Tag Archives: education

Religion & Education: Paradoxical Ideologies?  

Paradoxical Ideologies 2Versus  Paradoxical Ideologies 1

Can religion and education ever truly live symbiotically? I’m working again at a school with a strong Catholic Ethos and it also values knowledge and education. But, by definition, religion is built on ‘faith’ a concept whereby you unquestionably believe in what you are told. Whereas education is built on inquiring and probing the status quo in order to increase knowledge. Similarly, religion has tradition at its foundations while education is founded on innovation. Therefore, does it stand that both are fundamentally conflicting?

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The Arrogance of Experience

The Arrogance of Experience

“The fool doth think he is wise, but the wise man knows himself to be a fool.” William Shakespeare, As You Like It.

I have always found this to be one of the most accurate comments that Shakespeare has ever produced. I find that as soon as one accepts their own intelligence or wisdom then they are doomed to a life of ignorance. I have always had a thirst for knowledge and care little about from where that knowledge can be gained or achieved. I find that knowledge is something that we all possess elements of but to achieve the intact ‘Grail’, as it were, is little more than a fallacy.

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Social Skills and Schools

School weighting

As a society we put so little emphasis on emotion health and well being in children that it is surprising how many functional adults we produce. This may seem like a bold statement and a misguided one if one considers the number of people in prisons and institutions across the world. However, the majority of us make it through out teenage years with – surprisingly – few lasting problems and some idea of how to function in society.

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Is Life an Exam?

The exam of life

It’s that time of the year again when I’ve got to prep students on how to do their external exams. I say prep them for the exams because technique takes precedence over knowledge and skill. It’s a sad fact of teaching that creativity must ultimately be stifled in order to facilitate the answering of a question ‘correctly’. This doesn’t necessarily encompass teaching young adults the conventions of literary criticism and the importance of this knowledge in further study nor the enjoyment of literature and an appreciation of its process. Instead there are certain conventions – varied across different exam boards – which students must follow. If the students fail to follow these then their grade will invariably decrease. This brings me to the central question of this article: Is life an exam?

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