“The only thing that interferes with my learning is my education.”—Albert Einstein
It is that time of year. School has begun or is beginning across the nation. Young minds are becoming “educated”. What exactly “educated” means is up for debate.
In my humble opinion—as an educator—I believe that, overall, education has become a checklist. It is a series of completed courses and grade levels with “satisfactory” grades or scores. Now, there are many reasons for this, including politicians, unions, budgets, administrators, teachers, and parents. There is as much blame to go around as there are things to be celebrated. (I certainly don’t want to come across as unsupportive—especially of the countless well-meaning and effective teachers that make tremendous contributions in our communities. There are even some good college professors. **wink**) I do, however, believe we can do education better. We do better by understanding what education is and what it is not.
Education is not:
A diploma. Because someone possesses a piece of paper that says they have completed the requirements toward a degree does not mean one is educated. It is like the joke: “What do you call a medical student who gets all C’s? —Doctor.” Or like the saying: “a B.S. degree is bullsh**, a M.S. degree is more sh**, and a Ph.D. is piled higher and deeper.” Or my favorite: “A Ph.D. is where you learn more and more about less and less until you know everything about absolutely nothing.” I can go on. (I love these.) The point is that education is not an endpoint or a completed coursework.
Only accomplished in ivy covered buildings. (Truth be told, I don’t think I ever took a course in a building with ivy growing on the walls.) Education is not only accomplished in classrooms. Consider that one of America’s greatest presidents, Abraham Lincoln, was largely self-taught. Many (probably most) of the smartest and wisest people I know do not have advanced degrees. Education can be accessed through books and experience. Libraries, museums, television, and the Internet are pretty much universally accessible—and should be. This was the philosophy behind the Carnegie library system. Andrew Carnegie believed that such access should not be limited and that everyone should have the opportunity to help better themselves. Given that such access has grown dramatically in the last hundred-plus years, we should be the most educated of generations.
Education is:
Lifelong. Education does not end with the diploma or degree. It is a process that continues to be refined with time.
An open door. Education is only beneficial if it is used. The end of a course or degree program is a beginning. In other words, education leads to further learning. The notion of a “terminal degree” does not imply an end to learning. Rather a terminal degree concludes a formal process that enables one to lead the process in others.
The very basis of a liberal education is defined by the Association of American Universities and Colleges as “an approach to learning that empowers individuals and prepares them to deal with complexity, diversity, and change. It provides students with broad knowledge of the wider world (e.g. science, culture, and society) as well as in-depth study in a specific area of interest.” Such does not require a formal institution. It does suggest, however, that it is the learning skills themselves that “empowers individuals”.
For everyone. Education must be accessible for all. Critical to the success of our nation is that everyone have a foundational education—in science, technology, engineering, arts, and mathematics…and physical education. This does not, however, mean that college is for everyone. Indeed, there is a greater need to qualified tradespeople. We must not suggest that education begins and ends in the classroom.
Unbiased. Education should not be limited by the opinions or knowledge of the teacher. Certainly, there are foundations and facts upon which learning is built—e.g., mathematical theorems, grammatical rules, scientific principles, etc.—but educators must be open to challenge. It is my personal philosophy that respectful discourse is the foundation of a liberal education. Questioning to the status quo is what progresses knowledge. Querying should be encouraged. Einstein, one of the most brilliant minds of all times, underscores this point when he said: “The only thing that interferes with my learning is my education.” A teacher who does not believe that he or she has more to learn ceases to be an educator. Likewise, none of us should be biased by what we were taught. Rather, should be open to the challenge of expanding our worldview.
I believe there are Universal truths. Our understanding of these, however, are often limited to the boxes that our present understanding (or lack thereof) creates. Thus, to be truly learned, we must challenge the existence of even a box. When Walt Disney said, “Don’t think outside the box! Once you say that, you’ve established that there is a box.”, I don’t believe he was inferring that there are no absolutes. I believe his intention—and, surely, it is my intention here—was to say that such absolutes are not to be framed in our own minds or on the basis of our limited knowledge. Anything that is absolute—or Universal—will stand the test of inquiry. Thus, we should have no fear of ideas and opinions that challenge or “offend” us.
Be your best today; be better tomorrow!
Carpe momento!
“To know, is to know that you know nothing. That is the meaning of true knowledge.”–Socrates
“The heart of the discerning acquires knowledge, for the ears of the wise seek it out.”—Proverbs 18:15, NIV