Posts Tagged ‘development’
Education is Perfect in Itself
To a huge side of the population, education may mean “nothing at all”, but to a petty portion of people, education may mean “everything.” Referring back to its founding father, the two goals of education are: The good for the entire society and the world, and secondly the former good must be the sources of other good. Because of these two goals of education, we have reached the terms: human evolution, sustainable development, development for all, equality in all conditions, etc; these consolations, are indeed, destined to fetch in good for one society, and increasingly the whole world.
However, I have seen that education has been negatively converted into an artificial key for self-benefit; this is far away from the principal and mindset of its founding father. Law and political science are two of the fields that have been negatively derailed from their founding fathers.
“The good for the mass” is the goal of political science and law, and this goal is ubiquitously informed to all students of political science and law. However, their education gained while they were in school was made imperfect, as soon as they become the enforcers of this educational goal in the society. So what are the reasons behind this evil?
Self-benefit is the ultimate, the first and foremost reason that turns education imperfect. Students of political science and law were never taught to be corrupt while they were in school; however, as they become the implementer of the education in the society, the educational goal was upside-down from “the good for the mass” to “the good for me first, for my family second, and for the mass at last.”
Storing and Utilizing – The Final Steps in Learning
Once we have determined that the brain is receiving quality sensory input and have begun to increase auditory and visual processing skills, we decide if the information is “worthy” of keeping in long-term memory. Sadly, we cannot remember all the information that we want to remember. Why is this? We are designed to have a one-side dominance, which allows us to function most efficiently. Many are functioning with a mixed dominance. With a mixed dominance information goes to different parts of the brain. When information enters on the right side it goes to one part of the brain and when it enters on the left side it goes to another part of the brain. Then when we want to retrieve that information we have to look for it, going back and forth from one side of the brain to the other. This can be very slow and frustrating to a learner of any age. Depending on what it is, we may give up before we finish a task.
Functional Indicators of a Mixed Dominance:
- Remember one day, and not the other
- Constantly losing things
- Reversals (transpositions, omissions, inversions)
- Right/left confusion
- “Mirror writing”
- Diagnosis of Dyslexia
- Disorganized
- Difficulty remembering letters, numbers or sight words
- Stuttering or stammering
- No sense of time
- Overreact to situations
- Emotional melt downs – especially related to learning
In addition to these functional indicators, we can observe which eye, ear, hand and foot an individual uses:
- Using one-eye objects like a kaleidoscope, a microscope, telescope, or a paper towel roll
- Pointing or sighting through a “window” made with hands for far point vision
- Using one-ear objects like a phone, watch, etc.
- Hopping, kicking, running, etc.