Importance of Education Theories

Importance of Education TheoriesThere is nothing so pragmatic as a good theory (Lewin, 1946) Good theory, guides effective fulfil by turning knowledge into wisdom. It is a process of get toing parvenue ideas. The enormousness of thorising in grooming is to underpin that what scholarly persons are doing, along with supported research, discussion, inclination and a range of acedemic reading. Furthermore, it is best utilise for students to regularly review their hammer from a critical aspect and ensure what they are writing reflects the knowledge of a fellow higher educated student. Being able to collate a range of ideas and analyse whether they compliment one another or even contrast, then reflect how they relate to ones own thoughts and experiences. In essence, how theorists upraise us and how we react or correspond to their provocation.Being theoretical, in an active, move way, is different to simply discipline theory that other people consider come up with and writing about it (MacDougall et. al, 2009).Education draws on a range of academic disciplines such as Psychology, Sociology, Cultural Studies, Philosophy and taradiddle of Education. In particular, Howard Gardeners theory looks at different forms of intelligence in the form of learner dispositions, be they visual, auditory or kinaesthic learners and that intelligence is measured in different forms. (Gardener, 1993). If this is indeed the case, we then need to ask why our education system still favours formal assessment which is often tested in spite of appearance stressfull conditions, that produce high anxiety for the individual. It is here one needs to fall a step back and examine the broader hearty structure on how our society finds the need to structure and rank its people by entirely determing a portfolio of qualifications in order to function within the correct levels deemed reserve by society itself.However good a theory, it batchnot simply affirm alone as a theory itself wi thout being put into practice and tested in relation to other ideas by exploring, reflecting on and reworking to throw new ideas. This re-mixing is a way of thinking that is dialectical (MacDougall et. al, 2009). Within the oeuvre of education, doing dialectical thinking is an important skill which contri exclusivelyes to interpretaion of educational phenomena.Socialogical imagination was introduced by Charles Wright Mills in 1959 and looked at how the impact on the individual differs if the alike(p) imact affects society as a whole and how a social structire (education) contributes to social problems. The social imagination enable us to grasp history and lifespan and the relations amidst the two with society (Wright Mills 1959). Critical thinking is a means to obtaining crutial knowledge. We should not simply take something as given, but by applying a social imagination look at things from new and different perspectives allowing us to consider alternative posibilities.Higher eduation should master the freehanded student as a more intrinsic learner, as they see the benefit in the end goal. However, how they travel on that journey can differ. As John Biggs imples, some students will tend towards taking a deep approach while others will tend towards taking a surface approach (Biggs, 1999).Interestingly, Bloom suggests that student engagement has a subroutine to play in the way we learn and identified behavioural, emotional and cognitive as three dimensions to student engagement, shown in the example below (Bloom, 1956).I can see how these two work hand in hand, as a deeper approach to learning sees students engaging with and intentionally testing in gaining that extra knowledge, as well as welcoming the challenge of deeper learning to improve their own intelligence.I believe that during my last assignment, I in truth took those positive steps towards becomming a student of deeper learning. I know it was because the put down matter was of great intere st to me and as it related greatly to my reference with school which motivated me more into seeking that greater depth of knowledge. I was pleased with obtaining my distinction, it proved to me that I had the ability to achieve more conditioned I had that added value of interest in this specific assignment (Hastilow-Ali, S. 2017). I now hope that I will be able to apply the same strategies to my specialism and interact more vigorously relating new ideas to preceding(prenominal) experiences.The surfaced level approach sees the less engaged student sticking most to the courses requirement throughout and doing the bare minimum to get by, as their only goal is the qualification itself.A stategic approach to learning sees the type if student who desires a positive outcome. They will organise their time and ensure that the corporeals and resources for perusing are appropriate. The strategic approach derives from an intention to obtain the highest possible grades and involves adopti ng well-organised and expeditious study methods (Entwistle, 1992).I have found in writing assignments on how I learn as a student, and what its like to be in higher education, are subjects which have not stimulated me into wanting to seek a greater depth of knowledge. This I equate to being a compulsory part of the course, but of little relevance to my current original role. Here is where I struggle, as being bombarded with lots of reading material on theory that generally has no great interest to me leads me to commutation off. I then have to really work hard at encouraging and motivating myself to press on and work through the necessity steps to help me achieve the understanding of the subject matter I need for my assignment. Therefore, I definitely see myself as dipping in between a surface and strategic learner for the above subjects in question.