Rachel D. Smith<\/p>\n
Abstract<\/strong><\/p>\n Students know no other schooling system than the one which they attend. As a result, they conflate the concept of \u201ceducation\u201d with their own experience. They do not learn from the school systems of other countries. With only this limited understanding of what education is and can be, students cannot think critically about their own education. Educators, psychologists, and policy makers find themselves in a similar situation. Seeking to expand this restricted view of education, I compare and contrast the American and French systems of education using my own experiences in the American classroom.<\/p>\n Introduction<\/strong><\/p>\n Educators, psychologists, and policy makers are always searching for the way to provide students with the \u201cbest\u201d education. They engage in research, consult with teachers, and review standardized test results. But they often forget to look beyond their own countries\u2019 borders. As a senior in high school, I have been thinking about what education would be \u201cbest\u201d for me. I decided to compare and contrast the American and French systems of education to learn from both and to gain a better understanding of the role of education itself. In this article, I examine American and French teaching methods, learning objectives, and the curricula of both systems and their impact on students\u2019 intellectual development from age two to eighteen. Because the American system of education varies from state to state, I use the most common student experience as evidence. I explore the two systems of education as affects the student\u2013\u2013the scope of this article does not extend to political or national implications of the school system. I explain the functioning of each school system for context before discussing the student experience (including my own).<\/p>\n Ages Two to Five<\/strong><\/p>\n Preschool and \u00ab l\u2019\u00e9cole maternelle \u00bb<\/em><\/strong><\/p>\n The American and French systems of education share the key early childhood objective of learning through play; however, the two systems differ in their understanding of \u201cplay.\u201d<\/p>\n American preschool<\/strong> refers to one to three optional years of early childhood education, and varies from state to state. Children may enroll in preschool from the ages of two to five. The last year of preschool is referred to as Pre-Kindergarten (Pre-K). Children in Pre-K are generally four or five years old. In the French system, \u00ab l\u2019\u00e9cole maternelle<\/strong> \u00bb refers to the three compulsory years of early childhood education (Organisation de l\u2019\u00e9<\/em>cole<\/em>, n.d.). Children enroll in \u00ab la petite section \u00bb at the age of three, \u00ab la moyenne section \u00bb at the age of four, and \u00ab la grande section \u00bb at the age of five.<\/p>\n Both American preschool and French \u00ab l\u2019\u00e9cole maternelle \u00bb aim to prepare students for success in later years of education. Both teach children to socialize with teachers and other children, and to develop basic speaking, writing, and number skills (Yoshikawa et al., 2013 and L\u2019\u00e9cole maternelle<\/em>, 2020). Most importantly, both seek to inspire children to want to go to school.<\/p>\n In the United States, more so than in France, the main method of teaching young children is encouraging learning through play (Play-Based Learning at IPS<\/em>, n.d.). Children take an active role in their learning through hands-on experiments and observation. Teachers do not pour knowledge into a child\u2019s mind; children absorb knowledge from their surroundings like sponges. This method is most engaging because it follows the child\u2019s natural impulses to question, to explore, and to discover.<\/p>\n In my preschool classrooms, I remember watching a plant grow from a seed, looking at feathers through a magnifying glass, and finger painting. In the classrooms of \u00ab l\u2019\u00e9cole maternelle, \u00bb children learn how to recount memories aloud, play a simple board game in a group, and express themselves through dance.<\/p>\n While both systems follow play-based learning<\/strong> models, the French method approaches \u201cplay\u201d in a more literal sense than the American method. \u201cPlay\u201d in the French system refers specifically to toys, physical activity, and arts and crafts. (Programmes et horaires \u00e0 l\u2019\u00e9cole maternelle<\/em>, 2020). In the United States, learning through play happens in a much broader scope: just as children can learn through playing with blocks or on a playground, so too can they learn through playing with a mirror, a latex glove, or even a puddle.<\/p>\n Ages Six to Ten<\/strong><\/p>\n Elementary School and \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire \u00bb<\/em><\/strong><\/p>\n The divergence between the American and French systems of education widens in the second division of schooling: elementary school in the United States and \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire \u00bb in France. The two systems teach core subjects (national language, Social Studies, Math, and Science) similarly, but differ significantly when it comes to courses outside the core subjects.<\/p>\n American elementary school<\/strong> refers to five or six compulsory years of schooling. Children generally attend Kindergarten<\/strong> at the age of five or six, First<\/strong> (1st) Grade<\/strong> at the age of six or seven, Second<\/strong> (2nd) Grade<\/strong> at the age of seven or eight, Third<\/strong> (3rd) Grade<\/strong> at the age of eight or nine, Fourth<\/strong> (4th) Grade<\/strong> at the age of nine or ten, and Fifth<\/strong> (5th) Grade<\/strong>, at the age of ten or eleven. In American public schools, Fifth Grade is also part of elementary school; in independent schools, it is generally the first year of middle school. In the French system,<\/p>\n \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire<\/strong> \u00bb refers to the five compulsory years of schooling following \u00ab l\u2019\u00e9cole maternelle \u00bb (Organisation de l\u2019\u00e9cole<\/em>, n.d.). Children enroll in \u00ab Cours pr<\/strong>\u00e9paratoire<\/strong> \u00bb (CP) at the age of six and \u00ab Cours \u00e9l\u00e9mentaire premi\u00e8re ann\u00e9e<\/strong> \u00bb (CE1) at the age of seven, and<\/p>\n \u00ab Cours \u00e9<\/strong>l<\/strong>\u00e9mentaire <\/strong>deuxi\u00e8me<\/strong> ann<\/strong>\u00e9<\/strong>e<\/strong> \u00bb (CE2) at the age of eight, \u00ab Cours <\/strong>moyen<\/strong> premi<\/strong>\u00e8re ann<\/strong>\u00e9<\/strong>e<\/strong> \u00bb (CM1) at the age of nine, and \u00ab Cours <\/strong>moyen deuxi\u00e8me<\/strong> ann<\/strong>\u00e9<\/strong>e<\/strong> \u00bb (CM2) at the age of ten.<\/p>\n Both elementary school and \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire \u00bb teach young students to develop a written and oral command of the national language. For example, elementary school students in both systems read books, short articles, and cartoons appropriate for their age (Common Core Standards Initiative<\/em>, 2021 & Programmes et horaires \u00e0 l\u2019\u00e9cole \u00e9l\u00e9mentaire<\/em>, 2020). They learn to categorize stories into genres based on literary tone. In addition to listening to the teacher read to them, elementary school students also read aloud to practice their reading and speaking skills and to build their confidence. They also learn to guess the meaning of unfamiliar vocabulary words using context, to familiarize themselves with spelling patterns, and to memorize irregular verbs.<\/p>\n Both the American and French systems also encourage young students to ask questions and use their voice (Common Core Standards Initiative<\/em>, 2021 & Programmes et horaires \u00e0 l\u2019\u00e9cole \u00e9l\u00e9mentaire<\/em>, 2020). My Kindergarten teacher worked throughout the year to teach the class the difference between a question and a comment, and to make sure that students used them at the appropriate times. In both systems of education, students learn to speak appropriately in different contexts: they introduce themselves, tell stories, describe their surroundings, explain their opinions, and even restate their comments when misunderstood.<\/p>\n Learning objectives are not the only overlap between the programs offered in American elementary schools and French \u00ab \u00e9coles \u00e9l\u00e9mentaires. \u00bb In the United States, most elementary school students study English, Social Studies, Math, Science, Physical Education, Art, Music, and sometimes even Technology (Common Core Standards Initiative<\/em>, 2021). Likewise, students in France\u2019s \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire \u00bb study French, History and Geography, Math, Science and Technology, Physical Education, Art, and Music (Programmes et horaires \u00e0 l\u2019\u00e9cole \u00e9l\u00e9mentaire<\/em>, 2020).<\/p>\n There are, however, certain key curricular differences between elementary school and<\/p>\n \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire \u00bb \u2013\u2013 \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire \u00bb teaches subjects not taught to most American students until high school or even college. First, beginning in \u00ab Cours pr\u00e9paratoire, \u00bb French students study a second living language, foreign or regional (Programmes et horaires \u00e0 l\u2019\u00e9cole \u00e9l\u00e9mentaire<\/em>, 2020). This language study not only builds language skills, but also helps students understand how to communicate in various situations while exposing them to other cultures and lifestyles. Second, from CE1 (age seven) to CM2 (age ten), French students also study History of the Arts. Students learn to offer an interpretation of the meaning of a piece of art, identify key characteristics and elements of style, and find their way around a museum. As a result, French students develop their \u00ab culture g\u00e9n\u00e9rale<\/strong> \u00bb \u2013\u2013a French term meaning \u201cgeneral culture\u201d that refers to knowledge of the finest of human accomplishments, including visual art, literature, film, theater, and scientific discoveries. Third, throughout \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire, \u00bb students take a course called \u00ab l\u2019enseignement moral et civique<\/strong>, \u00bb which translates to \u201cMoral and Civic Instruction.\u201d Americans who have looked at the course title in disbelief can let out their breath: at the level of \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire, \u00bb the course focuses on cooperation, decision-making, and empathy. American elementary schools teach these social-emotional skills, too, but usually these lessons are integrated into everyday school life, rather than in a class dedicated exclusively to them.<\/p>\n Ages Eleven to Fourteen<\/strong><\/p>\n Middle School and \u00ab le coll\u00e8ge \u00bb<\/em><\/strong><\/p>\n In middle school and \u00ab le coll\u00e8ge, \u00bb the American and French systems of education share many approaches to teaching language and literature. However, the French system is more comparative and interdisciplinary and has a wider global reach than the American system with the objective of enhancing the cultural competence of French students.<\/p>\n American middle school<\/strong> refers to three to four compulsory years of schooling following elementary school. Children begin Sixth<\/strong> (6th) Grade<\/strong> at the age of eleven or twelve, Seventh<\/strong> (7th) Grade<\/strong> at the age of twelve or thirteen, and Eight<\/strong> (8th) Grade<\/strong> at the age of thirteen or fourteen. In independent schools, students enter middle school in Fifth<\/strong> (5th) Grade<\/strong> at the age of ten or eleven. In the French system, \u00ab le coll\u00e8ge <\/strong>\u00bb refers to the four compulsory years of schooling following \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire \u00bb (Organisation de l\u2019\u00e9cole<\/em>, n.d.). In the French<\/p>\n \u00ab coll\u00e8ge \u00bb \u2013\u2013not to be confused with American \u201ccollege\u201d\u2013\u2013children enroll in \u00ab sixi\u00e8me<\/strong> \u00bb (6e) at the age of eleven, \u00ab cinqui\u00e8me<\/strong> \u00bb (5e) at the age of twelve, \u00ab quatri\u00e8me<\/strong> \u00bb (4e) at the age of thirteen, and \u00ab troisi\u00e8me<\/strong> \u00bb (3e) at the age of fourteen. At the end of \u00ab troisi\u00e8me<\/strong>, \u00bb <\/strong>French students must take a series of examinations and evaluations called the \u00ab dipl\u00f4me national du brevet des coll\u00e8ges<\/strong> \u00bb (DNB) (Le<\/em> dipl\u00f4me national du brevet<\/em>, 2021). There is no equivalent in the American system.<\/p>\n By the end of middle school or \u00ab le coll\u00e8ge, \u00bb American and French students should be able to use and understand the national language precisely and correctly (Common Core Standards Initiative<\/em>, 2021 & Les programmes du coll\u00e8ge<\/em>, 2020). They should also be able to adapt the register of their voice, in speech and writing, to the situation. For example, both American and French students learn to avoid slang and informal words in academic writing.<\/p>\n In addition to using language properly and efficiently, students in both systems develop critical reading, writing, and thinking skills (Common Core Standards Initiative<\/em>, 2021 & Les programmes du coll\u00e8ge<\/em>, 2020). In my fifth grade Social Studies class, for example, I learned to evaluate sources for research: is this a reliable website? was the source commissioned by an organization? does the author present both sides of a debate objectively? Both systems of education ensure that students start research around the age of eleven, because research requires students to develop several academic skills: gathering information, assessing the reliability of that information, crafting and supporting arguments, and organizing their thoughts.<\/p>\n Both American middle school and French \u00ab le coll\u00e8ge \u00bb train students to understand great literature. Both systems place an emphasis on the context of a work of literature. However, American middle school education emphasizes the historical and geographical contexts of a work, whereas French \u00ab le coll\u00e8ge \u00bb emphasizes literary and artistic contexts. For example, when I read Roll of Thunder, Hear My Cry<\/em>, my fifth grade English teacher made sure that we could situate the novel in its specific historical and geographical contexts: the Great Depression in the American South. The French system teaches a comparative approach to understanding literature, encouraging students to evaluate a work of great literature with other works of literature, as well as cinematic or artistic works from France and other countries (Les programmes du coll\u00e8ge<\/em>, 2020).<\/p>\n Having given students a deeper appreciation of great literature in context, both the American and French systems of education teach students to use literature as a model for their own writing. I remember reading folktales in my sixth grade English class, and then writing my own folktale in the style of those that I had just read. Both American and French students learn to recognize and understand literary devices such as similes and metaphors (Common Core Standards Initiative<\/em>, 2021 & Les programmes du coll\u00e8ge<\/em>, 2020). After gaining a full understanding of rhetorical devices, students are expected to use them to enhance their own writing.<\/p>\n The curricular differences between elementary school and \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire \u00bb become less pronounced for students at ages eleven to fourteen. While many American students learn a second living language in middle school, French students study two languages simultaneously during \u00ab le coll\u00e8ge \u00bb (Les programmes du coll\u00e8ge<\/em>, 2020). As a result, French students gain knowledge of more cultures and are able to see how different cultural groups communicate and interact with one another. Another way the French education system enhances intercultural studies is through the Geography curriculum. In the United States, students may take one class in geography; often, geography is not a separate class. In France, Geography is taught in themes: in \u00ab quatri\u00e8me, \u00bb for example, students study global urbanization, transnational human movement, and the transformation of space through globalization. The Geography curriculum is global by nature: within these themes, students learn about France, the United States, Africa, and borderlands and bodies of water all across the globe.<\/p>\n In \u00ab le coll\u00e8ge, \u00bb History of the Arts is an interdisciplinary course: it is integrated into the curricula of French, second- and third-language instruction, History and Geography, Visual Arts, and Music (Les programmes du coll\u00e8ge<\/em>, 2020). Students learn to situate art in its specific contexts and analyze it as an artifact of history, geography, and culture. When I was in middle school, I rarely discussed History of the Arts in my History classes, and never discussed it in other courses\u2013\u2013including Visual Arts, which was focused instead on artistic technique.<\/p>\n \u00ab L\u2019enseignement moral et civique \u00bb during \u00ab le coll\u00e8ge \u00bb is aligned with France\u2019s values, rather than universal ones (such as kindness) taught in the course during \u00ab l\u2019\u00e9cole \u00e9l\u00e9mentaire \u00bb (Les programmes du coll\u00e8ge<\/em>, 2020). Now that students can read historical documents and understand abstract ideas, the French system of education exposes them to the founding values of the French Republic, including freedom, equality, the complete separation of church and state, respect, and justice. While American middle school students often read documents important to the history of the United States (such as the U.S. Constitution), in my experience, those texts are given limited special attention: for the most part, they are taught like any other historical document.<\/p>\n Another key difference between the American and French education systems is standardized testing, such as France\u2019s \u00ab dipl\u00f4me national du brevet des coll\u00e8ges \u00bb (DNB). Some, but not all, states in the United States administer examinations at age fourteen. The DNB examination evaluates the knowledge and skills a student learns in \u00ab le coll\u00e8ge, \u00bb particularly the \u00ab socle commun de connaissances, de comp\u00e9tences et de culture<\/strong>. \u00bb (Le socle commun de connaissances, de comp\u00e9tences et de culture<\/em>, 2021). The \u00ab socle \u00bb encompasses the knowledge, skills, values, and attitudes necessary to succeed in school, individual life, and as a future citizen. It is divided into five domains: (1) Languages for Thinking and Communication; (2) Learning Methods and Tools; (3) Formation of a Person and Citizen; (4) Natural and Technical Systems (which focuses on Math, Science, and Technology); and (5) Representations of the World and Human Activity. The domain of Languages for Thinking and Communication is subdivided into four sections: (1) French; (2) a foreign or regional language; (3) the language of math, science, and technology; and (4) the language of arts and the human body.<\/p>\n Graded out of 800 points, the DNB is made up of a teacher assessment and standard examinations (Le<\/em> dipl\u00f4me national du brevet<\/em>, 2021). At the end of \u00ab troisi\u00e8me, \u00bb the teacher evaluates a student\u2019s mastery of the \u00ab socle \u00bb out of 400 points; final testing encompasses the remaining 400 points. Students may choose to be evaluated for competency in a language, regional or ancient, for a maximum of 20 bonus points.<\/p>\n The final examination is made up of five tests or \u00ab \u00e9preuves \u00bb (Le<\/em> dipl\u00f4me national du brevet<\/em>, 2021). The first test, which students may take as early as April of their year in<\/p>\n \u00ab troisi\u00e8me, \u00bb is an Oral Examination (100 points), a test method with which most American middle school students are not familiar. As a senior in high school, I have taken only one examination with an oral component: the DALF ( \u00ab Dipl\u00f4me approfondi de langue fran\u00e7aise \u00bb ) C1 examination of fluency in French, offered by the French Ministry of Education. During the oral portion of the DNB, students make a presentation, usually in History of the Arts, and are interviewed by teachers. Student may opt for a one-on-one or group interview: in a one-on-one interview, students present for 5 minutes and are interviewed for 10 minutes; in a group interview, students present for 10 minutes and are interviewed for 15 minutes.<\/p>\n Students take the other four \u00ab \u00e9preuves, \u00bb which are all written tests, at the end of June of \u00ab troisi\u00e8me \u00bb (Le<\/em> dipl\u00f4me national du brevet<\/em>, 2021). The first of the written tests is French (3 hours, 100 points), in which students must explain a literary text and perhaps an image and complete a redaction exercise, among other tasks. Evaluators award points on the basis of language, and interpretation and explanation skills. The second test is Math (2 hours, 100 points), in which students solve math problems, some involving interpreting a table or graph, and a Computer Science exercise. The third test is History and Geography and Moral and Civic Instruction (2 hours, 50 points), in which students analyze documents and maps. The fourth test is Sciences (2 hours, 50 points), which is divided into two one-hour parts. Students choose two out of three sciences: physics and chemistry, earth and life sciences, and technology.<\/p>\n Ages Fifteen to Eighteen<\/strong><\/p>\n High School and \u00ab le lyc\u00e9e \u00bb<\/em><\/strong><\/p>\n There are many differences between the American and French systems of education when it comes to students ages fifteen to eighteen. First and foremost, the French system has multiple branches of high school, and multiple options for students to specialize their studies at that level. For purposes of comparing American high school and French \u00ab lyc\u00e9e, \u00bb I will use my own experience as an American student and follow the experience of a French student taking the \u201cgeneral path\u201d of studies in a \u201cgeneral high school\u201d (two specific terms I will explain below).<\/p>\n American high school<\/strong> refers to four years of schooling following eighth grade. Children begin Ninth <\/strong>(9th) Grade<\/strong> at the age of fourteen or fifteen, Tenth<\/strong> (10th) Grade<\/strong> at the age of fifteen or sixteen, Eleventh<\/strong> (11th) Grade<\/strong> at the age of sixteen or seventeen, and Twelfth<\/strong> (12th) Grade<\/strong> at the age of seventeen or eighteen. In the French system, \u00ab le lyc\u00e9e <\/strong>\u00bb refers to the three years of schooling following \u00ab le coll\u00e8ge \u00bb (Organisation de l\u2019\u00e9cole<\/em>, n.d.). Children enroll in<\/p>\n \u00ab seconde<\/strong> \u00bb (2de) at the age of fifteen, \u00ab premi\u00e8re<\/strong> \u00bb (1re) at the age of sixteen, and<\/p>\n \u00ab terminale<\/strong> \u00bb (Tle) at the age of seventeen. At the end of \u00ab terminale<\/strong>, \u00bb <\/strong>French students take an examination called the \u00ab baccalaur\u00e9at<\/strong> \u00bb (the \u00ab bac \u00bb) (Barthe, 2016). There is no equivalent in the American education system.<\/p>\n The first significant difference between the American and French education systems is that, after \u00ab le coll\u00e8ge, \u00bb French students can choose to enroll in either a \u00ab lyc\u00e9e d\u2019enseignement g\u00e9n\u00e9ral et technologique<\/strong> \u00bb (LEGT), a general and technology high school, or a \u00ab lyc\u00e9e professionnel<\/strong>, \u00bb a professional high school (Le lyc\u00e9e<\/em>, 2020). In LEGT, students can take one of two paths. Students on either path take the same classes in \u00ab seconde; \u00bb their academic courses differ in \u00ab premi\u00e8re \u00bb and \u00ab terminale. \u00bb The first path, the \u00ab voie g\u00e9n\u00e9rale<\/strong> \u00bb (general path), prepares students to take the \u00ab baccalaur\u00e9at g\u00e9n\u00e9ral<\/strong> \u00bb (general baccalaureate) and study at universities and other specialized schools. The second path, the \u00ab voie <\/strong><\/p>\n technologique <\/strong>\u00bb (technology path), prepares students to take the \u00ab baccalaur\u00e9at <\/strong><\/p>\n technologique<\/strong> \u00bb (technology baccalaureate) and encompasses eight sectors, ranging from laboratory sciences to agronomy to dance and music. There is also the \u00ab lyc\u00e9e professionnel, \u00bb which prepares students to obtain either a \u00ab baccalaur\u00e9at professionnel<\/strong> \u00bb (professional baccalaureat) or a \u00ab certificat d\u2019aptitude professionnel<\/strong> \u00bb (CAP) by allocating 40 to 60% of a student\u2019s time to professional and technical studies; the remaining 40 to 60% is spent on core subjects.<\/p>\n American high school and both French \u00ab lyc\u00e9es \u00bb aim to develop students\u2019 skills in literary analysis, argumentation, and reflection (Common Core Standards Initiative<\/em>, 2021 & Le lyc\u00e9e<\/em>, 2020). As a high school student, I have written many essays analyzing the effect of an author\u2019s rhetorical choices on my interpretation of a text. My teachers, like their French colleagues, require that I cite textual evidence to support my arguments. My reflections at school usually stem from a question or issue raised in a text that I can apply to my life today; for example, at the conclusion of an essay I wrote on crowns and power in Shakespeare\u2019s King Lear<\/em>, I connected American ideals about power to Shakespeare\u2019s moral lesson. French students my age would approach \u2018reflection\u2019 from a more philosophical perspective.<\/p>\n In \u00ab terminale, \u00bb all French students take a course in philosophy (Barthe, 2016)\u2013\u2013a subject which most American students do not study, even in college. The philosophy course, which aims to develop students\u2019 critical judgment, includes a study of the great philosophers, and an examination of seventeen concepts, including art, justice, nature, language, freedom, religion, the State, truth, and happiness (Programmes et ressources en philosophie<\/em>, 2021). Students learn to understand and explain philosophical texts and produce written and oral reflections on a specific philosophical question.<\/p>\n Another way that the French education system teaches students to organize and support arguments is through the \u00ab lyc\u00e9e \u00bb program of \u00ab Enseignement moral et civique \u00bb (Programme d\u2019enseignement moral et civique<\/em>, 2015). In Moral and Civic Instruction, students learn to debate, one-on-one and in groups, while respecting the opinions of others. Students also complete a research project each year, which involves locating, contextualizing, reading, and analyzing documents to formulate their argument.<\/p>\n While the Philosophy, and Moral and Civic Instruction courses give students a basis for thinking critically and responsibly, the new French program of specialties teaches students to think deeply. Starting in 2021, the French system of education requires students to specialize within their chosen path at the end of \u00ab seconde \u00bb (Quels sont les enseignements de sp\u00e9cialit\u00e9<\/em> ?<\/em>, n.d.). They choose three specialties to study in \u00ab premi\u00e8re, \u00bb\u00a0 two of which they continue studying during \u00ab terminale. \u00bb There are many specialties offered. For example, within only the<\/p>\n \u00ab voie g\u00e9n\u00e9rale, \u00bb there are thirteen choices of specialty, including Humanities, Literature, and Philosophy, Computer Science, Biology and Ecology, and Physical Education and Sports Culture and Practices. All these specialties aim to further the goal of the French education system to offer students a \u00ab diversit\u00e9 de formation \u00bb (variety of schooling options) to enable them to deepen their knowledge in the subjects they are most passionate about and make their learning most useful for their future.<\/p>\n Specialization has its advantages. It allows students to study what they love and love what they study. If I were a French student, I would always be excited to go to school because every class would be my favorite class. The specialization also allows students to make the most of their limited time in school. For example, those who know they want to pursue a career in the sciences have time to dive deep into their subject of choice because they do not have to attend Latin classes. Students pursuing the \u00ab voie g\u00e9n\u00e9rale \u00bb still receive a well-rounded education: in addition to their specialties, they all study French, History, Geography, Moral and Civic Instruction, two living languages, Philosophy, Science and Technology, and Physical Education (Quels sont les enseignements de sp\u00e9cialit\u00e9<\/em> ?<\/em>, n.d.).<\/p>\n Specialization also has its disadvantages. Having so many choices of specialty may cause unnecessary stress. Imagining myself as a French student, I would most certainly agonize over trying to make the right choice of specialty because there are almost too many choices. I am thankful that I do not have to choose a significant portion of my courses until college. Surprisingly, Science is a required subject for students in the \u00ab voie g\u00e9n\u00e9rale, \u00bb but Math is not (Quels sont les enseignements de sp\u00e9cialit\u00e9<\/em> ?<\/em>, n.d.). In the United States, Science and Math are both required\u2013\u2013and for good reason. For example, my study of vectors in Math made it much easier for me to understand the concept of velocity in Physics the following year. If I had not studied Math and Science, not only would I have missed an important connection between those concepts, but also I would have learned less Physics, because I would have had to spend time studying vectors, rather than learning a new concept.<\/p>\n French students in the \u00ab voie g\u00e9n\u00e9rale \u00bb are tested on mastery of their chosen specialties in the \u00ab bac \u00bb (D\u00e9tails des \u00e9preuves du baccalaur\u00e9at g\u00e9n\u00e9ral<\/em>, 2021). Like the \u00ab brevet, \u00bb the baccalaureate is made up of a teacher assessment and standard examinations. A student\u2019s academic performance during \u00ab premi\u00e8re \u00bb and \u00ab terminale \u00bb accounts for 40% of the student\u2019s baccalaureate grade (\u00c9l\u00e8ves de terminale : tout savoir sur le bac<\/em>, n.d.). Science and Technology, History and Geography, two living languages, Physical Education, and the one specialty studied in \u00ab premi\u00e8re \u00bb and dropped thereafter, each account for 5% of the baccalaureate grade. The student\u2019s report card from \u00ab premi\u00e8re \u00bb and \u00ab terminale \u00bb accounts for 10% of the grade. Testing, called the \u00ab \u00e9preuves finales, \u00bb accounts for the remaining 60% of a student\u2019s baccalaureate grade. A student in the \u00ab voie g\u00e9n\u00e9rale \u00bb takes 5 final examinations: French (10% of grade), Philosophy (8%), each of the two specialties the student studies during \u00ab terminale \u00bb (16% each), and an oral exam (10%).<\/p>\n The French examination, which students take at the end of \u00ab premi\u00e8re, \u00bb consists of both a written and an oral section (D\u00e9tails des \u00e9preuves du baccalaur\u00e9at g\u00e9n\u00e9ral<\/em>, 2021). A 4-hour written examination accounts for half of the French examination grade; a 20-minute oral examination accounts for the other half. The French system of education emphasizes oral skills and follows students as they develop those skills. The 4-hour Philosophy examination is a written examination. Students are presented with a choice of simple questions to which they must respond, and a text that connects with philosophical concepts studied in \u00ab terminale. \u00bb According to a popular legend, the baccalaureate Philosophy examination asked \u201cWhat is courage?\u201d (Baccalaur<\/em>\u00e9<\/em>at 2021<\/em>, n.d.). And in response, a student wrote, \u201cIt is this,\u201d and nothing more. The student received a perfect score. The specialty examinations, of varying lengths, all include written sections; some also include oral or practical components (especially for laboratory sciences).<\/p>\n The oral examination, called the \u00ab Grand oral, \u00bb tests students\u2019 ability to speak clearly, convincingly, and precisely (Baccalaur\u00e9at : comment se passe le Grand Oral ?<\/em>, 2021). The American system of education encourages students to speak, but does little to track their progress. I have taken a few courses in Public Speaking; however, I have never been taught to connect my knowledge from other courses with my skills in Public Speaking. Before the 20-minute examination, French students prepare two questions with their teachers or other students. The questions are based on the subject of one or both of the student\u2019s chosen specialties. Before the examination officially begins, students present their two questions to a panel of two teachers, who choose one question. Students then have 20 minutes to organize their thoughts and create a visual aid for the panel (the visual aid itself is not graded). In the first section (5 minutes), students stand up in front of the panel, and explain why they chose to prepare that question and respond to it. For the next two sections, students may sit or stand. In the second section (10 minutes), the panel questions the student to test knowledge and argumentation skills. In the third section (5 minutes), the student reflects on personal goals and explains why the question is useful for the student\u2019s future studies or career. The examination is graded out of 20 points. Students are evaluated based on knowledge of their specialty, their ability to form an argument and connect their knowledge, their critical thinking skills, the clarity of their argument, and their rhetoric.<\/p>\n Conclusion<\/strong><\/p>\n Having examined the American and French systems of education, I have come to know what I value most about my own American education. The focus on play-based learning in preschool encouraged me to be creative from the start, and taught me to love learning\u2013\u2013a love which I still have. I wake up in the mornings excited to go to school. When I get there, I look forward to opening my books. I am exhilarated when something I have learned in History class connects to a novel I\u2019m reading in English class, and I am thankful that American schools teach students to contextualize great literature. I also appreciate that my education thus far has been well-rounded: I have a foundation of knowledge from which to study whatever subjects I wish in college, but I still have time to explore multiple subjects before settling on the one or two that I wish to pursue in depth.<\/p>\n While I deeply appreciate my American education, I envy French students for their knowledge of Geography, History of the Arts, and Philosophy. Those three subjects teach them to be aware of the physical and cultural world around them and to think critically. But most of all, I envy French students for their oratory skills. They practice their oral argumentation in Moral and Civic Instruction and in preparation for the DNB and baccalaureate examinations. They also understand how to put their best foot forward during an interview, a skill which is useful for both academic and professional situations.<\/p>\n The \u201cideal\u201d education sets up students for success in their future studies and life. I feel that my American education has given me solid preparation in reading, writing, Math, and Science. While I find History of the Arts and Geography to be important courses, I feel that taking them in college, if I elect to do so, will be sufficient for my education. However, I wish that I had acquired a stronger foundation in rhetoric and philosophy, especially during middle school and high school.<\/p>\n References<\/strong><\/p>\n Baccalaur<\/em>\u00e9<\/em>at: Comment se passe le Grand oral? | Minist<\/em>\u00e8<\/em>re de l<\/em>\u2019<\/em>Education Nationale de la Jeunesse et des Sports<\/em>. (2021). Retrieved August 20, 2021, from https:\/\/www.education.gouv.fr\/baccalaureat-comment-se-passe-le-grand-oral-100028<\/a>.<\/p>\n Baccalaur<\/em>\u00e9at 2021: Les r\u00e9<\/em>ponses <\/em>\u00e0 <\/em>vos questions<\/em>. (n.d.). Minist\u00e8re de l\u2019Education Nationale de la Jeunesse et des Sports. Retrieved August 20, 2021, from https:\/\/www.education.gouv.fr\/baccalaureat-2021-les-reponses-vos-questions-323477<\/a>.<\/p>\n Barthe, M., Chovelon, B., & Cambon, M. (2016). Je vis en France: Vingt lectures faciles pour decouvrir la civilisation francaise<\/em>.<\/p>\n Le coll<\/em>\u00e8ge<\/em>. (2020). Minist\u00e8re de l\u2019Education Nationale de la Jeunesse et des Sports. Retrieved June 18, 2021, from https:\/\/www.education.gouv.fr\/le-college-4940<\/a>.<\/p>\n D<\/em>\u00e9tail des \u00e9preuves du baccalaur\u00e9<\/em>at g<\/em>\u00e9<\/em>n<\/em>\u00e9<\/em>ral | <\/em>\u00e9<\/em>duscol | Minist\u00e8<\/em>re de l\u2019\u00c9ducation nationale, de la Jeunesse et des Sports<\/em>\u2014<\/em>Direction g\u00e9<\/em>n<\/em>\u00e9rale de l<\/em>\u2019<\/em>enseignement scolaire<\/em>. (2021). Retrieved August 20, 2021, from https:\/\/eduscol.education.fr\/727\/detail-des-epreuves-du-baccalaureat-general<\/a>.<\/p>\n Le dipl<\/em>\u00f4<\/em>me national du brevet<\/em>. (2021). Minist\u00e8re de l\u2019Education Nationale de la Jeunesse et des Sports. Retrieved July 12, 2021, from https:\/\/www.education.gouv.fr\/le-diplome-national-du-brevet-10613<\/a>.<\/p>\n Discours du Pr\u00e9sident de la R\u00e9publique aux Assises de l\u2019\u00e9<\/em>cole maternelle<\/em>. (2018, March 27). elysee.fr. https:\/\/www.elysee.fr\/emmanuel-macron\/2018\/03\/27\/discours-du-president-de-la-republique-aux-assises-de-lecole-maternelle<\/a>.<\/p>\n