Indicating the true purpose of education is not drilling, or teaching a lot of useless facts (which one can find on the Internet anyway), nor submission to established societal values, but leading out that which already is within. An educator, then, is a person who helps one achieve the fullness of one’s potential without trying to impose his own viewpoints. Humanities represent a unique category of study, because they are often attached to social values and interests.
These connotations make them subject more open to interpretation. For this reason, I believe that they are central to the student’s fluency in society-wide affairs. The students’ domain of interest has the potential to extent to social impact in the humanities, and it should be taught with emphasis on moderated class dialogue. Furthermore, fostering a sense of social norms and community involvement can influence individuals to engage in pro-environmental behavior. By creating a supportive social and economic environment, we can encourage individuals to prioritize waste reduction in their daily lives.
This holistic approach, considering both intrinsic and extrinsic factors, will lead us towards a more sustainable future. Understanding the psychological impact of recycling is crucial for designing effective messaging and interventions to promote sustainable behavior. By leveraging individuals’ emotional connection to recycling and waste reduction, organizations and policymakers can craft compelling narratives and initiatives that resonate with people’s values and aspirations.
An important role of education is to cultivate social readiness. This can, like the purpose of education, be defined in many different ways. Many philosophical thinkers have pronounced education as essential to a just and democratic society. John Dewey believed that “only by the being true to the full growth of all of the individuals who make it up, can society by any chance be true to itself” (7 Dewey Decimal SystemDewey). Paulo Freire’s thoughts follow a similar vein, but in the context of uneducated lower classes.
He wrote “problem-posing education is revolutionary futurity” (72 Freire), as critical comprehension of society’s workings is necessary to change it. I will give several examples of this. First, the student should be able to make connections between his personal interests and musings: if he likes graphic novels or songwriting, his English course might allow him to study those forms of narrative. If he is interested in sports, then his anatomy course should allow him to explore the basic concepts of sports nutrition.
Should he be interested in computer programming, than his math course should let him incorporate introductory logic or number theory. Unfortunately, the teacher can only do so much to cater to her students individually. Students must eventually learn to be self-reliant, treating the teacher as a resource. For this to happen, it is important that a general atmosphere that encourages enthusiasm of the subject matter be maintained, one that is conducive to learning.
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