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Importance of Education Theories

"There is certainly nothing so sensible as a good theory" (Lewin, 1946) Good theory, guides effective action by turning knowledge into wisdom. It is a process of forming new ideas.

The need for thorising in education is to underpin that what students are doing, along with backed research, discussion, argument and a variety of acedemic reading. Furthermore, it is best practice for students to regularly review their work from a critical aspect and ensure what they are writing shows the comprehension of any fellow higher knowledgeable student. Having the ability to collate a range of ideas and analyse if they compliment each other or even compare, then reflect that they relate to one's own thoughts and encounters. In essence, how theorists provoke us and how exactly we react or correspond to their provocation.

"Being theoretical, in an active, engaged way, differs to simply learning theory that other people have come up with and writing about it" (MacDougall et. al, 2009).

Education pulls on a variety of educational disciplines such as; Mindset, Sociology, Cultural Studies, Idea and Background of Education. Specifically, Howard Gardener's theory talks about different varieties of intelligence by means of learner dispositions, be they aesthetic, auditory or kinaesthic learners and that intelligence is measured in different forms. (Gardener, 1993). If this is definitely the truth, we then need to ask why our education system still favours formal diagnosis which is often analyzed within stressfull conditions, that produce high nervousness for the individual. It is here one must take a step back and take a look at the broader social structure on how our society finds the necessity to structure and ranking its people by just determing a collection of qualifications to be able to operate within the correct levels regarded appropriate by society itself.

However good a theory, it cannot simply standalone as a theory itself without having to be put into practice and tested in relation to other ideas by exploring, reflecting on and reworking to set-up new ideas. "This 're-mixing' is a way of convinced that is dialectical" (MacDougall et. al, 2009). Within the study of education, making use of dialectical thinking is an important skill which contributes to interpretaion of educational phenomena.

Socialogical imagination was presented by Charles Wright Mills in 1959 and looked at how the effect on the average person differs if the same imact affects society as a whole and what sort of interpersonal structire (education) contributes to public problems. "The cultural imagination allow us to understand record and biography and the relationships between your two with world" (Wright Mills 1959). Critical thinking is a way to obtaining crutial knowledge. We ought to not only take something as given, but through the use of a social creativeness check out things from new and various perspectives allowing us to consider substitute posibilities.

Higher eduation should see the adult scholar as a far more intrinsic learner, as they start to see the benefit in the long run goal. However, the way they travel on that voyage can differ. As John Biggs imples, some students will are likely towards taking a deep approach while others will are likely towards taking a surface approach (Biggs, 1999).

Interestingly, Bloom suggests that student proposal has a job to play in the manner we learn and discovered behavioural, mental and cognitive as three sizes to student proposal, shown in the example below (Bloom, 1956).

I can easily see how both of these work hand in hand, as a deeper method of learning sees students 'participating' with and intentionally seeking in attaining that extra knowledge, as well as inviting the challenge of deeper learning to enhance their own intelligence.

I believe during my last assignment, I actually took those positive steps towards becomming students of deeper learning. I know it was because the subject matter was of great interest to me and since it related greatly to my role with school which determined me more into seeking that increased depth of knowledge. "I had been pleased with obtaining my variation, it proved to me that I got the capability to achieve more knowing I had that added value appealing in this specific assignment" (Hastilow-Ali, S. 2017). I now wish that I am able to apply the same ways of my 'specialism' and interact more vigorously relating new suggestions to previous experiences.

The surfaced level procedure views the 'less engaged' learner sticking carefully to the lessons requirement throughout and doing the smallest amount to manage, as their only goal is the qualification itself.

A stategic approach to learning sees the sort if student who would like a positive end result. They will organise their time and ensure that the materials and resources for learning work. "The strategic strategy derives from an goal to obtain the highest possible grades and involves implementing well-organised and useful study methods" (Entwistle, 1992).

I have within writing assignments on how I learn as students, and what its like to be in advanced schooling, are subjects which have not stimulated me into wanting to seek a larger depth of knowledge. This I equate to being a compulsory area of the course, but of little relevance to my current professional role. Here's where I struggle, as being bombarded with plenty of reading materials on theory that generally does not have any great interest to me leads me to switch off. Then i have to really work hard at encouraging and motivating myself to press on and work through the necessary steps to help me achieve the understanding of the subject matter I want for my assignment. Therefore, I definitely see myself as dipping in between a surface and strategic learner for the aforementioned subjects in question.

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