" (Aronowitz. 39) As seen dominantly in the high school classroom, teachers who are able to connect with students on a level that's not as heavily concentrated on strict academics tend to have a better relationship with their students. When teachers can establish a relationship with a student where it's not strictly about schooling, it allows for more flexibility for the teacher on how to approach the student with the course material. With this type of open-ended relationship, it gives teachers to have a better chance of educating students by making correlations to real life scenarios as opposed to virtual scenarios conjured up by a textbook or other educational tools.
From a personal point of view, I believe in Aronowitz argument that "schooling" has quarantined the way students should be taught in today's schools. I attended Valley Stream Central High School for my high school years in Valley Stream, New York where I had the opportunity to be both schooled and educated. With each academic commencing and ending, teachers would continuously remind us about a variety of local and state examinations mandated by the board of education. These tests were used for no more than to compare students' educational performances to one another. From local exams to the infamous SAT and ACT standardized exams, these exams created general stereotypes and prejudices between students who excelled and those who did not do so well on their exams. Whenever I would question my teachers on the purpose of these exams, they were never able to give me a justifiable response as to why it would be relevant to my education.
In another perspective, I have been involved and a witness to being "educated" as Aronowitz would emphasize in his memoir. In my English class, my teacher would hold interactive discussions on various topics in our society amongst the class for as long the duration of the class period.
