The true value of education is not what you know, but what you do with what you know. An educator’s mission is not to just instill knowledge, it is to inspire the student to act with that knowledge. It is also not enough to just encourage one into action, but to promote the actions that have ethical and global motives. There is a concerning decline in today’s high school students about the importance of having a purpose in life versus attaining financial wealth (Twenge, Campbell, and Freeman, 2012)1. In a world where corruption of values brings about tragedy, hate, and social injustice, educators for the next generation must influence these young learners to be leaders for change.
Courage and integrity must be facets of any curriculum that sets as it’s mission to educate the leaders of tomorrow. The curriculum must also inspire and develop confidence in the student to believe in him/herself, believe in their community, and believe that change can happen. Educators must model and teach to these beliefs so that education, from the perception of the student, can transform from a “have to” into a “get to”. This change in attitude from the student allows for greater sense of ownership and therefore greater purpose and drive. The student will embody the confidence and character necessary to advocate for social values, tolerance, and equity. A curriculum with criteria that fosters confidence and character is nothing new for educators, but it is fundamental and must invite constant revisiting.
This criteria for teachers is one for which I hold myself responsible in managing my own staff. Holding high standards and empowering people to manifest those standards in themselves and others is the greatest kind of success. Whether it be in sport or academia, true effort spent in consideration to self and community will produce results that not only provide for personal enrichment, but also benefits for the community as a whole. It cannot be achieved through knowledge alone. It cannot be achieved through direction alone. It can only be achieved with guidance and collaboration which gives clarity and purpose for the one who is to take action.
If the goal for education is to provide a better situation solely for oneself, then education is missing the big picture. Learning to be confident through knowledge and the development of personal skills to enhance the community in which one lives will not only provide for others, but will intrinsically provide for oneself as well. This call to action is delivered well by Dr. Martin Luther King in his most famous of speeches, “What affects one directly, affects all indirectly. I can never be what I ought to be until you are what you ought to be, and you can never be what you ought to be until I am what I ought to be. This is the interrelated structure of reality.”
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1 Twenge, J. M., Campbell, W. K., & Freeman, E. C. (2012, March 5). Generational Differences
in Young Adults' Life Goals, Concern for Others, and Civic Orientation, 1966–2009. Journal of
Personality and Social Psychology. Advance online publication. doi: 10.1037/a0027408
Courage and integrity must be facets of any curriculum that sets as it’s mission to educate the leaders of tomorrow. The curriculum must also inspire and develop confidence in the student to believe in him/herself, believe in their community, and believe that change can happen. Educators must model and teach to these beliefs so that education, from the perception of the student, can transform from a “have to” into a “get to”. This change in attitude from the student allows for greater sense of ownership and therefore greater purpose and drive. The student will embody the confidence and character necessary to advocate for social values, tolerance, and equity. A curriculum with criteria that fosters confidence and character is nothing new for educators, but it is fundamental and must invite constant revisiting.
This criteria for teachers is one for which I hold myself responsible in managing my own staff. Holding high standards and empowering people to manifest those standards in themselves and others is the greatest kind of success. Whether it be in sport or academia, true effort spent in consideration to self and community will produce results that not only provide for personal enrichment, but also benefits for the community as a whole. It cannot be achieved through knowledge alone. It cannot be achieved through direction alone. It can only be achieved with guidance and collaboration which gives clarity and purpose for the one who is to take action.
If the goal for education is to provide a better situation solely for oneself, then education is missing the big picture. Learning to be confident through knowledge and the development of personal skills to enhance the community in which one lives will not only provide for others, but will intrinsically provide for oneself as well. This call to action is delivered well by Dr. Martin Luther King in his most famous of speeches, “What affects one directly, affects all indirectly. I can never be what I ought to be until you are what you ought to be, and you can never be what you ought to be until I am what I ought to be. This is the interrelated structure of reality.”
_________________________________________
1 Twenge, J. M., Campbell, W. K., & Freeman, E. C. (2012, March 5). Generational Differences
in Young Adults' Life Goals, Concern for Others, and Civic Orientation, 1966–2009. Journal of
Personality and Social Psychology. Advance online publication. doi: 10.1037/a0027408