Education: past and the future
What is education?
To begin with, the word ‘education’ has been derived from the Latin words ‘Educare’, ‘Educere’, and ‘Educatum’. These words mean bring up, nourish, draw out, and bring forth. Each individual has innate potentialities, and it is the role of education to identify and develop these. Education is not equal to schooling as some might quickly associate it with. Many think of formal institutions such as schools and universities when they hear the word education. However, education and schooling are different from each other in many fundamental aspects. These, in effect, lead to distinguishable differences in the attitudes of learners and teachers. Schooling focuses on drilling learning or cramming information into individuals within a given time frame based on predetermined schedules, criteria, and content that have been designed exactly for this purpose. Individuals are made to go through schooling as something compulsory to receive practical training with the aim to earn a living. It includes a process that aims to train individuals for the workforce by a society that has gone through email@example.com identical process. This process filters and selects individuals who are perceived to have the capacity to excel in standardized tests, and are given the opportunity for privileged schooling or higher education. In this type of schooling process, the learners demonstrate a passive attitude in trying to absorb information that is provided by the teachers. This is at least the case during formal schooling years from kindergarten to high school, which spans the most important mental developmental period of learners. The teachers basically act on the learners, i.e. provides teacher-centered or teaching-material centered instruction. Hence, the relationship between learners and teachers becomes one way and restrictive. The learning environment becomes somewhat tensed and lacks collaboration. Although this type of learning system is available in many parts of the world, sadly (or happily), there are individuals who do not even have the chance to go through this type of formal schooling process for many reasons.
Education, on the other hand, have different characteristics from schooling. It is inviting, promotes creativity, and allows time for discovery. Education is firmly grounded in the hope that all may flourish and share a fruitful life. This is in strict contrast to the filtering and refining process involved in schooling. Education focuses on bringing out or cultivating abilities unique to individuals (educe) using an informed, deliberate, adaptive, respectful, and hopeful manner. In education, students and educators form an active environment that is based on cooperation and sincere interest. Education promotes relationships between a learner and an educator that are respectful, open, and cooperative. Rather than apply the same standards on all individuals with the aim of identifying those who can excel in predetermined aspects, ideally, true educators would make an effort to identify the potential unique to individuals using the set standards in an auxiliary fashion. Since true educational efforts focus on the needs of individuals, it facilitates curiosity to explore further along avenues that interest learners from a young age. Education is not merely a means to an end as compared to schooling, but is a life-long learning process through which new understanding is obtained and/or appreciation for something is developed. In light of these differences, it is fitting to say education is not filling up a student with information, but igniting a passion for learning by exploiting innate potential.
The discussion above does not in any way mean that schooling is unimportant, ineffective, or has a lesser role in education. It provides a distinction between the two terms that are often used interchangeably. Education and the schooling system needs to develop similar goals and go hand-in-hand. The schooling system needs to work on finding ways to facilitate learning based on the traits and potential of individual students to provide education in the true sense of the word.
Goal(s) of education
Instill a desire for life-long learning
One of the main goals of education should be to instill in students a passion and a desire for life-long learning. This means students will not view learning as merely a means to earn a living, but a way to enjoy life by continuously learning new things that interest them. It also instills in them firstname.lastname@example.org attitude for sharing what they learn with others, thereby using what has been learned for a greater purpose. The learning and sharing process need not always be formal, but could be informal and less evident.
Cultivate curiosity, creativity (as opposed to conforming), and logical thinking
As life-long learners, students both young and old, will show a curiosity to understand things. This will manifest in their attitude in which they will ask questions to themselves and others with the pure motivation to understand things.
Active learning as opposed to passive
Appreciation and respect for life, friends and family, natural world, and things of importance
(enjoy life and work?)
Self-control, discipline, and morality
Cultivate individuality and a collaborative spirit (as opposed to a spirit of competition)
An initial picture of education
Beginning of education
Who were involved in education
Topics of education
How was education delivered?
How were outputs evaluated?
How did education evolve?
Major milestones in the educational system: a timeline
Changes in students
Changes in purpose
Changes in topics
Changes in delivery
Changes in outputs
Changes in evaluations
What factors contributed to the changes?
Current educational system(s)
How similar or different it is to the past?
How these came to being in different regions?
How are curriculum designed
Problems in the current system(s)
What is educational research?
Major areas of educational research
How are these addressing the problems?
Future of education
Will the purpose change?
How to include creativity and individuality