Category Archives: aims of education

Learning to Learn

Perhaps this should be the rule from the beginning…

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The problem with what is taught in schools

Many people have written on the problem of what is taught in schools and why children don’t like what they study. One of the major issue seems to be there is no direct relevance to what children are taught in … Continue reading

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Conditioning hatred for books

INFANT NURSERIES. NEO-PAVLOVIAN CONDITIONING ROOMS, announced the notice board. The Director opened a door. They were in a large bare room, very bright and sunny; for the whole of the southern wall was a single win-dow. Half a dozen nurses, … Continue reading

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Schooled and unschooled education

It is difficult now to challenge the school as a system because we are so used to it. Our industrial categories tend to define results as products of specialized institutions and instruments, Armies produce defence for countries. Churches procure salvation … Continue reading

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Einstein on his school experience

One had to cram all this stuff into one’s mind, whether one liked it or not. This coercion had such a deterring effect that, after I had passed the final examination, I found the consideration of any scientific problems distasteful … Continue reading

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Why philosophy is so important in science education

This is a nice article whicH I have reposted from AEON… Each semester, I teach courses on the philosophy of science to undergraduates at the University of New Hampshire. Most of the students take my courses to satisfy general education … Continue reading

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School as a manufacturing process

Over most of this century, school has been conceived as a manufacturing process in which raw materials (youngsters) are operated upon by the educational process (machinery), some for a longer period than others, and turned into finished products. Youngsters learn … Continue reading

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The Textbook League

I came across this site while reading an article, there are interesting reviews of textbooks used in schools. And some of these reviews are gory, splitting out the blood and guts of the textbooks and their inaneness. Hopefully, many people … Continue reading

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Knowledge, its use and teaching

Bodies of knowledge are, with a few exceptions, not designed to be taught, but to be used. To teach a body of knowledge is thus a highly artificial enterprise. thus a highly artificial enterprise. The transition from knowledge regarded as … Continue reading

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Implicit cognition in the visual mode

Images become iconified, with the image representing an object or phenomena, but this happens by enculturation rather by training. An example to elaborate this notion is the painting Treachery of Images by Belgian surrealist artist RenĂ© Magritte. The painting is also … Continue reading

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