Educating for Knowledge and Understanding - Assignment Example

Educating for Knowledge and Understanding Name Institution Date Task 1 Part A KNOWING: Increasing some causes from not letting women drive in Saudi Arabia, some of the important reasons entails: 1.  Religious reasons: it is prohibited for some religious people (who we follow) because they think that it is dangerous. Prophet Mohammad said, “no harm or harmless."(Muhammad, 1994), al-Musnad, Bayrut, Dar al-Fikr, (1/313). When a woman drives a car, she will be in a dangerous situation where she might be sexually harassed or killed.  2. Social reason:  this is being scared for a woman because she is a weak creature, she cannot defend herself if she had too, and the lack of experience outside her house especially if her car was broken. 3. People are used to the way they live in and they do not want to change it. In the other side the religious opinion which says that the prophet Mohammad said" No woman should travel except with a family member."( al-Bukhari, 2009), sahih al-Bukhari, Bayrut, Dar a-Kutub al-Ilmiyah, (2/43). Some of Mohammad’s wife friends used to ride her Beast to go to the toilet; they also use to go to the battlefields next to their men moreover no one told her to not to do so. From that point my thoughts or believe started to know why women’s driving in Saudi Arabia is so important, that was based on many thoughts that appeal to make women drive in Saudi Arabia, and there is no real reason for not letting women drive in Saudi Arabia. There is also the independence as an important reason and women deserve to be. Freedom is also an important reason for women to drive, and as we all know that freedom is important for every person including women, women want to be free to go to any place she wants to go to like visiting a friend or to work. In case of an emergency, no one could help a woman; therefore, she needs a car to drive to a hospital or elsewhere. She might safe another person from death hence not waiting for her husband to come and save her. Looking at all reasons before there was not a real reason for women to drive in Saudi Arabia. In addition, some countries let women drive, even a less developed country, and there are no problems or issues that lead to stop women to drive. If someone said that women would get sexually harassment from men, I will say that she is still getting sexually harassment even if he was under the protection from a man  Some of the solutions that people use to stop women from driving are that she could use a taxi or a private driver, and it is obvious that this is more dangerous than women driving alone because a taxi or a private driver could go anyway he wanted and do whatever he wanted with her.  There is risky staff that might happen at the start of this operation; although that does not mean that, they have to stop women from driving. Everything new will include risky stuff but, we will get use to it, it will also lead to some benefits and will also try to erase the problems. Besides, from all of what I said, I find myself answering these questions:  Is stopping women from driving in Saudi Arabia because of social phobia, prohibiting from a few of religious people or is it because no one wants to change the way they live in?  Is it actually not enough to find out the benefits and harms of any project for its success? I learned various benefits of women driving, knowing enough or do I need more?     Is my knowledge not enough to know how important driving is?  Is allowing women to drive in Saudi Arabia enough to erase the ignorance towards this matter, or I it that the whole case hanging on by knowing some of flaws, benefits and lack of knowledge o others. Is the basis o the whole thing depends on the bad habits inherits inability of science to settle it?   There is no doughy that the end found out the reasons and awareness of the benefits of women driving in Saudi Arabia and disadvantages know very necessary for the adoption of opinion and contentment in it; therefore, this leads us to work on it.  PART 2 Doing: I really would like driving a car, and for me I cannot find a problem for women to drive a car in Saudi Arabia, when Icameto AustraliaI sawlot women who drive a car and there is no problem, even with the problems they are very few and women and men are equally dealing with those problems. Nevertheless, the question is what woman should do especially who has known the importance of driving as a normal exercise of her rights after the return to her home “Saudi Arabia Perhaps some of the Saudi girls before me answer to this question the first girl almost who drive the car to full conviction rightly of her doing is : Man al al-Sharif, the Saudi law arrest her and stopped her for using of the vehicle. She has had showed a video on YouTube during her driving, and she explained her full right to drive, but the system and the most society against her deter her from doing .it is not easy to act based on your convinced sometimes, especially if the country lawdoesnotallowyouto do it. As a result of all this, I will drive the car during my stay outside Saudi Arabia, but as soon as I return to Saudi Arabia I have to pursue one of these ways: 1) calling for women to drive it is may be to join a rights group who support women driving , if any, to be achieved what we want. 2) Waiting the people to agree to accept, changing and allowing. 3) Not driving, and to obey the authority of society and the law. Part c Being: After this record of accomplishment amount of knowledge, and trying to enforcement and search for solutions, it is imperative for me that putting a question here: Who am I? and whom I will be ? Am I the same person ignorant before acquiring knowledge? Alternatively, I am anewpersonwhoappliedwhat he/she convinced. Am I that personacclimate totheconditions, understandsthedepthofthecase, waitingtothe circumstances allowing? Am I unable to enforcement of my convictions and my principles? Am I the personfearfulWhofearedthe consequencesWindsbehinda pileofexcuses? All of the principles talked about above advocate that teachers, school leaders, leaders in the educational policy and other grownups supporting the learning needs of young people have certain attributes and competences that allow them to work efficiently towards a future-centered system of learning. Significantly, one should note that some of the methods advocated for learning in the 21st century and the thoughts that are beneath them may be different from what current teachers, school leaders and leaders in educational policy experienced in their respective school learning. Additionally, teachers and school leaders may oppose implementing today’s approaches if they do not recognize the necessity for a change, or if they are hardly convinced that implementing today’s methods is possible, let only expected to lead to excellent student outcomes. It is important to emphasize that my ideas in the twenty first century concerning what consequential learning entails, and the manner in which one can support it, are essentially not innovative. They have utilized for an extensive long time and are significantly supported, as well as practiced by myriad teachers. However, the challenge is to attain a system transfer that creates a significantly lucid educational ecosystem that can hold up what is recognized concerning high-quality learning and that can house innovative knowledge regarding learning and, prominently, innovative learning purposes in a dynamic world (Boaler, 2000). This implies that education structure must be planned to integrate what is recognized concerning adult learning and development of the cognitive and what is identified concerning young people’s learning, as well as development. Significantly, it has connotations for thinking regarding professional learning ways and arrangement for teachers, as well as school leaders: Are grown-ups in the education system in the position to get into contact with the kinds of learning assistances that they require in order to be the competent leaders for a future-centered learning system? Am I convinced the results insist on claiming rights? All I know Imustbea person at least who loved to carrying the inside faith of my rights as a human being. Task 2 [Family stability challenges in Saudi households] part A: Knowing  Immediately after my marriage, I moved to Australia, so I had to learn all that is useful for my marriage and my family because my husband and I far away from the authority of the community. Awareness of the concept of marriage in Saudi Arabia lacks a lot, the Ignorance surrounds intent of marriage and create a family for many people., Most married couples rely their marriage on the need to marry away from the concept of the importance of family and the beauty of the relationship and the formation of the unit from which the power of the community.There are key principles to understand the marriage men and women ignorant them at the foot of this important step, the reason when one of them might be to have children or to find serves no more, arise marital disputes because it is based on the prosaic the man begins going out of the house and women be negligent of her duties, also the man sitting with his friends for long hours and women's visit to her family permanently. Many of people been unaware of the role of women and its importance, and the men society are trading the tales which are criticizing the women estimate and obedience or taking her advice, arises generation after generation despising the women and seeing them into the tool that lead to the satisfaction of instinct or give birth to children or perform missions cooking or cleaning. On the other hand, Women divulge the home secrets to family and friends based on consult parents, and a man is doing that as well, narrowing the circle of dialogue and problem-solving to abound divorce rate in Saudi Arabia during 2010 to 9231 case against 707 cases of marriage rate of 25 divorces for every case of marriage daily, Saudi Arabia topped of all Gulf and Arab states in the high incidence of divorce (and Wikipedia from the Internet).The concept of marriage in Saudi Arabia, the fact that in many cases is much like the under the name of marriage on paper, and the reason for this is that there is no culture of the importance of a father in the home or the culture of sharing household tasks, which have become almost non-existent, society is majority male seeks to achieve comfort the manner the expense of educating young people without awareness of it, Youth Who needs a father who interviews, plays and sitting, instead of choosing out with mates or assigns household tasks to the driver, Youth needs a mother take care, giving and educates rather than that expire her capacity as a result of father's abandonment of his role or her escape of household tasks and Complete dependence on the housekeeper. From the other viewpoint, it may be because the education, it does not publish the necessary awareness of the concept of marriage and does not encourage the discretion of the other opinion, also does not accommodate the needs of students for what they are cognitive verge it and the stability of marriage and educating of young people. regarding to the importance of awareness of the concept of marriage we first defined: 1) the definition of marriage in Islam: 2) What is meant by marriage: 3) The objectives of Marriage: 4) educational and social evidence from scientific sources 5) the basis of maintaining a happy marital life and stable He wished to know is to what extent my knowledge include the concept of marriage? Did i learn from the experiences of others equally balanced? Are the experiences of others is useful in married life or is it the cause of a devastating? Is my knowledge of goals of the marriage enough?  How do I have to dive into the reasons for success and failure of family stability? Does the amount of what I've learned and what I heard from the experiences of others Service gave me or it blocked my feeling happy due to fear surprises the future? How important it is what a young child learns about the concept of marriage? Under both religious and social institutions?. Do the educational institutions have a significant role in shaping the culture of the community about family relationships or that educational institutions do not have a role in the elimination of family habits or bad social? Who is to be blame for ignorance? With the large number of questions, but the knowledge and awareness of the concept of marriage and its causes and logical evidence had to improve the situation in Saudi marriage. Part B: Doing We thank God that we are in a position that we deceive after other interventions in our own affairs person when he travels need to stay beside opposite his life of possible period as husband and wife and this happened to me I and my husband immediately after our marriage we moved to Australia and become accustomed to independence from the outset. I am trying with all my best to achieve what I learned from goals of happy marriages, and comply with the requirements of married life in comfort. What is the problem occurs to baptize apply what you have learned from the foundations of solving marital problems and resort to sit down and engage in dialogue and discussions and not allow anyone to interfere in my life, I’m balancing as much as possible between life inside the house and my life outside the home, between what was given to my husband and my home and give it to myself, student aid "as a religious person" of the Lord to reimburse my fault and help me to achieve happiness There are foundations to keep the marital life trying to achieve, to mislead our marriage fraught with stability and continuity and strength What's the question arises about here: I will continue to do what secured him and learned? Um Saudi society will be the authority for management of marital life and refer out to be one of the models of non-Saudi marriages happy? Do you keep going and try to achieve the principles of sedentary life in (community teeming with cognitive problems and awareness toward married life) a painful thing I cannot afford it? Retract striving and working to re-marital life to serious right thing? Do I have to live away from the Saudi community as one of the solutions? And if so, I social naturally and love near my family, I do not think I'm going to Do I have to choose the city is far from friends and family, but inside Saudi Arabia if you see me not able to apply the principles of family stability? Will I not change when I go back to my country or I practice all what I believed to maintain marital happiness husband and I? Or is it I need to learn more to apply more strongly? You will be my role in spreading awareness about the stability of the Saudi family, especially since my great interest in this aspect, I have a great supportive, and encouraging, which is my husband? Will exercise limits freedom freely? You will always seek to improve family bonding and stand in front of the challenges. Are the sacrifices that oldest proportionate? You will fail at the first step or surrendered? I will take a firm decision when you see things evolve to invalid my family? PART C: Being To be a person who has reached the stage Internalization in thing to be your style personal, it is no doubt the most important questions that stand man then to ask himself, especially if it's about happily sons and a husband or wife or about stability psychotherapy for this married person. Question: Where I'm from this and I will be having exercised all what you believe in and I have learned a 3-year marriage. It'll be after 20 years of marriage or more, especially when I go back to my country? Am I an independent life and controlling data of marital freedom? Am I locked the ethics of marriage to the extent that I find myself in it at the top of comfort? Did you find me inside a circle emotional stability? Am I hesitant and is confident of my ability to manage my marital equally with my husband? Am I happy human being that I dream to be? Am I the person who God wants in the right place and in the nicest possible? Do I am just equally between give and take, or vice versa? Am I successful' and I will be, as well? Am I scared to the extent that fear may cause the leaderships of failure? Am I pessimistic or optimistic? What I see myself successful, I am trying because I will be as well as what comes from the days. Task-2 Questions about Knowing, Doing and Being The three themes of knowing, doing and being are related to each other, and jointly make up a person’s knowledge and understanding. The three essays that follow elaborate the discussion themes of scenarios (based on Task-1) to generate inquiries and their interconnectivity, within the context of learning, teaching and thinking for understanding. This specific essay draws on the presentations and discussions made around the theme of ‘knowing’ and puts forward salient questions on the nature and ‘knowledge’ and ‘knowing’ in learning, teaching and thinking. It is set in the context of the earlier task relating to Knowing, in which I discussed the dilemma facing my daughter and me, relating to the wisdom of accepting the opportunity to attend a school specifically designed for students of high academic ability. My daughter has recently passed the entry exam and has thus demonstrated that she would be readily accepted for the new school. In addition, the essay provides some tentative answers to questions drawn from my own experiences, my reading and from the literature and discussions from classes. While this essay focus primarily on ‘knowing’, the questions and responses are also linked thematically to ‘doing’ and ‘being’ in education, as well. Part A: Knowing Based the scenario of my daughter – the girl the inquiry would emerge from discussion using the learning profile mission which is IB curriculum mission* The learner’s profiles are Inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, Risk-takers, balanced and reflective. Considering the three attributes of learner’s profile: caring, compassion and respect towards the needs and feelings of others, my daughter has a personal commitment to her friends to make a positive difference to the lives of others. She does not want to take unnecessary risks, such as approaching unfamiliar situation, uncertainty about her courage to experience a change, one can her decisions of not moving from the current school. She has the independence of spirit to explore her strategies. She is being brave and articulate in defending her beliefs; in case of balanced attribute, she understands the importance of intellectual and emotional balance to achieve personal well-being for herself and others. The question is, who is she by being at the current school? Will she be a different person if at a different school? What kind of knowledge do we accept unproblematically from the above scenario? I believe that this is the nature of the relationship between parent and child. The parent is relatively quiet, but the daughter is more outspoken and independent. She has her own circle of friends, and she is growing up, learning to make her own decisions. We understand the unconditional love that a father has for his daughter and his total commitment to doing all that he can to provide the best start to her life that he can. What kind of knowledge are we less sure about? It is when the knowledge is more of a subjective nature, is less certain in its ‘correctness’, and a situation that has a range of options. For example, what would be the best option for my daughter, knowing the conflict between her undoubted academic excellence and her expressed a wish to remain at her current mainstream school? My daughter cannot reasonably be aware of what a great opportunity she would miss, unless I provide her with more knowledge and understanding of the many long-term advantages in moving to a select entry school, at the relatively minor cost of a short-term feeling of dislocation. What gives knowledge of the first kind its status of certainty (or near certainty), but not knowledge of the second kind? As indicated above, the knowledge of which we are less sure is due to a range of options that exist. It becomes a matter of simply working through the options with my daughter, so that as knowledge becomes clearer decisions can more readily be made. It’s a case of educating (knowing) her about the facts, thus leading to knowledge and understanding. Could it be in the way in which knowledge is used; that is, in the act of knowing? In my view, it is a matter of applying a full examination of the various ‘facts’ embedded in the acquired knowledge and testing their authenticity. Such testing leads to a fuller understanding of knowledge, and an ability to make decisions based on this process. In that case, we should need to consider what is usually done with knowledge: that is to say, the doing of learning and teaching. Knowledge is really all about context. Each person is an individual who has a different identity, background, need, and indeed a thirst for knowledge. As a teacher, I am keenly aware of the need to build up my teaching skills so that I am using teaching styles and methods that are suitable for each student as they all learn in different ways. Thus, I have to use teaching methods that fit each student’s learning styles. The ways in which I present ‘knowledge’ to students is crucial, so that they are literally learning to know, and can use this knowledge to lead to a deep understanding, as they are ‘doing’ and ‘being’ as their lives unfold. A question I often ask myself is, Am I teaching Mathematics, or am I teaching students? Or is it rather that one kind of knowledge seems to be more integral to who-one-is compared with other kinds of knowledge? It could be said that knowledge comes in a range of packages. Some is essential for daily life skills, such as nutrition, health, and financial ability, for example. Some might be related to the ‘doing’ element of people’s lives – that is, the learned knowledge and skills that are essential for them to ply a trade in the world of work, through training, apprenticeships and studies for qualifications. Still other learning is related to ‘being’, as individuals. They are using their own self-knowledge to discover their creative potential as a complete person, to the best of their ability. They are experiencing a continuous development and fulfillment of their whole person, starting with knowing themselves, then understanding and relating to others. In summary, my daughter may forget what I said and did, but she will never forget how I made her feel. My challenge is to encourage her to know more about the educational options she can choose, so that she can make a decision to, for example, move into the select entry school, recognizing the long-term benefits. She will learn to know, to do and to be. I want her to be at peace with herself, in being. Part B: Doing – Discussed Inquiry Based the second scenario of Mathematics Homework Club (Task 1, Doing), the discussion in this essay will unpack the inquiry of the doing theme in teaching and learning. To re-state the context, every Thursday afternoon, I am Mathematics Instructor, at the Werribee Library. I spend time with students who are struggling to have success in Mathematics during their regular schooling. The students know that to prepare for their working life ahead, they should learn some trade through apprenticeship, or study a course at University, TAFE or a training institution. Students recognize the importance of their schooling, learning and knowing the key elements of a good education. They acquire knowledge and develop skills of knowledge and understanding. They then draw on the knowing that they have learned at school, and use their knowledge and skills as they go about learning to do – that is, to apply knowledge and act creatively on one’s environment. I encourage these students, who genuinely want to improve. As I move around students at tables, I’m constantly chatting with them, throwing questions, giving hints as to possible approaches to solving problems, all the while taking care I am not solving problems for them myself, but challenging them to come up with solutions. I tell students that they can start trying their own procedures in their own time at school or home. They do not have to wait for me! Knowing material content is learning the knowledge, but doing in your own time is recalling, understanding and applying the knowledge. The method we use to unpack the inquiry of the doing theme in teaching and learning, is to refer to the strategies of two great mathematicians and their problem-solving strategies in mathematics – George Polya’ (1971) and Alan Schoeneld (1979)* Polya’ (1971, p 65) suggested four basic general strategies to reach a solution that are most important in any mathematical task or even any other life problem situation. He suggested first, obtaining and assimilating information from a problem to determine the goal for easy manipulations, as “understand the problem”; Secondly, making a general plan and selecting relevant methods, heuristics [problem-solving by trial and error] strategies as “explore the problem (make a plan)”; Thirdly, carrying out the plan devised at the preceding stage, and keeping on track to obtain the answer “Solve the problem (carry out the plan)”; and fourthly, checking the correctness of the solutions, reflecting on key ideas and processes of problem solutions, and generalizing or extending the methods or results as “ look back to the problem”. On the other hand, Schoeneld (1979, p 66) suggested seventeen common mathematical strategies or Heuristics strategies of solving a mathematics problem. His approach is more specific and often uses very practical strategies for example. “act it out, draw a diagram, change your point of view, Guess and check, logical reasoning, look for patterns, make suppositions, make a systematic list, make a table, restate the problem, simplify the problem , solve part of the problem, think of related problem, use a model, use an equation, use a before and after concept, and work backwards.” Both suggestions are implemented in applying to solve any type of mathematical problem. Polya’s strategy appears of more general of scientific thinking or reflective experiences. One would know the problem task, but to go ahead with knowing, the how or doing stages would encounter difficulties, as there is no strategy to commence solving a problem task. It is possible that some prior knowledge would help, and knowledge of doing (strategy or practice) could assist in finding a solution. Schoeneld’s suggestion consists of more detailed choices of strategies as aesthetic experiences. One could see the available strategies that are related to one’s multiple intelligence that is derived from own experiences. The doing practice would be easy in solving a problem. To use the original UNESCO term, learning to do relates to students developing competence and adaptability, creatively putting acquired knowledge into practice to continually innovate. It is no mistake that tertiary student’s apprentices and those learning a skill or trade are exposed to the traditional skills and knowledge of the vocation, but are also introduced to more recent and emerging practices. Now the question is: How could we approach or explore solving a mathematical problem, and how can one can relate his or her prior knowledge of solving any mathematics problem? Again, to draw from the writers of the original text of learning to do, it seems self-evident to focus on teaching students to do through: technical/vocational skills and practical know-how communication and interpersonal social skills how to manage and resolve conflict and solve problems aptitude for teamwork how to achieve productive synergistic relationships sound judgment and discernment initiative, entrepreneurship and a preparedness to take risks personal commitment, responsibility how to be an agent of change developing the ability to improve and develop the ability to access, process, interpret and analyze data and information For moving forward to doing, people must first have been exposed to knowing, leading to knowledge and understanding. It is a recipe for success. PART (C). Personalizing learning lines up with the proposal that systems in education must shun away from an Industrial Age model. The initiative of “personalizing learning” requires an individual to reverse the reason of education systems so that the system is built around the learner, rather than the learner being required to fit with the system. This challenges an individual to meditate on how to position the resources for learning more supplely to meet students’ needs. It also necessitates an individual to meditate on the new materials that may be needed, apart from those usually thought of as components of the schooling system, and to meditate about how profoundly to sustain learners’ access to such materials and resources. It is worthwhile noting that, the existing educational policy characteristically concentrates on the diversity issues, impartiality and inclusivity in connection to certain categories of learners and communities for whom educational victory has remained behind that of other learners, as well as the communities. There is an acknowledgment that such learners’ and communities’ expectations have not been adequately addressed by the education system in the previous initiatives, and a chief objective of the present education system is to tackle the expectations of the varied learners in order to increase overall levels of achievement and lessen inequality. However, a future- centered method postulates that there is need to discover innovative methodologies s of thinking regarding neutrality and multiplicity. Achieving evenhandedness is merely in relation to addressing the underachievement or disentanglement of particular categories of students and communities. Notably, it entails bringing each individual closer to a solitary normative standard of what entails a victory. Significantly, this is principally imperative given the viewpoints that presently accepted markers of accomplishment in education most likely do not sufficiently replicate the breeds of learning that are desirable for the demands of the twenty first century. Considerably multiplicity must be documented as potency for a future- centered learning system, an idea to be vigorously fostered, not a limitation that diminishes the system’s performance. Notably, diversity entails everyone’s variations, as well as differences, together with their cultures and settings. This calls for greater engagement of students, family, and the society in co-shaping education to tackle their needs, strengths and aspirations, while also ensuring that each student has an opportunity to build up and to do well according to the principal educational aspirations set for, and agreed to, by the state. References . Allen, D. (1998). Assessing student learning: from grading to understanding. 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