Education serves as a constituent upon which we construct ourselves as a society politically, socially and economically. However, the extent of a good education varies depending on one’s circumstantial influences. Students often find themselves accepting a romanticized outlook on what they are told defines a good education. In the classroom, pupils find themselves blindly memorizing formulas, reciting phrases and mind jotting dates and times to no avail. A good education comprises an ongoing conversation between student and teacher wherein a desire is incited to explore creative avenues with the informational foundation provided.
It is often in the absence of formal instruction where real progression is observed with regards to education. …show more content…
Rather than learning to read from information fed from an educator, Douglass attributes his ability to read to open discussions between him and the white boys on the street. It was the engaging dialogue and connection between Douglass and the kids on the street that promoted the desire to learn how to read, and later on, to write. The idea that Douglass had been educated without having a teacher appears oxymoronic however, it is essential in understanding the characteristics of what makes a good education. Subsequently, when learning to write at the shipyard Douglass reminisces about finding, “any boy who [he] knew could write...tell him [he] could write as well as he...and ask him to beat that. In this way [he] got a good many lessons in writing...” (Douglass 137). Instead of being told how to write verbatim by a formal teacher, Douglass was able to creatively use the idea of friendly competition to enhance his ability to write by challenging his informational knowledge. Even when learning terms like, “abolitionist,” Douglass found his educational outlet from the newspaper, what some may consider a basis, unethical means of being educated. Douglass recalls that it …show more content…
The garnering of facts is inconsequential in determining the educational quality of one's literacy. In Of Studies by Francis Bacon, education defined as per Bacon is, “for delight, for ornament, and for ability” (Bacon 1). Rather than highlighting the school system, the teachers, or the curriculum of studies provided, Bacon accentuates the charm, enhancement, and joy of extending one's knowledge. A good education should serve as the enabler to discuss conclusions drawn. Education is not a form of mental gymnastics where we attempt, according to Bacon, to “contradict and confute...take for granted; nor to find talk and discourse; but [rather] to weigh and consider” (Bacon 1). A good education consists of an extension of information based in the classroom where one considers possibilities, implications and applications. Bacon argues that the goal of becoming educated is not to aggressively refute opposing viewpoints with pointless banter and argumentation but instead to rationalize and analyze them intellectually. A good education can be understood as a synthesis of information rather than the swallowing and burping up of knowledge. Specifically, when looking at the way students read books Bacon claims that, “Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read
It is often in the absence of formal instruction where real progression is observed with regards to education. …show more content…
Rather than learning to read from information fed from an educator, Douglass attributes his ability to read to open discussions between him and the white boys on the street. It was the engaging dialogue and connection between Douglass and the kids on the street that promoted the desire to learn how to read, and later on, to write. The idea that Douglass had been educated without having a teacher appears oxymoronic however, it is essential in understanding the characteristics of what makes a good education. Subsequently, when learning to write at the shipyard Douglass reminisces about finding, “any boy who [he] knew could write...tell him [he] could write as well as he...and ask him to beat that. In this way [he] got a good many lessons in writing...” (Douglass 137). Instead of being told how to write verbatim by a formal teacher, Douglass was able to creatively use the idea of friendly competition to enhance his ability to write by challenging his informational knowledge. Even when learning terms like, “abolitionist,” Douglass found his educational outlet from the newspaper, what some may consider a basis, unethical means of being educated. Douglass recalls that it …show more content…
The garnering of facts is inconsequential in determining the educational quality of one's literacy. In Of Studies by Francis Bacon, education defined as per Bacon is, “for delight, for ornament, and for ability” (Bacon 1). Rather than highlighting the school system, the teachers, or the curriculum of studies provided, Bacon accentuates the charm, enhancement, and joy of extending one's knowledge. A good education should serve as the enabler to discuss conclusions drawn. Education is not a form of mental gymnastics where we attempt, according to Bacon, to “contradict and confute...take for granted; nor to find talk and discourse; but [rather] to weigh and consider” (Bacon 1). A good education consists of an extension of information based in the classroom where one considers possibilities, implications and applications. Bacon argues that the goal of becoming educated is not to aggressively refute opposing viewpoints with pointless banter and argumentation but instead to rationalize and analyze them intellectually. A good education can be understood as a synthesis of information rather than the swallowing and burping up of knowledge. Specifically, when looking at the way students read books Bacon claims that, “Some books are to be tasted, others to be swallowed, and some few to be chewed and digested; that is, some books are to be read