Individual Education
51. “Education will be truly effective only when it is specifically designed to meet the individual needs and interests of each student.”
The present society commences calling attention to the individual development that guides suggestions of education reformation we normally know the individual education, which is to exclusively cater for every distinctive student. This revolutionary education method indeed has its redeeming features, yet I have my reservations. What I think through over and over again is its efficiency of achieving a balanced basic knowledge and cultivating a qualified sociable people.
Clearly, this “individual education” viewpoint is based on correcting the inadequacies of current education mode – to strangle a student’s personality, to sacrifice a student’s interests and to limit a student’s capability and potential due to “collective education” – students attend same courses, have same homework, and take same exams without having their own time immersing in what they love to do. On the other hand, individual education offers students more chances to communicate with teachers individually, to choose what to learn and how to learn freely. The indispensable significance of this education form is that it perhaps largely reduces the apathy of learning and dropping out of school, and it eases student’s pressure.
But, is individual education the best substitute? As is known, a proper form of education closely connects family and society, thus it should take on the responsibility not only to help the family shape a student’s unique personality, but to assist cultivating students’ sociability. In a conventional form of education, learning to develop an appropriate relationship between peers and teachers should be important part of school education that could never be ignored. Such education acquaints students with the excitement of competition and the happiness of discussing and sharing views or opinions, while all these cannot be achieved when a
The present society commences calling attention to the individual development that guides suggestions of education reformation we normally know the individual education, which is to exclusively cater for every distinctive student. This revolutionary education method indeed has its redeeming features, yet I have my reservations. What I think through over and over again is its efficiency of achieving a balanced basic knowledge and cultivating a qualified sociable people.
Clearly, this “individual education” viewpoint is based on correcting the inadequacies of current education mode – to strangle a student’s personality, to sacrifice a student’s interests and to limit a student’s capability and potential due to “collective education” – students attend same courses, have same homework, and take same exams without having their own time immersing in what they love to do. On the other hand, individual education offers students more chances to communicate with teachers individually, to choose what to learn and how to learn freely. The indispensable significance of this education form is that it perhaps largely reduces the apathy of learning and dropping out of school, and it eases student’s pressure.
But, is individual education the best substitute? As is known, a proper form of education closely connects family and society, thus it should take on the responsibility not only to help the family shape a student’s unique personality, but to assist cultivating students’ sociability. In a conventional form of education, learning to develop an appropriate relationship between peers and teachers should be important part of school education that could never be ignored. Such education acquaints students with the excitement of competition and the happiness of discussing and sharing views or opinions, while all these cannot be achieved when a