Analysis on Elements Related to Education

ISSN 1009- -5039http://www. overseaen.comOverseas English海外英请Tel:+86- -551-5690811 5690812Analysis on Elements Related to Education周玉(天津外国语大学,天津300052)Abstract: Based on theories of educational philosophy and psychology this paper discusses and analyzes a serics of elements related to educa-tion, and ilutrates the aim of education, contents of curiculum, methods of teaching, nature of the student, and the role of teachers.Key words: education; philosophy; psychology中图分类号:G642文献标识码:A 文章 编号:1009 -5039(2011)12- -0305 -031 Introductioncome a good, true and beautiful person by conforming to the idealsof perfect Goodness, Truth, and Beauty and to produce the Guard-tion of education in common uage, that education is merely the de-ians or Philosopher-Kings who are to be the rulers of the imaginarylivery of knowledge, skills and information from teachers to stu-dents, is inadequate to some extent. In fact when we talk about edu-people live in society, the development of people can not lose con-cation, a series of related questions as to the aim of education, na-tact with the existence of society. I think people and society are twoture of the student, methods of teaching, the role of teachers andmajor factors that educators should focus on. When we talk aboutcontents of curriculum, etc. will be involved. In the process of think-the aim of education we should not only emphusize the developnenting about what is education, theories of some psychologists and phi-of people and personal value but also their social value. That is tolosophers are valuable treasure for human beings and can not be ne-8ay the new ideal image of people should adapt himself to society,glected. These theories teach us how to treat and analyze students"live in society independently, meet the need of society and makebehaviors objectively and guide us discover proper methods ofteaching which cater to the needs of the students and make lean-ucation serve for ruling class and have distinct class character, bothing- -a complicated and demanding process become interesting andConfucius and Plato define the purpoee o[ education 8 not only per-meaningful. They make us not only focus on the students" academicsonal but also social. W hile for Rouseau, the ultimate aim of educa-performances but also on their inner feelings and characteristics.They give us a chance to look closely at students and the career ofnatural needs. (Curren, 2007) He stresses on personal developmentbut neglects people's social value. In general the aim of educationteachers again from different and new prospects.is to cultivate talents who are fully developed and can meet the2 Factors Related to Educationneed of society.2.1 The aim of education2.2 Contents of curriculumabout the aim of education since it is the core question which de- cation, so it must fit the need of all-round development of peoplecides other aspects of education. The aim of education is an educa-and the development of society. Aristotle believes that the correettional ideal which is a subjective concept existing in educalors'sort of education must be based on human nature, respecting itsminds. It is bound up with political ideal and social ideal and re-needs, abilities, and limitations (Gnube, 1992). He realizes theflects the new ideal image of people. And at the same time it is portance of self development of human beings but puts aside the re-formed on the basis of objective facts, s0 it is restricted by the devel- sponsibilities assumed by people for society and emphasizes theorel-opment of society and afected by political, economical, cultural,ical aspects. Theoretical knowledge is important but practice is thetechnological and scientific factors. For example Confucius and Pla-only way to apply theoretical knowledge to society, 8o in this senseto both lived in historical periods marked by tremendous socialpractice is more important than theory. All pragmatists stress thechanges. People were eager to live a peaceful life and the whole practical over the theretical. For example Dewey thinks the curric-country needed wise rulers. Confronted with political and social cri-ulum must involve continuity and interaction of student and environ-ses, both Plato and Confucius proposed their educational theories.ment. Topics are studied in ways that connect with the child's expe-For Confucius, the purpase of education for the elite and the com-rience (Curren, 2007). William James also proposes that the mostmon people seems to be different. He thinks children of the nobilityimportant intellectual excellence is the ability to ask relevant andshould learm how to rule the country and love their men while theappropriate questions and to use ideas 8$ tools or instruments forcommon people who received the education would be more easily tosolving problems (Curren, 2007). They all emphasize the importantcommand (Palmer, 2001). For Plato, the aim of education is to be-role of practice. I agree with them in this point and think we should中国煤化工MYHCNM HG收稿日期:2011-10-14修回日期:2011-11-05作者简介:周五(1979-),女,讲师,主要研究方向为英语教育。栳目责任编辑:杨菲菲V1N八305Overseas English 海外英语2011年12月offer courses that can train people to have practical ability. For in. are able to solve abstract problems in logical fashion and becomestance, many foreign studies universities offer a lot of programs not more scientife in thinking. Bruner also identified three stages ofonly in foreign languages but also in economy and trade, and also cognitive growth, similar to the stages identified by Piaget. At theestablishe lots of new specialties, which are beneficial for the goodlast stage he pointed oul that child is able to use abstract ideas, sym-all-round development of the students and meet the need of society bols, language and logic to undenstand and represent the world.and the development of economy. So far these universities have nur-Secondly, the leaming patterms of undergraduates havetured thousands of people who have made great contributions to thechanged a lot. When they are in middle school, their study is undereconomie construction and social progress of China. All these show the direet organization and guidance of teachers. After they enterthat the contents of curriculum in the universities are appropriate. the university, self- taught patterm plays a dominant role in theirRousseau's idea is more reasonable and scientific than Aristotle's. learning. Their courses are nol as many a8 in the middle school.He underlines the natural development of human beings and sug-They can make a plan to put self- taught subjects into their sched-gests the arrangement of contents of curriculum should be based on ule. And they can exert themselves lo learm the knowledge which isdifrerent slages of natural development of child (Curen, 2007).more important and interesting for them. In- class and after- -classMore than one hundred years later Piaget also proposed his theorylearning are combined. Students can have an access to good libraryon cognitive development. He believes that all people pass through and Intermet to read reference books and search updated informa-the same slages in exacly the same order and in dfferent stages tion. Although Bruner's discovery leaming makes a lot of demandschild represents difterent characteristics (W oflk, 2001). Their on the students I think undergraduates can acquire basie knowl-theories further prove that we need to arrange contents of curicu- edge, abundant special materials and have good extensive prepara-lum according to dilerent stages of human development s0 that stu- tions before class.dents can leam maximum amount of knowledge and achieve 8uC-Thirdly, afer entering the university students become morecessful results of study.2.3 Methods of teachingsomething or criticize them. They usually challenge the existing con-What is the best method of teaching? The answer varies ac-cepts and views taught by teachers or printed in the textbooks andcording to different philosophical schools. Aristole maintains theeven question the theories of certain experts or scholars. They be-intellectual vitues are acquired by leaming from a teacher whereaslieve they can find the correct solution through independent think-the moral virtues are acquired by practice and habituation (Aristol-ing and discovery. They like to debate with each other and eitherle, 199). Rousseau thinks the method should be experential andside is likely to compromise. They are keen on proposing questionsnot abstract. Bookish leaming is inferior to direct contact with theto teachers and eager to have a discussion with them. They love tophysical world (Curren, 2007). All pragmatists agree that peopleexpress their own ideas and share them with others to show theirlearm by doing. For Dewey, the most important methods are the ex-ability in dealing with sticky problems. Their independence is veryperimental methods of the sciences (Dewey, 1938). Although thevaluable. In this point Bruner's theory of discovery leaming is in ac-philosophers who have been mentioned above all emphasize the im-cordance with the psychological characteristics of undergraduates.portance of practice and think knowledge derives from practice,Students do not simply accept teachers" explanations but discovertheir views are partial because they don't consider other related fac-the interrelationships- the subject's structure. They are active intors such as the age of leamers, the itellectual level of the stu-learming knowledge and solving problems and they can actively par-ticipate in the class discussion.dents, contents of curriculum etc.Fourthly, in our country only few people can have the chanceAs a university English teacher I have been asking myselfto accept higher education. Middle school students must take thesome questions. What are the features of undergraduates' study?National Entrance Examination and only excellent students can be-What are their psychological characteristics? What leamning andcome undergraduates. Although maybe examination is a controver-teaching theories are the most appropriate to them? The theories ofsial way to test a person's itelligence and ability, to some extent ittwo psychologists, Jerome Bruner and David Ausubel, enlightenedis effective and indispensable. Although students are different andme a lot.we should realize their differences in intelligence and ability, usual-sized the importance of understanding the structure of a subjet be-ly undergraduates are selected among millions of people so they areing studied, the need for active leaming as the basis for true under-erudite and profound in knowledge and they are talented peoplestanding, and the value of inductive reasoning in leamning. He pro-with high-cultural accomplishment and high ability. In this pointposed discovery leaming and believed that students must be ac-we do not need to worry that their ability can become a hinder totive- they must identify key principles for themselves rather thantheir discovery learning proces. On the contrary their higher-abili-simply accepting teacherns" explanations. Although some psycholo-ty can become a potential power which will push them move forwardto discover the truth.gists and educators criticize that Bruner's theory is not rational andFifhly, the task of higher education is to nurture various kindspractical because discovery methods often require special materialsof advanced professional talents for the sociely with certain reand extensive preparations and make too many demands on low-search ability and practical ability. Discovery learming provides stu-er-ability students, in the main, it is very efective to teach under-dents an opportunity to leam by doing, discovering and researching,graduates as it provides students with an opportunity to learn by do-which are ben中国煤化τh ablily and practiing, discovering and researching. 'There are several reasons.Firstly, Undergraduates are at the stage of formal operationalcal ability.In the teadTYHC N M H Gundergraduates' pey-according to Piaget's theory of stages of cognitive development. Atchological features and the value of the theory of discovery leaming,this stage they are physically and psychologically mature and theyconcentrate our mind on nurturing students" creativity and discover-306学穗澜7111111110s栳责任煽辑:杨菲華2011年12月Overseas English海外美语ing spirit, try to foster their intuitive thinking and leave more roomanswer the students questions but also know how to organize class-for them to generalize and induct principles.oom activities to reach successful teaching results. In this pointAlthough Bruner's theory is very effective for college sludents,pragmatists think the leacher is a resource person, a project directornone of the method or theory is perfeet. So is Bruner's theory. Fromwho adapts the activities to the level of the students (Dewey, 1938).my point of view the disadvantage of his theory is that it cannol beThat is to say teachers should make a good plan before class and a即used to explain or learn some abstract ideas because it is too de-ply various teaching methods to carry out classroom activities whichmanding and students cannot fulfll their tasks within a limited peri-are suitable lo the students' level. Teachers should also try to stimu-od of time. This will make students feel frustrated and lose their in-late students' creativity and try to help them form courage and confi-terests, so good results can not be achieved in a way.dence of reaching triumphant end. Idealists believe teacher is aDavid Ausubel'x theory is a complementary to Bruner's andmodel personality to imitate. I think teacher should be a role modelcan help us compensate validly the disadvantage of discovery learn-not only in academic fields but also in moral aspects. As teachersing when it is properly used. Ausubel's view of concept leaming of-we must have noble sentiment and can help the students establishfers an interesting contrast to that of Burmer. According to Ausubel,correct oulook on the world. Apart from these, I think teacher'speople acquire knowledge primarily through reception rather thanhelp is extermnal cause, so through teacher's help students can exertthrough discovery. He proposed the theory of advance urganizerstheir maximum potential. Socrates thought of himself as an itellc-and thought the more organized and focused the presentation, thetual midwife (Curren, 2007). He also emphasizes teacher's role ofmore thoroughly the person will leam. He believes that learningguidance and enlightenment.should progress, not inductively as Bruner recommends, but deduc-As teachers we should renew our knowledge constantly and nottively: from the general to the specife, or from the rule or principleonly grasp the basic knowledge and theories and familiarize the lat-to examples. In this way, student can receive maximum knowledgeest rsrch achievement and trend of our own discipline butwithin a short period of time. Although the knowledge students ac-should also have abundant knowledge of related disciplines. Quali-quired are indirect knowledge, it is more systematic, complete, ac-fied teachers should have the ability to ilustrate and elaboratecurate and convenient for them to restore and keep in mind.these knowledge from various prospects, which can broaden stu-2.4 Nature of the studentdents' horizons, stimulate their creativity and motivations, and try toSome philosophers like Plato think people are borm with knowl-help them form courage and confidence of reaching triumphant end.edge (Palmer, 2001)， while others like Arstotle think student3 Summarydoesn't possess any innate, ready- -made knowledge (Curren, 2007).There are a lot of theories concerming educational philosophyI challenge the former view and believe people were bom only withand psychology that can be used to explain the essential factors re-instinct and there is no knowledge in their mind. Knowledge is ac~lated to education and be applied to teaching. Although some of thequired by learning from others or practice so students need to con-theories seem contradictory, if we examine them closely we will findtact with othens and outside world. People were bom with brainhey are correlated and all useful for us. Only one theary cannotwhich provide them with the material basis for study and make peo-guarantee a successful resul, so as teachers we should absorb theple become rational aind itellctual organism. Dewey views the stu-essence of the theories, try to apply them to our teaching and intro-dent as an ever-changing, evolving organism (Curren, 2007). Yes, Iduce them to our students, so that we can realize our ultimale goaltotally agree with him. According to Piaget's stage of cognitive de-of teaching that is to free students from the need of teachers so thatvelopment, at the slage of infancy there is ltte knowledge in their students can continue to learn independenly throughout their lives.mind and they learn knowledge in passive way. They need teachersReference:and parents to teach them almost all the knowledge. They don'tknow what to leam and how to learm and they don't have the ability[1} Aristole.Nicomachean Ethics[M].Indianapolis,IN:Hackett Pub-of subject intuitive to sludy. With the growth of students, their nelishing Company,Ine.,1999.ture changes. For undergraduates their methods of study changes [2] Curen R.Philosophy of Education: An Anthology[M].Oxford:and their ability of subject intuitive to study improve, 80 at thisBlackwell,2007.slage they have become rtional and nellient organism with inde- [31 Dewey J.xperience and Eduetin)MI,ndianapoislN;Kappapendence and initiative of study.Delta Pi,1938.2.5 The role of teachers[4] Grube G M A.Republic(M].Indianapolis,IN;:Indiana:Hackett Pub-Realists think teacher is an authority, an imparter of knowl-lishing Company,Inc.,1992.edge. This means teachers should have rich knowledge and the abil- [5} Palmer J.Fify Great thinkers on Education:from Confucius toity to ilustrate and elaborate knowledge from various prospects.Dewey[M].London:Routledge.2001.Teachers are nol perfect 5o they also need to renew their knowledge{6] Woolfolk A.Educational Psychology[M].Boston:Allyn and Bacon,constantly and have abundant knowledge of related disciplines. Be-2001.sides these I think qualified teachers should not only know how to中国煤化工MYHCNMH G栳碛任编辑:衍菲菲1心米八307