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Showing posts from March, 2014

The mind and learning

The mind is that part of our being which allows us to perceive sense stimuli and to make sense of them. It is the centre of our intellect. It allows us to think. It allows us to learn. It is the essence of our being. It has been the subject of intellectual studies throughout the ages, yet not fully comprehended.
I am going to proffer my commonsensical notion of the mind and learning in this article. This notion has come out of my observations of human behaviour in the classroom and in other settings.
When it comes to learning I believe that there are two types of minds. There is one which is quietly receptive of whatever to which it is introduced. It is suited to the traditional conceptualisation of education. The teacher is the possessor of all knowledge relevant to a particular subject. The teacher imparts this knowledge via the traditional lecture method. The mind absorbs the knowledge and later reproduces it as given. That is, the minds which care about the information which the te…

Interacting with education policies

Educational policies are “blueprints” or intended plans of actions which government has devised with the aid of experts to solve perceived problems in the education sector of the society. These perceived problems may be related, for example, to improving literacy and numeracy among everyone in the society, improving the educational performance of students at the different levels of the education system, creating a link between the education system and the world of work, using the education system as a tool to develop a national identity among other such noble goals. We get a very general idea of government’s policy direction for the sectors of society by reading the manifesto which they usually unveil during their campaign for political office.

Once the policy direction for the education sector has been agreed on experts are tasked with devising programmes which will give effect to these policies. That is, the government believes that these specific programmes of action which they have…

Sharing information: One of the key components of organisational success

Being in a position of leadership in an organisation is being in a group, an “in-group”, that is, a group which some of those on the outside perceive as being desirable, one that they would give anything to be a part of, one whose status is elevated.

While some of those on the outside of this group, that is the “out-group” are longing to take their place in this “in-group”, many of those who have found themselves in this group keep on devising ways to maintain their position and to keep subordinates firmly in their subordinate position.
The problem with this behaviour is that the goals of the organisation will not be fully met if there is a gap in the organisation which subordinates perceive is being deliberately constructed by leadership in order to keep the two groups from developing any sort of group identity. This is a problem which is compounded by the animosity towards and distrust of leadership which usually ensue in situations like these. Since all members in the organisation …