Education Society -- The Importance of Education in Our Society
The importance of education in our society is really very high
In the course, both inside and outside students will thoughtfully examine our deeply held, even cherished, notions of the role of education in our lives and our society. What do we believe about public education and what is the source of that belief? Second, we will critically question the actual role of a system of public education in our society today, and how it has evolved over time. Final projects will ask students to envision a utopian public education system, one that is liberated from its historical assumptions and is able to provide liberation, rather than schooling, to all people.
THE MEANING OF MEDICAL EDUCATION IN OUR SOCIETY
In , the Semester One unit is . Its focus is learning, critical thinking, problem solving, motivation, and technologically supported learning. Semester Two is devoted to a mainly sociological understanding of the education process in our society. It also looks at issues associated with globalisation and their effect on education.
Education Studies is an interdisciplinary program, and its significance today stems from the centrality of education in American problem-solving and the growing attention paid to public education in our society. US student performance, particularly when it is present in an international context, results in a type of rhetoric that is relentless and often highly critical. For this reason alone, it needs serious examination. Students in the program consider both educational policy and practice. They acquire a basic framework for thinking about contemporary educational policies and a basic understanding of what excellent practice looks like in diverse classrooms. The program recognizes that there are various entry points or connections between the study of education and other disciplines such as psychology, sociology and anthropology, and African American studies. Students can draw on their interests in child development, familial and social institutions that affect a student's educational experience, and the role race and politics plays in framing our understanding of education today. Students must apply and complete an interview in order to enroll in the minor. Interviews can be scheduled by contacting the School of Education.In this period of thousands of educational reform reports, sweeping and often simplistic recommendations for educational reform, national slogans, and repetition of mostly the economically utilitarian role of education in our society, these essays are extraordinarily refreshing. I commend them to you.Throughout our country’s educational history, the arts have been excluded from the academic curriculum in too many of our schools, both private and public. Some educators perceive art materials as messy and uncontrollable, unlike the neat and precise tools for academic work: pencils, pens, paper, computers, and books. Other barriers to art education in our society include beliefs that the arts are frivolous and emotional. In the hierarchy of cognitive processes, intuitive and sensory artwork is believed to involve lower levels of intelligence. Even though researchers have documented the intellectual progression in children’s and adults’ art, this prejudice persists. Arnheim (1969), Langer (1953), Gardner (1990, and Werner (1957/1978) have written that the arts are in the domain of higher levels of cognition, along with linguistic, logical, and scientific thought processes.The result of this examination is not very hopeful. The structure of our society is such that current educational situations can only produce either a disharmonic and internally divided, or an ideologically curtailed personality structure, depending on how one estimates the degree of dominance of hegemonial culture. The aim of education which other theories hold as a matter of course, the internally consistent person, can under current conditions in society no longer be regarded as a factual or even possible result of education. In fact, education has deteriorated into 'Halbbildung' (semi-education). Transmission of objectified knowledge has displaced personality formation as the aim of education. Its primary function is to ensure the production of persons that fit into existing societal structures. Thus, Critical theorists are much more pessimistic about the possibilities of education in our society than most Vygotskians are. They see education primarily as a means for continuing suppression, not as a means for individual self-realization. Critical Theory inspired a wealth of studies and theories in the sociology of education which investigate this function. At this moment, there is very little in the way of a comparable sociological analysis of education inspired by Vygotskian theory.