Posts Tagged ‘Educational Philosophy’
«Teaching to the test at the expense of teaching to the heart is wrong and reduces education to a very superficial acquisition of knowledge and values. Standardized testing for measuring knowledge, skills and attitudes goes against learning styles and individual differences.» «One of the most important rules of teaching is to preach by example. Are […]
“We are at the very early stage of a major learning revolution and we are responsible for giving future generations a much better world of what we have today.” It would be wrong to suggest that no progress has been made over the last twenty-five years in improving and extending school education throughout the world. […]
All affective variables or domains must be stimulated from the earliest pre-school age. Otherwise it is a very difficult, almost impossible, task for high school and the university. However, at any age, the world of feeling is always open to exploration and individual growth. If this has not been achieved at the previous levels of […]
Dogmatism and rigidity in the university are sources of intolerance, authoritarianism and conflict. Moreover, flexibility is not a synonym of weakness; on the contrary, it is a symbol of spiritual fortitude that grows when it rectifies mistakes and discovers its own ignorance.
Education should prepare the human being for ongoing change and for the eventual crisis that might arise as a result of the transition. I believe the aim of education should be to build in each student strong theoretical foundations, to help future teachers to be educated rather than trained, to be capable of understanding the […]
One of the problems facing education today is its failure to adapt to the advances in science and technology. Educational institutions and their teaching systems lag far behind when it comes to adapting to new forms of knowledge and learning. While the education system shapes some of the components of society, it is also conditioned […]
FROM ACADEMIC ETHOS TO ADMINISTRATIVE ETHOS The academic ethos of universities has changed very little since the Middle Ages until the present. However, there is a significant difference between the origin of universities as social institutions and contemporary universities. At first, their structure was more informal and, contrary to what one might think, more flexible. It […]
The most relevant and controversial issue facing the university is one of its raisons d’être: formation, the teaching-learning process. The English word ‘formation’ – among other meanings – indicates ‘the act or process of forming’ or ‘the shaping or developing of something’. The word ‘formative’ means ‘having influence in forming or developing’. Similarly, I use the […]
What is the purpose of higher education – knowledge or utility? Such question encourages a false dichotomy since both are needed for people’s genuine education; never one at the expense of the other. Higher education institutions, primarily universities, must have a two-pronged approach in the search for knowledge, to develop the highest degree of creative […]
In this interview, professor Miguel Ángel Escotet reveals the key factors for achieving an education adapted to the future. To his mind, it is crucial to allow students take a more active role in their own education, to strive for a balance between the cognitive and affective domains and educate for an increasingly uncertain world.