What knowledge is most valuable
Canadian study a career makes me more than once to experience two different cultures in Canada as well as education on the impact of the huge contrast, it led me to thinking of turning to face the reality of education in China many of the problems that exist in the world, hoping to find the answer. One A kind of problem is: My knowledge of primary and secondary education to students in relation to primary and secondary students in Canada, if not indeed more than men, but why to the university, especially at the postgraduate stage, our students have not shown any advantages why Gaofendineng have been puzzled why the community will appear in the school so many students with knowledge and experience in real life, some simple problems are helpless and so on and so forth quite a number of years the phenomenon of why such highly educated people still lack some necessary to comply with normative sense of why some students with outstanding academic records but in the face of major disorientation of course many factors, but in our teaching philosophy has been unable to solve the "What knowledge is of most value" is the crux of the problem. What is the most valuable knowledge, this is an age-old question, the famous German educator Spencer early in the 19th century put out of and in accordance with the status quo at that time made a convincing answer. In Spencer's view, " What knowledge is of most valuable and consistent answer is science. It is derived from all aspects of the conclusions. In order to directly protect themselves or to safeguard life and health, the most important knowledge is science. in order to make a living that is called the indirect protect themselves, have the greatest value of knowledge is science. in order to complete their parental responsibilities is the correct guidance of science. In order to explain past and present life in the country, so that every citizen to regulate his conduct is reasonably necessary for the indispensable key is Science. Similarly, perfect for a variety of artistic creation and the highest appreciation of the need to prepare a scientific. In order intellectual, moral, religious training purposes, the most effective learning or science. "It is clear that Spencer's point of view that has a strong utilitarian color. His immediate conclusion is that in the scientific and industrial era dominated society, only the science is really contribute to personal happiness and social progress, the most
valuable knowledge, therefore, schools should be based on science as The core curriculum in order to rule the school of science. Spencer's idea was no doubt influenced many western countries. But the times of today, as well as western Canada, to study the contents of the students in school longer just scientific knowledge, they usually consists of four parts: factual knowledge, methodology of knowledge, normative knowledge and value knowledge. In this regard, the contemporary German scholar and Jane tous Rompu had a more comprehensive summary. In their view, the fact that knowledge is to understand the world around them knowledge of the objective characteristics of their relationships; methodology of knowledge is the use of the methodology and understand the operation of the implementation of the rules and strategies of knowledge; normative knowledge is knowledge of social living together; value and characteristics of knowledge is associated with the objects of social importance and social value of knowledge. although they will be a Students should make such knowledge can be classified according to whether the appropriate discussion as an academic point of view, but they are, after all, made a different from the past our education system. This control the content of education in our schools, not difficult to find all types of schools in our country's traditional teaching, the "factual knowledge" of learning to become thriving landscape, while others teach the nature of knowledge and culture failed to give due attention. particularly serious that in some very needed "methodological knowledge" of the disciplines, the students do not pay attention to methodological knowledge in the formation of mental operations, the performance of many students out of the root causes of defects, it is the lack of methodological knowledge. In addition, standardized knowledge and value knowledge in our teaching almost been ignored. So, I am reminded of the great scientist Albert Einstein said: that science can only tell us "what", but can not solve the "what should be" problem, Science can not solve the non-giving of "value" judgments. "value" judgments but also on another source - humanities and social sciences. science, technology and human sciences result of their separation, there will be two kinds of deformity: only know how to pale soul of technology "Hollow Man" and do not understand technology, prating about the humanities, the "marginal people." In fact, for young people, the fact that knowledge is important, but more
important is the formation and life-long work from small things, such as the interest in learning of new things to explore the spirit of the challenge displayed the courage, patience, observation ability and practical ability, the correct way of thinking and pragmatic style of sound. Although each teacher knows the children's factual knowledge of the importance of education, but there are many educators do not know that apart from the fact that sex education, other types of knowledge is still indispensable. Therefore, as educators, "To tell the children to a number of reasons: What is known about what I do not know what is the purpose of learning what the heroic tone of restraint and justice, what is meant by ambition and greed, slavery and obedience, indulgence and freedom What is the difference between what is to meet and put up a sign of how to avoid What motivation drives people suffering what way forward to changing all of these people are on the child's habits and sense of things that play a decisive role only when children understand the understanding of their education may be considered to teach it. " Knowledge must be valuable, and this thesis is not difficult to prove. To determine whether the value of a thing is to see whether it meets some sort of personal and social needs; to determine the value of size, is to look at it is to meet the level of personal and social needs and their The importance of the need itself. After thousands of years of human knowledge and the layers built up by the experiential knowledge developed to the theoretical knowledge, the development of the philosophy. at different times to determine the value of the system due to changes in the status of various types of knowledge and the role is also changing. Therefore, just as Spencer points out, "the most important issue is not this or that knowledge has no value, but because of its comparative value. There will always be that as long as a door made subject to the some of the benefits that they are good enough, and completely forgetting the adequacy of those benefits should also be judged. It was noted that the subjects may not have one is the first point values are not. "But," in a reasonable course can develop before the , we must determine the most need to know anything; or phrase with Bacon as saying that, unfortunately, is now obsolete, we need to figure out the comparative value of knowledge. " In the future society, the measure of a man suffered high and low standards of education are no longer looking at its disposal short of "knowledge" of the number. If only to master
a set of rigid knowledge, without knowing how knowledge is derived and does not know how to use , even with the "integrity of the" education, nor be regarded as a learned person. should not only know what things look like they know how to be this way; not only have good things, the truth, but also has a how to find the truth the truth; both understand the regulations are to comply with specifications; both know what is right, they know what is good and has the ability to judge right and wrong good and evil. only if it possesses four kinds of knowledge, people, is the development trend of the times people , and only makes access to this kind of knowledge and training of personnel in this education, is the real integrity and a sound education. Why does this situation occur, such as Spencer pointed out, we instill in students the knowledge built on the basis of the three traditional values. "The first is the traditional concept: all education, including physical, intellectual and moral education, we must be authoritative, without considering the lack of knowledge and not yet developed the children's natural desire to tendencies and motivations. dominated by the second belief is: teaching children is to tell the child or show what they should look at, to profess and the use of words expression. Therefore, teachers and books Naishi explain the means of true education. The third most important belief is: I train teachers, as well as contemporary or past scholars, writers and propagandists of the educational methods must be correct and sufficient method. Its results show its correctness, and regards it as sacred. "These reasons seem simple but it is very difficult to overcome them. "How to use all of our ability to right themselves and others most useful, and how to live with it successful is that we need to learn a major event, of course, that education should be taught in a major event. For our lives to prepare for successful education due responsibilities; while judging a teaching subjects, the only reasonable way to do this duty it is to see to what extent. " To face the reality of the confusion and future challenges, we really need to teach the students the knowledge which we can only be satisfied with the fact that the imparting of knowledge, can we do in teaching practice of integrating the above-mentioned four categories of knowledge, I think the answer lies in Every teacher of "what knowledge is of most value," this issue carefully among body odor.