Philosophy of Education

I have been reading on critical learning versus simply rote memorization heavily this year. It seems like such a clear and logical concept that it is more important for students to know the symbolism behind suzies red dress and what that means in a story rather than simply knowing her dress was red. Having students regurgitate the bare facts of a piece with little to know consideration for how the authors choices impact a story— and therefore what they are saying about the larger world— does not create better thinkers. This comes back to whether a simple test is valued or the type of students we are shaping for the world is what is of importance. 

In this article, this concept was approached slightly differently. Rather than comparing the effects of multiple choice tests with ones that encourage critical thinking, the author discussed how this effects a student’s relationship with the world. If students are taught to recognize the very basic facts in their readings and do not pay attention to what an author is truly saying, they begin to look at the world in superficial terms and do not think critically in any other aspect of life either. 

With this, the author also discusses educator’s possibility to teach in an oppressive manner. When an instructor creates a classroom culture where they know all and are to relay information to an ignorant student body and have this be the summation of a lesson, so much is lost. It is crucial for instructors to understand that they too are still learning and that what each student brings into the classroom is of significance.