For the first article in a column whose subject is education, the question “What is good education?” should be appropriate. In considering this question, I am aware that many people have grappled with it throughout history, mostly for good reasons. Education is an essential part of human society, shaping the minds, values, and paths of individuals, nations, and civilizations, and as such, an inquiry into the essence of good education should be a noble pursuit. Yet such an investigation could very well be one on what bad education is, and the not so good reasons one could have for undertaking such an inquiry, as is already alluded to.
The notion of “good” education is inherently tied to our understanding of what it means to live a good life and what constitutes human flourishing. For Greek philosophers like Socrates, Plato, Aristotle as well as modern thinkers like John Dewey and Paulo Freire, the pursuit of wisdom and the cultivation of virtues were central to educational discourse. Socrates, he of the popular phrase “the unexamined life is not worth living,” emphasized critical self-reflection and intellectual curiosity. Plato’s education was for liberation of the soul from the shackles of ignorance, and for pursuit of the highest form of knowledge. For Aristotle, education was for character formation and ethical development through the cultivation of virtues like courage, temperance, and justice – needed for human flourishing.
In the age of democracy, John Dewey looked at education as a tool for preparing individuals for active participation in a democratic society. For him, democracy is not just a political system, but a way of life that promotes individual’s full growth and participation. Therefore, he emphasized the acquisition of problem-solving skills, critical thinking, and the ability to adapt to changing circumstances.
For Paulo Freire, good education should be both liberating and empowering, giving individuals the ability to develop critical consciousness, question oppressive structures, and transform their circumstances towards greater justice and human dignity. According to him, learners should engage in dialogues that analyze societal problems and seek solutions.
The four personalities mentioned above are just a few examples of individuals who have pursued the question of good education. As is evidenced in their main ideas, an examination of what constitutes good education involves an exploration of fundamental questions about the purpose of human existence, the nature of knowledge, education’s role in shaping individuals and societies, and the ethical and moral foundations upon which educational systems should be built.
"The world today presents its unique needs and challenges which education should address."
There is a strong relationship between education and society because the former should serve the latter and help mold it. Though the society has changed a lot in recent times, the fundamental purpose and content of education remains essentially constant. That is why those who led in educational thought will still remain relevant today. If their thoughts should fail to offer the route to be followed in the pursuit of educational theory and practice today, then at least they show which way not to follow.
From the forerunners, we get to know that education should not just impart knowledge, but it should nurture the mind, nourish the soul, and fortify the body, preparing individuals to thrive in the society. Good education should ignite the spark of curiosity within the mind, encourage inquiry, foster critical thinking, and equip learners with problem-solving skills. As well, it should tend to the soul, cultivating empathy, ethical reasoning, and a deep appreciation for diversity; it should instill values of compassion, respect, and social responsibility, enabling individuals to become conscious citizens who contribute positively to their communities. Furthermore, such education should address the well-being of the body, promoting physical fitness, healthy lifestyles, and a balanced approach to personal growth.
The world today presents its unique needs and challenges which education should address. Because of the fast-changing society, new thought should be continually injected in education so that it appropriately responds to societal needs. In the modern times, some of the challenges in education relate to equity and access, adapting to technological advancements, teacher training, preparedness and retention, mental health and well-being, relevance and future readiness, inclusive education, diversity and globalization, funding, and parental and community engagement. A discussion on education today should include how these challenges can be resolved. Indeed, an assessment of a present-day education system should reflect how well that system responds to these challenges.
"The pursuit of wisdom and the cultivation of virtues were central to educational discourse."
A good example of a recent challenge to education is the Covid-19 pandemic whose outbreak was announced by the World Health Organization (WHO) in early 2020. The pandemic led to school closures and learning losses (called “Covid slide”). Covid-19 also presented mental health challenges, and problems with the shift to remote learning, teacher preparedness, equity and accessibility issues, assessment and evaluation, etc. Education system’s response to these educational challenges needed to be assessed.
The forgoing, a discussion on what constitutes good education, is an introduction to this new column called EduSpace. This column will have articles on education. The articles will delve deeper into the various facets of education, exploring innovative teaching methods, the role of qualified and dedicated educators, the importance of inclusive and equitable learning environments, and the significance of collaboration between educational institutions, families, and communities.
EduSpace will be the forum in which educational theory and practice will be reimagined, and educational landscape and tools will be assessed. The column will draw on lessons from the past and the present and, hopefully, offer lessons for the future. The objective of EduSpace will be to provide a forum for the exploration and discussion of various aspects of education, examining its history, current state, and future directions. The column seeks to engage readers in an ongoing discourse on the evolution of education, drawing from the wisdom of past thinkers and philosophers while addressing contemporary issues and anticipating future trends and needs.
EduSpace will provide insights, analysis, and thought-provoking perspectives on what constitutes good education, educational philosophies, best practices, challenges, and innovations in the field. Ultimately, the objective of EduSpace is to contribute to the continuous improvement of educational systems and practices, and to shape a better future for generations to come.
"Education should not just impart knowledge, but it should nurture the mind, nourish the soul, and fortify the body, preparing individuals to thrive in the society."
Welcome to EduSpace!
