The Development of Human Mind and Soul - Essay Example

?Purpose of Education The development of human mind and soul once it enters the world from mother’s womb is entirely dependent upon the way that human is brought up which includes the teaching of cultural norms, traditions and ethics. Amongst other things which are crucial to the brought of a responsible individual, education plays one of the most vital and critical roles. Education does not only help an individual to live a better life but also it has a spillover effect on the society as a whole (Eggleston, 2001). By creating equal opportunities to access education for everyone, all the individuals get a chance to succeed and progress in life. Education should be made equally accessible to everyone despite of the race, ethnic or social class to which a person belongs; this would not only create a more equitable society but also create a harmony among the people living in the society. One of the fundamental reasons for the striking income disparity between people of the same society in this capitalist world lies in unequal access to education for everyone which eventually puts people belonging to lower income classes at disadvantaged and hence they never get out of their poverty trap (Matheson, 2008). Furthermore, the purpose of education is to make children aware of what they want to do with their lives, what opportunities lay ahead, what are the possible fields they can progress into etc. Above everything else, education helps the individuals to secure their future not only for themselves but for their families as well, as education is positively related to higher incomes. Studies have consistently proven over time that individuals with a higher college or university degree end up earning more as compared to their counterparts with less education (Owen-Jackson, 2007). Moreover, another crucial facet of education is the chance of upward social mobility it provides to individuals who seek higher education. In this fast paced world where competition has become severe and only survival of the fittest is possible, education should not be restricted to bookish and theoretical text only but it must also incorporate informal education and knowledge of skills that would entail an individual to live a better and prosperous life (Posner, 2003). Importance of education has become more pivotal than ever before as the world has transformed into a global village where information technology now plays an unprecedented role in our lives; economies which once used to be agricultural centers have changed to service and manufacturing economies where education and skills are imperative for the survival (Posner, 2003). Apart from the monetary and financial gains of education, another purpose central to education is to create a civilized society where everyone is given equal rights and where ethics and morals are given due importance for a higher standard of living so that everyone can live peacefully in a secured environment. Education inculcates an ability to differentiate what is right or wrong in life. It helps individuals to distinguish between the acceptable and unacceptable values. It makes people politically and socially aware of their responsibilities as a citizen of the state. In other words, education can be attributed as a fundamental on which a society with higher economic, political and social growth is formed; as a major role of education is to integrate people in order to keep social setup stable and smooth (Sleeter, 2005). Lastly, in a nut shell education is an investment for lifetime which provides more freedom to live a better life and the benefits of which are not only restricted to individuals but it contributes to the society in which the person resides. It is the role of government to make sure that every individual is getting an equal and an unbiased opportunity to access education in order to form an equitable and just society. Importance of Curriculum with a focus on UK Education System: Education is crucial for the development of a civilized society where norms and morals are the core values and rights of everyone are respected. Education should be made equally accessible to everyone in order to provide a fair opportunity for individuals to succeed and prosper in their life. Importance of education is not only limited to making individuals socially and politically aware of their responsibilities but in fact it gives them an opportunity to improve their standards of living and experience upward social mobility. Studies over time have persistently confirmed that higher education is positively correlated with higher earnings in the future which ensures a relatively secure tomorrow for not only that individual attaining education but also for that family and society (Schramm, 2002). Needless to say, curriculum is an extremely important and integral fragment of providing society with quality education. Curriculum is defined as the way school or any other academic institution plans the learning procedure for its students irrespective of the fact that if it is carried out in groups or individually. For any project to be successful it has to be properly planned and organized in advance in order to achieve the expected results; same argument holds true for education as well. Curriculum contains the entire content of materials that students are taught during the course of their education whether it is at school, college or university (Dewey, 1997). Furthermore, curriculum should not be considered as only the content material which is to be instructed to the students but rather it is a collection of experiences through which children go through in a society which eventually help them to become a better human being. Consider an example of U.K, where there was no involvement or interference from government regarding curriculum development and implementation, but recently in late 20th century they started intervene in order to raise the standards and quality of the education especially in early childhood institutions which form the basics of an individual (Drake, 2004). In the mid 1990s, a report was published in UK which emphasized and recommended a curriculum based on eight main areas of learning for children in their early years of school; that included all natural sciences like Mathematics, physics along with an amalgam of arts and social sciences to give a holistic picture of all the available fields to the students. Lastly it also included technology subjects as well; so this way student would be in a better position to figure it out which field they want to pursue as their career (Dewey, 1997). The modifications in the education act of 1944 in late twentieth century signifies the importance of curriculum in which previous traditional approach of teacher central curriculum was replaced with student interest’s central curriculum. Initially, traditional standards restricted early years of education to children’s first hand experience, games and activities but government intervention redefined the traditional modes in order to raise standards which are crucial to prepare students if they are to compete in this fast paced world. This reformed system provides students with an entire collection of courses and subjects which plays an unprecedented role in their development. Lastly, it is usually misunderstood that the sole purpose of education is restricted to academic information and higher future incomes; education benefits go beyond these two above mentioned. Education is responsible for the development of individual’s personality, reasoning abilities, making them aware of their social, religious and moral obligations and here curriculum is the most important instrument through which this entire process of development is carried out in a pursuit of society with high standards (Owen-Jackson, 2008). Design and Technology as a part of Curriculum: Design and technology is a subject that is very appealing to the young and creative minds. It allows the students to test their knowledge and learning in practical areas. This subject allows creativity, innovation, decision making and problem solving as students get to grips with real time needs and products. Design and technology covers work with electronics, food, materials such as wood, plastics, textiles etc. it essentially requires all, the graphical skills, intuition, practical skills and theoretical knowledge and understanding. It is a subject that is offered at all levels of primary and secondary school. In some countries like England it is part of the National curriculum. However in other countries, it is a proper course offered at university level with gratification of a proper degree (Owen-Jackson, 2008). The extent to which it should be included in secondary school is debatable. Some would argue that it is too much at this level and computer studies alone should suffice. I would disagree, because the era in which we are living, is the one of rapidly emerging technology. Everyday there is some new development that takes the word technology to another step, an entirely new dimension. The future of industry would be very bleak if this subject is down graded. In order to compete and survive, one has to be acquainted with the basics or otherwise be lost and left behind in this era of competition. Computer graphics is an area that has much application to one’s own self in addition to being very helpful tool in securing a good job. Following basic things should be included in the curriculum: 1. Resistant materials, system and control and at least one food or textile product area. 2. In each product area, the study of designing should include the understanding of user’s needs and the problems arising from them. 3. The criteria used to judge the quality of the product, including fitness for purpose, the extent to which they meet a clear need, and whether resources have been used appropriately. 4. A broad range of practical skills, technologies, equipment and recipes and hoe to use them to develop plan and cook meals and single or multiple products. 5. The characteristic of broad range of ingredients and their nutritional value. 6. The practical application of system and control. (Dewey, 2011) Its importance is self proclaimed. The food and material knowledge comes in handy when one lives independently. The basic know-how of these helps to take care of some major issues when you are on your own, enabling you to be self sufficient and proficient. The technology curriculum aims to develop technological literacy through three integrated learning strands to enable students to participate fully in the technological society and economy in which they will live and work. A. Technological Knowledge and Understanding: 1. Understanding the use and operation of technologies. 2. Understanding technological principles and systems. 3. Understanding the nature of technological practice. 4. Understanding strategies for the communication, promotion, and evaluation of technological ideas and outcomes. B Technological Capability: 5. Identifying needs and opportunities. 6. With reference to identified needs and opportunities: a. generating, selecting, developing, and adapting appropriate solutions; b. managing time, and human and physical resources, to produce technological outcomes—products, systems, and environments; c. presenting and promoting ideas, strategies, and outcomes; d: evaluating designs, strategies, and outcomes. C. Technology and Society: 7. Understanding the ways the beliefs, values, and ethics of individuals and groups- promote or constrain technological development- influence attitudes towards technological development. 8. Understanding the impacts of technology on society and the environment - in the past, present, and possible future - in local, national, and international settings. Contribution made by schools in learning by the students: I believe that school plays a very expanding and important role in social transformation of a country. Often the schools do a lot more than just imparting knowledge. They mould and improve upon the children who enter their gates. A school is a home away from your own home. A child spends minimum of 6 hours daily there, where he interacts with a lot of people and these interactions along with the knowledge given by teachers, help to develop his personality. Many parents put a great hope in schools to make something out of their children and open doors of success for them in future (Bartlett and Burton, 2007). How ever schools have a far more important role to play than simply preparing a young person for an effective life in society. The quality of education therefore can be measured by the quality of life that the education opens up for a child. A famous writer Pestalozzi showed the contribution of schools in an individual’s learning by symbolizing the cause with head, heart and hand. It expresses the belief that education given in schools not only develop intellect in students and challenge their mental capabilities but also open and test their heart in the most basic feelings of love, affection, faith, trust and gratitude. The learning of a small child happens gradually. When he goes to school, he learns to use his mind and grasp things. Some qualities are inborn and they are merely honed while some of them are acquired. After learning, comes the testing part, which determines how far the pupil has actually come. Depending on the result, the pupil may b gratified that he has passed or sad in case of failure. There in lies the development of heart. You learn to be modest with success and accept failure as part of game with sportsman spirit, with the determination to be best next time. Finally the hand represents a combination of dexterity and physical strength, giving the person the determination that one’s action has a positive effect. The facilities of head and hand are only of value if guided by those of heart (Whitaker, 2003). Helen Keller said: "Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in and the great ship, tense and anxious, groped her way toward the shore with plummet and sounding-line, and you waited with beating heart for something to happen? I was like that ship before my education began, only I was without compass or sounding line, and no way of knowing how near the harbour was. “Light! Give me light!” was the wordless cry of my soul, and the light of love shone on me in that very hour.” In addition to this, a child is properly disciplined by a school. He is taught to respect rules and regulation, be obedient to teachers’ wishes and respect his fellow student friends. At school children come from different back grounds. When encountered with diversity, they learn to adjust themselves in unfamiliar environment and make the best of the situation. There are no parents to help them make place. One has to survive on its own. These give him a taste of independence and also prepare him to make his own way into the society (Tyler, 1969). Last but not the least; schools also help enlighten children about their religion. Undoubtedly, these teachings are also departed by parents at home but not regularly. The daily reinforcement makes the educational and learning process more effective. In short, we can conclude that schools not only depart bookish knowledge and help children build a career but they also make a better person out of them by grooming their personalities. Gender and socio-economic issues as part of the curriculum: With increasing diversity, there is no longer a country that is populated with people from homogeneous background or culture. The national boundaries have long been dissolved and this world has transformed into a global village. In the present era, it is of utmost importance to address these issues. Racial issues have been an issue in the schools since ages. We look back into the history, back in the old times, when the Englishmen, overpowered by the fear that the Black Race might take them over, stopped and deprived them of quality education, treated them as slaves and only gave work in mines. Do we think that we have gotten out of that?? I think not. Many African-American parents today still believe that black children are failing in our schools not because they are culturally deprived but because the schools do not know how to teach black children (Perkinson, 1995). In the 1970’s white teachers were angry as they were replaced with black teachers due to quotas calling for racial balance. Politically astute African-American parents claimed that the schools were part of the problem and often to the point that black children were being socialized into white people by imposing white culture on them. In the same way, the Hindu caste system holds in contempt, certain classes, and consider it below their standards to as much as sit in their company. Schools have now introduced multicultural educational programs and activities in part to recognize the achievements of various ethnic groups in a belief that this will prepare students for life in a diverse society. “Student exchange programmes” are also a part of the scheme to rid the students of their sub conscious and totally wrong beliefs and help them embrace diversity (Whitaker, 2009). Coming to socio economic issues, it is again a sad practice that people who come from humble backgrounds are frequently impressed upon, of their condition by differential treatment from fellow students in schools, who don’t consider them worthy of humane treatment lest befriending them. Their attire and lack in social etiquette, clearly singling them out. The children who are subjected to this behavior are traumatized and often develop inferiority complex, which goes with them, their whole life. It is for this very reason, that the management of many schools has imposed upon students to wear a “uniform”. The term itself indicates the purpose of the practice. It is one small but n effective way of dealing with the problem. If this wasn’t all, there are numerous cases of gender discriminatory practices in schools .At one front, the boys constantly hazard the girls by showing off their manliness in terms of physical superiority, and them being unable to meet the boys at that front. There are certain terms that we use in our daily life that we are not even aware of, encourages discriminatory practices. The use of words ‘man hours’, ‘man power”. Although the word encompasses both men and women, still it is a stereotype. The avoidance of use of these terms could be a favorable practice to lessen the discrimination (Whitaker et al 2008). Another dimension of gender discrimination is that girls are constantly given more attention and good grade especially by male teachers. On the other hand some female teachers are reported to give boys similar favors. I don’t say that all teachers are like that but it is a practice never the less that demands attention. More open and transparent control system should be implemented in the schools and universities to counter these issues. In view of above arguments, it is fairly visible that these issues can’t be ignored and needed to be part of the curriculum so they come out in front and the youth is taught to come out of the traditional mind set. WORD COUNT 3092 References: Bartlet, S. and Burton, D. (2007) Introduction to Education Studies. Sage Publications. Dewey, J. (1997) Experience and Education. Free Press. Dewey, J. (1997) Democracy and Education. Free Press. Dewey, J. (2011) The school and society and the child and the curriculum. Free Press. Readclassic. Drake, S. (2004) Meeting standards through integrated curriculum. Association for supervision and curriculum Deve. Eggleston, J. (2001) Teaching Design and Technology. Open University Press. Matheson, D. (2008) An Introduction to the study of Education. David Fulton Publishers. Owen-Jackson, G. (2007) A practical guide to teaching design and technology in the secondary school. Routledge. Owen-Jackson, G. (2008). Learning to Teach Design and Technology in the Secondary School. Routledge. Posner, G. (2003) Analyzing the Curriculum. McGraw-Hill/Humanities/Social Sciences/Languages. Schramm, S. (2002) Transforming the curriculum. R&L Education. Sleeter, C. (2005) Un-standardizing curriculum: Multicultural teachings in the standards based Class room. Teachers college press. Tyler, R. (1969) Basic principles of Curriculum and Instructions. University of Chicago Press. Whitaker, T. (2003) What great teachers do differently: 14 things that matter most. Eye on Education. Whitaker, T. (2009) Leading school change: 9 strategies to bring everybody on board. Eye on education. Whitaker, T., Whitaker, D. and Lampa, D. (2008) Motivating and Inspiring Teachers. Eye on Education. Read More