Education, Knowledge And Society Essay


1. What ought to be the aim(s) of schooling and aim(s) of education in relation to our current mass culture?
2. What ought to be the characteristics of a person who becomes educated (refer to (i) knowledge, (ii) how learning occurs and (iii) character)?
3. What ought to be the characteristics of society which educators work towards?
4. What makes some teaching-learning experiences educative rather than miseducative?
5. Identify and critically reflect on how your own beliefs have been formed and even transformed.
6. Support your account of your identity transition by referencing critical reflections that you have made over the course of this unit (i.e. in a journal format) attach next to essay.


1. Education is an important tool that helps all people understanding the changing dynamics of the society. The aim of education is to mold the career of all children and the schools impart knowledge through systematic education. Therefore, the functions of schooling and education are directly proportional (Peter 2015).

The aims (purposes) of education are mainly philosophical in nature. According to Noddings (2003), the aim of education indicates profound questions related to education and gives responses to the meaningful question “why education”. According to Dewey (1916), Education entails no aims and only the parenting agents have aims. Education is an incessant process. One has to comprehend the discourse of education before jumping into the career. Education is an on-going legacy. There has been a dialectical opposition between philosophy and education since the ancient Greek. Education helps people gain the cognizance of various aspects. Education should have content, which is intellectually methodical. It is important to understand the political and moral purposes of education. According to the political perspective, it helps us identify the nature of the society (democratic, egalitarian and social justice). According to the moral viewpoint, education helps us understand the characteristics of people (responsible, ethical, critically and politically involved).

As far as schooling in mass culture is concerned, one has to understand the purpose of schooling. The opinions can be divided into three categories. According to the traditional approach, the purpose of schooling is to compel the students to be diligent and understand the norms of the society. According to the progressive perspective, the schooling motivates people to battle against the existing society in order to comprehend freedom and happiness. According to the pragmatic viewpoint, schooling encourages students to apply critique and assess practices in society (Dewey 1916).

The veritable question is what ought to be the relationship between education/schooling and society (i.e. mass culture)? Mass culture represents motley of notions and values that emanate from the media, literature, and art. The ‘media' controls a broad gamut of concepts, ideas, agencies, techniques and other variants of representation. The mass culture can be characterized by hegemonic, dearth of thought and expression, indoctrination, neoliberalism and maintenance of status quo equilibrium. The state considers education, research, science, and innovation the significant facets of a knowledge-related society and economy. Through schooling and education, people comprehend humanism, solidarity, and cooperation. It helps to develop a personalized philosophy of classroom practice. The philosophy of classroom practice revolves around a style of teaching. It involves Socratic dialectical method, Dewey's learning tools, and Skinner's approach.

2. Education is an important weapon that culminates in the holistic development of a person. Education is about understanding the potentialities and exercising the cognitive faculties. There is no consensus of opinions among the scholars regarding the characteristics of an educated person. Commander Edward Whitehead (2014) claims that an educated man can be defined as one who has the capability to entertain himself and others. He has the ability to introduce a new idea.

The educative values have long-term repercussions and it involves many things. An educated person has all these educative values. He has the capacity to inquire and develop a rational approach towards understanding everything. An educated person is abreast of long-term implications and consequences. According to Dewey (1916), educative experience leads to augment the capacity of the persons and add more accurate meaning to their gradual experience.

3. Every human society shows unflagging interest in education and teaching is considered to be the best educational activity. It is not imperative for all the societies to divert substantial resources into the support-based channels. It is noted that children have innate potentialities, but they are born uneducated and innumerate and are unaware of the cultural development of the society. With the assistance of the teachers, they learn to read, write and understand the changing trends of the society. Therefore, the professional mentors and dedicated parents make the roots of the children stronger and inculcate positive values in them. Based on the educational resources (book, magazines and web sources), the trained educators mold the blooming petals and foster significant societal values in them. By helping a child to grow academically and socially, the teacher propels the society into action. In this way, the child learns to read, write, calculate and discern socially and culturally apposite ways. The slow and gradual molding of a child has a profound impact on the society. Thus, the educators are responsible for creating a ‘prudent' citizen and his modest characteristics deeply impact the economic fate of the society.

Apart from this, one has to take a societal perspective and the picture does not remain like this. It entails that in pluralistic societies such as the Western democracies, some groups do not subscribe to the notion of individual development. John Dewey opines in his classic work Democracy and Education (1916), education indicates the ‘social subsistence of life’ (Dewy 1916). Education is a necessity for members of all social groups. The social significance of education is punctuated by the fact that when society countenances dearth. The societal crisis is often construed as a symbol of educational turmoil and educators could not pacify the situation.

Barring the negative factor, educators stand strong like a pillar of growth and help the people grow both socially and academically. With the help of the educators, both the people and society witness steady growth and improvement. The educators work tirelessly to make all the people civilized and culturally educated. Based on this hard work, the society also becomes civilized and modern.

4. It is indispensable for the teachers or educators to impart authentic knowledge to the students. Teachers have an abiding respect for education. They would never transgress the ethical code of conduct in the academic circles. Teachers use pedagogical tools while imparting effective knowledge to the students. The study materials are carefully assessed and analyzed before dispersing among the students. The teachers make the students comprehend the profundity of the subjects. Teachers provide a holistic knowledge to the students through study materials and other sources. The students are encouraged to read everything correctly and appropriately. Therefore, the teaching-learning experiences can be construed as educative.

At the other end of the spectrum, the anti-social activists or some party-linked newspapers provide Goebbels-like information and propaganda (Nutbrown and Clough 2014). This kind of information can be detrimental to the society. The indoctrination is not proper and the teaching-learning experience becomes miseducative. This results in the distortion of information and knowledge.

The philosophy of education involves sub-disciplines, such as social justice or generation of knowledge. The concept of philosophy of education revolves around fundamental paradigms, the ‘isms’ and there are many aspects. There is no consensus of opinions among the scholars regarding the development of education like idealism, realism, pragmatism, romanticism, Marxism and postmodernism.

Summing up, the two myths can be translated in two ways: philosophy occupies no space in the 21st century and education is self-manifest and philosophy is not essential to explain it. The two myths can be debunked, as philosophy is useful to explain the teaching-learning experiences.

5. I aim to outline a program for the instructors, who were effective about the practice in 2015. Initially, I joined the personnel at the University of Melbourne and deliberated on the teaching of the students. What we realized in our examination was that a number of our students, albeit actually equipped in the classroom, were to a great extent worried about moving their students through the lessons in a smooth and efficient form. They did not contemplate why they were doing what they were doing, how what they were instructing spoken to choices from a bigger universe of potential outcomes, and how the settings in which they educated empowered and debilitated certain sorts of practices.

The first utilization of the phrase "intelligent educating" at the University of Wisconsin spoke to an unclear and general endeavor to help our students turn out to be more attentive about the good and moral measurements of instructing without a specific concentrate on helping them to ponder specific things or to reflect in certain ways (Grant and Zeichner 1984). As pointed out by Tellez (2007), in our initial work we invested more energy discussing what intelligent instructing was not than what it was. After some time, we profited significantly from the rising universal writing on intelligent practice in instructing and instructor training and our utilization of the possibility of an appearance in our program has created and changed as we proceed to study and evaluate our own work as instructor teachers and the effect of our program on our students. We additionally have kept on delivering work of our own in which our origination of intelligent instructing keeps on creating and our capacities to encourage it to keep on improving both in pre-benefit educator training (Gore and Zeichner 1991) and in progressing proficient advancement programs for experienced instructors (Zeichner 2003).

6. Reflections of Student on Global Citizen Identity

Mindfulness is imperative, as per Marcie. She clarified, what you have to approach as yourself, in case you're attempting to turn into a worldwide resident, is first picking up a mindfulness of what it is to be a worldwide resident, what's more, one of the things that we learned about picking up a mindfulness is exactly how you as a person cooperate in your own way of life what's more, how your activities, or, on the other hand the activities of a business you work for, influences individuals in an alternate nation what's more, what sort of good or individual duty you have as a resident of the United States and furthermore a resident of the world. One change that I'd say has happened [in me] in a previous couple of years. llen expressed, I am quite recently mindful of worldwide issues...dealing with the earth, managing with war, managing legislative issues, things like that and I am more dynamic in searching out data than I was some time recently. Another student, Stamp, demonstrated that you can go out on the planet and get bunches of stamps in your international ID, however, that does not fundamentally make you a worldwide native. He included that one does not generally need to travel or talk an alternate dialect, but I believe it is more about being locked in also, sort of considering about worldwide issues and being deferential also, delicate of other people groups' societies. Jim commented, "Beyond any doubt, I have 100% developed as a man, developed to get it distinctive societies also, how diverse individuals live. It is truly opened my eyes and simply made me a truly inquisitive individual, somebody who loves to make inquiries and find out about various things.


A lock-in in activism was seen to be an essential trait of a worldwide national when Partner 1 students come to graduation. The idea of activism itself depended on the person's elucidation, what's more, included both optimistic what's more, and even minded approaches to engagement. An optimist might characterize activism as making a move to help a group from a selfless as opposed to egomaniac individual position. A logical thinker should seriously think about activism as stepping up to find out about others keeping in mind the end goal to improve one's very own bits of knowledge or vocation conceivable outcomes. Preceding entering Lehigh Beth characterized the fundamental features of a worldwide resident as the capacity to appreciate differing qualities, being open, and figuring it out that others have diverse perspectives. She included being that as it may, I think another immense thing is the capacity to act and not just recognize that there are other societies furthermore, other individuals and ways that they believe is distinctive, yet, to really do something. At the point when requested that what drove her see the part of worldwide citizenship in which you should decipher your thoughts and beliefs into some sort of activity, she reacted that in the program students talked about how to truly be a worldwide resident you need to collaborate with the world and that without acting you cannot interface with the world. The program drove her to understand that while it regards be open and tolerating of others, one will never affect the world unless one picks to really accomplish something.


Dewey, J., 1916. Democracy and Education: An Introduction to Philisophy of Education. Macmillan.

Gore, J.M. and Zeichner, K.M., 1991. Action research and reflective teaching in preservice teacher education: A case study from the United States. Teaching and teacher education, 7(2), pp.119-136.

Grant, C.A. and Zeichner, K.M., 1984. On becoming a reflective teacher. Preparing for reflective teaching. Boston: Allyn and Bacon.

Noddings, N., 2003. Happiness and education. Cambridge University Press.

Nutbrown, C. and Clough, P., 2014. Early childhood education: History, philosophy and experience. Sage.

Peters, R.S., 2015. Ethics and Education (Routledge Revivals). Routledge.

Snoxell, E., 2014. The Effect of Teaching Styles Upon Skill Improvement and Perceived Enjoyment in Badminton in Year 7 Boys.

T?llez, K., 2007. Have conceptual reforms (and one anti?reform) in preservice teacher education improved the education of multicultural, multilingual children and youth?. Teachers and Teaching: theory and practice, 13(6), pp.543-564.

Zeichner, K.M., 2003. Teacher research as professional development for P–12 educators in the USA [1]. Educational action research, 11(2), pp.301-326.

How to cite this essay: