An education by definition is "the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life." This essay will impart upon my readers my opinion of what education means to me. I will extend the value of an education not only within that gained by a "formal education" but also the value of an "informal education" and explain how life in itself if a vehicle for education.
This essay guide will help you write an essay on the meaning of education.
So to conclude, education to me is a way to allow me to better enjoy life. Through my informal and formal educations I've not only advanced my own knowledge but I've learned to be a better son, coworker, lover and person. Through my formal educations I've learned many things and advanced my skill to very technical and am now able to work in highly paid technical areas of expertise. My informal social skills have allowed me to come in contacts with individuals who can aid in me achieving such a technical job. Through my trials and tribulations in life I've learned to be a more understanding person, a more patient individual and a better friend and family member for those I surround myself with. I've learned that my education and my life are far from over, but that life and education are a journey. Education is a journey we all endure. You cannot go through life and learn nothing, for to even make the realization that you know nothing, you've also realized that there is so much else in life.
Life itself offers an education. This one in my opinion I think is more important than a formal education. Many times I've heard "it's not what you know, but who you know." That statement referencing its not your own knowledge that is important, but also the network of individuals you surround yourself with and the opportunities they could potentially afford to you. The trials and tribulations you go through in life provide you with a great education, from the elementary things such as don't touch fire because it burns, or ice is cold. The education provided by life is one which involves educations on socialization, interaction, and survival. The informal education of life is the one that teaches you trust, love, compassion and understanding. Many of the things in life you will not learn in a school but through your own experiences as an individual.
Define what an education means first
How do you research for an education? Well this depends on the type of education you are perusing. For many formal education or educations obtained by a formal institution such as secondary school or university, you compare schools. Generally you determine what you primary topic of study would be and compare schools based on topics that are important to you. In my own life and my focus on Information Systems and computers when I was comparing universities, I compared programs, and knowing my own skills and my own areas of deficiency I took that into account when preparing for university. My education given to me by secondary school was one which provided me with ample skill in technical areas however I lacked in Mathematics. Since grade school, math was something was a topic which was difficult for me to grasp, however I excelled in technical areas. Knowing my own areas of interest and weakness I selected the university that was most to my liking and offered me one of the best chances at finding a job after graduation.
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The New Education Policy 2020 increases the flexibility of education. according to this policy, students have the option to choose their subjects during the study.
On July 29, 2020 (Wednesday), the New Education policy 2020 was launched. The aim of this policy is to overhaul the education system of our country and it is approved by Union Cabinet.
Undergraduate degree courses will be of either 3 or 4-year duration, with multiple exiting options. A certificate course after completing one year in a discipline or field, including vocational and professional areas.
The 2020 New Education Policy aims to make “India a global superpower of knowledge”.
Introduction
This education policy has the potential to give Indian education a global identity.
If we look at the NEP 2020 from the perspective of socio-economic and cultural aspects, then we see a very exciting and progressive vision of the future, but if we see its challenges then there is a difficulty in its implementation.
In 2014, the New Education Policy was in BJP’s manifesto. In 2015, a committee was formed, under the chairmanship of TSR Subramanian and this committee submitted its report on 7th May 2016.
This essay guide will help you write an essay on the meaning of education.
An education by definition is "the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life." This essay will impart upon my readers my opinion of what education means to me. I will extend the value of an education not only within that gained by a "formal education" but also the value of an "informal education" and explain how life in itself if a vehicle for education.
How do you research for an education? Well this depends on the type of education you are perusing. For many formal education or educations obtained by a formal institution such as secondary school or university, you compare schools. Generally you determine what you primary topic of study would be and compare schools based on topics that are important to you. In my own life and my focus on Information Systems and computers when I was comparing universities, I compared programs, and knowing my own skills and my own areas of deficiency I took that into account when preparing for university. My education given to me by secondary school was one which provided me with ample skill in technical areas however I lacked in Mathematics. Since grade school, math was something was a topic which was difficult for me to grasp, however I excelled in technical areas. Knowing my own areas of interest and weakness I selected the university that was most to my liking and offered me one of the best chances at finding a job after graduation.
Life itself offers an education. This one in my opinion I think is more important than a formal education. Many times I've heard "it's not what you know, but who you know." That statement referencing its not your own knowledge that is important, but also the network of individuals you surround yourself with and the opportunities they could potentially afford to you. The trials and tribulations you go through in life provide you with a great education, from the elementary things such as don't touch fire because it burns, or ice is cold. The education provided by life is one which involves educations on socialization, interaction, and survival. The informal education of life is the one that teaches you trust, love, compassion and understanding. Many of the things in life you will not learn in a school but through your own experiences as an individual.
Define what an education means first
So to conclude, education to me is a way to allow me to better enjoy life. Through my informal and formal educations I've not only advanced my own knowledge but I've learned to be a better son, coworker, lover and person. Through my formal educations I've learned many things and advanced my skill to very technical and am now able to work in highly paid technical areas of expertise. My informal social skills have allowed me to come in contacts with individuals who can aid in me achieving such a technical job. Through my trials and tribulations in life I've learned to be a more understanding person, a more patient individual and a better friend and family member for those I surround myself with. I've learned that my education and my life are far from over, but that life and education are a journey. Education is a journey we all endure. You cannot go through life and learn nothing, for to even make the realization that you know nothing, you've also realized that there is so much else in life.
DISCLAIMER: This writing service provides model writing, research, and tutorial services. Submitting or otherwise using the product as one's own work in academic context is against terms of use of the service.
Ray Rist has provided some of the most important insights on the ways in which school processes affect educational achievement. Rist’s research into the everyday processes of schooling in an inner-city school provided an understanding of how school practices, such as labeling and ability grouping, contribute to the reproduction of educational and social inequalities. He argued that interactionism has provided important understandings of the way in which the everyday workings of schools, including teacher and student interactions, labeling, and linguistic discourse, are at the root of unequal educational outcomes. Drawing upon labeling theory, originally a key approach in the sociology of deviance, Rist demonstrated how teacher expectations of students based on categories such as race, class, ethnicity, and gender affect student perceptions of themselves and their achievement. Rist argues that the processes of schooling resulted in educational inequality mirroring the larger structures of society. He concluded that education produces the opposite of its stated intentions—instead of eliminating class barriers, it perpetuates inequalities. Combined with the findings of conflict theory, Rist’s interactionist approach provides an empirical documentation of how schools reproduce inequality.
Durkheim’s emphasis on values and cohesion set the tone for how present-day functionalists approach the study of education. Functionalists tend to assume that consensus is the normal state in society and that conflict represents a breakdown of shared values. In a highly integrated, well-functioning society, schools socialize students into the appropriate values and sort and select students according to their abilities. Educational reform is supposed to create structures, programs, and curricula that are technically advanced and rational and that encourage social unity.
- Bernstein, B. (1996). Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor & Francis.
- Bourdieu, P. (1973). Cultural reproduction and social reproduction. In R. Brown (Ed.), Knowledge, education, and cultural change (pp. 71–112). London: Tavistock.
- Bourdieu, P., & Passeron, J. C. (1977). Reproduction in education, society and culture. London: Sage.
- Bowles, S., & Gintis, H. (1976). Schooling in capitalist America. New York: Basic Books.
- Coleman, J. et al. (1966). Equality of educational opportunity. Washington, DC: Government Printing Office.
- Collins, R. (1971). Functional and conflict theories of educational stratification. American Sociological Review, 36(6), 1002–1019.
- Collins, R. (1978). The credential society. New York: Academic Press.
- Durkheim, É. (1947). The division of labor in society. Glencoe, IL: Free Press. (Original work published 1893)
- Durkheim, É. (1951). Suicide. Glencoe, IL: Free Press. (Original work published 1897)
- Durkheim, É. (1977). The evolution of educational thought (P. Collins, Trans.). London: Routledge & Kegan Paul.
- Fine, M. (1992). Framing dropouts. Albany: State University of New York Press.
- Goffman, E. (1959). The presentation of self in everyday life. Garden City, NY: Doubleday.
- Lareau, A. (1989). Home advantage. New York: Routledge.
- Lareau, A. (2004). Unequal childhoods: Class, race and family life. Berkeley: University of California Press.
- Meyer, J. (1977). The effects of education as an institution. American Journal of Sociology, 83(1), 55–77.
- Meyer, J., & Rowan, B. (1977). The structure of educational organizations. In M. Meyer & Associates (Eds.), Environments and organizations (pp. 78–109). San Francisco: Jossey-Bass.
- Meyer, J., & Rowan, B. (1978). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83, 340–363.
- Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
- Persell, C. H. (1977). Education and inequality. New York: Free Press.
- Rist, R. (1970). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education. Harvard Educational Review, 40, 411–451.
- Rist, R. (1977). On understanding the processes of schooling: The contributions of labeling theory. In J. Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 292–305). New York: Oxford University Press.
- Sadovnik, A. R. (Ed.). (1995). Knowledge and pedagogy:The sociology of Basil Bernstein. Norwood, NJ: Ablex.
- Weber, M. (1978). Economy and society (Vols. 1 & 2) (G. Roth & C. Wittich, Eds.). Berkeley: University of California Press.
- Young, M. F. D. (Ed.). (1971). Knowledge and control: New directions of the sociology of education. London: Collier-Macmillan.
The sociology of education originated in the concerns of classical sociology in the nineteenth and early twentieth centuries. It came of age in the 1960s onward and concentrated on the significant questions regarding meritocracy and equality. Contemporary theories in the sociology of education have attempted to synthesize the major theories in the field—functionalism, conflict theory, and interactionism—and have provided a rich theoretical foundation for empirical work.
Conclusion
An early conflict sociologist who took a slightly different theoretical orientation when viewing society was Max Weber (1864–1920). Like Marx, Weber was convinced that power relations between dominant and subordinate groups structured societies, but unlike Marx, Weber believed that class differences alone could not capture the complex ways in which human beings form hierarchies and belief systems that make these hierarchies seem just and inevitable. Thus, Weber examined status cultures as well as class position. Status is an important sociological concept because it alerts us to the fact that people identify their group by what they consume and with whom they socialize. Weber also recognized that political and military power could be exercised by the state, without direct reference to the wishes of the dominant classes. Weber had a critical awareness of how bureaucracy was becoming the dominant type of authority in the modern state and how bureaucratic ways of thinking were bound to shape educational reforms. Weber made the distinction between the “specialist” and the “cultivated man.” What should be the goal of education—training individuals for employment or for thinking? Or are these two goals compatible?
Basil Bernstein (1924–2000) argued that the structural and interactional aspects of the educational system reflect each. He examined how speech patterns reflect students’ social class backgrounds and how students from working-class backgrounds are at a disadvantage in the school setting because schools are middle-class organizations. Bernstein’s early work on social class differences in language distinguished between the restricted communication code of the working class and the elaborated code of the middle class. His critics labeled him a deficit theorist, alleging that he was arguing that working-class language was deficient. Bernstein rejected this interpretation, arguing that difference became deficit because of unequal power relations. Bernstein’s later work examined the connection between communication codes and the processes of schooling. He analyzed the processes of schooling and how they related to social class reproduction, concluding that unequal educational processes reproduced social inequalities.
Although this type of research provided important evidence on the effects of school organization and processes and the independent effects of factors outside of schools, interactionists argued that research based on large-scale data sets often missed the reasons for these effects, as they did not examine school processes. As an antidote to large, data set, quantitative research, qualitative researchers provided complementary approaches to understanding schooling using ethnographic methods. Researchers such as Annette Lareau, Lois Weis, and Michelle Fine provided important analyses of how school processes affect students from various backgrounds.
This democratic-liberal functionalist perspective views education as a vital institution in a modern capitalist society defined by its technocratic, meritocratic, and democratic characteristics. Although considerable inequality remains, society in this framework is characterized by the movement from ascription to achievement, with equal educational opportunity the crucial component. The historical pattern of academic failure by minority and working-class students was a blemish on the principles of justice and equality of opportunity expounded by a democracy. This educational pattern necessitated the formulation of reform programs to ensure equality of opportunity. Even though functionalist theorists disagreed on the causes of academic failure, they vigorously believed that the solutions to both educational and social problems were possible within the capitalist social structure.
Universities and colleges yet to implement changes to campuses in response to the novel coronavirus should take cues from others who have already taken action. They should analyse the steps already taken by other educators to understand what has worked, what hasn’t worked and how to tackle the challenges they may face. With the spread of the disease expected to worsen before it gets better, administrators should take quick action to safeguard their campuses and students in preparation for potential closures.
Administrators should undertake simple measures to prevent the spread of the disease on their campuses. This should include instructing students on the appropriate protocols for hand washing, covering sneezes and coughs with their elbows, and self-isolating if they are experiencing flu or cold-like symptoms.
"While temporary school closures as a result of health and other crises are not new unfortunately, the global scale and speed of the current educational disruption is unparalleled and, if prolonged, could threaten the right to education." Lucia Azilona, Education Minister, Italy, one of the worst hit countries, announced the schools to stay closed until further notice. In Washington State, where multiple cases of coronavirus have been reported, health officials have said there is no set protocol for school closures. "Our priority is the health and safety of our students, and we are taking extra steps to prevent and contain the disease," Seattle Public Schools said in a statement. China and Japan have also adhered to the shutdown policy adopted by the world. (McCarthy, 2020).
While the majority of colleges and universities around the world integrate some form of online education into their coursework, moving all programs online may prove challenging. While some universities may already have strong online systems, smaller universities may struggle under the weight of the demand. University course creators should work closely with their IT departments to ensure their programs are able to be supported online.
Educate students on best practices
With online learning the way to go, universities should also ensure students and staff are protected while on campus. While COVID-19 is a high risk for those over 60, traditional-aged university students face relatively low risks from the disease. However in recent weeks, we have seen just how quickly the novel coronavirus can spread in areas with a high concentration of people - and university campuses are no exception.
The virus has forced many students to abstain from travel. While travel restrictions to and from China have been helpful in slowing down the spread of the disease, they have also left international students stranded. According to a COVID-19 Survey by the Institute of International Education (IIE), 830 Chinese students have been unable to return to the US to continue their studies. While this may be a small percentage of the overall international student population, the question remains: How long will this last? If the restrictions remain in place, the global higher education system could bear the brunt of an economic downturn.
What we need to understand is that lockdown or no lockdown
Educators should also be aware of students who have travelled extensively during the spring break, and remind those who have been abroad in heavily affected places to be mindful about returning to campus.