The Meaningful Education Second Part
Friends,
Education is the best weapon to change the world, Nelson Mandela.
Human activity has also been seen as the expression of a universal
creativity immanent in everything that exists.
According to A.N. Whitehead, this creativity is rhythmic or cyclical.
This creativity, says Whitehead, is ceaselessly producing novelties.
These novelties are of two kinds:
In one sense, any existing thin must continually renew itself in order to
exist at all. If it is to maintain itself as it is, it must constantly replace
its own components. Each of these components is both similar to its
antecedent yet also unique because not identical to it.
Creativity, then, both maintain what already exists and also produces
new forms altogether. the process of education reflects the creativity of the
universe as a whole. Thus according to Whitehead, education so
rhythmic, moving in cycles, each of which passes through its own
stages of romance i.e. the first enthusiastic encounter with a subject,
precision in which order and system are introduced' generalisation
in which the students have mastered the structure of his subject,
can put it to a wider use. Just as everything in nature ceaselessly
creates itself so the learner is continuously realising his nature.
He has an innate craving for education precisely because of education
so necessary for the development of an organism as complicated
as a man. Education is not something foreign to the learner but
rather something that he inherently desires and the best type
of education is nothing if it does not inspire independent,
original and hence creative thinking. Education is the response
to the challenge of the cosmic creative force. A response must an
equal challenge, otherwise, the individual and hence the society must face
stagnation, decay and disintegration. Independent, original thinking and
creativity manifest themselves in many ways in education.
The child has an inborn passion for discovery, which education
should nourish. Instead of simply receiving knowledge
passively form his teacher and the textbooks, he should
recombine what he learns in ways of his own. If knowledge
is accepted as given, it remains inert and at the same time
deadens natural imagination.
Continue...
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