The philosophy of education

Article / Knowledge and Intangibles

The philosophy of education
Ganesh , Teacher, India

Have we engineered the language of the mind to explore mathematical infinities?

The purpose of education is not to inform minds but to inform minds.
- Prof. M. Hiriyanna

The philosophy of education is also the engineering of the universal set of possibilities.

The engineering to be achieved is to expand the constituents of the universal set.

Education thus will require familiarization of the unknown and optimization of the known.

A philosophy is characterized by its focus on the process than on the result.

The process of the philosophy of education is to strengthen the girds upholding the legacy of geniuses.

Geniuses in the fields of human endeavour have both strengthened the paradigms of knowledge and at once challenged them.

The genius is the strategic challenge to our system of knowledge acquisition.

It is the metric that needs to be satisfied as the justification of our education system.

At the risk of sounding positivistic, a statement can be ventured at this stage.

An education system is a functioning system only if its DNA has the codes of transferring the legacy of geniuses to its adherents.

The question that emerges is what if the education system does not possess the codes in its DNA.

At the risk of sounding positivistic, another statement can be ventured.

The system is not a system and neither is its end product education.

The end result of a system not challenged by the impossible is a data transfer system at its very best.

At this stage its imperative that the essay qualifies the statements made.

A system is a classification and localization.

A classification that strictly keeps within its parentheses the area that needs expansion.

An area is defined geometrically and functionally.

The latter is at its basic level, grammar.

And at its advanced level, it is language.

Language is the narrativisation of distinct mathematical certainties.

The mathematical possibilities are distinct because mathematics is binary.

Language is the connectivity that merges mathematical certainties with linguistic appropriation.

The word appropriation is used to define the link of language to memory.

A circumscription of the data presented above is most necessary at this stage.

The direct beneficiary of education’s expansive possibilities is memory.

Memory is more often than relegated to the level of a recycling bin at its best.

And it is relegated to the status of a refuse bin at its worst.

Memory is supplanted by the certainty of mathematics and the explorative of language.

The question for educators is direct though not simple?

a) Is the data I provide a matrix capable of bearing the legacy of geniuses?

b) Have I respected memory by making it creative and productive at once?

Three signatory disciplines are the guides of any education system.

Mathematics, Engineering, Language.

Language has been systematically divorced from language.

This is a vicious cycle.

Language will never be exploratory unless challenged by Mathematics’ certainty.

Language will always be inexact.

Mathematics remains abstract till the communicative finesse required to perfect a system of communication.

The strategic outline is clear.

Have we engineered the language of the mind to explore mathematical infinities?

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