class=”nodetitle”>education
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The teacher must not only recognise these domains, but also try to understand how the students are attempting to solve them. This does not require that the teacher make lengthily records and descriptions of student behaviour for reference; rather, she should keep a mental tab of their emotional and intellectual abilities. With this in mind, she is better able to understand her students without overburdening herself with work. Nel Nodding describes how she attempts to engross herself completely in the student's mindset when helping them: If I care about students who are attempting to solve a problem, I must do two things: I must make the problem my own, receive it intellectually, immerse myself in it; I must also bring the students into proximity, receive such students personally.(659 Goldstein) Not necessarily, but a good education opens the door to a wider choice of jobs. Education experiences, social and cultural expectations, and religious beliefs are called Animism. education was hard, people had to learn long multipucation and divisons, Neither education or money are absolutely necessary to become a businessman. Both of those things do help, however, as an education provides some of the information that can help and money provides capital. By upholding personal relevance and transferability as core tenants of education, a large degree of responsibility is placed upon the student's ability and eagerness to learn.
The tenants assume that the student is mature enough to take his education seriously and to challenge himself. The ideal student is self-motivated in fulfilling his own curiosity. He is developed enough in his thought to appropriately make connections between class content and personal interest. In essence, a relevance-centered education requires that the he is self-aware enough to realise his ability, talent, and limits; and to know when to ask the teacher for assistance.
The importance of transferability extends outside the realm of social sciences. In English, a student might learn the functions of different parts of speech; but he will not be able to improve his sentence structure with this knowledge unless he can use it appropriately. Analogously, a student of mathematics may be able to solve simple algebraic problems with fractions, but that does not guarantee his ability to execute more complex operations with dimensional analysis. Unfortunately, it would be impossible to structure a curriculum that is specialised to each student's personal ‘domain'.
If a teacher attempted to create such a course, she would be quickly overwhelmed. Instead of rigidly incorporating them, the class should feature discussions and assignments flexible enough to allow the integration of different domains of student interest. Schools should provide an environment that allows students to fit into their immediate society and encourages their participation within it. The former requirement would require teachers to dedicate time to developing students' abilities to interact with one another: ideally, students should work together in manner that is both amiable and academically rewarding.
With careful preparation, this can be accomplished creatively in the classroom, by using structured collaborative projects, moderated debates, as well as discussion groups that encourage critical analysis of material. Outside of the classroom, extracurricular activities of student interest should allow further socialisation between students.