I think it's important to deal with the philosophy of education at a personal level in order that we become supportive of education in a way that is deeply satisfying to each of us.
And, yes, that means having to deal with what education is and how it should be rendered.
Is education, most centrally, developing "character", developing potential, aiding in a quest for a meaning, i.e., harmony, peace, God, or is it aiding the individual his or her authentic self. Or is it primarily an effort that allows an individual to be employed, hopefully meaningfully employed.
I raise these questions because we would follow different planning paths if one or the other of these orientations were seen to be the primary, or only, purpose of education. If each school/family/individual is to choose one or a combination of these... then the systems and actions would have to be radically different , even if, for individuals of similar test profile, age, background and inclination.
And, yes, that means having to deal with what education is and how it should be rendered.
Is education, most centrally, developing "character", developing potential, aiding in a quest for a meaning, i.e., harmony, peace, God, or is it aiding the individual his or her authentic self. Or is it primarily an effort that allows an individual to be employed, hopefully meaningfully employed.
I raise these questions because we would follow different planning paths if one or the other of these orientations were seen to be the primary, or only, purpose of education. If each school/family/individual is to choose one or a combination of these... then the systems and actions would have to be radically different , even if, for individuals of similar test profile, age, background and inclination.
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