All students can and will learn given the proper tools, technology and conducive environment essay

Education is an ongoing process and not an endpoint as some might think. It is a process of attaining and applying knowledge to one’s everyday life. It is a never-ending cycle of understanding the world around us; there is infinitely so much to learn and, human as we are, we can only strive for attaining our full potential and not exactly omniscience. In other words, no one can ever attain absolute knowledge, but I believe anyone and indeed everyone has the capacity and potential to learn and better one’s self and one’s appreciation of his/her environment. No one is exempted from education—no one is absolutely physically or mentally unable to learn.

I believe that education is universal: blind to gender or race, age or financial liberty. I believe it to be blind as well to one’s mental shortcomings (e. g. mental retardation, mental social disorders, ADHD, etc. ). Education can be hindered by these conditions other various circumstances, but education as a primal human instinct prevails. The process of learning can hurdle even the most impossible obstacles—that is, when given the proper catalysts.

There are in my philosophy of education a number of catalysts that enhances the process of acquiring knowledge. The first is the use of educational tools. Reiterating the fact that we are human, we can only comprehend so much. Nobody can ever memorize the solutions to every possible mathematical problem.

Instead, we create a system of shortcuts as an educational tool. We literally condense what initially was infinite down to a well-defined system of rules. Other examples of educational tools include the chemist’s periodic table of elements, the artist’s color wheel, etc. Another catalysts would be the use of technology.

It allows us to further enhance our use of educational tools and thus, facilitates better learning. Going back to the example of creating a mathematical system as an educational tool, the invention of the calculator and computer have greatly contributed on this. Not only do we no longer need to memorize the solution to every mathematical problem because of our mathematical system, we now have technology on our side allowing us to have an electronic gadget in our pocket that can do just that. And how can we mention technology and education without mentioning the Internet? The Internet, the ubiquitous information superhighway, allows people to instantly learn about virtually anything on the click of a mouse. Other forms of technology used to spread knowledge and information include television, radio, printing press, etc.

Audio-visual stimulation is used as a learning tool following the observational learning theory (Bandura, 1986). Man by nature learns from his environment. If you put him in the cold, he will learn to keep warm.

If you put him in the jungle, he will learn to pick fruit from the trees. If he is placed by the sea, man will learn how to fish. Learning takes place through adaptation (Piaget, 1981).

Man’s nature to learn stems from his need to survive, and this nature is the reason why we are the dominant species on earth. A student’s environment affects his learning process. Part of one’s environment include social interaction.

Social interaction plays a fundamental role in the development of cognition. Vygotsky (1978). It helps broaden the learners’ perspective and better equipped him/her in understanding various issues.

In a classroom setting, activities that encourage interaction between students allows them to become active stakeholders in the learning process (“ Jean Piaget: Intellectual Development. ”) Examples would be peer to peer teaching, group dynamics, friendly competions among many others. Interactivity facilitates critical thinking, dynamic learning and continuous growth. A motivating atmosphere, pleasant social interaction present, and with the right educational tools (such as audio-visual tools/stimulants made possible by technology) will be a definite formula for an effective learning environment.

A picture of a plant being watered best explains my philosophy of education and its interaction with the 3 facets: the teacher, the curriculum, and the student. The hand that provides nourishment to the plant symbolizes the teacher, while the tool being used to water the plant symbolize the curriculum. The plant represent the student and its growth embody learning and knowledge being gained. The speed of learning and growth of knowledge within the student can be enhanced by proper care and guidance of the teacher.

The teacher has control over what tools to use in facilitating the learning process of the student. S/he can introduce other tools that may speed up the learning process, similar to the hand that controls whether introduction of fertilizer or exposure to more sunlight is required by the plant. But the most important consideration should be what kind of plant is being nourished, and if there are special needs that the plant requires to hasten growth and maturity, similar to a student’s individual needs. Thus, the teacher’s role is to provide support to these needs to attain/maximize the learning potential of the student. Sources: Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Retrieved on May 18, 2007 from http://www. funderstanding. com/observational_learning. fm Piaget, J. -P. (1981).

Intelligence and Affectivity. Basic Books, New York. Piaget’s Developmental Theory, Retrieved on May 18, 2007 from http://evolution. massey. ac. nz/assign2/MH/webpage.

htm Vygotsky, L. S. (1978). Mind in Society.

Cambridge, MA: Harvard University Press. Retrieved on May 18, 2007 from http://tip. psychology. org/piaget. html Illustration of a Plant being watered retrieved on May 18, 2007 from http://www. mlcsmith. com Jean Piaget: Intellectual Development.

Retrieved on May 16, 2007 from http://www. sk. com. br/sk-piage. html