That Which Is Accepted as Knowledge Today Is Sometimes Discarded Tomorrow - Essay Example

That which is accepted as knowledge today is sometimes discarded tomorrow’ The true meaning of knowledge remains unformulated and imprecise as different types of educational programs are being introduced in schools and colleges. Knowledge knows no boundaries, barriers and it can never be bound within limited opportunities. As far as assertion of knowledge is concerned, most of us tend to believe in things that materialize in the real world and express absolute disbelief on things that are known to have lesser existence. If the implementation of IB programs is taken into account, the initial mindset has suffered major setbacks in various schools as the basic motto of education is in a state of languish. Whether in primary or middle school, the true purpose of education has lost its significance to a great extent as people seem to have forgotten that education is intrinsically linked with acquisition of knowledge. (Davidson and Carber, 2009, p.9) During the formative years, the students traverse through different stages of development and the educational programs that they are taught are not similar as that of middle schools, but one of the most significant aspects of PYP or Primary Years Program is to inculcate the idea of inquiry although it is doubtful whether the educators make genuine efforts for developing the stance of inquiry (Davidson and Carber 2009, p.11). Moreover, the teachers are concerned with the completion of curriculum that robs the children of their natural abilities of expression. For instance, if a child is unable to grasp the concept of ‘transparent’ in the classroom, a teacher may or may not prefer to take special efforts to think of a better way to solve this problem although the principles of teaching reinforce this concept. Thus, knowledge remains unfinished in most schools from early childhood and children may never learn to ask questions even during the latter years when they grow up to become adults. Knowledge, as it is known to us remains a maxim that looks good in text books and it is a fact that few people will be able to abolish when viewed in today’s perspective. The most common example that can be cited for explaining the redundancy of knowledge is that of computer education, which is now being taught in most schools and colleges. It is undoubtedly true that the world of computers, which is developing faster than a sudden storm, leave the learners in awe. Moreover, the parents are puzzled with the inclination among most children to choose computer as their chosen subject. Additionally, the computer programs and curriculums that are taught in school and colleges have little or no application in their professional lives. During the professional period, an individual works for pecuniary reasons that overshadow the concept of knowledge completely. There are very few instances that allow people to focus on knowledge. While this is true of the knowledge that is imparted in schools, there are several other demerits that are to be highlighted in this essay. When it comes to middle school, there are myriad issues related to knowledge that should be not be edgy ; rather the hub of knowledge should aid in the moral development of children and also help in intellectual progress, which is far removed from reality. The teachers involved in the knowledge giving procedure should also concentrate on different assessment tools for children with special needs (Clark and Clark 1994, p.53). There are problems in infrastructure and level of organization that prevents the leaders and educators to reach a favorable consensus. The conviction of knowledge and its application should begin from the years of primary school. As it is conveyed in these lines “A particular set of beliefs about learning underlies inquiry as a collaborative stage of connecting to, and reaching beyond, current understandings to explore tensions significant to the learner” (Davidson and Carber, 2009, p. 13). The child feels a necessity to ask more questions to the adult educators or even their parents to satisfy their quest for knowledge as the following lines truly express: “They move from curiosity to knowledge that leads to more in-depth investigations (unless something more compelling catches their attention)” (Davidson and Carber, 2009, p. 13). Do all this imply that knowledge has lost its relevance? Well, it is not entirely correct although it is partially true. The call for knowledge and education changes with time and the educational institutes along with the educators need to incorporate those changes in their programs. However, the truth is that few schools make genuine effort to restructure their curriculum so that the requirements of the children can be met according to their needs (Clark and Clark, 1994, pp. 55-56.)For instance, while teaching environmental studies, the students should be made to focus on the practical problems of environmental destruction across the globe rather than study textbooks that are still discussing the environmental discussion during the pre-historic ages. In this case, the focus should be on relating the problems of the ancient ages to that of the contemporary world for which the curriculum must undergo major reorganization. There are marvelous opportunities of such transformation, but the level of eagerness is very low. There are various other knowledge issues that should come into the spotlight. For instance, the contents of the educational programs must be relevant. This is to ensure that students are able to relate their studies with their daily lives and feel the need of inquiry that was taught to them in the IB programs during the primary years (Clark and Clark, 1994, p. 54). The intellectual progress that we have discussed in this essay should also be developed through the educational programs; whereas children have little interest to analyze what they have studied, the knowledge that they acquire in their daily lessons skips out of their mind. It is unlikely that such programs will have any significant effect on the mind of a child when he or she will grow into a mature adult. Educational progress in the society does not depend on specific parameters as knowledge is not constant. While mathematical calculations follow certain principles, so does knowledge. Therefore, there is an inherent need to change the classification of knowledge and allow the inquiry to be natural as expressed in the following lines: “Units of inquiry need to begin with connection to the conceptual frame, not to the topic, as the essence of that central idea plays out in children’s lives” (Davidson and Carber, 2009, p.15). For instance, if study is the topic, the preferences of children should be done by them while relating this concept to various aspects of their lives rather than the forcible imposition of adults for studying. Forcing a child to study or follow a definite framework leave them with little or no opportunities to ask questions or develop their intellectual progression. Thus, while teaching about a particular species of animals and their extinction, a teacher should discuss about the concept of extinction and relate it with the species and its characteristics. If a student faces problems with the natural habit of inquiry, the teacher should try to have subjective discussion with that individual in order to find out the root or the source of problem. Thereafter, the teacher should conduct quiz sessions with the child to inspire him/ her about the need to ask questions in order to enhance their knowledge. The role of teachers is extremely important in the society when it comes to knowledge; however, a teacher is not necessarily a doyen of the society in the real sense. Her role is to make the concept of knowledge more relevant with the modern-day reforms that direct the principles of knowledge and education. For this, the students must be involved in the process of learning, which unfortunately, strengthens the process of passive learning rather than the active modes of teaching, knowledge and becoming successful during the latter years. There is an increased tendency among children to abandon what they learn or acquire knowledge in mundane classes that offer nothing beyond notes and writing their views on excerpts from textual passages. Thus, when a student learns poetry by John Keats, they should also understand about Keats as a poet and discussions about his life are natural. (Clark and Clark 1994, p. 53) Although, it may sound amusing, we will perhaps have more eminent people in the society with respect to the children of today and it is extremely important to fortify their strengths rather than their bolstering their weaknesses. In short, knowledge should ideally have positive applications in the life of every individual and never make him or her possess feelings of antagonism. Similarly, knowledge should instigate people to move forward with progressive thoughts and deal with the problems of life tactfully. Additionally, it should also allow them to add force to their existing thoughts and change their minds with the passing stages of life. It should also help them to highlight on the personality of the teacher or the educator in different ways (Clark and Clark 1994, p. 54). Knowledge is not an art neither is it science; it revolves around multifarious points of objectivities in some people or make others subjective. It is a vast sea with undulating waves striking the shore of human resources and the need of the hour is to converge the points of detachment that are related to it so that it becomes universally acceptable to all right from the primary to the latter years. It is true that students need to reflect on all those things that they have learnt over the years (Davidson and Carber 2009, p.23). Knowledge must always be contemporary before it becomes superfluous and disused by all of us. References 1. Clark N.S. and Clark D.C. (1994), Restructuring the Middle Level School: Implications for School Leaders, New York. 2. Davidson S. and Carber S. (2009), Taking the PYP Forward: The Future of IB Primary Years Programme, Melton, Woodbridge, U.K. Read More