A critique of education strategies

Extract

[...] His strong endorsement of critical thinking and creativity can be further illustrated as he posed a solution to his criticism: “Liberal education consists in acts of cognition, not transferrals of information. It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors- teacher on the one hand and students on the other.”(p.249) His solution of learning in regard to exchanging thoughts between people is very significant, as it portrays how one can learn more effectively without being attached any limitations. [...]

[...] Therefore, this illustrates how certain barriers in education are a necessity, as they are essential from preventing students into walking the wrong path. Besides being difficult to eliminate in reality, limitations are also a necessity to prevent students from stepping into an irreversible pathway of failure. An example would be the young monk from Kim Ki Duk's film “Spring, Summer, Autumn, Winter and Spring”, where he gained knowledge through exploring the nature freely with minimal supervision by his mentor. Due to his carefree surroundings, he became very creative, independent and individualistic. [...]

[...] In both of these situations, the master never once admitted that his student was Rather, after his student committed a taboo, he instead punished him indirectly and demonstrated his perspective in an implicit way. Even though this would help the young monk heightens his independence and individuality, he had led his student into learning about the truth in a painful and harsh way. Therefore, judging on the young monk's experience, it may be accurate in a sense to say that an education system should definitely have minimal limitations on one's freedom of explorations, as there are many holes and taboos in reality that just cannot be stepped upon. [...]