Trying to Write IELTS Writing Part 2

Being a good person in a social environment is mostly accepted to be parental responsibility either in maternal or paternal families, whilst another advice considers teaching-based school system regarded that is vastly adequate. Recently, the establishment of school teaching is consequently required as the suitable method to train children in social living. To observe these debatable perceptions, the pros and cons will be viewed in the comparative position.

In the condition where social life accelerates to be more individualised rapidly, parents have initiated to reconsider the old world view that social reality is the real school for children to teach morality in social life in society. People in the majority of developed countries, where individualisation appears such as in Germany and United Kingdom, call back their ancient values to master their children, yet sometimes they combine it with positive aspect of modern era. Indeed, Japan—followed by other countries—remain their old values and mix it with the recent way of life. Henceforth, several civilisations regard that the school is truly inadequate.

On the other hand, the encouraging children moral and behaviour in society is the main effort why school has been established. Some subjects in school intrinsically represent the old way of life in order to be practised by them under control of school apparatus overwhelmingly. In this side, some experts thought that institutionalising and structuring the moral behaviour in society for children is on the method as similar as in home. Notwithstanding the length of times in school in comparison with the hours in home, they educationally believe that school is being able to construct the children’s behaviour.

As a conclusive reason, the two comparisons pose reasonable arguments definitely. However, the length of time in both of the areas, considering the real life, might be restated scientifically how the influence empirically is. Children have to learn as well as they play in everyday life in which the social conditions merely does not produce schools as institutions to reshape the righteousness behaviour as society members.