Our world is a troubled one. Mankind faces conflicts, oppression, suppression, racism, war etc. All of these problems, are social issues that burden the human race, they prevent prosperity and life, liberty, and the pursuit of happiness.. Politics, diplomacy, and coercive measures are commonly utilized to solve many of the world’s problems. However these methods overlook the “social roots” and such ignorance offers only a superficial fix. A better method is to address society directly, for it is my belief that if there were to ever is any real change in the world it must first begin in the hearts of its inhabitants. I say this because true power really lands in the hands of the people. In the face of today’s current conflicts it is the goal of many Non-government agencies to foster the development of a civil society in areas pained by conflict, suppression, and oppression. In order to accomplish this, concern and participation must be on a global scale. So here comes into play (drum roll please) “My philosophy to save the world”. I may be awarding myself too much credit, however for lack of a better title we will leave it. In short it is: to promote prosperity, life, liberty, and the pursuit of happiness to solve our global problems, such is accomplished through social reconstruction, which is most successful when taught in the classrooms.
Once, my father, an employee in an Elementary school, climbed his “soap box” and ranted on about freedom and individuality. He spoke of how today's corruptors, capitalism and the increased standardization is inhibiting our society. That students need to be taught that they as individuals, and as individuals they have the freedom to change the world. At a young age this gave me the beliefs that our education is not simply to be successful on a grade or monetary scale. But should provide us with the skills and ideologies to be positive contributors to society.
I too strongly believe that “schools function as social and political entities, as well as for the growth of individuals.” (A concept I pull from my University’s College of Education mission statement.) According to me, it is the school's duty to not just prepare its attendants to succeed at an academic level, but prepare them to interpret and unravel the maze of social problems they face outside of the classroom. The environment that these “social and political entities” hold schools to the responsibility to a “commitment to democratic education.”
In order for there to be any real change in our world, students must be interested and have an active and involved role in their education. They will take more from the classroom and flourish if they are involved in the learning process. They should contribute to the democratic process of education in decision making and posses a reflexive introspective. It is their responsibility to do so. I believe that children learn best through curiosity. Students will gain the most from the education if they have concern, eager, and interest. This concept is best stated by Clay Bedford, “You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives.” It is the teacher’s role in education to inspire this curiosity and the growth of the student on a global scale. To enliven the growth of an individual, teachers must facilitate discovery and development of the students values free from a conformed political agenda, through promoting their unique thoughts and liberate insights. Through these inspirations teachers can prepare students to face and change the world. The later creates awareness and an appreciation of learning, unlocks the role of the teacher from just the classroom and transfers into the community. It is crucial for teachers to connect the classroom to the real world. This can be done through enlightening students of the world around them, particularly its social injustices. They will not only be knowledgeable in such concepts but also concerned and aware, allowing students to step out of the box of obliviousness and a change in their communities. Robert Heinlein said “When one teaches, two learn.” it takes both teachers and students to contribute to the purpose of education. Their roles are significantly dependent on learning.
Education should be the responsibility of not just the teachers, but the family and community as well. This applies to communities on all fronts, and tie in specifically with my visions. My instruction regarding management in NGOs will be geared towards this. Management will be based on the purpose of the involvement of the community as a whole. My philosophy is dependent on bringing the world and global awareness into the classroom. This can be done by simply a curriculum that promotes positive group relationships. In order to accomplish change in the classroom, instructional strategies must incorporate diversity and a global outlook. The situation in Jordan is common on the global stage. All over the world there is a community of learners who may be amidst conflict or from a developing civil society, maybe they face economical or racial disparities, are underprivileged, and above all else face an ever changing world confronted by the troubles of society... This community of learners is extensively diverse because they can be found all over the world, in order to accommodate for this one must use the “grassroots approach” and manipulate each program to the needs of that community. There cannot be a one-size fits all assessment system, and must therefore be manipulated to that specific group. One that will involve the individual’s appraisal to allow for a reflective thought and growth, leading them to enable a re-examination of their mindset.
Education is the key to change. It is the answer to our global problems. It is the school's responsibility to prepare students to excel inside and outside of the school. This can be done if students are made aware of the outside world and prepared to make change. And if education becomes a lifelong process, it is then also a lifelong solution. Social reconstruction is most efficient when taught in the classroom. It gives students the power to promote prosperity, life, liberty, and the pursuit of happiness to solve our global problems.
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