Question 1: Give examples of how regional educational policies in various regions (countries) influence school curriculum
The systems of education of various nations are strategically designed to meet the national goals and objectives of the particular countries. This means that, a global trend of knowledge acquisition is an issue of less magnitude compared to the specific issues that directly affect a particular nation. Every country draws their education system with the primary objective of solving their internal problems and meets their internal demands. Therefore, policy makers and specialists often engage in a thorough consultation with all development stakeholders of a country. The political class becomes the main players that determine the development agenda of the nation. It is upon the consultations of these two parties that an education policy of a region/country is established.
For example most of the developing countries employ education policies that equip the youths and citizens with the necessary knowledge needed in various areas of the development. It is evident that for a country to be competitive enough in the modern economical world, they should have invested a lot in technical and technological innovation. For instance, a country like Rwanda, it is a national policy that very primary school ongoing child is given a laptop. The country has put investment in technology more than other sectors. This scenario differs with the education priorities in other African countries. Another good example is Kenya. The country rallies much on agriculture. The education system in Kenya requires that school children are equipped with the basic knowledge and skills of agriculture. Depending on the geographical location and the economic significance of a country, their education curriculum is integrated accordingly to the inspirations of the local people.
Question 2: How do perceptions of intelligence influence bias and stereotypes?
Research shows that perceptions of intelligence play key role in determining the biasness of common beliefs and stereotypes. For example, shyness is generally regarded as a trait character for less intelligent and low IQ persons. This perception is inaccurate and inappropriate. This is because it is not exactly always the case that all shy people are less intelligent. Therefore, this perception is bias for quiet individuals and people who have a tendency of talking less than they actually do in action. Although it is untrue, the perception gradually influences less talking people to categorically classifying themselves in the low intelligent bracket. This means that, the originally biased ideology is increasingly becoming valid. Most of polite individual therefore are expected to score low in an intelligent test.
Perceptions of intelligence also influence popular known stereotypes. For example, people generally agree that men are more complete and capable than women. This is an implicit stereotype. The society view a man as an intelligent person probably due to the responsibilities they have in the family unit. Men are tasked with the major and key responsibilities with the perception that they are almost perfect in performing those tasks. Though commonly exercised by almost every family unit in the modern society, this stereotype is misguided. This is because, in some cases, women can perform family tasks better than men. It is only that the society does not entrust and provide them that opportunity to do so. They are always thought to be less intelligent persons only capable of performing very few tasks compared to men. This is a bias perception on women.
Question 3: What did you learn about judging people based on emotions?
People’s physical and social emotions are key factors that determine a personality. There is a direct correspondence of what an individual’s intentions and their body emotional language. It has been established that one may consider using the direct emotional role of person to make judgment of their character and moral traits. For example, in a scenario where a lady and her faience visit a factory that processes chemical products. They two take a break and opt to walk around to a coffee machine. It happens that there is a ‘toxic’ labeled container that the lady sees on a table next to her faience. Although the lady clearly sees the label, she goes straight ahead to scoop the white powdered substance out of the container. The lady then puts the substance in a cup and stair it ready for her faience to drink assuming it is a coffee. The man then takes the cup and drinks the liquid but contrarily to expectations, he is unharmed. This is because, the powder it came to the attention of everyone that the powder was sugar.
On literary judgment to this event, many would suggest that the lady is morally repugnant. This is because many people would be convinced that the lady’s actions were intentionally made to bring harm to her faience. Others could say that the situation was just unintentionally made and since it resulted into no harm, it is therefore not a big issue. I would advocate for the side that literally that no effect the powder would do to her faience. However, I would understand the act of harsh judgment on the lady from the people present at the scene. This is because it is natural that a human brain appropriately responds to the intended harm of an action.
