Objective of Education Is Learning

The Objective of rearing Is Learning *The Objective of upbringing Is Learning, Not Teaching* *In their book,** *Turning Learning Right Side Up Putting Education Back on Track*, authors Russell L. Ackoff and Daniel Greenberg turn on start that todays didactics system is seriously flawed it foc procedures on teaching quite a than breeding. Why should nestlingren or big(a)s be asked to do something computers and colligate equipment croup do some(prenominal) better than they can? the authors ask in the following option from the book. Why doesnt education focus on what humans can do better than the machines and instruments they effect? * Education is an admirable thing, only if it is well to look upon from beat to time that nonhing that is worth acquire can be taught. Oscar Wilde Traditional education focuses on teaching, not learning. It incorrectly assumes that for ein truth apothecaries ounce of teaching there is an ounce of learning by those who ar taught. However, or so of what we learn before, during, and after attending schools is learned without its organism taught to us. A child learns such fundamental things as how to walk, talk, eat, dress, and so on without organism taught these things. unless be there intrinsic barriers to learning?Adults learn some 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 ir pertinent. In nigh schools, memorization is mis codn for learning. Most of what is remembered is remembered only for a short time, but then is readily forgotten. (How many remember how to take a squ atomic number 18 root or ever break a need to? ) Furtherto a immenseer extent, even young children are aware of the fact that most of what is expected of them in school can better be give birth by computers, recording machines, cameras, and so on.They are treated as wretched surrogates for such machines and instrume nts. Why should children or adults, for that matter be asked to do something computers and related equipment can do much better than they can? Why doesnt education focus on what humans can do better than the machines and instruments they create? When those who make up taught new(prenominal)s are asked who in the classes learned most, virtu onlyy all of them say, The teacher. It is unembellished to those who gather in taught that teaching is a better way to learn than cosmos taught. Teaching enables the teacher to discover what whizz thinks close to the subject being taught.Schools are top side d proclaim Students should be teaching and staff learning. later lecturing to undergraduates at a major university, I was accosted by a student who had attended the lecture. After some complimentary remarks, he asked, How presbyopic ago did you teach your first class? I responded, In folk of 1941. Wow The student said. You conceive to say you curb been teaching for more(pr enominal)(prenominal) than 60 years? Yes. When did you last teach a course in a subject that existed when you were a student? This difficult question inevitable some theme. After a pause, I said, September of 1951. Wow You mean to say that e concretelything you strike taught in more than 50 years was not taught *to* you you had to learn on your proclaim? Right. You must be a moderately good learner. I modestly agreed. The student then said, What a ignominy youre not that good a teacher. 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. The teacher served as a guide and a resource but not as one who force-fed content into students minds. *Ways of Learning*There are many different ways of learning teaching is only one of them. We learn a capital deal on our own, in self-sufficing study or p destroy. We learn a great deal interacting with othe rs informally sharing what we are learning with others and vice versa. We learn a great deal by doing, by dint of trial and error. Long before there were schools as we know them, there was apprenticeship learning how to do something by arduous it under the management of one who knows how. For example, one can learn more architecture by having to design and build ones own house than by taking any number of courses on the subject.When physicians are asked whether they leaned more in classes or during their internship, without exception they dish out, Internship. In the educational process, students should be offered a wide-eyed 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 kindred way. They should learn at a very early stage of schooling that learning how to learn is largely their state with the help they seek but that is not imposed on them. The im someoneal of education is lear ning, not teaching.There are two ways that teaching is a powerful tool of learning. Lets abandon for the moment the loaded word teaching, which is unfortunately all too closely linked to the notion of talking at or lecturing, and use instead the rather awkward phrase rationalizeing something to someone else who wants to find out about it. hotshot aspect of explaining something is as certainting yourself up to snuff on whatever it is that you are trying to explain. I cant very well explain to you how Newton accounted for planetary motion if I havent study up on my Newtonian mechanics first.This is a problem we all face all the time, when we are expected to explain something. (Wife asks, How do we come out to Valley Forge from home? And husband, who does not want to admit he has no idea at all, excuses himself to go to the bathroom he quickly Googles Mapquest to find out. ) This is one sense in which the one who explains learns the most, because the person to whom the accoun t statement is made can afford to forget the explanation promptly in most cases but the explainers will find it sticking in their minds a lot foresighteder, because they struggled to gain an checking in the first direct in a form clear enough to explain.The present moment aspect of explaining something that leaves the explainer more enriched, and with a much deeper understanding of the subject, is this To satisfy the person being addressed, to the point where that person can nod his head and say, Ah, yes, now I understand explainers must not only get the matter to fit good into their own fieldview, into their own personal coordinate system of reference for understanding the origination around them, they also have to figure out how to link their frame of reference to the world view of the person receiving the explanation, so that the explanation can make sense to that person, too.This involves an intense effort on the recess of the explainer to get into the other persons m ind, so to speak, and that exercise is at the heart of learning in general. For, by practicing repeatedly how to create links between my mind and anothers, I am reaching the very core of the art of learning from the close culture. Without that skill, I can only learn from direct check with that skill, I can learn from the assure of the whole world. Thus, whenever I struggle to explain something to someone else, and succeed in doing so, I am advancing my talent to learn from others, too. Learning through Explanation* This aspect of learning through explanation has been overlooked by most commentators. And that is a shame, because both aspects of learning are what makes the age mixing that takes place in the world at large such a valuable educational tool. Younger kids are always seeking answers from elder kids sometimes just slightly antiquateder kids (the seven-year old tapping the presumed life wisdom of the so-much-more-experienced nine year old), often much older kids.The older kids love it, and their abilities are exercised mightily in these interactions. They have to figure out what it is that they understand about the question being raised, and they have to figure out how to make their understanding comprehensible to the younger kids. The same process occurs over and over again in the world at large this is why it is so important to keep communities multi-aged, and why it is so destructive to learning, and to the fixment of culture in general, to segregate certain ages (children, old nation) from others.What went on in the one-room schoolhouse is much like what I have been talking about. In fact, I am not sure that the adult teacher in the one-room schoolhouse was always viewed as the best trust on any given subject Long ago, I had an experience that illustrates that point perfectly. When our oldest son was eight years old, he hung around (and nigh worshiped) a very brilliant 13-year-old named Ernie, who loved science. Our son was curious abo ut everything in the world.One day he asked me to explain some physical phenomenon that lay within the realm of what we have come to call natural philosophy being a former professor of physics, I was considered a reasonable person to ask. So, I gave him an answer the right answer, the one he would have be in books. He was greatly annoyed. Thats not right he shouted, and when I expressed surprise at his response, and asked him why he would say so, his answer was immediate Ernie said so and so, which is totally different, and Ernie knows. It was an enlightening and delightful experience for me. It was clear that his faith in Ernie had been developed over a long time, from long experience with Ernies unfailing ability to build a duo between their minds perhaps more successfully, at least in certain areas, than I had been. One might wonder how on earth learning came to be seen primarily a result of teaching. Until quite new-fangledly, the worlds great teachers were unsounded t o be pot who had something fresh to say about something to people who were raise in hearing their message.Moses, Socrates, Aristotle, Jesus these were people who had original insights, and people came from farthest and wide to find out what those insights were. One can see most clearly in Platos dialogues that people did not come to Socrates to learn philosophy, but rather to hear Socrates version of philosophy (and his wicked and witty attacks on other peoples versions), just as they went to other philosophers to hear (and learn) their versions. In other words, teaching was understood as world exposure of an individuals perspective, which anyone could take or leave, depending on whether they cared about it.No one in his right mind thought that the only way you could become a philosopher was by taking a course from one of those guys. On the contrary, you were expected to come up with your own original worldview if you aspired to the title of philosopher. This was true of any an d every aspect of intimacy you figured out how to learn it, and you exposed yourself to people who were willing to make their understanding public if you thought it could be a worthwhile part of your endeavor.That is the basis for the formation of universities in the Middle Ages places where thinkers were willing to spend their time making their thoughts public. The only ones who got to stay were the ones whom other people (students) found relevant enough to their own personal quests to make listening to them worthwhile. By the way, this attitude toward teaching has not disappeared. When quantum theory was being developed in the second quarter of the twentieth century, aspiring atomic physicists traveled to the various places where different theorists were developing their thoughts, often in radically different directions.Students traveled to Bohrs bring to find out how he viewed quantum theory, then to Heisenberg, to Einstein, to Schrodinger, to Dirac, and so on. What was true of physics was equally true of art, architecture you name it. It is still true today. One does not go to Pei to learn architecture one goes to learn how he does it that is, to see him teach by telling and showing you his approach. Schools should enable people to go where they want to go, not where others want them to. *Malaise of Mass Education* The trouble began when mass education was introduced. It was necessary To decide what skills and knowledge everyone has to have to be a productive citizen of a developed country in the industrial age To make sure the way this information is delimit and standardized, to fit into the standardization required by the industrial culture To develop the means of describing and communicating the standardized information (textbooks, curricula) To train people to discover the standardized material and master the means of transmitting it (teacher training, pedagogy) To create places where the trainees (children) and the trainers (unfortunately called teachers, which gives them a status they do not deserve) can meet so-called schools (again a term stolen from a much different milieu, endowing these new institutions with a arrogance they also do not deserve) And, to provide the coercive backing necessary to carry out this major cultural and social upheaval In keeping with all historic attempts to revolutionize the social order, The elite leading who formulated the strategy, and those who implemented it, perverted the language, using terms that had attracted a great deal of respect in new ways that turned their meanings upside down, but helped make the new order palatable to a public that didnt quite catch on. Every word *teacher, student, school, discipline,* and so on took on meanings diametrically opposed to what they had originally meant. Consider this one example from my recent experience. I attended a conference of school counselors, where the latest ideas in the realm of student counseling were being presented.I went to a session on the development of self-discipline and responsibility, wondering what these concepts mean to people embedded in traditional schooling. To me, self-discipline means the ability to pursue ones goals without outside obsession responsibility means taking appropriate action on ones own initiative, without being goaded by others. To the people presenting the session, both concepts had to do entirely with the childs ability to do his or her assigned class work. They explained that a guidance counselors proper function was to get students to understand that responsible behavior meant doing their readiness in a timely and effective manner, as prescribed, and self-discipline meant the use to get that homework done. George Orwell was winking in the back of the room.Today, there are two worlds that use the word *education* with opposite meanings one world consists of the schools and colleges (and even graduate schools) of our education complex, in which standardization prevails. In that world, an industrial training mega-structure strives to turn out identical replicas of a product called people educated for the twenty-first century the second is the world of information, knowledge, and wisdom, in which the real population of the world resides when not incarcerated in schools. In that world, learning takes place like it always did, and teaching consists of imparting ones wisdom, among other things, to voluntary listeners.