Modes of Knowledge

The evolution of the field of education as put forward by Furlong and Whitty (2017) has actually led me to think about the meaning of the word ‘Education’ and its purpose of catering to a huge population (mass schooling). Etymologically the word ‘Education’ is derived from the Latin word?‘ēducātiō’, which is an act of breeding, rearing and bringing up a child or individual and preparing the child for life. However, over the years the essence of the meaning has changed. As Sir Ken Robinson said in one of his Ted Talks in 2006 that the current education system was designed to meet the needs of the industrial revolution that began in Europe in the 18th?century. The focus shifted from bringing up an individual to creating a workforce for the industries and hence the hierarchy of subjects came into existence where Math and English got importance over other subjects. Could this aspect of history have influenced the way training of school teachers was conducted in the anglophone countries and how training of school teachers has been tied up to the realm of Education, as observed by (Labree, 2004; Furlong, 2013)?

The influence of prominent subjects (Math and English) can still be seen in the education structure, which I myself have experienced in different education interventions and fellowships. As observed by Furlong and Whitty (2017), fellowship programs (like Teach For America, Teach First) place young graduates with a liberal education in schools (with educational needs) to improve students’ achievements. Furlong and Whitty (2017,p.35) noted that ‘…they are expected, through their direct teaching experience, to develop ‘skills, mindsets and knowledge needed to maximize impact on student achievement’. The word 'achievement' has projected different meanings over the years in different regions under the influence of different thought processes. Being a graduate of such a fellowship program in the early part of my professional life I can talk about my experience where I felt I was comfortable with practical knowledge traditions initially and did make my way through understanding the meaning of achievement interference to students. Using practical knowledge traditions I was able to improve my skills and knowledge primarily on how lessons could be imparted for the mentioned subjects by relying on 'on-ground' training and interaction with students. However, I feel that initially, I was unable to engage with the theoretical aspect. This mode of knowledge (practical knowledge traditions) has over the years been my comfort zone and I did observe that there has been an emphasis on Math and English as primary subjects during my time as a fellow and educator. To work in a nuanced manner with students there is always a need to merge practical knowledge traditions with academic knowledge traditions and engage with it both. One has to immerse into a rigorous intellectual framework or what Bridges (2006) has called ‘the discipline of the discipline’.

Facilitating such a process will be a journey of any educator...implementing, practising, failing and trying again...Everyone would need a lot of guidance for the same. As a community of educators, we should embark on this journey together. Share our ways and guide each other. It will be a long process but I believe fruitful nevertheless.

#Education #ModesOfKnowledge #PracticalKnowledgeTraditions #AcademicKnowledgeTraditions