Extracurricular Activities By Fred C. Lunneburg Summary

Due to their superfluous amounts of homework, adolescents no longer retain time to participate in extracurricular activities. In the article, “Extracurricular Activities,” Fred C. Lunenburg defends the positive effects such activities provoke in adolescents. He notes extracurriculars “serve the same goals and functions” as courses in schools; however, they also “provide experiences” which cannot be learned in a classroom (“The Balancing Act”). Instead, “they allow students to apply the knowledge that they have learned in other classes and acquire concepts of democratic life” (“The Balancing Act”). Rather than just learning in the classroom, Lunenburg manifests the importance of everyday life curriculum, such as social skills and the art of

As Jefferson experienced writer’s block, he paused to play his violin to replenish his creativity (Ponte). Likewise, extracurriculars provide students with a break from school to regather their thoughts, as well as the opportunity to enjoy a personal hobby. These points stand as evidence to support the fact students do not receive enough time for extracurricular activities, and, as a result, they suffer academically. In contrast to prior information, William Hurst’s article, “End The Extracurriculars Arms Race,” blames extracurricular activities for having “crowd[ed] out academic work and cause[d] critical harm to students’ intellectual and personal development.” On the contrary, The United States Department of Education concluded students who participate in hobbies outside of school are three times more likely to maintain a grade point average of 3.0 or higher (“The Balancing Act”). Although, students who did not participate in such activities earned lower grade point averages (“The Balancing Act”). A limited amount of homework would leave room for students to engage in extracurricular activities, a vital component in a child’s