However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is remembered is irrelevant.
In most schools, memorization is mistaken for learning. Most of what is remembered is remembered only for a short time, but then is quickly forgotten. How many remember how to take a square root or ever have a need to? Furthermore, even young children are aware of the fact that most of what is expected of them in school can better be done by computers, recording machines, cameras, and so on.
They are treated as poor surrogates for such machines and instruments. Why should children — or adults, for that matter — be asked to do something computers and related equipment can do much better than they can? Teaching enables the teacher to discover what one thinks about the subject being taught. Schools are upside down: Students should be teaching and faculty learning. After lecturing to undergraduates at a major university, I was accosted by a student who had attended the lecture.
This difficult question required some thought. You mean to say that everything you have taught in more than 50 years was not taught to you; you had to learn on your own? The student had it right; what most faculty members are good at, if anything, is learning rather than teaching. Recall that in the one-room schoolhouse, students taught students.
There are many different ways of learning; teaching is only one of them. We learn a great deal on our own, in independent study or play. We learn a great deal interacting with others informally — sharing what we are learning with others and vice versa. We learn a great deal by doing, through trial and error. Long before there were schools as we know them, there was apprenticeship — learning how to do something by trying it under the guidance of one who knows how.
In the educational process, students should be offered a wide variety of ways to learn, among which they could choose or with which they could experiment. They do not have to learn different things the same way. There are two ways that teaching is a powerful tool of learning. One aspect of explaining something is getting yourself up to snuff on whatever it is that you are trying to explain. This is a problem we all face all the time, when we are expected to explain something.
This is one sense in which the one who explains learns the most, because the person to whom the explanation is made can afford to forget the explanation promptly in most cases; but the explainers will find it sticking in their minds a lot longer, because they struggled to gain an understanding in the first place in a form clear enough to explain. Without that skill, I can only learn from direct experience; with that skill, I can learn from the experience of the whole world. Thus, whenever I struggle to explain something to someone else, and succeed in doing so, I am advancing my ability to learn from others, too.
Not only do students learn information from their individual subjects, but they also learn life lessons in and out of class. Proper work etiquette should be reinforced in the classroom, students need to learn how to deal with others in a cooperative manner, and they must learn how to acquire the information they might need in the future. One of the things that many business leaders cite as being necessary for future workers is the ability to work as part of a team and problem solve.
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And the consequences of education can be a job in our chosen field, a promotion, a title, etc. These are all good things and we should be allowed to want them. But if our education endeavors are only for these sole palpable purposes and our acquisition of knowledge doesn't challenge our beliefs and question our realities, then I don't believe we have received an education; we may have received a degree, but not an education.
Education should be an endeavor in which the learner receives knowledge and encounters and experiences a change in how he or she perceives the world. Education should teach us to be more open-minded, in the sense of wanting to understand better those around us who do not share our viewpoints of the world.
Education should teach us to be more conscious of how much good we can do, and to feel a responsibility to leave the world a better place than we found it.
Education should lead us to seek more than we find, and to be content even when we do not find at all. Education should teach us to treat each other better because we should understand each other better as a consequence of it. Education should teach us all these things and more because the intrinsic value of education is not that it is a means to any one end, but that it is an end in itself.
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