Education Is What Remains After One Has Forgotten?


Education Is What Remains After One Has Forgotten
Education is what remains after one has forgotten what one has learned in school. — Albert Einstein.
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What is the meaning of education is what remains after one has forgotten what one has learned in school?

8) “Education is what remains after one has forgotten what one has learned in school.” ~Albert Einstein Explain the meaning of the quote and its relevance to contemporary India. Topic : Role of family, society and educational institutions in inculcating values.

8) “Education is what remains after one has forgotten what one has learned in school.” ~Albert EinsteinExplain the meaning of the quote and its relevance to contemporary India. (200 Words) General

: 8) “Education is what remains after one has forgotten what one has learned in school.” ~Albert Einstein Explain the meaning of the quote and its relevance to contemporary India.
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What did Albert Einstein mean when he said education is not the learning of facts but the training of the mind to think?

The ‘minimal-homework’ rule – Sturgis Charter Public School, in Massachusetts, US, developed a ‘minimal homework’ guideline for Standard Level (SL) IB Diploma Programme (DP) courses to address rising student stress levels. Normally, SL subjects meet a minimum of 150 teaching hours, while Higher Level (HL) comprise of 240 hours.

  • However, at Sturgis both courses are the same length of hours – SL has an extra 90 teaching hours.
  • This allows students to complete work – that they would have done at home – in class with the support of their teacher.
  • Former Executive Director Eric Hieser, who was instrumental in the move to the ‘minimal SL homework’ idea, explains: “The more work teachers load on to students, the more stress students will feel and disengage from the learning process.

It’s a way of trying to make a reasonable approach to the DP for all students.” This strategy was instrumental in a grassroots movement in the US that aims to make the DP accessible to all students, including those with special needs. Sturgis calls this “IB for All”.

  1. We developed a wide range of principles, guidelines, policies, procedures, and support systems​ in order to enable all students to realize success in the DP,” explains Hieser.
  2. The ‘minimal homework for SL classes’ was one of many initiatives and approaches that resulted in student success, and in the school becoming quite popular with students and parents in southeastern Massachusetts.” Hieser adds: “The school’s emphasis is on maximizing each student’s and encouraging all students to achieve the highest scores possible for them.

All students can be successful, if they are given the appropriate time and support. We have tried to build a culture of students believing that as long as they do their very best, then whatever DP score they get is fine. It’s been a successful approach.

  • The vision is to lift everyone up.” As for HL courses, Sturgis’ guidelines suggest that students should be spending between 30 minutes and an hour per night on homework.
  • Educators provide the necessary support to ensure students are not overwhelmed.
  • Homework does prepare students for university, so it’s essential for students to learn healthy study skills during their school years, adds Hieser.

“The important part is developing life-long habits rather than remembering facts and figures. It’s about deeply understanding topics and learning skills, strategies and habits of mind, which are transferable across a whole range of disciplines.”
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What did Einstein say about education system?

Albert Einstein changed our way of looking at the universe. He also spoke out about other subjects, including education. Here are fourteen of his pronouncements on issues related to learning and education. Many quotations attributed to Einstein are specious, which is why I’ve provided sources for each of these fourteen.

On Schooling: ‘’It is nothing short of a miracle that modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry. ”, On Imagination: ‘ ‘Knowledge is limited. Imagination encircles the world. ”, On Love of Learning : ‘I have no special talent. I am only passionately curious,”,

On Creativity: ‘’It is the supreme art of the teacher to awaken joy in creative expression and knowledge.’ ‘, On Play : “The desire to arrive finally at logically connected concepts is the emotional basis of a vague play with basic ideas. this combinatory or associative play seems to be the essential feature in productive thought.”,

On Curiosity : “The important thing is not to stop questioning. Curiosity has its own reason for existence. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to comprehend a little of this mystery each day.

Never lose a holy curiosity.”, On Wonder: “The most beautiful emotion we can experience is the mysterious. It is the fundamental emotion that stands at the cradle of all true art and science. He to whom this emotion is a stranger, who can no longer wonder and stand rapt in awe, is as good as dead, a snuffled-out candle.”,

  • On Individuality: “The development of general ability for independent thinking and judgment should always be placed foremost, not the acquisition of special knowledge.,”,
  • On Neurodiversity : His son, Albert Einstein Jr.
  • Wrote: ” was,
  • Considered backward by his teachers.
  • He told me that his teachers reported to his father that he was mentally slow, unsociable and adrift forever in his foolish dreams,”,

On Care for Nature : ” In every true searcher of Nature there is a kind of religious reverence,”, On Tolerance : ‘’ Laws alone can not secure freedom of expression; in order that every man present his views without penalty there must be spirit of tolerance in the entire population.

  • ”, On Beauty: ‘’ To sense that behind anything that can be experienced there is something that our minds cannot grasp, whose beauty and sublimity reaches us only indirectly; this is religiousness.
  • In this sense, and in this sense only, I am a devoutly religious man,”,
  • On Education: ‘’ The wit was not wrong who defined education in this way: ‘Education is that which remains, if one has forgotten everything he learned in school,”,

For more about Albert Einstein and his vision for education (including the above and other quotations), see my book If Einstein Ran the Schools: Revitalizing U.S. Education, This page was brought to you by Thomas Armstrong, Ph.D. and, Follow me on Twitter: @Dr_Armstrong Subscribe to my blog feed
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Why education is one thing no one can take away from you?

1. Provides Stability – Education provides stability in life, and it’s something that no one can ever take away from you. By being well-educated and holding a college degree, you increase your chances for better career opportunities and open up new doors for yourself.
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What is Plato saying about what the essence of education is?

Abstract – Plato regards education as a means to achieve justice, both individual justice and social justice. According to Plato, individual justice can be obtained when each individual develops his or her ability to the fullest. In this sense, justice means excellence.

For the Greeks and Plato, excellence is virtue. According to Socrates, virtue is knowledge. Thus, knowledge is required to be just. From this Plato concludes that virtue can be obtained through three stages of development of knowledge: knowledge of one’s own job, self-knowledge, and knowledge of the Idea of the Good.

According to Plato, social justice can be achieved when all social classes in a society, workers, warriors, and rulers are in a harmonious relationship. Plato believes that all people can easily exist in harmony when society gives them equal educational opportunity from an early age to compete fairly with each other.

  1. Without equal educational opportunity, an unjust society appears since the political system is run by unqualified people; timocracy, oligarchy, defective democracy, or tyranny will result.
  2. Modern education in Japan and other East Asian countries has greatly contributed to developing their societies in economic terms.

Nevertheless, education in those countries has its own problems. In particular the college entrance examination in Japan, Korea, and other East Asian countries caused serious social injustices and problems: unequal educational opportunity, lack of character education, financial burden on parents, and so on.

Thus, to achieve justice, modern society needs the Platonic theory education, for Plato’s philosophy of education will provide a comprehensive vision to solve those problems in education. There is also some controversy about the relationship between education and economics. It is a popular view common in East and West that businesses should indirectly control or even take over education to economically compete with other nations.

However, Plato disagrees with this notion since business is concerned mainly with profit whereas a true education is concerned with the common good based upon the rational principle of individual and social justice.
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What is the meaning of the purpose of education is to replace an empty mind with an open one?

Education opens up one’s mind and introduces us to the world so that we can learn and explore. The more we explore, the more we respect and understand the world.
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What is the meaning of the aim of education is the knowledge not of facts but of values?

William Ralph Inge? William S. Burroughs? Anonymous? Dear Quote Investigator: The following statement has been attributed to two very different people: William Ralph Inge and William S. Burroughs: The aim of education is the knowledge, not of facts, but of values.

Inge was a professor at Cambridge and Dean of St Paul’s Cathedral in London. Burroughs was a member of the Beat Generation best known for authoring “Naked Lunch”. Should either of these figures receive credit for this remark? Quote Investigator: In 1917 the collection “Cambridge Essays on Education” appeared.

Inge wrote a piece titled “The Training of the Reason” which included the following passage. Emphasis added to excerpts by QI : 1917, Cambridge Essays on Education, Edited by A.C. Benson (Master of Magdalene College), The Training of the Reason by W.R.

  • Inge (Dean of St.
  • Paul’s), Start Page 12, Quote Page 12, Cambridge Continue reading The ideal object of education is that we should learn all that it concerns us to know, in order that thereby we may become all that it concerns us to be.
  • In other words, the aim of education is the knowledge not of facts but of values.

Values are facts apprehended in their relation to each other, and to ourselves. The wise man is he who knows the relative values of things. In this knowledge, and in the use made of it, is summed up the whole conduct of life. William S. Burroughs was born in 1914; hence, he clearly did not coin this expression.

  • He died in 1997, and he implausibly received credit in 2005 as indicated further below.
  • Here are additional selected citations in chronological order.
  • In 1919 “A Handbook of American Private Schools” credited Inge with the quotation: 1919 Copyright, A Handbook of American Private Schools, An Annual Survey 1920, Fifth Edition, Educational Literature of the Academic Year 1918-1919, Educational Reconstruction in England, Start Page Continue reading W.R.

Inge in “The Training of the Reason” tells us that “the ideal object of education is that we should learn all that it concerns us to know, in order that thereby we may become all that it concerns us to be. In other words, the aim of education is the knowledge, not of facts, but of values.

” In 2005 “The Consistent Consumer: Predicting Future Behavior Through Lasting Values” by Ken Beller, Steve Weiss, and Louis Patler employed the saying as a chapter epigraph. Mysteriously, William S. Burroughs received credit instead of Inge: 2005, The Consistent Consumer: Predicting Future Behavior Through Lasting Values by Ken Beller, Steve Weiss, and Louis Patler, Part 1: The Values of a Nation, Epigraph to Chapter 1: The Value of Continue reading T he aim of education is the knowledge, not of facts, but of values.

—William S. Burroughs, American Writer In 2015 “3000 Astounding Quotes” by James Egan included a section of quotations attributed to Burroughs. Here were three: 2015, 3000 Astounding Quotes by James Egan, Quote Page 220, Lulu Publishing Services at

  • Google Books Preview) 2453.
  • The face of evil is always the face of total need.2454.
  • Nothing is true, everything is permitted.2455.
  • The aim of education is the knowledge, not of facts, but of values.
  • In conclusion, William Ralph Inge should be given credit for this statement based on the 1917 citation.
  • The ascription to William S.
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Burroughs is spurious. Image Notes: Picture of many books from Free-Photos at Pixabay. Image has been cropped and resized. (Great thanks to Samuel LoPresto whose inquiry led QI to formulate this question and perform this exploration. LoPresto noted the dubious dual attribution to William Ralph Inge and William S.
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Why education is life not a preparation for life?

MOST people understand education as matter of read and write, which is just a portion of what it really is. It is very important to have a deeper understanding of what education really is. Education is a lifetime process with no true beginning or ending.

  • Education consists of experience, environment, socialisation and communication.
  • According to John Dewey; “Education is not preparation for life; education is life itself.” It is through education that you can change the face of the world.
  • It very important to mankind because it is used to mitigate most of the challenges faced in life.

The knowledge that is attained through education helps open doors to a lot of opportunities for better prospects in career growth. Education is life. Take it or leave it. Rigo Melo
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Who said education is what remains?

Education is what remains after one has forgotten what one has learned in school. — Albert Einstein.
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What is the true value of education?

Educational Philosophy: The True Value of Learning What does it mean to be educated? Going to school? Getting all A’s? Having a 4.0 GPA? In reality, those numbers and letters have no significance without the knowledge backing them. Then at what point can someone really consider themselves to be educated and why is education so vital? I believe that there is no single point when someone reaches an attainable state of being “educated”, as people can always continue to develop themselves into more knowledgeable and skilled people.

Attending school and doing what is expected does not necessarily mean that someone is educated, but can aid in developing one’s education. When I first approached this question eight months ago, I came to the conclusion that education is not limited to the classroom, but is up to the individual to push themselves beyond what is expected.

The individual must have the desire to learn and must be proactive in doing so. What should really be valued is the knowledge acquired from developing skills and expanding one’s understanding of a subject. After nearly completing the AP English Language & Composition course, I can confidently confirm that one’s own learning is up to themselves, and their education is determined by how willing they are to expand their knowledge and skillset.

  • The way the course is set up directly correlates to this idea.
  • This class wouldn’t be considered a conventional class.
  • Students don’t receive grades on each assignment, but are assessed holistically, quarterly by their display of growth.
  • This way, students are given the chance to develop their skills continually, and their grades will reflect their growth.

Students won’t have to worry about their initial performance, but can take advantage of the opportunities to revise as learning opportunities and can display their newfound knowledge and skillsets in future assignments. I’ve found that despite the class being my lowest average amongst all my classes, I believe that it has been the most impactful in understanding how my effort directly correlates with the growth of my skills, as I can directly see change happening with each assignment I continue to work on.

  1. Everyone has the capability of educating themselves.
  2. It’s a matter of whether or not the individual can take it upon themselves to work towards their education.
  3. Education should be valued for its ability to teach students new skills and knowledge, not by letter grades.
  4. I’ve always had the habit of learning subject material right before tests and forgetting it the day after, but my father always stressed how important it is to value what I actually learned over the grades I was getting.

He stressed how none of my grades matter if I know none of the material in reality. Then one day, after receiving a low grade on my math final, he told me how I’ve actually learned so little math the entire school year despite getting all A’s. “It doesn’t matter what your grades are if you can’t retain anything.

  1. Look, if someone were to take away my job and all my money, it won’t matter because I have the skillset and knowledge to find another job.” Being educated has nothing to do with school grades but the learning that comes with it.
  2. For the majority of all the years I’ve been in school, I’ve put so much emphasis on grades that the actual learning became completely irrelevant to me.

But over the course of this year, I’ve come to understand why taking the time to properly learn material is so important over the number and letter grades. Mark Twain once said, “I never let my schooling interfere with my education,”, and being sure to stay away from the mindset of being grade driven is important to really becoming educated, as the process of learning and acquiring knowledge is what is most significant.

  • Education is the act of an individual actively pursuing their learning; an individual focused on taking the pathway of growth over obtaining irrelevant numbers and letters.
  • Education is the never ending pathway that the individual ventures endlessly in seek of learning and knowledge.
  • Most people can say with confidence that education is important, but they may hesitate when questioned why.

The obvious answer is “to get a good job that makes a good amount of money,” but is individual financial success our only value? Throughout all my years of being in school, I never really thought about why teachers do what they do until one of my teachers stated that the reason why he became a teacher was to build the thinking skills in his students who would ultimately impact society.

On a larger level, education extends beyond the individual and influences everyone around them. The more people are able to make good decisions, the more society will benefit as those with education are more likely to have societal power and have more developed thinking skills. Not only should people have self interest when it comes to their education and success, but people should also focus on the benefits that they could provide to society with their skills.

Not everyone is fortunate enough to have easy access to schooling so those who are educated should help improve their society in trying to balance the inequalities when it comes to opportunity. In the end, education is completely what you make of it and being able to recognise that is important in pushing your success.
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Why education is the only key to success?

Education is the key factor for success. Education gives us knowledge of skills and ethics that has been there in the world which we learn as it helps us to progress further. Nowadays, education is thought of as a way of life where one can not only learn but also share their knowledge with others.
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Why education is most important?

2. Sharpening critical skills – Education helps you develop critical skills like decision-making, mental agility, problem-solving, and logical thinking. People face problems in their professional as well as personal lives. In such situations, their ability to make rational and informed decisions comes from how educated and self-aware they are.
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What is Plato’s most famous quote?

Philosopher Plato quotes on Knowledge and Learning Plato was an Athenian philosopher who was a student of Socrates and the teacher of Aristotle. With a plethora of interests and ideas from mathematics to political theory, his effect on and the nature of human beings has spread far and wide over millennia. Education Is What Remains After One Has Forgotten Image credits: Creative Commons That said, here are 29 quotes on and learning from the Father of Western philosophy:

“We can easily forgive a child who is afraid of the dark; the real tragedy of life is when men are afraid of the light.””A good decision is based on knowledge and not on numbers.””Thinking – the talking of the soul with itself.””There is no harm in repeating a good thing.””Truth is the beginning of every good to the gods, and of every good to man.””Knowledge without justice ought to be called cunning rather than wisdom.””The first and greatest victory is to conquer yourself; to be conquered by yourself is of all things most shameful and vile.””Wealth, and poverty; one is the parent of luxury and indolence, and the other of meanness and viciousness, and both of discontent.””An empty vessel makes the loudest sound, so they that have the least wit are the greatest babblers.”” is the medium between knowledge and ignorance.””If a man neglects education, he walks lame to the end of his life.””All men are by nature equal, made all of the same earth by one workman.””Books give a soul to the universe, wings to the mind, flight to the imagination, and life to everything.””The measure of a man is what he does with power.””The direction in which starts a man will determine his future in life”.”Opinion is the medium between knowledge and ignorance.””Wise men speak because they have something to say; Fools because they have to say something.””Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.””Bodily exercise, when compulsory, does no harm to the body; but knowledge which is acquired under compulsion obtains no hold on the mind.””Ideas are the source of all things.””When two friends, like you and me, are in the mood to chat, we have to go about it in a gentler and more dialectical way. By ‘more dialectical’, I mean not only that we give real responses, but that we base our responses solely on what the interlocutor admits that he himself knows.””Knowledge becomes evil if the aim be not virtuous.””A library of wisdom, is more precious than all wealth, and all things that are desirable cannot be compared to it. Whoever therefore claims to be zealous of truth, of happiness, of wisdom or knowledge, must become a lover of books.””No one is more hated than he who speaks the truth.””And what, Socrates, is the food of the soul? Surely, I said, knowledge is the food of the soul.””The untrained mind keeps up a running commentary, labelling everything, judging everything. Best to ignore that commentary. Don’t argue or resist, just ignore. Deprived of attention and interest, this voice gets quieter and quieter and eventually just shuts up.””False words are not only evil in themselves, but they infect the soul with evil.”” is the geometry of the soul.”” is the mother of invention.”

: Philosopher Plato quotes on Knowledge and Learning
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What does Plato say about education in the allegory of the cave?

The Value And Importance Of The Education In Allegory Of The Cave – Free Essay Example The value and meaning of education has surely changed over time. Having an education was often seen to be more of a privilege than what education stands for today. Many people see early education as preparation for adulthood, whilst further education as a means to develop one’s own understanding of a subject.

Argued to be one of the most influential philosophical accounts of education is Plato’s “Allegory of the Cave.” The “Allegory of the Cave” can be found in Book 7 of The Republic. Throughout the allegory, it shows the main aspects of Plato’s idea of education. Furthermore, another key philosopher in the philosophy of education is John Dewey.

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Dewey focuses on education firstly in his early work titled “My Pedagogical Creed” and then later in his book Democracy and Education. This is often said to rival the great works of Philosophy including such as Plato. Both philosophers, highlight key features of what education is although they do this in very different ways.

In Plato’s Allegory, Socrates asks Glaucon to picture a group of human beings living in an underground cave. They are only able to see what is in front of them as they bound chains and unable to move. Behind the people there is a fire which is a little higher up and between them and the fire is a small wall.

Socrates describes this like a screen at a puppet theatre. People walk behind this wall carrying numerous objects. The objects project shadows onto the wall in front of the prisoners formed by the light of the fire. Socrates suggests that the prisoners would take these shadows to be real things as they have no knowledge on how these shadows are made.

Socrates asks what would happen if one of the prisoners were to be set free and released from the chains and look towards the light of the fire situated behind him. The prisoner takes comfort with what is familiar and refuses the knowledge that the shadows are simply created by the objects that are carried in front of the fire.

The prisoner is unable to realise the truth. The freed prisoner is forcibly dragged out of the cave and into the light of the outside world. Socrates suggests that that when outside the cave, he would be more confused and “completely dazzled by the glare of the sun” and “would not be able to see clearly.” At first, he would only be able to look at the shadow-like objects such as the shadows and reflections and gradually, he would be able to look at the sun without using reflections in the water.

Socrates then asks Glaucon to think about what would happen to the liberated prisoner if he were then to return to the cave. He would be blinded by the darkness and he would not be able to recognise the shadows like the prisoners remaining in the cave. Socrates suggests that he would be ridiculed and mocked and if he tried to lead others out of the cave as “they would kill him if they could lay hands on him.” The allegory presents a relation between ignorance and understanding.

It is this gap between ignorance and understanding what we can call education. In order to understand what the allegory tells us about education, we have to interpret what it means. The prisoners in the cave do not want to be free as they are comfortable in their own ignorance.

The prisoners are hostile to people who give them information in order for them to be free too. This is demonstrated in the allegory when the freed prisoner returns to the cave. The people in the cave represent society and Plato is suggesting that we are the prisoners simply looking at the shadow of things.

The process of getting out of the cave can be compared to getting educated but the process of getting out of the cave is difficult as we are often blinded by the light. The process of getting out of the cave requires assistance. This implies that throughout our education, there is sometimes a struggle involved.

  1. This can be said to be the struggle to see the truth.
  2. Ignorance is sometimes bliss as seeing the truth can be painful.
  3. The prisoner who was able to leave the cave would question his beliefs whereas the prisoners in the cave accept what they are shown as they know nothing else apart from what the shadows they can see that are cast by the light of the fire that is behind them.

Although they do not see things exactly how they are, they are also not aware of the true nature of the things that they see. To an extent, they are ignorant, but they are not lacking in all knowledge. The essential function of education is not to give us the truth but help guide us towards the truth.

  • For Plato, education allows us to see things differently.
  • Therefore, when the perception of truth changes and so does education.
  • Everyone has the capacity to learn, however not everyone has the desire to learn just like the trapped prisoners in the cave.
  • Consequently, desire and resistance are important when it comes to education because you have to willing to learn the truth in order to be educated.

One must have the desire to free their soul from the chains and darkness. The people walking across the walking carrying the objects can be viewed as the authority of today’s society. For example, the media, religious leaders and the government to name a few.

It is these examples of authority that influence and determine people’s beliefs and attitudes. The person who helped guide the prisoner out of the cave can be compared to the teacher. The teacher does not get an education for the student but rather helps guide the student towards the truth from the darkness and into the light.

The metaphor of light and darkness is used throughout the allegory. From the start to the end, Plato expresses the difficultly for one to make the transformation from the chains of the cave and darkness to the freedom and knowledge of in the light. The transformation being a process of education.

  1. Darkness and light represent our human conditions on two levels.
  2. Plato describes humanity as being “in the dark,” and unaware of what is truly in front of our eyes.
  3. As humans we are unaware of what is beyond such light and we are stuck in a chained position, in darkness not knowing what lies beyond the life in the cave.

However, as the freed prisoner becomes accustomed to the light they become aware now aware of things that they never knew. The shadows of the objects they seen on the cave walls that they were only able to speculate about become clear and start taking shape.

  • Furthermore, for Plato the truth is seeing something as it is.
  • It is the understanding of something through the light of the idea.
  • The prisoners are unable to see the shadows as what they are as a shadow as they are unable to.
  • However, this is not to dismiss they do not see anything.
  • They see the shadows as something that passes in front of them as “distinct shapes and forms.” What they see is not that what shows itself, but the prisoners can only take what they see to be true.

They have some relation to truth but are not completely in the truth as they are unable to see what we see as shadows. When the prisoner is freed, they are now able to see what they first saw and what is now shown. This process can used as an image of education.

This is the process of being chained up, unable to move and staring at a wall, to seeing the fire and then being dragged outside of the cave into the world. Education is not just a matter of changing ideas or practises. It is a process that transforms our life in orientation towards the more truth. Similarly, to when the prisoners must change in orientation.

In the allegory, it states that, “they cannot move and are only able to see in front of them since the chains are arranged in such manner that they are prevented from turning their heads around.” The prisoner is only able to see what is in front of them, but they must turn away from this.

  • They must turn away from what they know from being held captive and must turn away from all the things they associated with being held captive and look towards something else.
  • The movement of our being and seeking knowledge is not easy.
  • Often it is resisted is hard because it requires a complete transformation of yourself.

This suggests that education can sometimes be a difficult and painful process. Save your time!We can take care of your essay

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Education Is What Remains After One Has Forgotten Another key philosopher in the philosophy of education is that of John Dewey. Dewey takes a hands-on approach, a pragmatist approach to education. Pragmatists believe that reality must be experienced. Therefore, students must interact with their environment in order to adapt and learn.

Dewey wrote the essay ‘My Pedagogic Creed’ which is he’s early synopsis of his educational beliefs. It appeared the The School Journal and consists of 5 parts. In the first part, titled “What is Education?”, Dewey tells us that education is a process by which an individual comes to participate in the “social consciousness of race.” Dewey believes that education is a process which begins from a very young age and it happens “unconsciously almost at birth.” It is through education which helps the formation of habits, training ideas and the arousing of feelings and emotions.

Dewey states that “only true education comes through the stimulation of the child’s powers by the demands of the social situations.” This suggests that everyone’s level of education will vary depending on the type of social situations that a person has experienced.

  • Dewy states that, “through the responses which others make to his own activities he comes to know what these mean in social terms.” Relating back to the previous paragraph, education here is understood pragmatically.
  • Our education is affected by the type of situation that we are in and what it is asking us to do.

It is our response to the situation and how this effect other which helps us to learn the significance of the response itself. According to Dewey, the educational process has two sides – one psychological and one sociological. The psychological side is the most important as the “child’s own instincts and power furnish the material and give the starting point for all of education.” Dewey suggests that if there is no awareness of the of the ‘psychological structure’ of a person, the educative process will be order less and aimless.

  1. Education becomes indoctrination since it can “give certain external results but cannot truly be educative.” Therefore, the teacher must have awareness of social conditions in order to be able to “interpret the child’s powers”.
  2. However, the child’s powers are only known depending on their environment that they are effective.

This means that if power is only known in terms of the effect that is has, then it is non-realistic to consider the child’s power alone. Ultimately, Dewey believes that education is a social process. He states that the education is a “process of living and not preparation for future living.” Therefore, as education is a process of living and living is complex, one must experience confusion or distraction in order to be educated.

  1. This is similar to Plato and the Allegory of the Cave; the released prisoner is at first confused when he first leaves the cave but after the process of education the prisoner is no longer confused as able to recognise the things as what they are in themselves.
  2. Dewey also focuses his attention to education in his text Democracy and Education.

This text features twenty-six chapters. The first four focus on what educations means. In the first chapter titled Education as a Necessity of Life, it can be understood that life is a ‘selfrenewing process.’ Dewey compares physiological life to that of nutrition and reproduction, likewise education to that of a social life.

  1. Thus, by communication as a social being we are able to construct the idea of education.
  2. For Dewey, education “consists primarily in transmission through communication.” Through a social group, one is able to share their experiences which in turn helps change the dispositions of people who are involved.

This suggests that every human being who makes such a contribution by sharing their experiences leads the improvements of the experiences of the immature and less educated. Therefore, this implies that education is crucial in the bonding and development of our societies.

  1. Without the sharing of experiences, human beings would not have the acquired abilities it needs in order to survive as a species.
  2. In essence, education is a process which helps citizens and the community to survive.
  3. Dewey seeks to look at how a social group brings up its immature members of the social group into its own social form.

Dewey explains that development cannot take place through sharing simply beliefs, emotions and knowledge. He suggests that the environment is crucial in order to aid development. The social environment allows people to share or participate in activities.

  1. Dewey states that, “As a society becomes more complex, however, it is found necessary to provide a special social environment which shall especially look after nurturing the capacities of the immature.” This suggests that without the social environment education would not be possible.
  2. Without the mature beings, the immature would be unable to mature and develop and understand the world in a way in which they would be able to survive.
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This development is growth which in turn is the process of education. This power to grow depends on what others need. Being able to grow means that you are able to form habits and it is through these habits which gives control over one’s environment. To conclude, this essay summarises two key philosophers work on education, Plato and that of John Dewey.

  1. Both Plato and Dewey see education as a transformational journey through life.
  2. For Plato it is a journey from darkness to light, the journey of the soul and the journey to seek the truth.
  3. For Dewey, the educational journey starts from childhood and continues throughout life enabling a journey of development and survival.

It is a journey from the immature to the mature. Both have relevance to today’s teaching methods. Plato’s Allegory of the Cave demonstrates that teachers and educators have a moral duty in order search for truth and virtue. In searching for the truth, it is their responsibility to help guide their students to do the same.

They cannot do the work of the students but only help. Some will choose to be ignorant towards the truth, like the prisoners who remain shackled in the cave. For Dewey, the role of the teacher would be to cultivate discussions and plan activities which would help the students share their emotions, beliefs and knowledge.

This will help facilitate the child’s learning and aid their development into a mature being. Dewey puts an emphasis on the social group which enables the immature to develop whereas in contrast, Plato seeks to show that critical thinking is vital in education.
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What is the meaning of education is a progressive discovery of our own ignorance?

‘Education is the progressive discovery of our own ignorance’ When a child is born, it is a pure soul, totally ignorant of the worldly social affairs. Child learns from his surroundings, to grow, to survive and to make decisions. This may be called natural education.
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What is the moral of the end of education?

‘The End of Education’ by Neil Postman :: A Book Review by Scott London In The End of Education, Neil Postman returns to a question he has explored on and off since he began his career as an elementary school teacher: education. It’s a topic that has dominated the cultural debate in America, with varying degrees of intensity, for the better part of the twentieth century.

  • You would think that everything that could be said on the subject would have been said well enough by now. But no.
  • Every year a new spate of books appears tackling the same old themes: diversity in the classroom, the pros and cons of various teaching methods, declining standards, core curricula, violence in our schools, etc.

But Postman sidesteps these issues and takes a broader view. His aim in this book, he says, is to redefine the crisis of education in America — from means to ends. The “school problem” has two dimensions, as he sees it. One is the engineering aspect: the means by which young people acquire an education.

The other is the metaphysical aspect: the underlying purpose or mission — the “end” — of education. Postman believes that the debate over the future of America’s schools focuses too much on engineering concerns — curricula, teaching methods, standardized testing, the role of technology, etc. — while very little attention is paid to the metaphysics of schooling.

As the title suggests, he feels that “without a transcendent and honorable purpose schooling must reach its finish, and the sooner we are done with it, the better.” For education to be meaningful, Postman contends, young people, their parents, and their teachers must have a common narrative.

Narratives are essential because they provide a sense of personal identity, a sense of community life, a basis for moral conduct, and explanations of that which cannot be known. The idea of public education requires not only shared narratives, but also the absence of narratives that lead to alienation and divisiveness.

“What makes public schools public,” writes Postman, “is not so much that the schools have common goals but that the students have common gods.” As Thomas Jefferson, Horace Mann, John Dewey and other great educators understood, public schools do not serve a public so much as create a public.

  • But in order to do that they depend on the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.
  • Postman’s most compelling argument, in my view, revolves around what he takes to be the “false gods” of modern education.
  • What keeps our schools from being effective, he says, is the lack of commonly accepted stories, or the inadequacy of those we have in giving meaning and direction to schooling.

At the moment, he says, education is geared toward economic utility, consumerism, technology, multiculturalism and other bogus objectives. Narratives such as these are incapable of providing a rich and sustaining rationale for public education. He goes on to describe five narratives that may serve us better: “Spaceship Earth” (the notion of humans as stewards of the planet); “The Fallen Angel” (a view of history and the advancement of knowledge as a series of errors and corrections); “The American Experiment” (the story of America as a great experiment and as a center of continuous argument); “The Laws of Diversity” (the view that difference contributes to increased vitality and excellence, and, ultimately, to a sense of unity); and “The Word Weavers/The World Makers” (the understanding that the world is created through language — through definitions, questions, and metaphors).

Postman also offers a number of admittedly radical innovations toward making schools more effective. He argues that textbooks should be altogether eliminated because they have a deadening effect on students and promote a view of education as the acquisition of immutable facts. He proposes that teachers offer incentives to students who find errors in their teachers’ lessons.

And he feels that the subjects of archeology, geology and astronomy be given the highest priority since they imbue students with a sense of awe and global interdependence. These proposals notwithstanding, Postman stresses that his main purpose is to promote a serious conversation about the underlying reasons for education — not about policies, management, assessment, and other engineering matters.

While these are important, he states, “they ought rightfully to be addressed after decisions are made about what schools are for.” Overall, this is a very convincing argument, and, as usual, Postman makes it most eloquently. At one point in the book, he acknowledges a debt of gratitude to George Orwell, one of his intellectual heroes.

This seems fitting, I think, since Postman writes much the way Orwell did. The prose is clear, informal, and strikingly persuasive. In one of my favorite essays, “The Prevention of Literature,” Orwell wrote: “To write in plain, vigorous language one has to think fearlessly, and if one thinks fearlessly one cannot be politically orthodox.” If Postman’s book is written off by some as hopelessly impractical, or vaguely utopian in nature, as it no doubt will, don’t be fooled.

  1. That’s the voice of political orthodoxy.
  2. No genius I know of has ever said, “Oh, that’s impractical.” Brilliant thinkers say, “Let’s look at this from a new angle.” That, in effect, is what Postman has done with this book.
  3. Related book reviews: Scott London surveys Neil Postman’s and,
  4. See also his with Postman from the radio series Insight & Outlook (requires RealPlayer).

Copyright 1996 by Scott London. All rights reserved. : ‘The End of Education’ by Neil Postman :: A Book Review by Scott London
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Who said education’s purpose is to replace an empty mind with an open one?

An open one.’ – Malcolm Forbes.
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What does Ralph Waldo Emerson say about education?

ERIC Number: EJ818641 Record Type: Journal Publication Date: 2008 Pages: 12 Abstractor: ERIC ISBN: N/A ISSN: ISSN-1535-0584 EISSN: N/A Ralph Waldo Emerson’s Educational Philosophy as a Foundation for Cooperative Learning Williamson, Amy; Null, J. Wesley American Educational History Journal, v35 n2 p381-392 2008 This article takes a closer look at Ralph Waldo Emerson’s educational philosophy and its relationship to cooperative learning.

Emerson believed that human beings should learn to think on their own, rather than solely acquire the craft of imitation or conformity by repeating the speech of their teachers. A liberating education, to Emerson, gives students the ability to challenge those in power when necessary. Cooperative learning and a continued use of creative teaching methods are keys to the kind of true student achievement that motivated Emerson’s writing on education.

Without this realization, the revelation of one’s own ideas or leadership qualities will remain nothing more than a dream. Emerson believed that the core of a liberal education was for students to learn the process of thinking for themselves. Through peer interaction and well-planned cooperative learning activities, students can be developed into the kind of citizens who possess the self-reliant souls that Emerson envisioned.
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What is the purpose of education by Ralph Waldo Emerson?

It should be a moral one; to teach self-trust; to inspire the youthful man with an interest in himself; with a curiosity touching his own nature; to acquaint him with the resources of his mind, and to teach him that there is all his strength, and to inflame him with a piety towards the Grand Mind in which he lives.
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Who said the only person who is educated is the one who has learned how do you learn and change?

The only educated person is the one who has learned how to grow and This is one of my favourite quotes of all time. It’s by Carl Rogers who was one of the founders of Humanistic Therapy. I’d like you to have a lean in and see if you are being an educated person based on this definition.I believe strongly in education although feel this is only to a modicum degree covered in traditional schooling.

Education is a lifelong pursuit.I love how the root of the word education is ‘educe’ meaning ‘to bring out’ in latin.To bring out what is within. Education is different for everyone while a vital component of the good life in my view and the view of Carl Rogers.Carl Rogers discusses stages of personality development as moving from being static to more fluid.I have noticed in myself times when I have become blocked and been more static.I’ve found that often the conditioning of searching for the ‘right’ answer like we’re trained to in school can sometimes be a block.I’ve found that true education is often unlearning as well as learning.

Importantly too it’s learning by doing. Falling over and making mistake after mistake as we grow and bring out what is inside.Caro Rogers also talks about the organismic valuing process. The idea that inside we know the right way forward when we have conditions on us taken away.When we are allowed to trust ourselves and be we move forward in a way which is constructive for ourselves and also for society.This leads to the actualising life.

  1. This is often distorted by society and different ways we may have been influenced.The way forward may not be conventional but it is constructive when the appropriate conditions are given.
  2. I’d invite you to lean in and question your education in terms of if you are able to grow and to change as a marker.

: The only educated person is the one who has learned how to grow and
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What is the meaning of the heart of education is the education of the heart?

Kim Schonert-Reichl: Why Educate the Heart? Educating the mind without educating the heart is no education at all. Aristotle Educating the heart refers to the importance of not only focusing on developing the cognitive aspects (our minds) but also all the qualities that make us human (our hearts) and ultimately give us meaning in our lives.

In this short video, explains why we need to prepare our children for this world by educating their hearts, and how we can do so. Why? Science clearly shows that teaching skills such as empathy, compass, altruism, and kindness helps children be successful in school and later in life. How? Create the conditions where children feel connected with others and have the opportunity to practice social and emotional skills with others.

: Kim Schonert-Reichl: Why Educate the Heart?
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