The Main Concept of Recognition of Education - Case Study Example

The belief in conscious awareness and the interpretation of knowledge is one which educational systems consider to be linked to textbook knowledge and receiving a degree. The information which is given is related directly to the understanding that each individual should construct their beliefs around the educational system that has been developed while devaluing the ideas that are associated with other forms of knowledge. Understanding the various ways in which perspective can be achieved and acknowledged and relating to the ideas of how education can work outside of a traditional context are important in identifying ways individuals learn and how this shapes them. The ideology which has been ignored is based on the diverse amounts of knowledge that are outside the school system and the way in which it has altered and transformed segments of society. Looking at marginalized ideologies of knowledge and learning also creates a deeper understanding of what it means to receive an education. The main concept of recognition of education is one that is formed by perception of what it means to have information and knowledge. In the Western form of knowledge, there is a perception that knowledge comes from a textbook, school system and the ability to move through this system with points or grades. This one method for achieving knowledge in the culture is what determines what an individual does and how they associate with society. Furthermore, it changes the information that one decides to live their life from, as opposed to create their own career or belief system about knowledge. The consciousness that is given from the school system then becomes what forms an individual, their interpretations and the perceptions that they hold for a life time. The result is a sense of understanding and maintaining the environment according to the school system and the conscious beliefs that have formed from the information and knowledge one has received from this particular institution (Davis, Sumara, Kapler, 2007). The concept of perception for education and information becomes complex because of others that have not received the same format for education or which come from a different cultural context. For instance, indigenous cultures that aren’t brought through the system have a perception of the institution as one which limits the way in which one thinks. The natural beliefs that one has who has received a formal education, as opposed to a culture that believes and lives in an alternative way then transforms and changes the approach which one has in relation to information. The basis of this comes from contextuality, which is what shapes the individual’s life, specifically through mental and social beliefs as well as assumptions and desires that are formed from this. The context created with cultural affiliations, school systems and information is what leads one to believe that something is normal or expected. Outside of this is a transformation that has to occur to create the right approach. This belief then forms the state of nature. For one that has been through a school system is a state of nature that comes from the ideas learned in this format. For one who has experienced the indigenous culture is a different state of nature that forms and creates the necessary perceptions. The importance of this concept is based on the gap which forms between the two cultures in relating to the informational aspects when working with a specific group (Henderson, 2000). There is an important notice in the concept of information and learning that occurs between the systems and cultural differences which occur. When looking at this perspective from a specific viewpoint, one can note that there is the inability to relate to different cultures and not to understand what the other is going through. The personal experience of going through a school system causes definitions and beliefs to form around an indigenous culture. If there is an unawareness that this is occurring, then it may lead to other problems with how one interacts with others. Stereotypes, gaps in sharing information and the disregard for other belief systems are some of the concepts that occur with those in society. The result is one has to leave their own state of nature to understand the gaps and problems occurring while creating a different social contract with other cultures and belief systems to lessen this gap. The need to change the educational gaps is then based on the way in which one interacts with others in society while gaining the ability to alter the perspectives of other educational systems that are available. An example of this particular aspect comes with the idea of the Aboriginal culture and the approach to learning. The language and the understanding of the culture is one which has existed for centuries and which has created a specific understanding toward how one lives. The examination of this is one which leads to a specific culture and path which one goes on. To lessen this gap, is the Aboriginal language and literature foundations and curriculum that has been formed. By bringing this into the educational system, there is the ability to understand the surrounding environment and to lessen the gaps between the indigenous cultures and those in school systems. The programs work as a way to supplement for the gaps and lack of information that is available to those who are outside of the regular school system and which take a different path toward the educational system provided. The goal of this is to foster self – awareness, understanding of self and respect for others outside of the known system. This is furthered with changing perspectives by altering the value systems that exist within the culture and beginning to expand the awareness and beliefs that are within each of the cultures (Hebert, 2001). While there is the belief that school systems and the new development of programs, such as seen in this example, can help with understanding cultures, there is still a gap in the understanding of the system. The implementation of curriculum and the school system for Aboriginal culture is a substitute for the reality and beliefs that the indigenous live by. The Aboriginal culture is then placed into the school system and institute. The information and knowledge the Aborigines live by don’t consist of learning in this manner. The problem then becomes based on the experiences which individuals have. The experience is limited by the approach which is taken toward education and the understanding of information. While there is the ability to create a sense of information, there isn’t the ability to experience the culture. The result is one that creates a stronger gap where the experience of the Aborigines is not created and instead becomes formatted with definitions and beliefs. This can easily form stereotypes and gaps in the association with both cultures while creating false assumptions about the information which has been shared. An example of this gap comes from a case study on the boys of Nova Scotia and their work in coal mines. It was noted that there was a difference in the boys by some seeming dull and the others grasping to the experience and being happy about this. The difference which was created was based on the system which one had gone through and their beliefs and understanding of information because of this. The work in the coal mine then became a different experience for both and changed the attitudes, characteristics and beliefs that one had. This shows that the change in information and the difference in knowledge were able to alter everything within the experience. Doing this with both school systems and in trying to get results from cultural affiliations then shows that there is a vast difference in how one will act and react to the situation (Mcintosh, 1987). The question which becomes associated with this example as well as others is then based on what the importance is of education and how it changes the perceptions of others. The gaps which are created constitute and change everything that one believes in and the results that are there. This creates a different component to those who are a part of the educational system and which lead to the gaps which are created. The question of learning then is one which is also creating a culture and set of belief systems that are interpreted about other ideologies created. The ability to be or act differently becomes based on the knowledge and information which one has as well as how one decides to respond to this. The cultural affiliations, belief systems that are created and the perceptions which follow then lead to a different level of consciousness in both information and experience. These combine with each other and the way in which one interacts with the community and surrounding cultures. The question which then becomes a part of the gap and complexity is based on how the experiences are created and who constitutes this. As seen from all of the examples and theories, there is a gap in understanding culture and knowledge, while creating limited associations with what this means. Furthermore, there are misunderstandings and interpretations that lead to stereotypes and gaps with cultures. These are decided based on what is needed in the community and educational system, without looking at the gaps in experience or understanding which could occur. The result is that the learning becomes limited by what one is doing and the association that one has with the criteria that is created. The challenge which is now a part of education is based on the question of expanding consciousness, perception and the interpretations of culture and experience. By doing this, it will change values and beliefs while creating a deeper understanding of lifestyles and alternative information that isn’t currently available to the public. The concept of education and information is one which remains complex because of the ideas of conscious awareness. The awareness that is provided is one that is based on the educational systems and the associations which individuals have within society. When looking at the alternative perspectives, one can also see the gaps that are a part of the school system. The educational system is one that is now based on the understanding of textbook knowledge and interpretations through reading and writing. However, the lack of experiences that are noted, specifically with examples such as indigenous cultures, show a different correlation to the concepts that are occurring and the difficulties which are associated with the current educational process and traditional methods of looking at information. References Davis, Brent, Dennis Sumara, Rebecca Kapler. (2007). Engaging Minds: Changing Teaching in Complex Times. New York: Routledge. Hebert, Yvonne. (2001). “The State of Aboriginal Literacy and Language Education.” Aboriginal Education: Fulfilling the Promise. California: UBC Press. Henderson, Youngblood. (2000). The Context of the State of Nature. California: UBC Press. Mcintosh, Robert. (1987). ‘The Boys in the Nova Scotian Coal Mines: 1873-1923.” Acadiensis 16 (2). Read More