You surely might be asking why I am talking about two different things. In fact, I consider school as a system that leads the upcoming generations to be manageable. Education is learning, it is transferring skills, and knowledge to others through efficient methods. It is true that schools provide us with knowledge, but I don’t agree with the part saying that it gives us the adequate material to become what we are supposed to become. In other words, we don’t need school for education.
We must incorporate what is best for the students by helping further develop their education and not what will get us the most funding possible. The American education system is faltering and has strayed from its center purpose, which is to do what is best for the students and not what gets the schools more money. If I had the opportunity to change the American educational system the key issues I would address are the distribution of funding, the standardization of curriculum, and corporate influence because of the effects it has on the students learning and growth as a person.
Rousseau mentions many customary methods of upbringing a child, which he claims are bad, “I shall say very little about the value of a good education, nor shall I stop to prove that the customary method of education is bad” (Emile, 1). Thus, Rousseau has provided a list of suggestions for upbringing an ideal person with high virtues. The person nurtured by this method of education would be ready for all kind of circumstances in this life. His book does not contain primitive methods. Rousseau suggests exactly the established method, which would be more practicable for raising a good individual.
Then, what does it mean to be a good teacher? To answer this question, we first need to agree that “the individual has to be known and judged in terms of his own unique self, unrepeatable in any other self...just because he is his own self” (Dewey, 1904, p. 243). Freire also recognized the importance of treating each child as a living, growing, emotional individual with a critical mind. Accordingly, Freire (2000) believed teachers "must be partners of the students in their relations with them" (p. 75). That is, they should take a step back from their role as an authority figure and see their students more as equals; teachers and students are then "critical co-investigators in dialogue" (p. 81).
Progressivists believe that education should be able to develop the new values in the society for child because education for the formation of new values. Without the development of new values, education will remain always autonomous and useless. Education is not the preparation of life but it is life itself. Progressivists give more importance to the values of life rather the aims of education. Thus they think education and life are similar.
The Enlightenment, also referred to as the Age of Reason, was at its center a celebration of ideas that took place throughout the eighteenth century. The new ideas within not only science, but also philosophy changed how many people, as well as writers, saw the world. There were new ideas about what the human mind was capable of, and many more that were very political in nature. Philosophers as well as common intellectuals began to think about the fundamental rights of all people, such as freedom and democracy. Philosophers such as Rousseau and Voltaire inspired many with their literature that discussed fundamental human rights, which advocated for a strong social reform.
Guardians need to actively facilitate thoughtful communication in order to have productive dialog. For example, a parent denouncing their child’s attire by stating “You look like a delinquent.” this kind of language is representative of authoritarian parenting that will inevitably create divisiveness because youth do not understand the vastness of the authority’s intention. A more effective approach utilizes character by implementing patience to examine the indirect consequences of obduracy. “I understand the feeling of not wanting to care what society thinks about you. However, not caring about people and their feelings is a bad character trait that can negatively affect you throughout life.” This complex package of meaning divulges life experience but is wrapped with the implication that morals will help them achieve happiness topped with a bow of understanding.
A quality education is a rudimentary obligation in world educational market. The objectives of quality education can only be attained by means of some innovatory changes to make sure healthier planning leadership style, meaningful research and better educational governance. Effective principal’s leadership style is one of the main features that has been observed as essential for institutional success. A talented principal delivers way for the school and lead cohorts towards attaining desired goals. To achieve all the educational goals a suitable and competent leadership is required.
INTRODUCTION The main purpose of education is to create skills, grasp knowledge and spread awareness. It is a fact that educated persons would display civilised behaviour, decency, good manners and ethical conduct. In most educational institutions, there is a total lack of the concept of human development and nation-building in the education process. Education should try to achieve academic excellence and progress of the arts and Sciences in resemblance with our national needs and priorities. Education is learnt not only for the academic excellence but also to get some social change in the society .Education is like value maximisation for a individual .
He argues the critical AR is in reality embedded in the technical and in the micro-level of the local teachers and this means that every classroom has a critical dimension. Zeichner holds that while we cannot ignore efforts to change or restructure the curriculum pillars, the classroom is an important context for critical AR connected to the struggle for greater educational equity and social justice. Like Nunan (1992), Zeichner believes that teachers may not be able to change unjust societal structures through their classroom AR, but they can make important changes in terms of affecting the life chances of their students. He believes that there is no need for teachers to necessarily move out of their classrooms to connect AR with the struggle for educational reform and social justice. These efforts should be encouraged and supported, but not at the expense of classroom AR and the dignity of