US Education Requires Modernization

It seems Mors202 is attempting to oppose my primary debatable point while being in complete agreement with me. I refer back to my first point: At least one class per day, per student must be dedicated to promote non-traditional "out-of-the-box" thinking over each standardized subject. A number of times Mors202 mentions "the importance of linear instruction", labeling the traditional method as a "foundation", adding that "conceptual learning has its place". I am satisfied with this argument - so its place is in this one class, dedicated to teaching concepts. Mors202 is "all for" my method in teaching "conceptual history", only stipulating that the conventional framework of knowledge be present - again, leaving me no argument. Taking care not to misspeak for my opponent, Mors202 does attempt to oppose me by stating, "For this very reason, young children cannot be conceptual learners..." I'm not certain what "very reason" to which this eludes, however, a very true statement follows this: "...[children] do not have the knowledge to make a conceptual application." The very reason for this sad truth is that we do not offer any such practices to our youth. And, again, I concur with my opponent. In fact, it validates the cause to compliment linear learning with concepts. Mors202 tries to state that very few children start math by doing word problems. I will argue this point. Most teachers begin with the concept of math before asking a young mind to comprehend the uses of the word "subtract". Do we not recall the sample application we were given in kindergarten, "If I had two apples, and one was taken away..."? This is a concept we are taught before we advance into the mechanics of mathematics. Unfortunately, conventional teaching methods separate from offering such useful concepts - once the mechanics are in place we stick to "subtract", "add" and "multiply". Back to the point, the simple idea is that we should break free of the doldrums into which our linear teaching methods lock our young minds. We can do this by offering a Concepts Class which continues on a path of teaching the applications of what we learn in each standard subject. With our fourth graders, we can invite the students back into that world of use - allow them to dream up why apples are multiplying, what might occur if we allow history to repeat itself. What brings us back to the hurdle - quite efficiently - is my opponent's view that "These young children just do not have knowledge to comprehend what a word problem is asking, or be able to apply math, or other subjects, in real life." This is traditional thinking; this is the outlook - and a fixed product - of the seventeenth century minds that designed the structures of public teaching in the US. This is the outmoded viewpoint that robs our society of surprising - perhaps wondrous - possibilities. Let's visit the stage of "Are You Smarter Than a 5th Grader?" with my opponent, where dates and names are quizzed. The disheartening common ground any fifth grader and any adult contestant of this show share are this: Ask both why they have learned these important details. Both sides will receive the buzzer after an uncomfortable silence with that stabbing question.