Education and its process

My first experiences in the classroom as a teacher, through observations, experiences and conversations with students, I managed to create a school notebook that culminated in difficulties, notes and a series of perspectives, which was composed with the objective of noting what would be most important in teaching subjects and in the exercise that is carried out in the practice of didactics at the moment when the teacher apprehends the content, because through its linguistic and artistic elaboration in the educational process, the symbol of education manages to give the student the the door key of knowledge with success, charisma, confidence and satisfaction.

I noticed that the students looked at the teachers, like a zebra watching the arrival of a lion and not knowing what will happen next, does everything to make its existence go unnoticed. This awakened my gaze to what I will call the production of the synthesis of confusing information.

The book The Culture of Education by Jerome S. Bruner adds that: “Being able to “go beyond the information” given to “find things out” is one of life's few unsullied joys. One of the great triumphs of learning (and teaching) is organizing things in your head in a way that lets you know more than you "should." And that requires reflection, meditating on what you know. The enemy of reflection is maddening rhythm – the thousand images.”

I believe that the so-called modern education is going through a synthesis of confusing information, because the symbols of knowledge (Professors, Intellectuals, etc.) are not finding a balance between new and old knowledge. Everything that is new is better and more adjustable, and what is old is outdated, with that traditions, cultures, forms of knowledge are lost in the blink of an eye.

Well, the concept of education is something that changes from time to time and the discussion of intellectuals and groups that speak on behalf of civil society prevents it from speaking and representing itself in the educational, political and social spheres.

If we look historically at what the Greeks accomplished in the field of education, it was an immeasurable success and a work that all civilizations need to highlight, such as turning their eyes to young people and preparing them from an early age for moral and intellectual virtues, therefore, seeking not an education that prepares him for mechanized and static work, but an education that prepares him for life in a more general perspective and according to the needs of that society or people.

We can also look at the model of education that was developed by Christian societies, Islamic and so on... that sought to prepare the collectivity for organizational and complex tasks and skills during life from generation to generation.

 Professor Seyyd Hossein Nars in his book “Intellectual Autobiography, The Philosophy of Seyyed Hossein Nasr” (Chicago: Open Court, 2001). He describes his upbringing and upbringing as a Muslim or boy from a prosperous family in Teeera. He took possession of religious, cultural and poetic knowledge already in the family base, after that, Syeed reports the contacts and knowledge obtained through soirees, coming from the best that there was in Europe by its most illustrious representatives of schools such as: Positivism, Marxism and Existentialism.

Thinking about a freer educational aspect, which gives the student the opportunity to venture out and make their own choices, honestly this is what makes me worried about modern education, where I observe that the lack of connection between the old and the new tends to leave mechanized and cold, as well as a part of a car that has been programmed and adapted to fulfill an escape function.


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