EDUCATION AS A PRACTICE 4
EDUCATIONAS A PRACTICE
Educationas a Practice
Thediscussion of education as a practice calls for elaborativeapproaches inorder tofigure out exactly what it is, what it does, how to know when it hastaken place and other aspects such as who gets educated and thereasons for that education. Inaddition,the various strategies of addressing the topic should be able toindicate the most permissible ways of carrying out the practice andthe importance of each approach in the entire process. Regardless,this has been a much-contestedtopic in the history of the concept. Typical definitions have beenprovided to create a sort of uniformity in the area. For instance,education has been shown as a processthat facilitates learning or rather knowledge or skills acquisition(Saleh, 2013). In other occasions, it has also been indicated as aprocess of receiving and giving knowledge or instructions to adefinite group of audience in predetermined locations such as schoolsand colleges.
Inthis regard, it can be argued that education, and in this case as apractice, is an enlightening experience which can be acquired byanyone regardless of their situations. In this regard, suchexperiences can be offered within both formal and informal settings.In formal settings, this can include schools and or colleges amongstother formal institutions. Regardless, the controversy regardingthe concept still lingers on, for instance, knowing whether it hastaken place. Renowned educators like Freire have argued that theaspect should be in the capacity of allowing the oppressed inregaining their sense of humanity and in turn be able to overcometheir preexisting conditions (Saleh, 2013). In this perspective, theconcept is purposely for individuals and the society in general. Thisis to imply that inorder tobenefit or rather appreciate its importance in the overall society,every stakeholder involved are entitled tocontribute collectivelytothe promotion of the aspect. Everybody is entitled to education anddespite the fact that it isprovidedunder the guidance of educators, learners are also in the capacity ofeducating themselves (Freire & Mecedo, 2007).
Inthe pre-modern and modern times, the culture of offering educationhas been through predetermined systems where presetcurriculums arefollowed.Different sets of subjects and programs arefollowedin schools where the educators guide, in this case, the students toacquire knowledge and skills. However, through these systems, values,beliefs and habits are also dictated to the students. In formalsettings such as schools and colleges, the students are also supposedto adhere to the stipulated guidelines purposely to enhance theirlearning processes. Influencingone`s way of thinking,feelings and actions regardless of whether they are in formal orinformal settings and subsequent enlightenment experience isentirely educational. In overall, regardlessof the manner in which it ispropagated,education has to be in the capacity to train one for quick, resoluteand effectivethinking (Freire & Mecedo, 2007). In other words, the mainfunction of education is to facilitate one to be able to thinkintensively and critically.
Thelearner is used to depict the native for whom the Gospel is beingpreached to.Jesuit took it as their duty to preachtoo many people as possible such as the communityof Guarani in India so as to convert them to become Christianity. Thelearner is expected tolearn slowlythe new concept stipulated in the holy book and later to become ateacher of the gospel in which they will help to reach many people.
Freire,P and Mecedo, D., (2007). Pedaogyof the Oppressed. Continuum:New York.
Saleh,S., (2013). Paulo Freire’s Philosophy onContemporary Education. Retrieved June 10, 2016,from http://www.bulletin.zu.edu.ly/issue_n15_1/Contents/E_06.pdf