Learning Crisis Of School Education

The school lessons are in a learning crisis. Instead of preparing students for lifelong learning by learning to learn, “bulimia learning” is all too often on the curriculum. This article presents the problem, explains the paradigm shift conditions, and argues for more meaningful learning in school lessons. It is aimed at teachers who want to do something against the learning crisis and for sustainable learning and to students who want a more sustainable way of teaching. English tuition centre singapore is the place for enrich your children learning crisis.

The education currently focuses on sustainable learning. This has to do with the fact that learning is of central importance not only in school lessons but also in life. In vocational training or in studies, in company training, in further education and adult education, people learn outside the school. And anyone who prepares for a driver’s license exam, a language certificate, a hunting license or attending a quiz program is learning something new. Just like playing football, playing a game of chess or programming a website – actions and their success are always accompanied by learning processes.

Learning is part of being human

The human ability to learn is so fundamentally important and significant for the position of homo sapiens in his environments that philosophical anthropologists are gone away and have tried to explain the position of the people of the world about its ability to learn. Precisely because humans are not inferior to their kindred apes in many respects at birth, such as the ability to move, the question is justified, why man has so successfully colonized almost all environments on our planet.

An answer to this is that although man is a “defective person”, his culture has been created through his extraordinary ability to learn. The sphere of culture in turn enables people to pass on experiences and pass them on to the descendants. The accumulated over the millennia fund of knowledge and knowledge was causally responsible for the success of the species human.

However, one may conceive of the postulate of the human flaw, the success of human learning and its associated action in the world cannot be denied.

In the historical development of a culture, a phenomenon can be observed again and again, which is reflected in the founding of educational institutions. A very early example of this is the Platonic Academy in ancient Greece. Today we still call persons who have graduated from a university, academics. This linguistic connection is enlightening because, in its temporal dimension, it refers to the fact that education is a phenomenon of human culture dating back over more than 2,500 years. Education and culture are directly linked to tradition or traditional knowledge and its transmission.

Structure of Scientific Revolutions

Although the emergence of a culture or of knowledge as a cumulative process, which steadily progressed to a certain goal, could be understood, the philosopher Thomas Kuhn in his work “The Structure of Scientific Revolutions” pointed out that the development of Knowledge and science are accompanied by revolutionary upheavals.

What he means by such paradigm shifts is the fact that normal science eventually reaches a crisis during which an accepted theory is no longer sufficient to solve significant problems. If efforts to modify them also fail, alternative theories will eventually come up.

Although they do not immediately replace the traditional paradigm, because man is a kind of habit animal with the capacity for repression, its success depends on how well they solve the problems that cannot be solved within the framework of the prevailing paradigm. In short, the more successful an alternative theory is, not only in terms of the problems and phenomena of the old paradigm , but also in solving problems beyond the paradigm of standing problems, the more likely it is to replace the old paradigm and become the new paradigm. The process, which is connected with it and at the end of which the replacement of the old by a new paradigm, Kuhn calls a scientific revolution.

Sense of transference

As we move on, picking up on just what we have just picked up and transferring it to similar fields, we use an ability that is supposed to train learning at school: the realization of transfer payments.

A transference is defined by transferring what has been learned to other areas on the basis of the mental representation in order to be able to apply a scheme for the solution of similar problems.

We have learned from Kuhn that paradigms in certain areas work so well for a while that they do not have to be replaced by alternatives. However, as soon as the conditions change, for example as a result of changes in environmental conditions, altered problems may arise which lead to a crisis just when the old paradigm cannot solve them.