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Education for Human Flourishing

The Purpose of Education

Education for Human Flourishing CoverRelated to our series on Education for Human Flourishing: A Christian Perspective (Paul D. Spears and Steven R. Loomis, InterVarsity Press, 2009),* below is an email I received regarding the purpose of education.  Agree/disagree?  Thoughts/reactions?

The purpose of education is to learn how to learn, some say. … I’d say, to learn how to teach yourself. … The teacher is a coach to assist in the process. …”Dead Poets Society” and other movies picture the teacher as this mother bird throwing out worms to hungry little mouths, taking in the teacher’s great knowledge. … That’s ridiculous. …  At high school I had to learn to teach myself. … I can’t learn from someone talking to me, unless I can dialog with them, and ask a thousand questions. … I have a German type mind, until I see how all the pieces fit together, I don’t understand. … When I teach a new topic, I often have to meditate on the concepts for many weeks before it’s internalized, and I have almost a mental picture and feeling for the totality of the topic. … Then I’m ready to move around, answer questions, give analogies, examples. … and feel comfortable. … Poor math teachers just stand there and give procedures: do this, then this, then this. … Don’t ask any questions. … Just do it. … It’s terrible…

Comment:  I must confess it’s hard for me to knock Dead Poets Society (1989), a film of my high school years which depicted what I lacked for a stretch of my education, but found in a significant form during my years at Grove City College.  Upon further reflection, I think that at Grove City College I entered some classes (by accident and others by intentional deliberation) of self-motivated students coached/taught well by self-motivated, inspirational faculty who served as excellent mentors in/out of the classroom.  Furthermore, this experienced Mathematics Professor describes my mode of learning/teaching.  Still processing and very much interested in your comments.

*In order to return to the series, I will probably give it a particular day in the week so Wednesdays can have another topic of consideration.  Stay tuned.

Lost in a Blizzard of Hidden Persuaders?

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Find yourself in blizzard conditions as you reflect upon the larger structure of education, but can’t quite figure out why or the proper direction for next steps?  In Chapter 4:  The Information Economy of Education, Paul D. Spears and Steven R. Loomis move from tracing

several important knowledge traditions vital to Christian thought and indispensable to a complete education … [to] an exercise in the ontology of education as a social institution. — Education for Human Flourishing: A Christian Perspective.* InterVarsity Press, 2009. p.125) .

Put on your snow (I mean thinking) cap, review the topics given below, and let me know some of your responses to these concerns.  In particular, what is unique about what the mind/Way of Christ, which influences the follower of Christ as he/she is salt and light, has to say regarding these concerns in the fragile institution of education?  What are the hidden persuaders which are in tension between the manner in which the world versus the people of God understand, view, practice education? [Read more…] about Lost in a Blizzard of Hidden Persuaders?

Justified True Belief

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After rattling the reader’s cage by exploring Have you been properly educated?, Paul D. Spears and Steven R. Loomis argue:

Most of the abilities that we associate with knowledge in the educational field turn out to be mostly a capacity to recite. … As humans we are constantly engaged in mental activities.  We constantly access and categorize everything around us.  We experience the world around us and we have beliefs about the world, some of which are true and some of which are false.  We justify our ideas through our rational capacities, by which we set up a system of understanding that arbitrates what can be constituted as knowledge, what is and is not an accurate depiction of reality.

To claim we know something implies we have sufficiently good reasons to say the things we believe are as we say they are.  Knowledge is justified true belief. Each of these categories — justification, truth and belief — plays a necessary but not sufficient role in determining knowledge, and each should be explained in order to see how belief, justification and truth form an integrated concept of knowledge. – Education for Human Flourishing: A Christian Perspective.* InterVarsity Press, 2009. p.103-4) .

Questions …

  • Are Paul D. Spears and Steven R. Loomis on track with their definition of knowledge?  Note:  earlier they distinguish three types of knowledge
    • technical knowledge or what is more commonly called know-how
    • propositional knowledge, which is knowledge of facts
    • knowledge of acquaintance, which is knowledge about something in direct awareness (78-80, 103).
  • How do you define knowledge and describe it’s acquisition in general, in your discipline?
  • What scholars/resources/books have you found most helpful in shaping your understanding of knowledge?

*Find the title appealing? Then check out the Preface & Precis of Book and Chapters.

Have you been properly educated?

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Educational standards are the foundation of the modern educational endeavor.  Statements about educational success imply standards.  Measuring whether or not students are being properly educated involves testing them in particular subjects with its prescribed set of grade-appropriate standards that they must meet or exceed (Paul D. Spears and Steven R. Loomis. Education for Human Flourishing: A Christian Perspective.* InterVarsity Press, 2009. p.100).

The battery of standardized tests which Spears and Loomis go onto describe and critique in Chapter 3:  Who Knows?  Education and epistemology are not just applicable my fourth grade twin girls, as I hear a variety of students/educators in higher education discuss standardized tests with some frequency (particularly at PSU-Hershey Medical Center).   Here are the questions Spears and Loomis bring to our attention:

  • What do such tests actually tell us about the student’s intelligence, ability, creativity, insightfulness or grasp of reality?
  • Do current standards provide an accurate way to assess a genuine education?
  • What does it mean to be educated?
  • How do educators determine the success or failure of our educational project? (p. 100)

Any responses?  Do the “answers” vary depending on the level, sphere of education

  • Fourth graders
  • Medical students
  • Undergraduate History major prepare to teach Secondary Education versus preparing for Graduate School
  • Computer Science PhD student headed to Microsoft versus a Faculty position involving Research/Teaching
  • Vo-Tech student

As you’re mulling these things over, here are the three types of knowledge the authors discuss in chapter 2 and remind the reader of in chapter 3:

  • technical knowledge or what is more commonly called know-how
  • propositional knowledge, which is knowledge of facts
  • knowledge of acquaintance, which is knowledge about something in direct awareness (103).

More coming from Chapter 3.

*Find the title appealing?  Then check out the Preface & Precis of Book and Chapters.

Philosophical influence upon educational theory

Education for Human Flourishing, Cover

In Chapter 2 of Education for Human Flourishing:  A Christian Perspective* (InterVarsity Press, 2009), Paul D. Spears and Steven R. Loomis draw attention to the importance of foundational categories and philosophical thinkers for the development of educational theory.  Furthermore, they argue modern educational theory, influenced by modern philosophy, has led to some of the pitfalls of our prestigious institutions of higher education (p.71).  Spears and Loomis begin Chapter 2 with these comments:

Educators are inundated with myriads of competing educational theories, and these theories dictate the methods and goals that are actualized in the classroom on a daily basis.  These educational theories are a product of a commitment to a certain philosophical paradigm.  Teachers are overwhelmed, understandably, with the amount of work it takes to properly manage the classroom. … This doesn’t leave a teacher much time (if any at all) to reflect on educational theory — let alone the theories’ underlying philosophical commitments.  If teachers are going to be properly equipped for their task of education, they must begin to grapple with the historical development of educational purpose.

Broadly speaking, modern education lacks a unified purpose or goal to direct its curricular and pedagogical commitments.  This lack of unity exists because education has many competing allegiances to different educational methodologies, which are driven by a variety of diverse philosophical commitments.  Education is no longer understood in terms of training that enable us to pursue a true conception of reality.  Formerly, education was conceived as a tool by which we came to properly understand our humanity, ourselves and our right role within society.  Education was about pursuing and understanding objective value, as C.S. Lewis points out:  “the belief that certain attitudes are really true, and that others really false, to the kind of thing the universe is and the kind of things we are.”  Today, education is not so much about truth or morality as it is about tolerance and contributing to the nation’s economic growth. — p.69-70.

Questions to ponder/discuss:

  • Do you feel overwhelmed by competing educational theories, whether as a student, researcher, a professor, or an administrator?
  • What do you consider the purpose/goal/end of education?
  • What training in foundational categories/philosophy is necessary for followers of Christ to work out their faith in the complex market of educational theory/practice?

*Find the title appealing?  Then check out the Preface & Precis of Book and Chapters.