Abstract
We all want to get a good education because it gives knowledge needed for the job. A global survey of the UN MYWorld in 2014 showed that the majority of people find a good education would make their lives better. This means only one thing: today, more than ever, humanity needs to get a decent, high-quality, affordable, and crafts education. But what is it – a good education: the university, the classic course? During high school people learn basic foundations of diverse knowledge and what is most importantly – they get some initial experience and skills in understanding the sciences. There are a plenty of different lessons which means that in high school teenager need to find out which of them he is the most interested in (basic motivation) and which of the courses of study do not create the particular problems (abilities). Exactly on these subjects he should focus his attention and diligence.
A global survey of the UN MYWorld is held each year in more than 120 countries around the world and respondents are asked to the question: what, in the opinion of each participant, will make his life better? In year 2014, exclusively in all countries – and in Third World countries, in developed countries and in developing countries, regardless of gender, age and level of education – the majority of votes were cast for a good education (about 3.313 million votes from the collected 5217000). This means only one thing: today, more than ever, humanity needs to get a decent, high-quality, affordable, and crafts education. But first of all, it is important to ask ourselves a fundamental question: what is a ‘good’ education? There is no universal answer.
For some people it means to become a doctorate, for others – get a university degree, for some – a highly qualified labor in specialty. For the proper functioning any society is in need of people of different professions. But why it happens that for person even in favorable conditions, it is impossible to study ‘well’?
The concept of ‘good student’ is very ambiguous. Depending on the objectives pursued by the student, it can mean either getting good estimates provided by the curriculum subjects, or quality mastering of materials which need to be explored. (Adams, 1993, p.13-16)
In my opinion, the desire to have good grades in all subjects is optional, because, as a rule, it does not reflect the true state of affairs. And often the most superficial knowledge combined with certain ‘agility’ is enough to make what is called a ‘stacked the deck’ teachers and they deserve a ‘confession’. The fact that school teachers are often biased is more than true.
Assuming that schools and universities do not particularly provide us with the ability to develop, self-development can be a good way of learning. Albert Einstein once said, ‘Any human who reads a lot, but uses his brain too little, develop the habit of lazy thinking’. A simple study of the wisdom of others is not enough. The brain is active when you think through their ideas independently. (Lynch, 1997, 43-47)
During high school people learn basic foundations of diverse knowledge and what is most importantly – they get some initial experience and skills in understanding the sciences. There are a plenty of different lessons which means that in high school teenager need to find out which of them he is the most interested in (basic motivation) and which of the courses of study do not create the particular problems (abilities). Exactly on these subjects he should focus his attention and diligence. (Carron, & Carr-Hill, 1991, 56-59)
Other lessons it is better to learn as much as it is required to have such a document (certificate, diploma), which is needed for the realization of future plans. For example, if student is going to enter the university, which considers the amount of points on the certificate – he has to be able to reach the necessary amount of points.
The more people learn the more they are assured that they do not know anything. In my opinion, ‘educated’ people are those who have received certain knowledge, are applying it in their lives, and do not stop there. The best knowledge is the one which remains in the mind, and it does not matter where you got it.
Works cited
Adams, D. (1993) Defining educational quality. Educational Planning, 9(3), 3-18.
Carron, G., & Carr-Hill, R. (1991) Non-formal education: Information and planning issues. Paris: IIEP, UNESCO.
Lynch, J. (1997) Education and development: A human rights analysis. London: Cassell.
