Value-Oriented Education
There is a large Indian views on education, explaining that the first principle of the doctrine that nothing can be learned. This statement may seem paradoxical at first sight incomprehensible. But as we see it today, we believe it is an important guide in relation to the method of teaching provides. It does not prohibit the teaching in that claims to be the first principle in teaching. Does not, but suggests that teaching methods should be such thatstudent is able to be detected by their growth and development meant everything to learn. This suggests, in other words, the teacher's role should be more of an assistant and a guide rather than an instructor. This also means that the opinion of the teacher should not be imposed on the learner, but must call the student's desire to learn and discover the truth of their free exercise of the faculties.
The truth behind this roleThe teacher is brought to you by saying that nothing can be the idea that not everyone is disguised as potential knowledge in the kidneys of teachers. One is reminded of the Socratic view that knowledge is innate in our being, but it is hidden. Shows Socrates in Plato's dialogue Meno, what a good teacher can not learn, but asking the right questions, bring to the surface of true knowledge, which is already unconsciously present in the learner. As weI know, Socrates and Plato to distinguish between the views on the one hand, and the communication to the other side. He stressed that while the views may be based on the sentence is served, experience and knowledge, which consists of pure ideas, independent of sensory experience can be served with a kind of experience that are related to the commemoration. In other words, according to Socrates and Plato, knowledge is "remembered" by a process to detect.
Again, according to Socrates and Plato,ground of knowledge. So, what is true for knowledge is also true of the earth. well as knowledge can not be taught, but can only be discovered and virtue, also, can not be taught, but can be detected. But this does not mean that there is no such thing as teaching, or that the teacher has no role to play. It simply means that the teacher must be aware that the person has a potentialitet and that his role is a sensitive and knowledgeable to identify whathidden or latent in the learner. There is in fact the opposite position, which is mainly supported by the behaviorists, who argue that the student has no hidden potential, except for some basic options for the reflex responses, and that everything and can give the student through the color-condition processes that can be learned movement in line with the objectives of 'eye. As Watson said that students can be trained to do everything that you've designed it to be. Under thissee, everything can be learned, all the virtues and values that must be learned and cultivated by appropriate methods of state.
It is not our purpose in a debate with the behavior. But the fact is that it also recognizes that the behavior condition reflexes presumably innate, and that the process of conditioning depends on a system of reward-punishment that is recognized or can not be explained only if the student has an innate desire of him a kindobjective and truthful. In other words, even if we assume that the external stimulation and conditioning are good learning tools, this means that the condition of stimulation and is working on a theme that reveals an innate ability or drive to respond.
Moreover, the claims of behavior is being challenged by various theories of psychology. School of mathematical logic, for example, rejects the behavior and requires that the purpose of teachingshould be more limited and that the claims of what can be learned should be more modest. They argue that the goal of training is to teach and repair procedures and that the methods must be used in ways that mental processes in the direction of mathematical logic is taken. Gestalt psychology maintains that the pupil of the basic perceptual structures and systems of behavior as a kind of base unit. It stresses that the presence of ainnate intuition of the learner and provides intuitive methods based on perception, especially found in audio-visual education. Psychoanalysis has discovered an incredibly large part of innate drive that our active consciousness is usually unconscious. But the form of Freudian psychoanalysis, sitting, eros and as if the two parties but to the conflict in the innate human drive that is virtually ignored by Adler, Jung and others. Modern psychological research has foundin the subconscious with a deeper layer, which in reality could be described as subliminal as it was found that the seat of innate abilities of telepathy, clairvoyance, etc. As a psychology progresses, we seem to discover more and more of what is the learner. At the same time, we are increasingly aware of the need to be more vigilant about how we work in the management of the learner. However, it is sometimes argued that there is a validdistinction between knowledge and values, and that although knowledge can be given values can not be learned. But when you examine this view more closely, we realize that what is meant is that the methods are valid and applicable in training for knowledge is not relevant to learning in relation to values. We can easily accept the request, and we insist on the need to recognize the fact that, as each section of the file is validand appropriate methods and the effect of learning depend on an ever more vigilant discovery of the most appropriate in each section of leather. It is clear, for example, that while philosophy can be learned through a process of discussion, may have learned to swim through the wire can be. Mon to learn to swim jump into the water and swim. Even the music teaching methods or the paint will be completely different from what we teach in mathematics or physics.And yes, when we valued the rich, we must recognize the need for greater difficulty in providing methods that can be considered clear and appropriate for this area.
A novelty in the field of values is that they are more central for the spontaneous and love, rather than knowledge. Yet, cognition and play an important role in the formation of spontaneous and love. This point is emphasized because of two reasons.
First, itsometimes assumes that the value of a training program aimed exclusively or should be more or less strictly confined to certain specified acts voluntarily and that the value-oriented education should, as a student will not be judged ", rather than what he knows. We view, this is too simplistic and exclusive, and we must avoid the rigidity caused by this type of gross exclusivism.
Secondly, and it is a different view, it is sometimes argued that learning is essentially a cognitive processand therefore the value orientation of learning in most predominantly methods that are appropriate for recognition is limited. In our opinion, this is also a gross exclusivism, which must be avoided. We therefore propose that while the methods are appropriate, spontaneous and love to be more widespread, methods appropriate for knowledge, must also be a reliable and secure a place indispensable. This is compounded by the fact that support for touch valuesgeneral awareness and least spontaneous and love is or can be stimulated to its highest level, provided that the value-oriented learning is accepted in its fullness. Assignment, the example and influence are the three instruments for teaching. But in our current education system plays a fundamental role, and often when we think of teaching, we need only think of teaching. Is this illegal identify many causesavoidable confusion and controversy. If we examine the matter closely, we realize that we are in an ideal system for teaching, learning should be a less important role as an example and her influence will be learning to play. It is true that in the domain of learning in which cognitive activities in a more dominant role in education through conferences and debates may be, under certain circumstances, a greater role. But in these areas of learning, in which the will and activities have an affectiveMost teaching methods with other conferences and debates should play a stronger role.
In a system of education, where teaching and education is almost identified, there are very few examples where flexibility and influence to play their legitimate role. The members of our current system is a continuous series of training interspersed with home work and try to rigidity of the process and mechanical connection to highlight calendar calendar and Education Programsstudies. In this rigid and mechanical, is not the focus of the child, but the book, the teacher and curriculum. The methods that are more conducive to the development of the personality of the child with the methods of their own learning, exercising free will, individual pace, etc, also a space for maneuver. Indeed, if this is the education system, and if we continue with the content of this education system, the main elements oflearning, will always remain outside the system, and we can not guarantee an effective system for learning, the program much less effective than any value of education is recommended.
And 'our intention, however, that sooner rather than later, changes in education in the right direction. We believe that a growing number of educators and teachers will come forward to break the rigidity of our educational system. We believe it is possible to ensure that our system is moreflexible. And we say that with the right kind of training provided for teachers, a more solid education, ultimately, will be introduced and will be in force. While on this topic, we want an answer to our present system of examinations. In addition to a series of unwanted aspects of our examination system, particularly one that is conducive to being called "anti-value" is the tendency to promote the idea that the adoption of an examination and EarningsGraduation is the goal of training. We recommend that radical measures must be approved against this idea and to make this change in our system of study, in which the educational process can remain unaltered solid hard right on the objectives in education.
We recommend a radical change in the treatment system as a prerequisite for any meaningful value-oriented education.
Some claim that the values can best be done through a partnership with a wide range of subjects taughtrather than a particular subject or specific, or you can call by name "moral education" or "ethical" or "educational value". We believe that a great force behind this controversy is that we generally recommend that a well structured program of study of various subjects from nature, giving both the contents and scope of the material for the formation of value.
The question is whether our current programs of study have been carefully arranged so thatemphasize those aspects that are easily available for teachers and students the necessary opportunities, conditions and materials for the value of education. We believe that much work remains to be done before we can give a definite answer in the affirmative. But even if the programs of studies reviewed, there will still be the specific area of the value of education may still be in our eyes, has received special attention but not exclusive, and treatment. In other words, we believein general training program, a basic program of values education. This nuclear program must be designed so that the various discussions of this program as a combination of all other programs of study are intertwined. Again, the central theme of the value of training is in addition to all other subjects, but are distinguished as general and subject of fundamental importance occurred.
We also recommended that a 'serious investigation of this nucleusThe program should be an important part of teacher education in our country.