Education etymologically covers the learning of students on various levels in order to develop their intellect. The area now commonly involves the development of physical, mental and intellectual faculties, which is aimed at developing highly qualified graduates. The schooling includes human skills and cultural elements, which are characteristic of geography - higher education executive search firms.
Every country in the world has its own schooling system, with the role traditionally given to teachers by parents of a child. The teachers become their substitutes to bring the child to manners of adulthood, and often with increasing intervention of States. Schooling is considered an important element in development of people, hence the development of a right to schooling.
Formal schooling or university, is, and far from it, not the only place of playing. Thus, the primary source of schooling remains family and entourage, with all the issues of "social reproduction" that implies. Bourdieu and Passeron showed reproduction of the school system, which reproduces the social system and extended inequalities through inadequate school culture for the most underprivileged classes and greater access to culture that wealthier families to send their children to access the top of social ladder.
Teaching is to educate, but not necessarily teach. It is the duty of parents to guide their children and the teacher to instruct. Strictly speaking, chooling is not limited to instruction that is only relative to pure knowledge and skills (useful to students: savvy in social and technical environment). It also aims to ensures individual development of all abilities (physical, intellectual and moral). Thus, this schooling will allow him to face his personal life, to manage being a responsible citizen in society in which he operates.
A first criticism of this method comes from the theory of cognitive load, a teaching method-theory from research in cognitive psychology. According to this theory and related experimental results, problem-solving situations tend to saturate the information students. Specifically, students have, like every human being, a memory whose capacity is limited: it can hold about information (information about two). This memory is the gateway of information into long-term memory (memory common sense), and plays a crucial role in memory and learning.
Despite all this, schooling has enabled historically in France, many of poorer classes to access a status middle class. For some, its current orientation early professionalization of a part of youth would be inconsistent with his general knowledge of students aim for their development in society as citizens. For others, it can facilitate the contrary integration into social and professional life, as essential goal of schooling.
The motor learning are what is commonly called the know-how '. These are practical skills acquired by mastering the experience of exercising a craft, artistic, intellectual or domestic. These automation engines via the practice of an activity. Social-emotional learning correspond to knowledge-being is the ability to produce actions and reactions adapted to human society and environment. This ability is acquired in part by the knowledge of specific knowledge and skills.
Schoolingal research on know-being aim to find schooling ways for learners to acquire the best control of actions and reactions adapted toir body and the environment preservation, health, empathy, control staff, appropriate behavior, respect, collective action, mutual aid, assertiveness, control, communication, conflict management ... The concept of life skills is sometimes questioned because it would involve a change in essence and character of individual.
Every country in the world has its own schooling system, with the role traditionally given to teachers by parents of a child. The teachers become their substitutes to bring the child to manners of adulthood, and often with increasing intervention of States. Schooling is considered an important element in development of people, hence the development of a right to schooling.
Formal schooling or university, is, and far from it, not the only place of playing. Thus, the primary source of schooling remains family and entourage, with all the issues of "social reproduction" that implies. Bourdieu and Passeron showed reproduction of the school system, which reproduces the social system and extended inequalities through inadequate school culture for the most underprivileged classes and greater access to culture that wealthier families to send their children to access the top of social ladder.
Teaching is to educate, but not necessarily teach. It is the duty of parents to guide their children and the teacher to instruct. Strictly speaking, chooling is not limited to instruction that is only relative to pure knowledge and skills (useful to students: savvy in social and technical environment). It also aims to ensures individual development of all abilities (physical, intellectual and moral). Thus, this schooling will allow him to face his personal life, to manage being a responsible citizen in society in which he operates.
A first criticism of this method comes from the theory of cognitive load, a teaching method-theory from research in cognitive psychology. According to this theory and related experimental results, problem-solving situations tend to saturate the information students. Specifically, students have, like every human being, a memory whose capacity is limited: it can hold about information (information about two). This memory is the gateway of information into long-term memory (memory common sense), and plays a crucial role in memory and learning.
Despite all this, schooling has enabled historically in France, many of poorer classes to access a status middle class. For some, its current orientation early professionalization of a part of youth would be inconsistent with his general knowledge of students aim for their development in society as citizens. For others, it can facilitate the contrary integration into social and professional life, as essential goal of schooling.
The motor learning are what is commonly called the know-how '. These are practical skills acquired by mastering the experience of exercising a craft, artistic, intellectual or domestic. These automation engines via the practice of an activity. Social-emotional learning correspond to knowledge-being is the ability to produce actions and reactions adapted to human society and environment. This ability is acquired in part by the knowledge of specific knowledge and skills.
Schoolingal research on know-being aim to find schooling ways for learners to acquire the best control of actions and reactions adapted toir body and the environment preservation, health, empathy, control staff, appropriate behavior, respect, collective action, mutual aid, assertiveness, control, communication, conflict management ... The concept of life skills is sometimes questioned because it would involve a change in essence and character of individual.
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