TEACHING STYLES AND ECONOMIC FACTORS....... In the world of pedagogy, the most important and significant variable in a learning environment is placed on the instructor. The evaluation and assessment of the leader of the group is, indeed, the most critical factor. The direction of the group is placed within the authority and guidance issued by the professorial element. There is a direct connection of varying results that connects the monetary investment per student, the quality of output, and the all important reliance upon selected tools for an enhanced, progressive, and positive learning experience. The approach to achieving optimum results is under question in my view. Examination of the reasoning and basis for observation and focus follows. Schools, institutions, academies, colleges, and universities exist all over the world. As the global notion accelerates and the connectivity of all people becomes more developed and interwoven on an international scale, there are comparative elements that are noteworthy of exploration and review. The mainstream disciplines are yielding to specialization and integration. There are, however, identifiable techniques and methodologies the merit recognition in their own respective rights and demand identification from several perspectives. The conservative approach to “teaching” has traditionally evolved around linear dissemination of information on a one dimensional platform and foundation. This translates to lecturing and mere exposure to material, in hope it will be digested by the listener and something of some form of relevance will be retained, regurgitated on paper, and graded based on the accuracy of the subjective judgment of the lecturer. This methodology requires quite a bit of knowledge n the part of the instructor, a fair amount of patience and extensive attention span of the student, and an acclimation to the setting and self-motivation to maintain interest in the topic. The more progressive approach holds a dynamic multidimensional rudiment and emphasizes involvement and interaction. Actually, the “jigsaw” étude has become popular, even in the online disintegrated model that attempts to unite students, operate synergistically, and emulate corporate working environments. The focus is on facilitation and moderation with mandatory participation and expression of all students in a quest to reach a designated outcome and establish a pathway to pursue the objective. The roles of comparative styles are quite different, the nature of the learning experience varied, and the opportunity to advance far more available. The purposes of the exercises are well defined and in compliance with the goals of the students and interest groups that seek training, instruction, and education for pragmatic application. In reality, each discipline has a function and role that need be defined for content and outcome. The usefulness and transfer of learning, on the real world scale, becomes weighted and the most highlighted meaning of the formula. The gravitation is towards the latter methodology, both for practical purposes and demand for results from the ultimate landing point, be it the corporate world, private enterprise and individual practice, or homogeneously unique trade or profession. Actually, in the scientific and engineering domain, both theory and practice are essential. Therefore, both models are relevant and play crucial roles in the overall development of the final human resource product as debutant into the sanctions and requirements of and integrated employee or entrepreneur in the marketplace of any given industry. The topic here is style and monetary concern. What exactly do learning institutions present throughout the world? What is the popular style, vernacular, Lingua Franca, and selected infrastructure of cultural pedagogies around the world? Is cost a direct influence of quality in education? The answer will surprise you. The United States of America makes the largest investment in paraphernalia and accessorization in the immediate learning environment. Automation and technology play key roles in the overall approach. There is an obsession with technology. In this author’s view the question is posed, “Should we strive for more, bigger, and better technology and rotate around this nucleus of purported innovation [actually driven by profit motives and marketing efforts] or should we aim for the establishment of what are true values reflect and select and build tools to suit those natural, innate, and inherent needs that are creatively determined”? The statistics and factual data divulge the finest nomenclature to the accurate response. There are many factors involved. Under consideration are social patterns, economic considerations, sustainability circumstances and the entire array and complexity of economic elements as they pertain to steadily increasing impoverishment, less comfortable living conditions, imbalance in supply and demand, and a definitive disequilibrium in the domestic economy, as well as world conditions and a dossier of failures in policy, strategy, and tactic. Overall, growth has been determined as counterproductive. Reference to the law of diminishing returns may be appropriate. However, the more salient point is that of the theme of learning and its respective effectiveness, or lack thereof, as linked to cost. It has been proven that some countries in Asia and Eastern Europe employ far more effective technique than the United States of America as related to the learning environment. The focus in the more successful environments has been on application. Critical analysis and the experiential element are the core of the methodology. Simplicity in setting dominates. Low cost material input and motivation to develop potential and become involved in problem-solving of real life situations is introduced at an early stage. This approach yields a much higher effectiveness and requires far less cost. Bigger is not better and more gear is not advantageous. The essence of the learning experience is placed on establishing opinions, analyzing issues, and making inference in evaluating arguments. It is the “approach” and not the glamour and tinsel of the tangible attraction that results in a more educated and fulfilled student. The sensation of glitter and advertising plays little to no role in the value system of the concentrated learner. There is a reliance on personal skills, utilization of intelligence, and nurturing of potential, rather than dependence on the handy work of psychological manipulation to keep up with the Jones’ on an intrinsic level. Education is a living and applied process. It involves creativity, innovation, pragmatic involvement, development of confidence via the experiential factor, as well as exposure to disseminated information. The challenging of the student to be productive and identify personal skill sets and find value and a use for them that becomes integrated in the real world is the main point. Therefore, the brilliance of the Keynesian model and notion of the invisible hand, Adam Smith, as well as Friedman are foundational elements. However, the emphasis is on expanding the mind to reach its fullest potential. It is also essential to establish standards for both students and teachers. Educational design has a profound impact. The human resources need be formulated from both sides of the coin and united. Compromise should not be tolerated. Dispensation for scholarship by advent of athletic scholarship, foreign student participation, and reverse discrimination to fulfill arbitrary quota need be abolished. Groups need be flexible, yet the forward momentums realize a form of tandem pace and cadence with the flow of energy, interest, and enthusiasm. In order to optimize the process, there must be a form of evenly matched groups. The students must be properly placed and the instructors need be properly trained and engage in ongoing peak performance. Therefore, the teachers are also products of pedagogy. They need be taught and re-taught under the auspice of effectiveness in the learning experience and the selection of necessary tools via the most compelling learning conditions. Students are well aware of what they are learning or not learning. They are also aware of the capabilities of the instructor and demeanor of qualitative attributes that somehow govern the learning indulgence. Interesting how the United States of America turns out a plethora of pupils who lack basic verbal and math skills. Is that a reflection on the student or the teacher, the teaching system, or a combination, other elements? Perhaps the system needs revamping. It is just a suggestion. Consumerism is almost always the theme of the party which is clearly yielding social and economic demise in many arenas, to include geographical and conceptual. Other countries feel the thrill of some of the materialism, yet incorporate it into the system on a basis of need, maximum value, and minimized cost. This just happens to define “economics” and the foundational theory that progressed into applied kinetics in successful economies. Perhaps it is time to change and get back to basics and the utilization and recognition of quality over quantity, balance in supply and demand via acclimation to market conditions, and reasonable equilibrium in lifestyle. Spend what is necessary and save where possible with the highest exponent of return on investment, prudent applicative style, and elimination of waste of precious potential and achieving the epitome of performance that is both contributive and economic, yielding the most good for the most number. That is economics, in its most pure form, and it applies to pedagogy in the most genuine sense.
Posted on: Sat, 24 Aug 2013 04:34:36 +0000