The Importance Of Ideal Education

The notion that students can, and will pay more attention to subjects that interests them, as opposed to those that do not, is an important one in the designing of an ideal education system (Montessori, 1915 as cited in Murphy, 2006). Without this consideration, the student’s potential to concentrate will be measured by the amount of attention they are able to pay to subjects in school, subjects determined by the educator. Realistically, this potential may vary greatly when the student is faced with a subject that they, and not the educators, find interesting. Once the student encounters these subjects, their willingness, perhaps ability to focus is dramatically improved. This improved focus results in an ideal education because Montessori …show more content…
18). On the contrary, learning entails a deep, meaningful, and cherished knowledge of an experience, something not accomplishable if the student is not interested in the experience to begin with (Miller, 2014). If a subject were forced on the student, without them having a natural inclination towards it, the experience would affect the student only on the surface level, lending itself to a non-meaningful experience. Consequently, in order to pursue the ideal education – intelligence through meaningful experiences – students would need to be exposed to an array of different experiences, allowing them to discover those that do in fact have meaning to …show more content…
The fact that the student is ‘forced’ to go to school places them, a priori, in a position of subjugation. Students are expected to abide by the teacher’s rules and to subscribe to the lower echelons of a hierarchical system of authority. Because of this, any attempt to find the students’ interests will necessarily involve the deconstruction of the educator’s authority. Otherwise, the students will feel compelled to concur with the interests the teachers assign to them, to take them on as subjects even though they have no interest in them. However, if the educators role is diminished to the point where it is equal with that of its students, there would be no need for the educators, for without an authority figure, the students would have no need to come to school. And since Montessori (1915) espoused an ideal education system without dismantling the role of the educator, it follows that the educators and students can, and should exist in a system together while focusing on the students’ interests (as cited in Murphy,