All around the nation, the Woke Revolution is losing ground. Florida decided to use the Classic Learning Test (CLT) in place of the SAT and ACT this year. This action is another proof that the educational tide is shifting and that the CLT is the cure we need to save our crumbling educational system.
Because it encourages educators to teach cultural literacy and critical thinking abilities—two important knowledge pillars that teenagers need to thrive in adulthood—the Classic Learning Test positions pupils for success in school and in life.
Compare this method to the SAT exam, which largely evaluates students’ aptitudes for taking tests and undermines hard education. Because of the SAT’s framework, teachers must instruct to the test, which dries up even the best learning opportunities.
The SAT serves as a gauge for a failing educational system. A counterrevolution is needed in American education, and counterrevolutions don’t involve going backward or remaining unchanged. They are successful when organisations use modern technologies or processes to restore historic values. The Classic Learning Test is appropriate for this use.
Young children flourish in orderly settings that value achievement. The CLT’s format and content are informed by classical education, which offers the necessary discipline.
Classical education is a time-honored method of educating young minds in the liberal arts while making the achievements of Western civilisation accessible to them. With the help of this instructional strategy, students gain cultural literacy. The more social mobility and resources pupils can anticipate having in life, the more culturally literate they are and the more they are familiar with the broadest variety of social and political problems.
The Classic Learning Test exam measures students’ Western cultural literacy rather than their aptitude for taking standardised tests by including verbal and grammar inquiries based on the greatest thinkers in Western culture.
The SAT, on the other hand, is a test for the outdated higher education system. The 2016 sample SAT, which consists of reading, writing, and arithmetic sections, has drastically dissimilar texts whose detached content obviates claims of cultural prejudice from an education system that is pro-equity and does not desire standardised testing.
The SAT falls short because it attempts to address diversity and inclusion issues by overcompensating with verbal reasoning problems that cover non-Western culture, capitalist consumerism, and climate change. The end result is not a knowledge evaluation but rather an excessively broad study of data and factoids. Because public education is failing and harming families who cannot afford private schools or SAT prep, this misapplication is especially detrimental.
I support standardised testing requirements for college admissions as an adjunct professor, but I also know when a ship is headed towards trouble. For autumn 2024 applications, almost 2,000 colleges – or about 50% of degree-granting organisations – won’t require standardised examinations. The SAT will make its questions more DEI-palatable in an effort to remain relevant, making them less useful as a gauge of college readiness.
Standardised assessments are encouraged since they serve as a gauge of applicants’ preparation for college. Because of this, I have high hopes for the CLT as a new test that will resuscitate liberal education in this nation.
Classic Learning Test is more than just a test. The CLT, which represents the pinnacle of classical education, marks the end of an exceptional K–12 experience that improves students’ chances of succeeding in college and as contributing members of society. These results outperform the well-documented shortcomings of K–12 institutions or colleges to foster critical thinking abilities. The education that youngsters in America are currently receiving from our educational system must be improved.
The forefront of the counterrevolution that needs to occur in our educational system is represented by supporters of traditional liberal arts education. In order to restore secondary and higher education to its original purpose of fostering students’ intellectual development and virtue, new policies and practises are required.
