Education and the integrated human being
The prof aforementioned he had been teaching for several years, ever since he graduated from faculty, and had an oversized variety of boys beneath him in one in every of the governmental establishments.
He clad students UN agency might pass examinations, that was what the govt and fogeys wished.
Of course, there were exceptional boys who were given special opportunities, granted scholarships and so on, but the vast majority were indifferent, dull, lazy, and somewhat mischievous.
There were those that created one thing of themselves in no matter field they entered, but only very few had the creative flame.
During all the years he had tutored, the exceptional boys had been very rare; now and then there would be one who perhaps had the quality of genius, but
it typically happened that he too was presently smothered by his atmosphere.
As a tutor he had visited several elements of the globe to check this question of the exceptional boy, and everywhere it was the same.
He was currently retreating from the teaching profession, for after all these years he was rather saddened by the whole thing.
However well boys were educated, on the whole they turned out to be a stupid lot.
Some were clever or assertive and attained high positions, but behind the screen of their prestige and domination they were as petty and anxiety-ridden as the rest.
‘The modern educational system is a failure, as it has produced two devastating wars and appalling misery. Learning to read and write and acquiring various techniques, which is the cultivation of memory, is obviously not enough, for it has produced unspeakable sorrow.
What does one fancy to be the tip purpose of education?
’?
Is it to not bring forth Associate in Nursing integrated individual?
If that is the purpose of education then we must be clear as to whether the individual exists for society or whether society exists for the individual.
If society wants and uses the individual for its own functions, then it's not involved with the cultivation of Associate in Nursing integrated human being; what it desires is Associate in Nursing
efficient machine, a conforming and respectable citizen, and this requires only a very superficial integration.
As long because the individual obeys and is willing to be totally conditioned, society can realize him helpful and can pay time and cash on him.
But if society exists for the individual then it should facilitate in releasing him from its own learning influence.
It should educate him to be Associate in Nursing integrated person.
‘What does one mean by Associate in Nursing integrated human being?
’
To answer that question one should approach it negatively, obliquely; one cannot consider its positive aspect.
Positively to state what Associate in Nursing integrated person is merely creates a pattern, a mould, Associate in Nursing example that we tend to attempt to imitate; and isn't the imitation of a
pattern an indication of disintegration?
When we {try to|attempt to|try Associate in Nursingd} copy an example, will there be integration?
Imitation is a process of disintegration; and is this not what is happening in the world?
We area unit all changing into excellent record player records: we tend to repeat what supposed religions have tutored North American nation or what the most recent political, economic or religionist has aforementioned.
We adhere to ideologies and attend political mass-meetings; there's mass-enjoyment of sport, mass-worship, mass-hypnosis.
Is this a sign of integration? Conformity is not integration, is it?
‘This ends up in the terribly elementary question of discipline.
Are you opposed to discipline?’
What do you mean by discipline?
‘There are many forms of discipline: the discipline in a school, the discipline of citizenship, the party discipline, the social and religious disciplines, and self-imposed discipline.
Discipline is also in keeping with Associate in Nursing inner or Associate in Nursing outer authority.’
Fundamentally, discipline implies some kind of conformity. It is conformity to an ideal, to an authority; it is the cultivation of resistance, which of necessity breeds opposition. Resistance is opposition.
Discipline could be a method of isolation, whether it is isolation with a particular group or the isolation of individual resistance.
Imitation is a form of resistance.
‘Do you mean that discipline destroys integration? What would happen if you had no discipline in a school?’
Is it not vital to know the essential significance of discipline, and not jump to conclusions or take examples?
We are trying to see what are the factors of disintegration, or what hinders integration. Is not discipline in the sense of conformity, resistance, opposition, conflict, one of the factors of disintegration? Why do we conform?
Not just for physical security, but also for psychological comfort, safety.
Consciously or unconsciously, the fear of being insecure makes for conformity both outwardly and inwardly. We must all have some kind of physical security, but it is the fear of being psychologically insecure that makes physical security impossible except for the few. Fear is the basis of all discipline: the fear of not being successful, of being punished, of not gaining, and so on. Discipline is imitation, suppression, resistance, and whether it is conscious or Understanding the false as the false, seeing the true in the false, and seeing the true as the true, is the beginning of intelligence. It is not a question of replacement. You cannot replace fear with something else; if you do, fear is still there.
You may with success cowl it up or run aloof from it, but fear remains.
It is the elimination of fear, and not the finding of a substitute for it, that is important.
Discipline in any type any will ne'er bring freedom from worry.
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