Yes, Plato Academic pillar a little bit more emphasized than the other two. In this pillar, Plato, many people today take children to school mainly for academics (Havelock, 2009). We accept them blindly to study everything worth learning in this world. We expect them to get prepared for further studies or good jobs. There lacks an exact thing that we hope them to learn. Many of the stakeholders are interested in education with each representing a ‘voice’ on what to be taught. These ‘voices’ are always contrasting each other. The knowledge gained in school does not exist in the instructor’s head or books for one to comprehend it. The teacher’s role is to dispatch the vital knowledge and elaborate its practical usage in the actual world.
With socialization, everyone sends learners to school to interact with others. In the process, they learn social morals, behavior, and values applicable outside the school life. The idea is good because it brings conformity. Socialization calls for the adoption of views and norms which an academician mindset perceives as a stereotype and prejudice (Egan, 2001). Thus conformity, which is critical in socialization can result to harmful acceptance of beliefs practiced in fascism and socialism settings.
In Jean Jacques Rousseau, education is about development which takes place in stages. We thus have to change these techniques depending on learner’s age (Baker, 2001). It is essential to analyze teaching procedures and identify the relevance in caring for the student’s developmental stages.
It has been a state of confusion about which of the three themes should outweigh the others. The state of education is debatable since up to date people still debate the purpose of education. The three pillars are ‘competing voices’ which either contradict or contest for supremacy with different ideas within themselves. It is time that we started looking at education as knowledge or the state of mind. Everyone should perceive it as though it belongs to one person or the other and not a source of conflict between the student-centered and the subject centered. These fault demarcations regarding thoughts about education should be fixed to speak the same voice.
Baker, B. (2001). POINTING THE CANON ROUSSEAU’S ÉMILE, VISIONS OF THE STATE, AND EDUCATION. Educational Theory, 51(1), 1-43.
Egan, K. (2001). Why Education Is So Difficult and Contentious. Teachers College Record, 103(6), 923-41.
Havelock, E. A. (2009). Preface to plato (Vol. 1). Harvard University Press.