It is not the same if the purpose of education is a well-educated person able to think, judge and understand the world or, on the other hand, a specific conception of social progress and economic growth. If we have a confused understanding what is the purpose of education we also risk to fail defining our objectives and direct wrongly our endeavour for coping with this problem.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
Igor Bijuklič
Articles by this author (11)
-
The changing purpose of education: "How is instrumentalization affecting the ESL problem?"*
-
The changing purpose of education : “How is instrumentalization affecting the ESL problem ?
-
“Knowledge society” and its conception of knowledge: The production of interchangeable “knowledge workers” and the potential redundancy of educational process*
If the conception and character of knowledge that should be taught is drifting toward “economic survivalism”, then also the approach of school system and educators toward students is prone and subjected to change corresponding to these new demands. The general aspect of this change is that those who are to be educated are not approached by educators as future citizens but as future knowledge workers.
-
Other selected thoughts about ESL
Why civic education?
According to Arendt’s position in her text “Crisis in Education” (1954) school is not the same as the world and should not pretend that it is: “It is an institution, which is placed between the privacy of home and the world in order to make possible the passage from family to the world”. Education and teaching are interrelated and as such they constitute an activity, through which new generations are introduced to the world as it is, where educators are the first (…) -
“Knowledge society” and its conception of knowledge : “Interchangeable knowledge workers” and the redundancy of the traditional education
If the conception and character of knowledge that should be taught is drifting toward “economic survivalism”, then also the approach of school system and educators toward students is prone and subjected to change corresponding to these new demands. The general aspect of this change is that those who are to be educated are not approached by educators as future citizens but as future knowledge workers.
-
Why civic education ?
If the purpose of education is to introduce new generations to the already existent world and to tell about it as it is, that also means that has to avoid telling how the world should be : “Education can’t foretell the future ; instead it has to keep the future open so that the next generation can take action.”
-
Behaviorism in education : “Engineering fundamentals of behaviourist psychology and the ESL question”
Behavioristic operant conditioning with its method of “reinforces and punishers” introduced a problematic conviction that the result of hard learning is a certain reward located "outside" what learning and education can bring itself, which is a serious problem regarding the question how to present the meaning (purpose) of education to those who are to be educated.
-
“Entrepreneurship in education !” : From where it is spoken from and where it is headed ?
Entrepreneurship is a specific mind set and posture (attitude) toward the world and human affairs, which is not concerned with the world as it is but with its future - with how to change it. Its introduction into education would represent a specific paradox, namely, to teach how to change the world before or even without being told about it, without knowing its past and present.
-
The question of authority in education : The willingness to take responsibility for the world as a constitutive part of education
To renounce to authority on the side of teachers makes impossible to actualise the role of education as a connecting path by which new generations can step out of privacy and intimacy of the family and enter into the world of adults as adults and prepare themselves to take up political responsibility and concern for it from previous generations.
-
Managerization of educational process : “Why the ESL problem cannot be addressed in terms of standardization, efficiency and specialist enclosure ?”
When an educational institution accept the premise that pre-planned method, standardized procedure, calculation models, quantitative measurability (quantitative standards of academic achievement) can replace the human capacity of assessments and judgement, we face an imminent contradiction, because dealing with the ESL question and drop out cases require an individual and specific approach in every single case.
0 | 10