produce for widespread compulsory vaccination programs. In addition to these upfront costs, organizing compulsory vaccination programs across an entire country can be very complicated and expensive. For instance, mechanisms must be set in place to ensu... | |
It is the state’s duty to protect its community If an age group is protected, that results in a better health conditions for the whole society. In an industrialized country such as the USA, those choosing exemption from statutorily compulsory vaccination were 35-times more likely to contract measles than vaccinated p... | |
A great deal of health care and prevention of diseases is information and an informed decision. The United Kingdom does not have a system of compulsory health care, but disease outbreaks are still prevented due to the voluntary uptake of immunizations. The pediatrician Miriam Fine-Goulden explains: “The risk of contrac... | |
Compulsory vaccines are a financial relief on the health system Commonly-used vaccines are a cost-effective and preventive way of promoting health, compared to the treatment of acute or chronic disease. In the U.S. during the year 2001, routine childhood immunizations against seven diseases were estimated to save over... | |
The argument of “bad vaccines” is a very popular one. However, scientifically seen this arguments is flawed in many aspects. First of all many of the examples used in arguments suggesting vaccination is dangerous and therefore should not be used, is very old. Many refer to examples from the 60s or 70s, which in medici... | |
The problem with this is that those refusing vaccines on account of this effectively violate the same right for other people if, and when, there is an outbreak of the disease against which the vaccine is protecting. | |
It is a parental right to decide about vaccinations for a child Through birth, the child and the parent have a binding agreement that is supported within the society. This agreement involves a set of rights and duties aimed at, and justified by, the welfare of the child. Through that (according to texts from the Stanf... | |
Vaccines have severe side effects Some of the used vaccines may have severe side effects, therefore we should let every individual asses the risk and make choices on his/her own. Besides introducing foreign proteins and even live viruses into the bloodstream, each vaccine has its own preservative, neutralizer and carr... | |
Compulsory vaccination violates the individuals’ right to bodily integrity In most countries and declarations, one of the most basic human rights is the one to bodily integrity. It sets down that you have a right not to have your body or person interfered with. This means that the State may not do anything to harm you... | |
An adult vaccine refusal and a parental vaccine refusal are not the same. Parents do not have absolute right to put their child at a risk even if they themselves are willing to accept such a risk for him or herself. Minors have a right to be protected against infectious diseases and society has the responsibility to e... | |
Correlation is not causation. The fact that a number of individuals with JDs are working in fields unrelated to the law does not, in and of itself, imply that they gained those positions because of a JD. A JD may help, but it has to be factored against the opportunity cost of everything else you could be doing over thr... | |
A legal qualification is a gateway to a number of different career paths. A JD is not simply a gateway to the legal world. Lawyers work as corporate executives, run movie studios, hold political office, and teach academically. Holding the degree will increase your qualifications, and make it far easier to move up the ... | |
Side proposition assumes that the European and American economies will eventually improve to the point where the legal sector will begin to grow again. If it does not you may find just as hard to find a job as when you entered Law School. Furthermore, there is a good chance that you will be in significant debt by the ... | |
Law school helps graduates to think more clearly making them more attractive to other employers. Law Schools teaches you to “think” more critically, and legal work offers the opportunity to engage in a largely intellectual pursuit with other highly intellectual individuals. Law students are likely to develop a wider r... | |
You need a legal qualification to be a lawyer A law degree is first and foremost a requirement of being a lawyer. Anyone with any interest in working in the legal field, serving as a judge, or even working in a number of governmental and non-profit fields will quite simply need to attend law school at some point. If y... | |
This argument is simultaneously both a truism, and beside the point. While it is true that someone will need a JD in order to become a lawyer, individuals pursuing those degrees need to understand that they are investing a huge sum of money for an opportunity to take a difficult series of examinations, which if you pas... | |
You will rarely get the chance to interact with those intelligent individuals, either in Law School, where most of your time will be spent in the library, or at a Law Firm, where any discussions will detract from your ability to bill hours. The legal business model effectively incentivizes long-hours, with most of it g... | |
Pay in most fields is, to some degree or other, correlated with the cost of entry into that profession or occupation. Because becoming a Lawyer requires up to seven years of education, it does tend to pay more than many other fields. But there are many lawyers who, despite working long hours, do not make vast amounts o... | |
Law School provides a safe haven from which to wait out a bad economy. Law school is a good way to spend your time and wait out the bad economy. By the time a law degree has run its course, the economy will have improved, and you will have a lot more options available, whether you still want to be a lawyer or not. Ind... | |
Admissions tests such as the LNAT exaggerate small differences in performance Lawyers are often extremely high paid, and occupy a prestigious position in society. A law degree is key to entry to the top tier of society and high income earners. | |
These arguments are less compelling if you have the opportunity to attend a top Law School, in which case the sky is the limit in terms of opportunities. Furthermore, these harms are far from unique to the legal field – they apply to finance and consulting as well, where a good degree with open more doors than a less ... | |
Applicants should of course carefully consider whether or not they actually wish to become lawyers, and afterwards should carefully consider where they wish to enrol. But it is absurd to claim that individuals cannot decide these things for themselves, and the fact is that many individuals do go to Law School with a cl... | |
The debt incurred in the pursuit of a law degree limits options both within the legal industry, and outside of it, by compelling recipients to seek out the highest paying jobs. Legal Work is a dog-eats dog world. Law students are forced into a competition with each other for valuable internships, and then in turn face... | |
Failing a law degree can be extremely costly. Law School as a choice has to be weighed against its opportunity cost: what else could someone do with three years and $120,000? How might the long term benefits of this activity weigh up against the consequent benefits of time spent at law school? This is an especially i... | |
The actual opportunities outside of the top ten law schools are quite limited. Because of the supply and demand problems, the actual opportunities outside of the top ten law schools are quite limited. This is not in fact solely due to their actual quality. It is more a consequence of the fact that the legal job marke... | |
A stint at law school is of little value to those who are not pursuing a legal degree, but nonetheless many applicants treat it as a second shot at an Undergraduate degree. Individuals increasingly treat Law School as a second shot at their Undergraduate degree. Applicants who failed to get into Russell group or Ivy L... | |
It is true that there are opportunities that could stand you in better stead down the road, but those listed by the opposition are both involve a gamble on the same odds as that entailed by a legal career. For every 10 interns in a congressional office or for a lobbying firm, perhaps one gets a job offer. By contrast y... | |
Law School, especially at the elite level is an opportunity to enter an environment where intellect is valued above all else. Whereas in school or university athletic ability or other talents sometimes trumped academics, in the legal world, academic and mental skills are all that matters. It is therefore an opportunit... | |
Yes history has to be edited as it could not all be taught but that does not mean that these are the bits that should be edited out. Rather as other nations consider these parts of Japanese history important it is all the more important for Japanese students to study them so as to learn why South Korea and China react ... | |
All history is edited To state the obvious there is an immense amount of history. There is much more history than could ever be taught in school. This means there needs to be some way to cut down everything in history into a sensible sized syllabus. There are some obvious ways to cut down history to a manageable lengt... | |
Critical thinking must not be at the expense of objective history that imparts knowledge of what actually happened. We should not assume that teachers will supplement what is in the textbooks with other books or subject them to critical analysis. | |
Freedom of Speech The Japanese government is not forcing schools to teach Japanese history in a way that whitewashes the Japanese record in World War II. In Japan the Ministry of Education screens textbooks and when they are approved makes them available. Schools are then allowed to select their textbook from a list o... | |
This is not and never can be a freedom of speech issue. In this case it is a teacher or school board deciding what others are to be taught so by its very nature even if that individual has freedom of speech the students do not. In a school freedom of speech is limited; students cannot say what they want when they want,... | |
While an official story or creation myth for a nation may be a useful way of binding a nation together and when this is ancient history it is unlikely to cause much harm. However this should not be brought forward into the modern era where much more objective history is necessary. | |
The goal is to encourage students to think History is not about learning all history, it is not about learning particular bits of history, it is not even necessarily about learning a nations’ story, rather it is about encouraging students to think critically. It has been regularly shown that stuffing children with fac... | |
Nations should be allowed an ‘official story’ To some the idea of a national story may be an anachronism but history is one of the things that bind a country together. As Benedict Anderson argues nations are ‘imagined communities’ as members of that nation will never know most of the members of that community or even ... | |
No one worries that Britain is going to attempt to recreate its empire because most school children are not taught about it; why should this be any different with Japan? Moreover in the case of the Japanese constitution while a majority of the Japanese public is for changing the constitution they are not for changing A... | |
This dispute is obviously not just about teaching ‘facts’. China which complains about the misrepresentation of the Nanjing massacre does not teach about the Tiananmen Square massacre in 1989. [1] Of course the facts should be taught but what facts? The New History Textbook at the center of the dispute only has 12 pag... | |
Excluding these incidents is offensive It is offensive to the comfort women and the victims of the Nanjing massacre to deny or omit that such horrific events ever happened. For these people it makes a full apology and closure a much more distant prospect. Duk-Sook Choi, a Korean woman conscripted by the Japanese said ... | |
The bad bits need to be taught so we can understand what others think of us For millions of people around the world Britain is known for its Empire. In Britain itself this is sometimes given a positive spin, as indeed it was by the Victorian empire builders themselves, as opening up the world, bringing education, tech... | |
Schools should teach the controversy in history History lessons in school are not just about providing children with some sanitised version of national history. Instead they are about teaching points that are controversial or relevant to the modern world. Both of which is the case with the issue of comfort women and J... | |
Schools should teach facts Quite simply if a school in Japan is going to teach about World War II then it should include the darker side of the Japanese involvement in the conflict. Japans acts such as the Nanjing bombing and the occupation of Asian countries were horrific and must not be glossed over. Not covering su... | |
It should be enough that students are taught that their countries did bad things as well as good. There is no need to go into every case where a country has done wrong throughout its history. While the use of comfort women was wrong and tragic there is no reason why this should be used as an example of the suffering ca... | |
The Japanese have no intention of offending South Korea or China with their textbooks and these countries should not be taking offense over such minor issues. While it is regrettable that a tiny minority of students may get a biased view of history from the New History Textbook the actual harm is miniscule. No individu... | |
Languages are not the only economically beneficial skills; sciences, law, humanities, creative studies are favourable. However, skills alone are not enough; people with hands-on experience in their field are needed to work a stable economy. It is immoral that a government makes its people take posts using languages tha... | |
Workers with advanced language skills increase the competitiveness of the economies they participate in Languages are extremely beneficial to the economy in two senses. Firstly, language skills improve a job candidate’s chances of selection, which keeps unemployment down. The National Centre for Languages (CILT) repor... | |
Students should be free to choose to play to their strengths. Students should have a fundamental freedom of choice when it comes to all but the most necessary subjects. If students want to specialise in for example Science and drop foreign languages in order to be able to do this then they should have this option, a c... | |
Again, language is not the only skill that government officials are required to possess in order to ensure that a state is able to adequately protect its citizens and its borders from foreign threats. Those with knowledge and experience working in different states of different cultures can use this to enhance knowledge... | |
Learning languages promotes understanding of other cultures To refuse to learn foreign languages is narrow-minded, ignorant and blinkered. Language is a means not only of asserting identity but, more importantly of “heritage culture maintenance”. To refuse to learn a foreign language is to disallow anyone’s culture ap... | |
Language acquisition is no less vital than competence in mathematics and english A high number of students failing to succeed in languages is not a valid reason to make the subject optional. This mentality opens the gate to making English and math options, simply to eradicate the effort of improving pass rates. The Br... | |
The overwhelming number of students who struggle with reading and writing in their own language cannot be expected to acquire a second, foreign one. The vast number of students failing to master basic arithmetic and competency in their mother language is to be addressed as a matter of urgency. This is a primary concern... | |
Learning its target language is not fundamental to embracing any foreign culture. Many people can be very open to foreign cultures without learning their language(s). Indeed it may be necessary for most to keep the two separate. [1] No one can learn every foreign language and many would not have the time to learn more ... | |
Allowing students to study what they want or what they consider themselves to be good at would be a mistake. The point of education before university is to provide a good broad grounding that provides all the necessary life skills. This has to include harder subjects that would not be the first choice of the students. ... | |
It is still a mystery why, as Robert C. Gardner puts it “that some people can learn a second or foreign language so easily and so well and while others, given what seem to be the same opportunities to learn find it almost impossible?” [1] No audio-visual suite, no matter how high tech and expensive, will be able to rai... | |
Learning a language is a sign of good diplomacy. The call for students to learn a foreign language not only stems from economic needs but also from the need of improved security and diplomacy, in particular a better understanding of cultures and languages in order to better understand threats to the state and improved... | |
The solution is more teaching of languages not less. The problems students face when learning languages are the fault of teaching methods, not language ability. Madeline Ehrman observes that the root of this problem is that the “student is “out of sync” with the methodology, the teacher.” Therefore, the antidote is mo... | |
This is once again down to the way languages are taught. The quality of teaching needs to be high so that those who struggle more are motivated to overcome this divide. This is also the case with grammar, both learner and teacher need to have patience and be willing to engage. [1] The critical age for learning a langua... | |
A lack of people who could quickly become qualified foreign language teachers is not a problem. There are a high number of unemployed language graduates, many of whom are already engaged in teaching, particularly as private tutors teaching languages. [1] [1] McElvoy, Anne, ‘The tutor trap: the rise and rise of private... | |
Not everyone will succeed in learning languages even if compulsory. There are many people who will never excel in languages whether they are forced to learn it or not, and if they are not going to succeed then why waste all the time trying to make them succeed. With learning foreign languages there is a problem of anx... |
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