What Was Einstein View On Education Class 11?

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What Was Einstein View On Education Class 11
Answer: Einstein believed learning facts was not education; rather thinking new ideas to solve existing problems was education. For example, instead of learning dates about defeat of the French at Waterloo, he would rather like to learn why those soldiers were trying to kill one another.
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What was Einstein’s view of education?

Use Einstein’s Educational Philosophy to Boost Your Learning “We cannot solve our problems with the same thinking we used when we created them.” -Albert Einstein Last week, we discussed and techniques for subject mastery. This week, we’d like to focus on another impressive innovator: Albert Einstein. There are many myths about Einstein’s educational background. Although it’s often been claimed that he performed poorly in school (particularly in the areas of mathematics and the sciences), the truth is that he actually did very well and was years ahead of his peers.

In fact, by the age of 15, Einstein had already taught himself calculus. Despite early academic successes, he did face trouble in his university years when he consistently sacrificed class time to work in the lab. Although he overall did well in school, Einstein was skeptical of the schooling system and strongly disliked academia’s restrictions on learning.

Here are 10 things we can learn from Albert Einstein about school and education: “We cannot solve our problems with the same thinking we used when we created them.” 1. Only unconventional solutions will solve problems created by conventional thinking.

  1. It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” 2.
  2. Schooling should provide the means for a child to embrace his natural interests and pursue his chosen passions.
  3. Education is what remains after one has forgotten what one has learned in school.” 3.
  4. Einstein skipped class to work in the lab.

Don’t let your true interests and desires take a backseat for school work. “A person who never made a mistake never tried anything new.” 4. Don’t let fear of failing prevent you from trying something new. You will likely make mistakes, but that’s part of the process of learning.

“If you can’t explain it simply, you don’t understand it well enough.” 5. Putting yourself in a position where you teach or help others may feel burdensome, but it will help you better your own understanding. “Imagination is more important than knowledge.” “Imagination is everything. It is the preview of life’s coming attractions.” 6.

Imagination is creative curiosity. Don’t just seek to understand what currently exists, seek to create what does not. “Intellectual growth should commence at birth and cease only at death.” 7. Never stop learning. “Learn from yesterday, live for today, hope for tomorrow.

The important thing is not to stop questioning.” 8. Never stop questioning. “Reading, after a certain age, diverts the mind too much from its creative pursuits. Any man who reads too much and uses his own brain too little falls into lazy habits of thinking.” 9. Don’t become so concerned with consumption that you forget to create, and if you must consume, then consume with a purpose.

“I have no special talent. I am only passionately curious.” 10. All great innovators, creators, and learners share one unifying trait: curiosity. Embracing your innate curiosity can take you much further than a ‘special talent.’ ➜ Einstein’s ‘theory for happiness’ in a Jerusalem auction two days ago.

  • In German, Einstein’s short note states: “A calm and modest life brings more happiness than the pursuit of success combined with constant restlessness.” Einstein’s miracle year — Larry Lagerstrom In one year, Einstein published four world-changing essays.
  • This quick video covers these theories, Einstein’s educational background, and his impact on our worldly understanding.

Originally published on our, The Mission publishes stories, videos, and podcasts that make smart people smarter. You can subscribe to get them, By subscribing and sharing, you will be entered to win three (super awesome) prizes! : Use Einstein’s Educational Philosophy to Boost Your Learning
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Why does Einstein think that learning facts is no education at all class 11?

Einstein think that learning facts is not education at all because for him education should not be confined within fact it should be extended to the understanding the idea and concept. to him it is meaningless to learn about the date and details of Armies in a battle according to him he is more interested in the cause
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Who wrote Einstein at school Class 11 English?

Patrick Pringle is the author of this book. We learn through this extract about the troubles Albert Einstein was facing when he was in school.
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What is Einstein’s theory of education as he tells in the history class to Mr Braun?

Answer: Einstein told Mr Braun, the history teacher, ‘ I think it’s not facts that matter, but ideas.’ He hated learning dates and facts by heart. He argued that ideas were more important than learning by rote. He was not interested in knowing when the battles were fought but why they were fought.
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Why did Albert Einstein not like the existing system of education?

He was unable to cope with conventional system of education which lays a lot of emphasis on rote learning. Einstein believed that the then existing education method was incapable of meeting the purpose of education. He believed that learning facts and dates was not education.
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Did Einstein say education is not the learning of facts?

What Was Einstein View On Education Class 11 Shift to home learning – Jeffrey Lile, a DP Teacher at Pan-American School, in Costa Rica, agrees that homework can be turned into an enjoyable experience when students are given the opportunity to guide their own learning process. But, students need to feel motivated, he says.

Learning requires reflective practice – which calls for strong intrinsic motivation. However, homework is rarely a reflective practice. Learners are hardly ever motivated other than attempting to get a grade or pass the class. The motivation that supports learning comes from alignment of an activity with personal values combined with the belief that they will succeed.

This motivation flows from student choice.” Homework should be replaced with home learning, believes Lile. This needs to be based on the natural process of exploration, and encourage learners to experiment with activities they value. “The teacher’s role is to guide this practice and connect it to the curriculum,” he says.

“Students should choose opportunities for home learning and not just work. They can be given the chance to be not just students, but well-rounded individuals.” For example, if a student has an interest in bike-riding, then the mathematics teacher could assign a task that requires the student to keep track of their distance and time, and create a graph that will allow them to evaluate their progress.

Or in a history class, for example, the student could research bicycles in the late 19th century. “This allows students to experiment and explore their interests and, at the end of the learning experience, still have time to spend with family and friends, developing important social and emotional skills,” says Lile.

Replacing homework with home learning creates significant learning experiences that allow students to develop holistically and apply the curriculum to what they value.” Students will require critical thinking skills in the future, which cannot be developed through a traditional approach to homework, according to research.

Now is the time for educators to get creative, challenge students and re-think their approach to homework. This will create valuable, lifelong learning experiences for future generations. “Education is not the learning of facts, but the training of the mind to think,” as Albert Einstein said.
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When did Einstein say education is not the learning of facts?

Albert Einstein? Apocryphal? Dear Quote Investigator: A learner may accumulate a large number of miscellaneous pieces of information without achieving an integrated understanding and without acquiring an ability to use the material intelligently. Reportedly, Albert Einstein made a germane remark: Education is not the learning of facts, but the training of minds to think.

I have not been able to find a solid citation for this insight. Are these really the words of Albert Einstein? What was the context? Quote Investigator: In 1921 Albert Einstein visited Boston, Massachusetts. At that time, a questionnaire constructed by the inventor and research laboratory pioneer Thomas A.

Edison was circulating. Edison used his controversial questionnaire to screen job applicants, but Einstein was unimpressed by some of the queries. For example, “The New York Times” reported on Einstein’s reaction to one question about a fact that was readily available in reference books: 1921 May 18, New York Times, Einstein Sees Boston; Fails on Edison Test: Asked to Tell Speed of Sound He Refers Questioner to Text Books (Special to The New York Times), Quote Page 15, New York.

Continue reading He was asked through his secretary, “What is the speed of sound?” He could not say off-hand, he replied. He did not carry such information in his mind but it was readily available in text books. Einstein’s response printed in 1921 fit the theme of the quotation because he deemphasized the value of simply memorizing facts.

A longer description of this episode was presented in the biography “Einstein: His Life and Times” by Philipp Frank. A strong match for the quotation was included in the following passage. Boldface has been added to excerpts: 1947, Einstein: His Life and Times by Philipp Frank, Translated from German by George Rosen, Edited and Revised by Shuichi Kusaka, Quote Page 185, Published by Alfred A.

  • Nopf, New York.
  • Verified Continue reading While Einstein was in Boston, staying at the Hotel Copley Plaza, he was given a copy of Edison’s questionnaire to see whether he could answer the questions.
  • As soon as he read the question: “What is the speed of sound?” he said: “I don’t know.
  • I don’t burden my memory with such facts that I can easily find in any textbook.” Nor did he agree with Edison’s opinion on the uselessness of college education.

He remarked: “It is not so very important for a person to learn facts. For that he does not really need a college. He can learn them from books. The value of an education in a liberal arts college is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks.” Frank’s biography was originally written in German, and the English translation was released in 1947.

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QI does not know what source material was used by Frank to report on words of Einstein in 1921, but the reliability of Frank’s biography is largely viewed favorably. Here are additional selected citations in chronological order. In 1917 “The Sun” newspaper of New York City published an opinion piece that referred to an anonymous professor who made a thematically similar point about higher education: 1917 September 23, The Sun, Should the Education of Children Begin at Home or at School?, Quote Page 16, Column 7, New York, New York.

(Newspapers_com) I have heard one college professor, a man who now holds a responsible position requiring careful scientific training under the Government, frequently tell his students that they were not in college to learn facts, but to train their minds to think logically.

He was right, but that training should have been started many years before. The man who expects to learn to think after he has reached college is the man who “flunks” or just barely hangs on. In 1921 Einstein criticized the Edison’s questionnaire and his opinion about college. Einstein minimized the value of learning motley textbook facts, and highlighted the value of training the mind.

See the excerpts given previously. In 1996 the biography “Einstein: A Life” by Denis Brian was published, and it included a discussion of the incident in 1921: 1996, Einstein: A Life by Denis Brian, Chapter 17: Einstein Discovers America, Quote Page 129 and 130, John Wiley & Sons, Inc., New York.

Verified on paper) The group of reporters waited while an Edison question, “What is the speed of sound?” was translated into German. Einstein’s answer was translated into English. “I don’t know offhand,” he said. “I don’t carry information in my mind that’s readily available in books.” Told of Edison’s view that a knowledge of facts was vitally important, Einstein disagreed: “A person doesn’t need to go to college to learn facts.

He can get them from books. The value of a liberal arts college education is that it trains the mind to think. And that’s something you can’t learn from textbooks. If a person had ability, a college education helps develop it.” In 2010 “The Ultimate Quotable Einstein” edited by Alice Calaprice included an excerpt from Philipp Frank’s biography that corresponded to the text presented previously in this article.

  • Calaprice cited Frank and stated that the passage was written by Einstein in 1921.
  • QI does not know if the year was verified independently.
  • Calaprice may have relied on the year given by Frank.2010, The Ultimate Quotable Einstein, Edited by Alice Calaprice, Section: On Education, Students, Academic Freedom, Quote Page 100, Princeton University Press, Princeton, New Jersey.

(Verified on Continue reading In conclusion, the quotation under examination was a streamlined/simplified version of a statement published in “Einstein: His Life and Times” by Philipp Frank. The biography was published in English in 1947 and the event occurred in 1921.
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What is Einstein’s view about education system in the school in Munich?

Albert Einstein at School Extra Questions and Answers Long Answer Type – Question 1. Were the teachers interested in understanding Albert and bringing out his potential? Answer: The given extract mentions only three of the teachers—the history teacher, Mr Braun, the mathematics,

  1. Teacher, Mr Koch, and the head teacher.
  2. The history teacher was not at all interested in bringing out Albert’s potential.
  3. He followed the traditional method of teaching history and laid more emphasis on the acquisition of knowledge, by rote learning, rather than the understanding of ideas.
  4. He also had a sarcastic attitude and mocked Albert for his views.

He did not help the talented boy achieve his potential, rather he complained to the head teacher and got him expelled. The mathematics teacher, Mr Koch, on the other hand, was very encouraging. He confessed that he could not teach Albert anymore; rather Albert would soon be able to teach him.

The head teacher humiliated Albert and expelled him from the institution for being rebellious and for not allowing the class work to go on. Neither the history teacher nor the head teacher acknowledged Albert’s mathematical genius. Question 2. Why was Albert miserable in school? How did he plan to move out of it? Answer: Albert Einstein was bom in a modest family and was sent to Munich to study at school for his diploma.

He was an intelligent student but not good at rote learning dates and facts in history. Albert was miserable in school, where his teacher detested him for not adopting the conventional method of rote learning, and at the place where he lived. To escape the torture at school, he had a plan.

  • He wanted to get a doctor’s certificate that declared he had had a nervous breakdown and was unfit to go to school.
  • Question 3.
  • Why was Albert miserable in Munich? Answer: Albert Einstein was studying for his diploma in school, in Munich, which had a very conservative approach to education.
  • Albert had an analytical and rational mind.

He hated rote learning. This outraged Mr Braun, his history teacher. The teacher taunted him by calling his views the ‘Einstein theory of education’. The authorities believed that Albert had no desire to leam and was wasting his father’s money. The teacher punished Albert by detaining him for an extra period in school.

Albert was miserable as he returned to his lodging. He had got a room in an area that was ugly. Albert had no comfort, nor did he like the food there. The atmosphere was bad as his landlady kept beating her children and her husband came drunk and beat her. She even forbade him to play the violin. All this made him miserable.

Expulsion from his school was a welcome relief to him. Question 4. Comment on the role of Yuri as described in the extract. Answer: During that traumatic period in the school at Germany, Einstein’s only saviour was his friend Yuri. He lived in a hostel with some other students and often encouraged Albert when he was upset.

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Yuri was Albert’s friend, philosopher, and guide. Yuri helped Albert obtain a certificate to say that he had had a nervous breakdown by referring him to his friend, a medical student, Ernst Weil. Yuri advised Albert into taking a certificate of recommendation from the mathematics teacher before seeing the head teacher.

Albert got a recommendation from him stating that he was fit to join an institute for higher ‘ education in mathematics. It was this certificate that helped him join a college in Italy. Yuri understood his friend and admired his honesty, calling him, ‘the world’s worst liar’.

Albert met with Yuri before leaving Munich. Yuri bade him a good bye and wished him the best for his future. Question 5. Keeping the whole passage in mind, briefly discuss Einstein’s character as it is revealed here. Answer: Albert Einstein was one of the greatest scientists of all times. As a young student, Einstein showed the sparks of his genius.

view of albert einstein on education

His mathematics teacher had great respect for his ability and went so far as to say, “I can’t teach you more, and probably you’ll soon be able to teach me.” Einstein was not interested in knowing factual details of historical events but their causes and effects, which infuriated his history teacher.

The exchange between Einstein and the teacher show him as someone who is unwilling to compromise on his views, risking punishment. He is noted for his straightforwardness. He comes across as one who will chart his own course rather than follow the beaten track. Yuri paid Albert’s virtue of honesty a compliment by calling him ‘the world’s worst liar’.

Albert Einstein also loved music. He played the violin for his joy and comfort. Albert abhorred violence and was unhappy in his lodgings because of his abhorrence for domestic violence. Question 6. Express your views on the educational system in Germany.

Answer: The educational systerp in Germany was organized along traditional lines. Albert Einstein’s miserable five years in the school at Munich are a telling comment on the system. It had no room for individual brilliance, aptitude and aspirations. Students were required to study a regular number of subjects.

Stress was laid on the learning of facts rather than its cause and effects. Elsa assured Einstein, it was easy to pass an examination by learning by rote, like a parrot. The system discouraged genius and creativity. No effort was made to understand the students their problems or emotions.

Mr Braun, the history teacher, was completely insensitive to Albert’s feelings and taunted him about his ideas by calling them the ‘Einstein theory of education’. Teachers and authorities insisted on discipline and conformity. The head teacher expelled Albert Einstein from school for arguing his point of view with the teacher.

The educational system in Germany was rigid and laid more emphasis on mindless cramming of facts than on understanding or creativity. Question 7. Who were Yuri and Elsa? What role did they play in Einstein’s life? Answer: Albert Einstein was studying for his diploma in a school in Munich, where he was unhappy.

He hated learning dates and facts by heart and candidly confessed his apathy of learning dates and dry facts; he believed in ideas. He was equally miserable when he went to his lodging because of the violence around him there. The only people he could depend on were Elsa and Yuri. Elsa was his cousin who lived in Berlin.

She encouraged him in his studies and tried to assure him that it was not difficult to pass his examination. All he had to do was learn like a parrot like other stupid boys who did that and passed. Yuri, his friend, too gave him a lot of support, and introduced him to Ernst Weil, helping him get out of his miserable existence in Munich.

Question 8. Why did Albert feel the ‘certificate burning a hole in his pocket’? Answer: The doctor, Ernst Weil, referred by Yuri, falsely certified that Albert had had a nervous breakdown and should be kept away from school for six months. However, before he could go to the head teacher, Albert was summoned and expelled from school.

The reason given was that he neither wanted to study nor was his presence conducive for others eager to learn. He knew that was not true. He wanted to show him the certificate to prove that he was equally miserable and wanted to get rid of the school as he was not in agreement with the methods of teaching there.
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