The Elements which Define Education - Case Study Example

Task Achievement of Desire can be described as containers which should be filled with materials from teachers’ narration ofdifferent theories. Friere considers the student described by Rodriguez as an individual who lacks self-understanding of the various concepts defining education. The imaginative powers of the students are controlled by different understanding of the society which the individuals comes from. The perception held by the individual can be described as coming from the comments made by the individuals regarding educational performance(Freire, p13). The encouragement gained from the general public remains fundamental in making the student desire to perform better. Despite the educational accolades achieved by the students, many of them fail to understand the fundamental elements which drive them towards success. Success, to many students becomes a normal part of the education system as the realisation of reality remains a mirage. The students remains governed by social desires and perceptions based on which they observe within their society. The influence of the individuals close to them remains significant in determining how they perceive the education and their understanding of academic success. This is based on what other individuals believe to be the elements which define education. Many students desire to be like other individuals within their societies, who become their role models, without the assessment of personal capabilities. Such students find themselves undertaking student in field sin which they do not have underlying interests. The fundamental reason for involvement within these studies becomes the motivation which is gained from watching others pursues similar studies. This was the case when Rodriguez when he watched trophies which his siblings brought home. This makes students to remain heavily dependent of the characteristics which other individuals define themselves to be. Many students cannot understand their capabilities because they commonly look up to other individuals, who are the role models. The students commonly become guided by the desires of the society as they lack understanding of their capabilities. The understanding of education becomes associated with the attributes which other individuals desire the students to be. Parents and siblings commonly influence the desire of students to become like them through various educational requirements. Assessment of oneself becomes a comparison with other individuals based on what parents expect their children to become. Objectivity in understanding oneself becomes limited through the perceptions which remain guided by social expectations. The student therefore perceives himself to be what others expect him to be. Within the educational setting in which the student learns, the teacher can be described as the fundamental source of educational authority. Students are always expected to remains focused on the teachings provided by their teachers. The information which teachers provide to the students remains unquestionable as the students are expected to follow the teachings of the teacher. This element becomes a significant aspect in determining the contribution of the teacher in the success achieved by the student. The academic success becomes determined by the performance of the student in the assessment tests undertaken through examinations. Though many individuals perceive this as a true measure of academic success, this remains a rather elusive measure which seeks to estimate understanding of concepts taught in class. As students grow physically, they learn different things through becoming critical thinkers and assess different educational matters in an objective manner. This enables the student to deviate from the bondage of being guided by ideologies generated from the observations made within the social environment, to having individuals thoughts generated from analysis of different elements. The aspect of self-understanding becomes clearly defined and the students become capable of making independent decisions, which are not dependent of the childhood perceptions. The element of critical and objective thinking becomes ingrained into the mind of the student, initiating a transformation in the thoughts of the individual. The previous perceptions which defined the individual become changed and the understanding of the student changes. The relationship existing between the teacher and the student becomes enhanced through the creation of an element of mutual humanisation. The enhanced teacher-student relationship remains a fundamental aspect defining the aspect of education banking. The teachers commonly engage the students in critical thinking an aspect which enables the generation of different perceptions. This results from the increased struggle which becomes a defining element for students seeking to alienate themselves from constricted thinking, based on their background. The educational goals which are established through other social expectations become forgotten and the teacher induces a critical thinking element into the student. The educational banking aspect becomes replaced with the existing challenges which face humans and these become the sources of self-understanding. The fundamental challenges facing students include the income levels for the different individuals who engage in educational activities. The lower income students commonly face more challenges in the support received from parents and teachers in enhancing their learning. The availability of scholarships becomes an essential boost for the lower income students which have limited support from the society. The teachers make limited efforts to enhance the element of critical thinking within the students. The critical thinking efforts commonly become intellectual stimulants to the students which enhance the understanding of the concepts involved in the education system. This becomes an enhancement of the existence of strong relationship between the teacher and student. The element of critical thinking enables students to generate ideas in seeking to establish right and wrong aspects of educational answers. The fundamental purpose for the implementation of critical thinking attribute become enhancing answers to human challenges and not absolute answers to situations. Through critical thinking, individuals become enabled to make critical decision based on their understanding and analysis of different attributes of education system. The change in thought commonly becomes enhanced by the challenges which students face at the advanced educational levels, and which become fundamental determinants of the actions and perceptions of the students regarding education. Many students become critical of their initial objectives and goals following the clear understanding and application of critical thinking regarding education. During this advanced stage of education students can be evaluated through the thoughts which are generated from their mind. This can occur through dialogues conducted between the teacher and the student. These dialogues and discussion present the teacher with an opportunity for analysing the opinions and reflections of the students regarding the subject matter being discussed in class. Through these discussions the teacher-student relationship becomes enhanced to become a symbiotic relationship because of the fundamental benefits for both parties. While the teachers might introduce learning topics, the students also generate their own ideas which might be beneficial to the teacher as well. This occurs through students generating questions and seeking answers to themselves regarding different topics. The society becomes one of the determinants of the outcomes which education seeks to achieve. Many students find themselves in situations where the outcomes of the education fail to meet the social expectations. This results in individuals blaming the society for failures to meet the social expectations. Teachers also become part the individuals blamed for the social failures which are attributed to different educational outcomes of the education. Many of the students perceive their educational outcomes as failures when compared to the expectations during the earlier live. Many elements of the society contribute to the outcomes of the education, yet their expectations rarely match with the actual outcomes of the education. The college education results in many students realising the fundamental difference existing between the expectations and the actual outcomes of the system. While the completion of the educational learning many students become fully engaged in different activities which occur as result of the educational banking. The employment opportunities offered to individuals commonly occur as a result of consideration of academic performance. The performance becomes the fundamental basis for which many individuals evaluate their capabilities. the significance of the educational activity become clearly understood when individuals meet others of the similar kind(Rodriguez, p27). After completing the education many individuals realise that many other individuals have also undergone similar systems and become alienated from the feeling of victimisation from the education system. This make individuals become enabled to share their experiences freely. The individuals understand that the ending of education marks a beginning of a new life. Reflection of the educational system through which the individuals have gone through begins following completion of education. This results in the individuals making comparisons of themselves with what might have happened had they not undergone through the education system. This ultimately results from the element of objectivity which is established during the educational banking. The completion of education makes an individual to become perceived as educated and the social expectations change. The individuals becomes considered fit for the environment, which is commonly the employment and undertaking of work related activities. An educated individual is considered to be better equipped to manage the human challenges which define the human society. The society expects educated individuals to become beneficial to the society through putting education into use. The writer of the article achieved the educational desires through working in the London museum, where he effectively utilised the skills learned in education. These individuals are expected to become increasingly critical of the social challenges which face individuals following completion of education. This enables the individuals to conduct an analysis of their education in terms with their capabilities. Many individuals commonly try to make connections with their past lives following completion of the education. This remains an essential evaluation of the impact which education has provided upon the livelihoods of the individual. References Freire, Paulo. “Pedagogy of the Oppressed.” The Paulo Freire Reader. New York: Continuum, 1998. 12–22. Print. Rodriguez, Richard. Hunger of Memory: The Education of Richard Rodriguez. New York: Random House, 2004. Print.  Read More