21st Century Curriculum Essay Example

21st Century Curriculum Essay Educational theories are essential guidelines that entails enhancement of educational means of teaching. The sides of education are important as well since this is one of the primary building blocks in the society. Education is viewed as an intrinsic need by every individual, institution and country. The conditions of educational theories vary and it evolves the same way the world grows. It follows the trails of man’s civilization from the streets of Aristotle, the classrooms of Scholasticisms up to our current teaching universities. Various theories of education revolves in these events thus, tackling these principle proves to be essential.Synthesis of Theories that have influenced 21st century CurriculumFormulation of theoretical framework for a curriculum planningThrough out history, education has developed little by little in a systematic and chronological way matching the needs and evolution of man’s society. In the past, education theories are already evident espe cially in the classes of Aristotle, Plato and Socrates (the famous Greek philosophers). These people utilize various styles of educating their students and guided by early theories of education. However, time is not stagnant and it continues to flow, and part of it is man’s society.The dynamic civilization of human kind of varying cultures, have influenced the development and evolution of these theories as well. The Aristotelian mode of concept has been modified during the renaissance period by the scholastics and, the Platonian principles are adapted by various scholars. This situation has led to further development of education systems as well as principles until its development reach the current state, which is the 21st century.Read also   ANALYSIS OF OUR SECRET BY SUSAN GRIFFINIn the current civilization of man, education has been regarded as the utmost treasure that everybody needs to possess.   The theories of education principles have been integrated and modified in order for these theories to adapt in the current situations. These theories are well utilized by various educational systems in order to maintain standard education criteria.Some of the classical theories are also maintained in order to support and stand basis for the current theories established. However, problems and sometimes inconsistencies occur along with this these theories since, the body and context of these principles are still considered theories and not facts. It is part of the molding and dynamic process involved in this theory.As we go through the discussion of these theories, we shall employ analysis, interpretation as well as implementation of the theories concerned. The theories are not meant to act as the imposed rule of teaching but rather evident guidelines in order to establish appropriate teaching approach. The paper shall limit its study in the following question.What are the educational theories present in the 21st century? Discuss all the educational theo ries that have influenced 21-century curriculum.How does each theory influences the 21st century curriculum? Synthesizes all the theories by showing the commonalities and differences in all the educational theories and formulate a theoretical framework that can be used for a curriculum planning. Lastly, explain the benefits of this framework in the 21st century curriculum.The research paper shall focus in these queries alone since the main objective is also the presentation of these educational theories that have influenced 21st century.Main Educational Theories of 21st CenturyAll people require variety of learning needs, which is a desire or a requirement to know something that is presently unknown to the learner. These needs include new intellectual knowledge but also include physical, cultural, social and spiritual form of knowledge. Kozier (2004) defines learning as,Learning is a change in human disposition or capability that persists and that cannot be solely accounted for by g rowth. Learning is represented by a change in behavior and the important aspect for a person to learn is the individual’s desire to learn and to act on the learning.This connotes that learning is not only obtained by mental capacity of a person but it goes on all perspective angles of the individual’s characteristics. Moreover, compliance to such educational modes are not enough, acting is another factor to be considered.There are various theories proposed that traces how and why people should learn and be educated. These theories have served as guideline protocols in order to establish educational approaches, learning interventions and curriculum formulation for educational institutions. These theories have originated even from the past and are now being used in order to enhance teaching and learning processes. The modification of these theories has occurred due to the evolution of man’s technology and growth of civilization.BehaviorismThis theory was originall y promulgated by Edward Thorndike, whose primary contribution is the teaching based on behavioral manifestations of the individual. Behaviorism deals with learning and it acknowledges this subject as a factor that affects personality of a person. The theory includes analysis of the person’s personality as a whole and characteristics, and uses this to formulate strategies of teaching and education (Weiner et.al, 2003 p.135).Behaviorism takes into account the environment of the individual, not only physical but as a whole itself. The theories views environment as an extremely essential influence in the development of learning. However, ironically, behaviorists are not concerned in mental processes since they rely mostly on those objective data that are observed and rationalized by human capacity.B.F Skinner, another important persona in behaviorist theory, considers â€Å"emotions† as fictitious product of behavior that can be assess through stimuli-response mechanism (F ogiel, 1999 p.501). The main emphasis of this theory is the behavior of a person that primarily promotes the learning.Arising now is John Watson, another important persona in the field of behaviorism, who started the use of behavioral conditioning. Watson has utilized animal specimens such as rats, pigeons, dogs and cats in order to test behavior functioning. During the procedures, Watson has discovered that these animals are capable of learning-behavior principles (Weiner et.al, 2003 p.135-136). The utilization of behavior as a means of pattern in order to formulate the right educational approach is the primary principle of the theory.According to Gordon (2003) in her book, Beginnings Beyond: Foundations in Early Childhood Education, learning occurs when an organism interacts with the environment, and through experience, behavior is modified or changed. In the behaviorist’s eyes, three types of learning occur:1.  Ã‚  Ã‚  Ã‚  Ã‚   Classical Conditioning2.  Ã‚  Ã‚  Ã‚  Ã‚   Operant Conditioning3.  Ã‚  Ã‚  Ã‚  Ã‚   Observational learning or modelingThe first two categories are based on the idea that learning is mostly the development of habit. The continuous and frequent routine that an individual confers with induces the habits that in turn produce behavioral modifications. The third is actually based on social approach, such as family social conditions, peer socializations, etc. Guided by these three principles, education systems employ rewards and consequences as the primary molding characteristics of educational approaches.In application of such theory, we can see this being done in a simple standard educational system known as grading. In such case, the instructor assesses an individual’s performance based on criteria imposed by the institution. The grading system indicates how well the student performs during the span of an activity or the entire education program it self. The instructor provides high grade is the performance of the st udent is well conforming and appropriate to the instruction given. This type of rewarding reinforces the individual to again strive and initiate efforts in order to attain the said mark. However, if the student fails to comply in the standard imposed by the instructor, the student now gets a low or failing grade. This is a form of negative reinforcement in the part of the student. The response of the student, however, should be the same, which is to study harder and try to comply the next time.However, there are cases wherein this kind of negative reinforcement, based on the example, triggers negative action. Instead of the attitude of perseverance, the mindset of depression and intimidation settles in. The education approach should consider this type of response among varying students.HumanismThe theory of humanism utilizes the belief that human cognitive function and learning are not driven by information processing theory, nor by the enhancement of schemas through the creation of new knowledge structures nor by conditional responses to various stimuli. Rather, human thinking and learning are driven by the growth of the self as a whole, mature and complete human being, who has a strong character and an ability to make decisions that positively influence others (Keating, 2003 p.53).The humanistic theory centers on both cognitive and affective angle of a person. The main contributors of this theory are Abraham Maslow and Carl Rogers who have introduced essential humanistic theories that is used up until today in almost every aspect (Kozier, 2004 p.448).Hierarchy of Needs. Abraham Maslow has formulated the triangular model of levels of man’s need according to priorities. The base part of this triangle portrays the basic level, thus considers as the most essential needs of man. The physiologic needs comprise of food, shelter, clothing, water and the physical requirements in order to live and maintain body homeostasis. The next level involves the level of safety needs, which includes protection, security, order, law, limits and stability that are part of the community. Love and belongingness is the next level after the latter – family, relationships, commitments, attachments, peers, social circles- that provide the emotional, cognitive and social stability of an individual. Self-esteem follows and this level portrays the needs of self-gratification as resulted by achievements, status, responsibilities and good reputation. Lastly, the self-actualization pertains to the personal growth and fulfillment of a person (Chapman, 2001).Student-Learning Approach. The theory of Carl Rogers regarding the student focused learning has a great impact in the teaching strategies at various curriculums in our current generation. The primary focus of this concept is the student body itself wherein the needs of the students are prioritized above all. This theory suggests that learning is achieved is the students are the ones being targeted as the main recipient in all educational programs implemented by the educational bodies, such as administrators, instructors and etc. The design of teaching curriculum, syllabus, course description and learning approaches are needed to be in favor of the students and not the administrative body.In this theory, a goal of educational approach is being set, the stand or the set function of the teacher is being identified, students are being reinforced positively, learning assessment is being done and lastly, student participation is greatly encouraged (Burnard 2002, p.72). Unlike in the classical way of teaching wherein the instructor is the one who directs everything to the students more like â€Å"robot teaching†, participation and interaction in this principle does not only come from the teachers but from the student as well. It encourages collaboration between the two sides in order to achieve maximal learning.Humanism focuses on the internal aspect of an individual as persons and not as sole information bank. This theory takes into consideration the emotions and attitudes of learners, the importance of the individual in identifying learning needs and taking the responsibility over these learning tasks.Humanism also motivates the student to act as part of the learning process, encouraging independence as well as self-reliance. This greatly negates the concept of education spoon-feeding approach since the students, even if the theory is student-centered, still this does not conclude that sole information are given directly to them by the teachers. Building up educational independence and education responsibility are the primary goals of this theory.CognitivismLearning in this theory principle gives more emphasis on the learning process itself than any other means. Organization of the learning approach and modified mental representations are the key in this type of learning process. According to the book of Uden and Beaumont (2006) entitled Technology and Prob lem-based Learning,Cognitive learning is equated with discrete changes between states of knowledge rather than with changed in the probability of response. In cognitive learning, the issues of how information is received, organized, stored and retrieved by the mind is important. Learning is concerned not so much with what learners do, but what they know and how they came to acquire that knowledge (p.6).In this theory, the main emphasis is the process itself and not the outcome. From the point of information delivery up to the cognitive reception of this information, the learning is assessed. If learning is achieved then it only means that the process is appropriate, however, if otherwise occurs, then it means the education approach needs to be re-evaluated.This type of theory has been utilized in various forms of institutional approach such as in the process of health teaching. One example is when the health care provider utilizes a health care plan accompanied by teaching plan. Par t of this systematic education approach is the re-evaluation of plan until the set goal is met. The focus mainly is not on the response but the means of teaching or the cognitive approach.The major contributors of this theory are jean Piaget, K.Lewin and B.Bloom. The cognitive theory by Jean Piaget, sensorimotor stage, pre-operational stage, operational stage and formal operations, gave patterns of educational development according to age development from infant to adulthood (Kozier 2004, p.448).Lewin states that learning involves four different types of learning particularly, cognitive structure, change in motivation, change in one’s sense of belonging to a social circle, and gain control over one’s self. Lewin has focused on changes, and this led in the discovery of the theory of changes that contributes greatly in Cognitivism. The three basic stages involve are unfreezing, moving and refreezing (Ziegler, 2005 p.211).Lastly, Bloom has identified three domains of lear ning particularly the cognitive, affective and psychomotor. Each category pertains to different learning specifications that guide the whole planning of educational approach. Cognitive domain talks about the intellectual, concept, principles and theoretical knowledge incorporated in the plan of teaching. Affective domain pertains to the emotional side, affect and mood, attitude and the totality of values that is incorporated in the teaching plan. Lastly, the psychomotor theory, which emphasizes on the physical, developmental and skill enhancement incorporated as well in the teaching approach (McDonald 2002, p.34).These theories are the molding clays of the cognitivism thus, considered as the framework of the said theory. Cognitive theory has its primary attributes that also recognizes the developmental levels of learners and acknowledgements of learner’s motivation and environment (Kozier, 2004 p.449).Other Theories that Influences Educational CurriculumOther than the three f ramework of today’s educational curriculum, there are still contributing theories that needs to be taken into account especially if pertaining about aspect of educational systems. These theories have been formulated recently but have gain influence in the education curriculum already.PerennialismThe emphasis of the theory is more inclined in the philosophical and logical analysis of student’s origin and environmental contributors. The theory is primary based on idealism as well as realism in terms of philosophical perspective. It states that learning is universal and uniform for every individual that desires to learn. Education is regarded as essential truth and a preparation for life. Fundamentals are encouraged more than the complexities of the concepts since; these basics are regarded as the finest knowledge (Segall Wilson, 2004 p.156).ReconstructionismThe theory characteristics talk about its radical disposition and views education as a vehicle for influencing fun damental social change, especially in the realm of socio-political, economic and cultural organization. For Reconstructionists, progressive education is too slow or too â€Å"soft† ever to lead to change in the existing social order. It suggests that major constructive deliberations and even revolutionary actions are needed in order to solve such issue (Gwelle Uys, 2005 p.8).EssentialismThe theory of essentialism focuses more on the intrinsic nature of an individual as well as the classical educational principles. The theory suggests that the educational systems should maintain appropriate mental discipline among the students. Essentialists believe that educational process relies on the teacher itself rather than the student (Lantolf, 2000p.237).ProgressivismThis theory takes into account that education itself is not a means to earn living but rather a lifestyle to live on. It focuses more on the value-principle aspect in terms of education. Learning is achieved as the stude nt becomes interested in the subject matter and the teacher’s role is not to give sole instructions but to propose advice that facilitates learning. Competition is disregarded and educational cooperation is encouraged since, this theory aims to enhance the free expression of ideas, thoughts and personalities of the students in order to enhance and promote learning (Griffin Nasta 2000 p.31).Comparisons Educational TheoriesAs implicated in this study the educational theories still proposes similarities and differences, which is common since these theorists have various perspectives that influence their view in terms of education systems. The similarities as well as differences greatly centers in the focus of educational system. Each theory suggests the main contributor of educational intervention. However, the learning principle and guidelines are almost similar with all the theories. The detailed differences are specifically indicated in the above analysis of these theories.H owever, looking at the broad angles, we can see the similarities that group these theories and the differences that negate the proposed concepts of these educational principles. Behaviorists, humanists and essentialists are mainly student-centered than education systems. They emphasize on the intrinsic and outward response of the individual itself and patterned their theories in the individual’s characteristics as well as output from the stimuli.On the other hand, cognitivism, perennialism, reconstructionalists and progressivism connotes the educational process and the environmental contributing factors that surround the client, such as instructors, educational support systems, etc. They believe that the primary influence in the educational development of the student lies on the external etiologies rather than the internal, where in the latter groups are more favorable.Theoretical FrameworkThe formulation of this theoretical framework takes into account the theories discussed in the above portion of this paper. Such theories are all synthesized based on their important points in order to come up in an enhanced educational principle. As per analysis of various points involved in these theories, we have come up in an educational approach that is applicable for educational curriculum.The focus of behaviorism, particularly the behavior of the person itself, can be utilized to serve as guide in maintaining appropriate teaching methods that are suitable for student needs. The assessment of these behaviors and attitudes can help the instructor understand the needs of these students rather than understanding the needs of system bodies. Guided by the student-centered learning approach by Carl Rogers, we can utilize the principle of education putting the student as the center of focus. The education requirement must be based on the student’s need and not of the institution. Only this way can learning be maximized and achieve. In addition, we have to consid er the wholesome aspect of the student in which, humanism have given emphasis. The individual’s educational needs should not be based on specific areas but rather the wholeness of the individual. We need to take into account the domains of learning provided by the theory, specifically psychomotor, cognitive and affective aspects.Moreover, the planning of the theory needs to consider the educational process itself in order to ensure proper learning is obtained. The cognitive theory emphasizes on the educational processes itself. It needs to coincide in the needs of the client as assessed through various intrinsic factors present in the client as described by behaviorism and essentialists. The formulation of educational approach needs to consider external criteria involve in the student such as, the background, racial culture and attitudes.After the formulation of educational approach, it is necessary to instill the values of education especially the purpose of having this proc ess, as indicated by Progressivism. Upon implementation of this learning approach, we have to consider and aim for the changes that Lewin has implicated. The change in the client signifies the effectiveness of learning. However, if the opposite results are attained, then reassessment and re-evaluation is needed until the target goal of educational approach is achieved. 21st Century Curriculum Essay Example 21st Century Curriculum Essay Educational theories are essential guidelines that entails enhancement of educational means of teaching. The sides of education are important as well since this is one of the primary building blocks in the society. Education is viewed as an intrinsic need by every individual, institution and country. The conditions of educational theories vary and it evolves the same way the world grows. It follows the trails of man’s civilization from the streets of Aristotle, the classrooms of Scholasticisms up to our current teaching universities. Various theories of education revolves in these events thus, tackling these principle proves to be essential.Synthesis of Theories that have influenced 21st century CurriculumFormulation of theoretical framework for a curriculum planningThrough out history, education has developed little by little in a systematic and chronological way matching the needs and evolution of man’s society. In the past, education theories are already evident espe cially in the classes of Aristotle, Plato and Socrates (the famous Greek philosophers). These people utilize various styles of educating their students and guided by early theories of education. However, time is not stagnant and it continues to flow, and part of it is man’s society.The dynamic civilization of human kind of varying cultures, have influenced the development and evolution of these theories as well. The Aristotelian mode of concept has been modified during the renaissance period by the scholastics and, the Platonian principles are adapted by various scholars. This situation has led to further development of education systems as well as principles until its development reach the current state, which is the 21st century.Read also   ANALYSIS OF OUR SECRET BY SUSAN GRIFFINIn the current civilization of man, education has been regarded as the utmost treasure that everybody needs to possess.   The theories of education principles have been integrated and modified in order for these theories to adapt in the current situations. These theories are well utilized by various educational systems in order to maintain standard education criteria.Some of the classical theories are also maintained in order to support and stand basis for the current theories established. However, problems and sometimes inconsistencies occur along with this these theories since, the body and context of these principles are still considered theories and not facts. It is part of the molding and dynamic process involved in this theory.As we go through the discussion of these theories, we shall employ analysis, interpretation as well as implementation of the theories concerned. The theories are not meant to act as the imposed rule of teaching but rather evident guidelines in order to establish appropriate teaching approach. The paper shall limit its study in the following question.What are the educational theories present in the 21st century? Discuss all the educational theo ries that have influenced 21-century curriculum.How does each theory influences the 21st century curriculum? Synthesizes all the theories by showing the commonalities and differences in all the educational theories and formulate a theoretical framework that can be used for a curriculum planning. Lastly, explain the benefits of this framework in the 21st century curriculum.The research paper shall focus in these queries alone since the main objective is also the presentation of these educational theories that have influenced 21st century.Main Educational Theories of 21st CenturyAll people require variety of learning needs, which is a desire or a requirement to know something that is presently unknown to the learner. These needs include new intellectual knowledge but also include physical, cultural, social and spiritual form of knowledge. Kozier (2004) defines learning as,Learning is a change in human disposition or capability that persists and that cannot be solely accounted for by g rowth. Learning is represented by a change in behavior and the important aspect for a person to learn is the individual’s desire to learn and to act on the learning.This connotes that learning is not only obtained by mental capacity of a person but it goes on all perspective angles of the individual’s characteristics. Moreover, compliance to such educational modes are not enough, acting is another factor to be considered.There are various theories proposed that traces how and why people should learn and be educated. These theories have served as guideline protocols in order to establish educational approaches, learning interventions and curriculum formulation for educational institutions. These theories have originated even from the past and are now being used in order to enhance teaching and learning processes. The modification of these theories has occurred due to the evolution of man’s technology and growth of civilization.BehaviorismThis theory was originall y promulgated by Edward Thorndike, whose primary contribution is the teaching based on behavioral manifestations of the individual. Behaviorism deals with learning and it acknowledges this subject as a factor that affects personality of a person. The theory includes analysis of the person’s personality as a whole and characteristics, and uses this to formulate strategies of teaching and education (Weiner et.al, 2003 p.135).Behaviorism takes into account the environment of the individual, not only physical but as a whole itself. The theories views environment as an extremely essential influence in the development of learning. However, ironically, behaviorists are not concerned in mental processes since they rely mostly on those objective data that are observed and rationalized by human capacity.B.F Skinner, another important persona in behaviorist theory, considers â€Å"emotions† as fictitious product of behavior that can be assess through stimuli-response mechanism (F ogiel, 1999 p.501). The main emphasis of this theory is the behavior of a person that primarily promotes the learning.Arising now is John Watson, another important persona in the field of behaviorism, who started the use of behavioral conditioning. Watson has utilized animal specimens such as rats, pigeons, dogs and cats in order to test behavior functioning. During the procedures, Watson has discovered that these animals are capable of learning-behavior principles (Weiner et.al, 2003 p.135-136). The utilization of behavior as a means of pattern in order to formulate the right educational approach is the primary principle of the theory.According to Gordon (2003) in her book, Beginnings Beyond: Foundations in Early Childhood Education, learning occurs when an organism interacts with the environment, and through experience, behavior is modified or changed. In the behaviorist’s eyes, three types of learning occur:1.  Ã‚  Ã‚  Ã‚  Ã‚   Classical Conditioning2.  Ã‚  Ã‚  Ã‚  Ã‚   Operant Conditioning3.  Ã‚  Ã‚  Ã‚  Ã‚   Observational learning or modelingThe first two categories are based on the idea that learning is mostly the development of habit. The continuous and frequent routine that an individual confers with induces the habits that in turn produce behavioral modifications. The third is actually based on social approach, such as family social conditions, peer socializations, etc. Guided by these three principles, education systems employ rewards and consequences as the primary molding characteristics of educational approaches.In application of such theory, we can see this being done in a simple standard educational system known as grading. In such case, the instructor assesses an individual’s performance based on criteria imposed by the institution. The grading system indicates how well the student performs during the span of an activity or the entire education program it self. The instructor provides high grade is the performance of the st udent is well conforming and appropriate to the instruction given. This type of rewarding reinforces the individual to again strive and initiate efforts in order to attain the said mark. However, if the student fails to comply in the standard imposed by the instructor, the student now gets a low or failing grade. This is a form of negative reinforcement in the part of the student. The response of the student, however, should be the same, which is to study harder and try to comply the next time.However, there are cases wherein this kind of negative reinforcement, based on the example, triggers negative action. Instead of the attitude of perseverance, the mindset of depression and intimidation settles in. The education approach should consider this type of response among varying students.HumanismThe theory of humanism utilizes the belief that human cognitive function and learning are not driven by information processing theory, nor by the enhancement of schemas through the creation of new knowledge structures nor by conditional responses to various stimuli. Rather, human thinking and learning are driven by the growth of the self as a whole, mature and complete human being, who has a strong character and an ability to make decisions that positively influence others (Keating, 2003 p.53).The humanistic theory centers on both cognitive and affective angle of a person. The main contributors of this theory are Abraham Maslow and Carl Rogers who have introduced essential humanistic theories that is used up until today in almost every aspect (Kozier, 2004 p.448).Hierarchy of Needs. Abraham Maslow has formulated the triangular model of levels of man’s need according to priorities. The base part of this triangle portrays the basic level, thus considers as the most essential needs of man. The physiologic needs comprise of food, shelter, clothing, water and the physical requirements in order to live and maintain body homeostasis. The next level involves the level of safety needs, which includes protection, security, order, law, limits and stability that are part of the community. Love and belongingness is the next level after the latter – family, relationships, commitments, attachments, peers, social circles- that provide the emotional, cognitive and social stability of an individual. Self-esteem follows and this level portrays the needs of self-gratification as resulted by achievements, status, responsibilities and good reputation. Lastly, the self-actualization pertains to the personal growth and fulfillment of a person (Chapman, 2001).Student-Learning Approach. The theory of Carl Rogers regarding the student focused learning has a great impact in the teaching strategies at various curriculums in our current generation. The primary focus of this concept is the student body itself wherein the needs of the students are prioritized above all. This theory suggests that learning is achieved is the students are the ones being targeted as the main recipient in all educational programs implemented by the educational bodies, such as administrators, instructors and etc. The design of teaching curriculum, syllabus, course description and learning approaches are needed to be in favor of the students and not the administrative body.In this theory, a goal of educational approach is being set, the stand or the set function of the teacher is being identified, students are being reinforced positively, learning assessment is being done and lastly, student participation is greatly encouraged (Burnard 2002, p.72). Unlike in the classical way of teaching wherein the instructor is the one who directs everything to the students more like â€Å"robot teaching†, participation and interaction in this principle does not only come from the teachers but from the student as well. It encourages collaboration between the two sides in order to achieve maximal learning.Humanism focuses on the internal aspect of an individual as persons and not as sole information bank. This theory takes into consideration the emotions and attitudes of learners, the importance of the individual in identifying learning needs and taking the responsibility over these learning tasks.Humanism also motivates the student to act as part of the learning process, encouraging independence as well as self-reliance. This greatly negates the concept of education spoon-feeding approach since the students, even if the theory is student-centered, still this does not conclude that sole information are given directly to them by the teachers. Building up educational independence and education responsibility are the primary goals of this theory.CognitivismLearning in this theory principle gives more emphasis on the learning process itself than any other means. Organization of the learning approach and modified mental representations are the key in this type of learning process. According to the book of Uden and Beaumont (2006) entitled Technology and Prob lem-based Learning,Cognitive learning is equated with discrete changes between states of knowledge rather than with changed in the probability of response. In cognitive learning, the issues of how information is received, organized, stored and retrieved by the mind is important. Learning is concerned not so much with what learners do, but what they know and how they came to acquire that knowledge (p.6).In this theory, the main emphasis is the process itself and not the outcome. From the point of information delivery up to the cognitive reception of this information, the learning is assessed. If learning is achieved then it only means that the process is appropriate, however, if otherwise occurs, then it means the education approach needs to be re-evaluated.This type of theory has been utilized in various forms of institutional approach such as in the process of health teaching. One example is when the health care provider utilizes a health care plan accompanied by teaching plan. Par t of this systematic education approach is the re-evaluation of plan until the set goal is met. The focus mainly is not on the response but the means of teaching or the cognitive approach.The major contributors of this theory are jean Piaget, K.Lewin and B.Bloom. The cognitive theory by Jean Piaget, sensorimotor stage, pre-operational stage, operational stage and formal operations, gave patterns of educational development according to age development from infant to adulthood (Kozier 2004, p.448).Lewin states that learning involves four different types of learning particularly, cognitive structure, change in motivation, change in one’s sense of belonging to a social circle, and gain control over one’s self. Lewin has focused on changes, and this led in the discovery of the theory of changes that contributes greatly in Cognitivism. The three basic stages involve are unfreezing, moving and refreezing (Ziegler, 2005 p.211).Lastly, Bloom has identified three domains of lear ning particularly the cognitive, affective and psychomotor. Each category pertains to different learning specifications that guide the whole planning of educational approach. Cognitive domain talks about the intellectual, concept, principles and theoretical knowledge incorporated in the plan of teaching. Affective domain pertains to the emotional side, affect and mood, attitude and the totality of values that is incorporated in the teaching plan. Lastly, the psychomotor theory, which emphasizes on the physical, developmental and skill enhancement incorporated as well in the teaching approach (McDonald 2002, p.34).These theories are the molding clays of the cognitivism thus, considered as the framework of the said theory. Cognitive theory has its primary attributes that also recognizes the developmental levels of learners and acknowledgements of learner’s motivation and environment (Kozier, 2004 p.449).Other Theories that Influences Educational CurriculumOther than the three f ramework of today’s educational curriculum, there are still contributing theories that needs to be taken into account especially if pertaining about aspect of educational systems. These theories have been formulated recently but have gain influence in the education curriculum already.PerennialismThe emphasis of the theory is more inclined in the philosophical and logical analysis of student’s origin and environmental contributors. The theory is primary based on idealism as well as realism in terms of philosophical perspective. It states that learning is universal and uniform for every individual that desires to learn. Education is regarded as essential truth and a preparation for life. Fundamentals are encouraged more than the complexities of the concepts since; these basics are regarded as the finest knowledge (Segall Wilson, 2004 p.156).ReconstructionismThe theory characteristics talk about its radical disposition and views education as a vehicle for influencing fun damental social change, especially in the realm of socio-political, economic and cultural organization. For Reconstructionists, progressive education is too slow or too â€Å"soft† ever to lead to change in the existing social order. It suggests that major constructive deliberations and even revolutionary actions are needed in order to solve such issue (Gwelle Uys, 2005 p.8).EssentialismThe theory of essentialism focuses more on the intrinsic nature of an individual as well as the classical educational principles. The theory suggests that the educational systems should maintain appropriate mental discipline among the students. Essentialists believe that educational process relies on the teacher itself rather than the student (Lantolf, 2000p.237).ProgressivismThis theory takes into account that education itself is not a means to earn living but rather a lifestyle to live on. It focuses more on the value-principle aspect in terms of education. Learning is achieved as the stude nt becomes interested in the subject matter and the teacher’s role is not to give sole instructions but to propose advice that facilitates learning. Competition is disregarded and educational cooperation is encouraged since, this theory aims to enhance the free expression of ideas, thoughts and personalities of the students in order to enhance and promote learning (Griffin Nasta 2000 p.31).Comparisons Educational TheoriesAs implicated in this study the educational theories still proposes similarities and differences, which is common since these theorists have various perspectives that influence their view in terms of education systems. The similarities as well as differences greatly centers in the focus of educational system. Each theory suggests the main contributor of educational intervention. However, the learning principle and guidelines are almost similar with all the theories. The detailed differences are specifically indicated in the above analysis of these theories.H owever, looking at the broad angles, we can see the similarities that group these theories and the differences that negate the proposed concepts of these educational principles. Behaviorists, humanists and essentialists are mainly student-centered than education systems. They emphasize on the intrinsic and outward response of the individual itself and patterned their theories in the individual’s characteristics as well as output from the stimuli.On the other hand, cognitivism, perennialism, reconstructionalists and progressivism connotes the educational process and the environmental contributing factors that surround the client, such as instructors, educational support systems, etc. They believe that the primary influence in the educational development of the student lies on the external etiologies rather than the internal, where in the latter groups are more favorable.Theoretical FrameworkThe formulation of this theoretical framework takes into account the theories discussed in the above portion of this paper. Such theories are all synthesized based on their important points in order to come up in an enhanced educational principle. As per analysis of various points involved in these theories, we have come up in an educational approach that is applicable for educational curriculum.The focus of behaviorism, particularly the behavior of the person itself, can be utilized to serve as guide in maintaining appropriate teaching methods that are suitable for student needs. The assessment of these behaviors and attitudes can help the instructor understand the needs of these students rather than understanding the needs of system bodies. Guided by the student-centered learning approach by Carl Rogers, we can utilize the principle of education putting the student as the center of focus. The education requirement must be based on the student’s need and not of the institution. Only this way can learning be maximized and achieve. In addition, we have to consid er the wholesome aspect of the student in which, humanism have given emphasis. The individual’s educational needs should not be based on specific areas but rather the wholeness of the individual. We need to take into account the domains of learning provided by the theory, specifically psychomotor, cognitive and affective aspects.Moreover, the planning of the theory needs to consider the educational process itself in order to ensure proper learning is obtained. The cognitive theory emphasizes on the educational processes itself. It needs to coincide in the needs of the client as assessed through various intrinsic factors present in the client as described by behaviorism and essentialists. The formulation of educational approach needs to consider external criteria involve in the student such as, the background, racial culture and attitudes.After the formulation of educational approach, it is necessary to instill the values of education especially the purpose of having this proc ess, as indicated by Progressivism. Upon implementation of this learning approach, we have to consider and aim for the changes that Lewin has implicated. The change in the client signifies the effectiveness of learning. However, if the opposite results are attained, then reassessment and re-evaluation is needed until the target goal of educational approach is achieved.

The Northern Snakehead essays

The Northern Snakehead essays The Northern snakehead....a modern day fox in the henhouse. The introduction of the snakehead species into the U.S. could become far more serious a problem than most people would like to believe. These fish well kill and eat anything that moves basically....and a lot of it. Entire marine ecosystems are at risk if these extreme predators are allowed to run rampant. All together there are 28 species of known snakeheads; three are indigenous to Africa, the other 25 to Asia. All are air breathers and can live on land for at least three days. All 28 are voracious predators and truly viscous. Some types even kill more than they can eat. One species, the bullseye snakehead, has not only established itself into southern Florida waterways but is thriving! However, there has been little evidence of the impact on local wildlife. Fortunately this species is restricted to water temperatures of 40 degrees and higher, so cannot survive the winters of Northern Florida. We have not seen, and we dont anticipate, that the presence of the snakehead in Florida will have a catastrophic impact, said Shafland. But its like throwing trash out of a car window; it cant be good. Unfortunately, the northern snakehead is nothing like its cousin in Florida. Basically the bullseye is the Chihuahua of the family and its northern cousin is the Pit Bull. Around ninety percent of the northern snakeheads diet consists of other types of fish and they grow at an amazing rate; fingerling to twenty four inches in under a year! They can survive anywhere from freezing to 85 or so degrees Fahrenheit, and they can survive under the ice all winter long. They can grow to over four feet long and have rows of sharp teeth. In short, a well designed, efficient predator. In its native country of Burma, it is known as freshwater shark. With the discovery of one of these real life monsters in Maryland, th...

Meaningful career implications Essay Example | Topics and Well Written Essays - 250 words

Meaningful career implications - Essay Example Social Psychology deals with the extent at which the lives of individuals are influenced or affected by the social group they belong to (Morris & Maisto, 2005). Hence, I would use Social Psychology to understand the reason that the lives of the Military Family are influenced by the circumstances that surrounds them. Social Psychology shows the extent at which circumstances affect the life of people as it shows how the situation around people influence their lives either positively or negatively (Kagan, 2002). This would also make me understand the consequences of the circumstances that surround military officers and the effect it could likely have on their family members (Kassin, Fein, & Markus, 2008). I would use Social Psychology as a basis to understand the reasons that the family of military men is emotionally attached to each other. Social Psychology would help me understand the way these people feel and I would be able to advise them on the steps to take to fight their emotions and their apprehensions. Social psychology would help me understand the way the Military Family feel, think and behave and how their lives are influenced by the members of their family in the military.

Key message FAQ Essay Example | Topics and Well Written Essays - 750 words

Key message FAQ - Essay Example The school immediately encrypted the student files to prevent any future breach of the student records. 3. The school’s information retrieval trail proves there was no illegal retrieval of the confidential students’ personal data. The initial findings of the continuing investigation affirm only individuals using the correct passwords had accessed the student records. The continuing school investigation affirmed there is nothing to worry about. 4. No one had filed a complaint of any breach of the student files. This affirms that the unencrypted data remains confidential. Anyone who does not know the correct passwords cannot access the same student files. 5. There were no complaints of any unauthorized retrieval of confidential student data. The school’s effective anti-hacking tools & strong firewall software effectively prevented all unauthorized retrieval of any student information from the university’s server during the unencrypted records period. Yes. During February of 2014, one authorized university registrar’s office employee noticed the data was recorded using the unencrypted method immediately reported the issue during February. The information was immediately changed to the encrypted method (Indiana University, 2014). Records show that only one authorized school employee discovered the 150,000 student records were not encrypted (Piurek, 2014). The school history trail affirms there was no unauthorized retrieval of the student information. Only those having the right passwords had accessed the student files. This indicates only authorized students and authorized school employees had retrieved the confidential unencrypted student data (Indiana University, 2014). The school investigation indicated passwords were used to prevent the authorized retrieval of the unencrypted student data. The school software prevented the hacking of the

Biography of Prof. Joseph Kahamba

Biography of Prof. Joseph Kahamba BIOGRAPHY OF Prof. JOSEPH KAHAMBA Dr. Joseph Kahamba is an Associate Professor in Neurosurgery at Muhimbili University College of Health Sciences (MUCHS) in Dar es Salaam, a Consultant Neurosurgeon and acting Head of the Neurosurgical department at Muhimbili Orthopedics and Neurosurgical Institute. He holds a Doctor of Medicine (MD) of the University of Timisoara-Romania, a Master of Medicine (MMed) in General Surgery of the University of Dar es Salaam, a Master of Science (MSc) in Neurosurgery of the Universities of Zurich, Ulm and Dar es Salaam (a sandwich program), and FCS-ECSA (Fellow of the College of Surgeons of East, Central Southern Africa) and MBA (Master of Business Administration) program of the University of Dar es Salaam. CHILDWOOD Born September 1 1964 in Bukoba, Tanzania, Prof. Joseph Kahamba was raised in a hard working middle class family with Ten siblings–four brothers and six sister. His mother was a farmer and father a Secondary teacher. He grew up mainly in three kind of environment, Gangster, Quiet, Energetic and loud .During his childhood years his family lived first in Katoke and then shifted to Ishozi, Bukoba. When they were living in Katoke he had many friends. He liked making friends. He was with them all the time. They went to many places and parties together, and they even went to the Disco or play soccer together and he really enjoyed this these moments. His best friends ware Stanley, Mjuni, Peter, Ester and Salma. He really enjoy be with them, because they were so nice that sometimes talk about all in his life, and when he had a problem they always help him. Childhood influences: The first book He remember reading for fun was called ‘Maisha Yetu’. He probably read it three times a day. He also liked Greek mythology since he was in middle school. He used to read mostly fantasy and science fiction in high school, and then got interested in mysteries when He got to Universities. Since his father was a teacher. He grew up in a very artistic family. His Dad was an inspiration professionally and his Mum was always there to talk to. His Dad taught him many values that define who he is now — the values of honesty, integrity and sincerity. They were teachers to him and his mother was always scout him to school when he was very young. She used to read for him stories every night that he can remember many of the stories and have even got quite a few of the books she read to him. Her Mum had a sing-song voice that he once told her but she thought he was criticising her and she got a bit humpy with him. His dad read to them when we were older but he helped them a lot with writing and studying. When sitting together with his father, they spent long hours talking about the world, politics, books and football. His father was also very funny, very good at jokes and could speak several languages. All this influenced his carrier. EDUCATION PRIMARY SCHOOL He received his primary education at Katoke Primary School between 1970 and 1973; his middle school education at Kanyigo School from 1974 up to 1978. Durring his Primary education his favorite subject were Science (especially biology and chemistry!), He loved them and he was never horrible at any subject, but he definitely hated History because he never liked writing essays since he didnt find it interesting. His favorite teacher was his Math’s teacher Ms.Salome, when he was in the fifth grade. As he described her as being very loving, caring, inspiring and almost like a mother to them. SECONDARY AND A-LEVEL After graduating at Kanyigo School in (1978) he was selected among 50 best students and been transferred to a Seminary government Secondary School (Kashasha Seminary) which it was 56 Kilometers’ away from his virrage. In 1978, Prof.Kahamba enrolled to Kahororo Seminary Secondary School for (O A-level) education between 1978 to 1984. While there much had happened routinely in the Seminary, each day had its own rhythm and he also noted that the seminarians had a varied schedule. They used to begin each day in the chapel, with either Morning Prayer from the Liturgy of the Hours at 7:30 a.m. After breakfast,Which sometimes made him to sleep in class .But in class He was often knowing how to do complex math problems before the concept had even been introduced to his class. In his second year the young Prof.Kahamba participated in student body government as Sports Minister in my second year. In this time, He worked for 2 years as the Scout President at a School camp. He liked most about school were the after-school athletic activities and least were Mandatory attendance and Learning superfluous subjects. Also he often knew how to do complex math problems before the concept had even been introduced to his class. He also did some extracurricular activities by Participating in Gym, Sports and Society clubs. He engage in the social life with other students mostly in parties. In 1984 his family returned to Ishozi, and Prof.Kahamba within a short time graduated from high school in the first division. UNIVERSITY In 1984, He enrolled at the University of Timisoara-Romania for his undergraduate study in Medicine (MD).In his first year in medical school he had been participating in new types of medical research. Since arriving in April he was been able to participate in two different research projects – one qualitative and one quantitative. In University, He was also involved in few outside activities. While there, and to enhance his meager income, He organized a Helping Hand Club and even served as its Vice president. After a handful of jobs , He finally went for different Projects to work for a large investment films. There He continued the trend of just meeting his potential, only taking on new challenges when enything was brought to his attention that it could be perfect opportunity for him. After graduating and reserved the certificate in Doctor of Medicine (MD) of the University of Timisoara-Romania, He then went back to his hometown and worked as Pharmacist assistance for the village local Institute Dispensary and a few Pharmacies in and around his hometown. In the meantime, He spent 1 year before Master school as a Soldier at Kanyigo Military, Bukoba serving for his county. During his time there, they moved into different largest military in the county for training. They also moved into the new country military base of Lugalo. One of thing he learned was simple. It doesnt matter if you can [do something] or not, you will. Just get it done. Going Master school had always been in the back of his mind, and he finally headed again across the Ocean to enroll in a Master of Science (MSc) in Neurosurgery at the Universities of Zurich in (1990). Early in 1992, he was transferred as a medical student to Zurich Medical cumpus to gain greater clinical experience, were he become Senior Laboratory Assistance at the University. He began his career as an ICU fellow at the Katoke Hospital Center where he worked in a variety of critical care settings before coming to the Clinical Center in 1999. At the Clinical Center he began his career as a Senior Clinical Researcher in the Medical Intensive Care Unit. His clinical research specializations included health behavior and health disparities research with special emphasis on methodology and measurement in end-of-life care, integrative health and vulnerable populations. After that, His wife and him moved to Bugando, Mwanza. Were they lived there for two years and managed to teach Bugando Medical University for almost 1 year. Then they had two daughters, Eunice and Nelly, and we moved back home to Dar es salaam. were he enrolled for MBA (Master of Business Administration) program at the University of Dar es Salaam.While there he used his extra time to teach at Muhimbili University College of Health Sciences (Neurosurgery). Professional Recognition In November 2003, Prof. Kahamba was recognized by the Tanzanian Society of Orthopedics with the Dedicated Service Award. This award honors dedicated volunteer service to the Society marked by his outstanding performance. Between 2000 and 2006,He served as President of the Medical Association of Tanzania (MAT) at Muhimbili Orthopedics and Neurosurgical Institute. The Association that aimed to compliment the government efforts in reaching its desired objective of promoting the health and wellbeing of all Tanzanians. Marking the 45th Anniversary Medical Association of Tanzania (MAT) in 2008.Professor Joseph.F. Kahamba was presented with MAT Fellowship certificates for their distinguished contributions to the promotion of the medical profession and nurturing of the Medical Association of Tanzania. FAMILY In 1990, He met a pretty woman at a Staff Board meeting. He could feel that she was the right one for his eternal life. In 1991, He married Dr. Godelive Kagashe,Lecture in College of Health Sciences (MUCHS) in Dar es Salaam when he was 27.The wedding took place in Church, one month from his 28th birthday, Gogelive was 25, who spent her childhood in Morogoro, Tanzania. They have four childrens,One boy, Innocent 21 and three Daughters, Eunice 23, Nelly 22 and Karen 17. Eunice lives in the Mikocheni area. Shee works for a Clothing business company. Whenever they visit each other, they have a great time and many laughs. She also guides, teaches , and has been a great role model.Nelly is a Postgraduate in Medicine at Bugando Hospital,Mwanza.While Innocent is undergraduate in Civil engineering at Arthi University. When he was young, He sometimes did something very horrible that he then regret doing. One at which he would get other children to laugh at someone. He made fun of that person and got others to join in. In the rare hours when he’s not at Work, He enjoy running, reading, watching news. He’s very excited about moving back to his village in next year’s. About his Haya and Christianity background he said â€Å"its important because its how and why my parents behaved in the way they did. If I try to break that down into exactly what, all I come up with is things like the particular way in which they told stories about their family and their childhoods. At age of 50, He honestly think that reading has been one of the pleasant constants in my life. Reading truly feeds his soul. Looking ahead 20-30 years, He will fear losing his eyesight more than any other senior ailment. What the heck, he could enjoy reading The Adventures. Among of the worst or most embarrassing experience of his career as had been to identify his younger brothers body at a local municipal morgue. Employment and Professional Activities 1986-1987 Research Laboratory , University of Timisoara-Romania. 1988-1990 Postdoctoral fellowship, Institute for Advanced Study, Mwanza. 1991-1992 Senior Laboratory Assistance, University of Zurich. 1996-1997 Assistant Professor, Bugando University, Mwanza. 1997-1998 Associate Professor, University of Dar-es-salaam. 1998- Professor, University of Muhimbili, Dar-es-salaam. 1997-1998 Staff of Katoke Hospital Laboratory,Bukoba. 1998-2000 Director of MOI Physical Laboratory 2002-2004 Head of the Neurosurgical department at Muhimbili Orthopaedic and Neurosurgical Institute. 2000-2006 President of the Medical Association of Tanzania (MAT). 2007- Associate Professor in Neurosurgery at Muhimbili University College of Health Sciences (MUCHS),Dar-es-salaam

The Role of the Heath in Hardys Return of the Native Essay -- Return

The Role of the Heath in Hardy's Return of the Native "Nature is the most thrifty thing in the world; she never wastes anything; she undergoes change, but there is no annihilation, the essence remains - matter is eternal," philosophizes Horace Binney. Egdon Heath, in Thomas Hardy's Return of the Native, behaves as Nature does in this quotation -- it undergoes seasonal shifts, but its essential quality remains. The heath takes on the role of a static influence on the characters' relationships and circumstances, demonstrating the unchanging nature of human experience through its own seasonal shifts, but still unaltered essence of tragedy. As the story opens, it is November fifth, in the early winter. The beginning of winter is also the beginning of a troubled time for Thomasin. She goes with Wildeve to Anglebury to marry him in the morning of November fifth, but returns that evening, unmarried, in the back of the reddleman's wagon. Mrs. Yeobright, Thomasin's aunt and guardian, expresses her grief -- "When it gets known there will be a very unpleasant time for us" (49). Though it was not Thomasin's fault that she did not marry Wildeve, as there was a problem with the marriage license, people still consider it a scandal and a great disgrace to her and her family. This time of depression, in which Thomasin does not even leave the house out of shame, lasts until Thomasin finally does marry Wildeve, after an extended period of waiting. It is not until after Christmas that they finally wed. The depressing quality of the winter season reflects this dreary and disheartening time. Nature and seasonal changes reflect human natu re and situations on the heath. As spring, "the green or young fern period", begins, so does a relationshi... ...r, this time the night is darker, and the despair is greater. The heath ends Eustacia and Wildeve's life in Shadwater Weir as darkness closes in on the heath for the winter. The characters cannot control nature; it instead reflects their own relationships and situations. The seasons have come full circle and so has tragedy. The heath is back to its original state, as are Clym and Thomasin -- merely a bit older and a bit sadder, just as the heath itself. While the seasons change things for a time, the situation eventually reverts to its original state. The essence of the heath is tragic, and will always recover to that condition, just as human experience is unchanging. Indeed, "the untamable...thing that Egdon now was it always had been" and will always continue to be (14). Works Cited Hardy, Thomas. The Return of the Native. New York: Signet Classic, 1987.

Evaluation and Analysis of Jose Rizal as a Patriot Essay

Dr. Jose Rizal is a unique example of many-splendored genius who became the greatest hero of a nation. Endowed by God with versatile gifts, he truly ranked with the world’s geniuses. He was a physician, poet, dramatist, essayist, educator, architect, historian, painter, linguist, ethnologist, surveyor, farmer businessman, economist, geographer, cartographer, folklorist, humorist, satirist, magician, inventor, translator, sportsman, and traveler. Above all of these, he was a hero and political martyr who consecrated his life for the redemption of his oppressed people. No wonder, he is now acclaimed as the national hero of the Philippines. THE BIRTH OF A HERO On June 19, 1861, the Mercado Family from the town of Calamba in the province of Laguna in the Philippines, happily greeted the birth of their newest member — a baby boy born as the seventh child to proud parents Francisco Rizal Mercado y Alejandro and Teodora Alonza y Quintos. They named the bouncing baby boy Jose Protacio Rizal Mercado. Being the seventh of a brood of eleven, Jose Rizal Mercado demonstrated an astounding intelligence and aptitude for learning at a very young age when he learned his letters from his mother and could read and write at the age of five. THE FIRST POEM At an early age of eight, Rizal wrote his first poem entitled â€Å"Sa Aking Mga Kababata†. Whenever people of a country truly love The language which by heav’n they were taught to use That country also surely liberty pursue As does the bird which soars to freer space above. For language is the final judge and referee Upon the people in the land where it holds sway; In truth our human race resembles in this way The other living beings born in liberty. Whoever knows not how to love his native tongue Is worse than any best or evil smelling fish. To make our language richer ought to be our wish The same as any mother loves to feed her young. Tagalog and the Latin language are the same And English and Castilian and the angels’ tongue; And God, whose watchful care o’er all is flung, Has given us His blessing in the speech we calim, Our mother tongue, like all the highest tht we know Had alphabet and letters of its very own; But these were lost — by furious waves were overthrown Like bancas in the stormy sea, long years ago This poem reveals Rizal’s nationalist sentiment. He proudly proclaimed that a people who love his native language will surely strive liberty and that Tagalog is equal to Latin, Spanish, English, and any other language. BEST STUDENT IN SCHOOL During his Bi SCHOLASTIC TRIUMPHS AT ATENEO DE MANILA First Year June 1872, being a newcomer and knowing little in Spanish, Rizal was placed at the bottom of the class. After the first week, he rapidly excelled and earned the title of the emperor. He was the brightest pupil of his class and he was awarded a religious picture as a prize. At the end of the year, he was placed second although his grades were still marked excellent. Second Year Having lost his class leadership on the previous year, he studied harder. Rizal received excellent grades and gold medal at the end of the year. Third Year June 1874. His grades remained excellent in all subject but he only won one medal – in Latin. Fourth Year Inspired by his Jesuit professor, he topped all his classmates in all subjects and won five medals at the end of the school year. Last Year in Ateneo On his last year, he excelled in all subject and recognized as the â€Å"Pride of Jesuits† for he is the most brilliant Atenean of his time. LITERARY WORKS WRITTEN IN ATENEO After the release of his mother, Rizal wrote his first poem during his days in Ateneo entitled â€Å"Mi Primera Inspiracion† which he dedicated to his mother on her birthday. FIRST INSPIRATION Why falls so rich a spray of fragrance from the bowers of the balmy flowers upon this festive day? Why from woods and vales do we hear sweet measures ringing that seem to be the singing of a choir of nightingales? Why in the grass below do birds start at the wind’s noises, unleashing their honeyed voices as they hop from bough to bough? Why should the spring that glows its crystalline murmur be tuning to the zephyr’s mellow crooning as among the flowers it flows? Why seems to me more endearing, more fair than on other days, the dawn’s enchanting face among red clouds appearing? The reason, dear mother, is they feast your day of bloom: the rose with its perfume, the bird with its harmonies. And the spring that rings with laughter upon this joyful day with its murmur seems to say: â€Å"Live happily ever after!† And from that spring in the grove now turn to hear the first note that from my lute I emote to the impulse of my love. Poems on Education Rizal had a very high regard for education. His poem proved that he valued education so much that may give the power of the country to survive from any forces in the struggles of societal freedom . Through education, it creates the virtue of power to human race. This gives security and peace to the motherland as the Filipinos would learn the sciences and arts as the basis to calm down the life of the society. Also he believes that education without God is not true education. THROUGH EDUCATION OUR MOTHERLAND RECEIVES LIGHT The vital breath of prudent Education Instills a virtue of enchanting power; She lifts the motherland to highest station And endless dazzling glories on her shower. And as the zephyr’s gentle exhalation Revives the matrix of the fragrant flower, So education multiplies her gifts of grace; With prudent hand imparts them to the human race. For her a mortal-man will gladly part With all he has; will give his calm repose; For her are born all science and all art, That brows of men with laurel fair enclose. As from the towering mountain’s lofty heart The purest current of the streamlet flows, So education without stint or measure gives Security and peace to lands in which she lives. Where Education reigns on lofty seat Youth blossoms forth with vigor and agility; He error subjugates with solid feet, And is exalted by conceptions of nobility. She breaks the neck of vice and its deceit; Black crime turns pale at Her hostility; The barbarous nations She knows how to tame, From savages creates heroic fame. And as the spring doth sustenance bestow On all the plants, on bushes in the mead, Its placid plenty goes to overflow And endlessly with lavish love to feed The banks by which it wanders, gliding slow, Supplying beauteous nature’s every need; So he who prudent Education doth procure The towering heights of honor will secure. From out his lips the water, crystal pure, Of perfect virtue shall not cease to go. With careful doctrines of his faith made sure, The powers of evil he will overthrow, Like foaming waves that never long endure, But perish on the shore at every blow; And from his good example other men shall learn Their upward steps toward the heavenly paths to turn. Within the breast of wretched humankind She lights the living flame of goodness bright; The hands of fiercest criminal doth bind; And in those breasts will surely pour delight Which seek her mystic benefits to find, Those souls She sets aflame with love of right. It is a noble fully-rounded Education That gives to life its surest consolation. And as the mighty rock aloft may tower Above the center of the stormy deep In scorn of storm, or fierce Sou’wester’s power, Or fury of the waves that raging seep, Until, their first mad hatred spent, they cower, And, tired at last, subside and fall asleep, — So he that takes wise Education by the hand, Invincible shall guide the reigns of motherland. On sapphires shall his service be engraved, A thousand honors to him by his land be granted: For in their bosoms will his noble sons have saved Luxuriant flowers his virtue had transplanted: And by the love of goodness ever lived, The lords and governors will see implanted To endless days, the Christian Education, Within their noble, faith-enrapture nation. And as in early morning we behold The ruby sun pour forth resplendent rays; And lovely dawn her scarlet and her gold, Her brilliant colors all about her sprays; So skillful noble Teaching doth unfold To living minds the joy of virtuous ways. She offers our dear motherland the light That leads us to immortal glory’s height. THE INTIMATE ALLIANCE BETWEEN RELIGION AND GOOD EDUCATION As the climbing ivy over lefty elm Creeps tortuously, together the adornment Of the verdant plain, embellishing Each other and together growing, But should the kindly elm refuse its aid The ivy would impotent and friendless wither So is Education to Religion By spiritual alliance bound Through Religion, Education gains reknown, and Woe to the impious mind that blindly spurning The sapient teachings of religion, this Unpolluted fountain-head forsakes. As the sprout, growing from the pompous vine, Proudly offers us its honeyed clusters While the generous and loving garment Feeds its roots; so the fresh’ning waters Of celestial virtue give new life To Education true, shedding On it warmth and light; because of them The vine smells sweet and gives delicious fruit Without Religion, Human Education Is like unto a vessel struck by winds Which, sore beset, is of its helm deprived By the roaring blows and buffets of the dread Tempestuous Boreas, who fiercely wields His power until he proudly send her down Into the deep abysses of then angered sea. As the heaven’s dew the meadow feeds and strengthen So that blooming flowers all the earth Embrioder in the days of spring; so also If Religion holy nourishes Education with its doctrine, she Shall walk in joy and generosity Toward the good, and everywhere bestrew The fragrant and luxuriant fruits of virtue Religious Poems As being born and bred in a wholesome atmosphere of Catholicism. Rizal grew up a good Catholic. With his poems, he expressed his devotion to his Catholic faith. TO THE CHILD JESUS Why have you come to earth, Child-God, in a poor manger? Does Fortune find you a stranger from the moment of your birth? Alas, of heavenly stock now turned an earthly resident! Do you not wish to be president but the shepherd of your flock? TO THE VIRGIN MARY Mary, sweet peace and dearest consolation of suffering mortal: you are the fount whence springs the current of solicitude that brings unto our soil unceasing fecundation. From your abode, enthroned on heaven’s height, in mercy deign to hear my cry of woe and to the radiance of your mantle draw my voice that rises with so swift a flight. You are my mother, Mary, and shall be my life, my stronghold, my defense most thorough; and you shall be my guide on this wild sea. If vice pursues me madly on the morrow, if death harasses me with agony: come to my aid and dissipate my sorrow! LICEO ARTISTICO-LITERARIO On 1879, a society of literary men and artists held a literary contest. It offered a prize for the best poem by a native or a mestizo. Rizal who is still a student that time submitted his poem entitled â€Å"A La Juventud Filipina†. As the judges were impressed by his poem, they gave him the first prize which is a silver pen, feathered-shaped and decorated with ribbon. It was the first great poem written in Spanish by a Filipino. It expressed the nationalistic concept that the Filipinos and not the foreigners were the â€Å"Fair Hope of Fatherland†. A LA JUVENTUD FILIPINA Alza su tersa frente, Juventud Filipina, en este dà ­a! Luce resplandeciente Tu rica gallardà ­a, Bella esperanza de la Patria Mà ­a! Vuela, genio grandioso, Y les infunde noble pensamiento, Que lance vigoroso, Mà ¡s rà ¡pido que el viento, Su mente virgen al glorioso asiento. Baja con la luz grata De las artes y ciencias a la arena, Juventud, y desata La pesada cadena Que tu genio poà ©tico encadena. Ve que en la ardiente zona Do moraron las sombras, el hispano Esplendente corona, Con pà ­a sabia mano, Ofrece al hijo de este suelo indiano. Tà º, que buscando subes, En alas de tu rica fantasia, Del Olimpo en las nubes Tiernisima poesia Mas sabrosa que nectar y ambrosia. Tà º, de celeste acento, Melodioso rival Filomena, Que en variado concierto En la noche serena Disipas del mortal la amarga pena. Tà º que la pena dura Animas al impulso de tu mente , Y la memoria pura Del genio refulgente Eternizas con genio prepotente. Y tà º, que el vario encanto De Febo, amado del divino Apeles, Y de natura el manto Con mà ¡gicos pinceles Trasladar al sencillo lienzo sueles. Corred! que sacra llama Del genio el lauro coronar espera, Esparciendo la Fama Con trompa pregonera El nombre del mortal por la ancha espera. Dà ­a, dà ­a felice, Filipinas gentil, para tu suelo! Al Potente bendice Que con amante anhelo La ventura te envà ­a y el consuelo. Jose Rizal as a literary genius The literary aspect of Rizal’s works should commend itself to each of us as an inspiration to do our own duty. I think no man can read Rizal’s novels without feeling his powerful impulse of sympathy for and understanding of the people of this country. We can be moved not only by his profound reading of human nature, but we can also be inspired to emulate, if we may, the high level of talent for which his name will ever be famous in the history of literature. To the Filipino Youth Unfold, oh timid flower! Lift up your radiant brow, This day, Youth of my native strand! Your abounding talents show Resplendently and grand, Fair hope of my Motherland! Soar high, oh genius great, And with noble thoughts fill their mind; The honor’s glorious seat, May their virgin mind fly and find More rapidly than the wind. The first line, â€Å"unfold, oh timid flower,† implies that the youth is silent, maybe daunted, and consequently has not yet gone into full bloom for whatever reason there is that may have silenced them. In the beginning stanza, Rizal encourages the youth, by telling them to hold their heads high  for they possess talents and skills and abilities that would make their country proud. The second verse can be rearranged in contemporary English to say: â€Å"Oh genius great, soar high; and fill their mind with noble thoughts. May their virgin mind fly and find the honor’s glorious seat more rapidly than the wind.† Here, Rizal calls to genious to fill young minds with noble thoughts and hopes that as they release their thinking from the chains that bind, they may be able to soar swiftly high where the joy of honor is. Descend with the pleasing light Of the arts and sciences to the plain, Oh Youth, and break forthright The links of the heavy chain That your poetic genius enchain. Contrary to the second verse, which talked about ascending and soaring to the heights, this third stanza now talks about descent, and a downward motion of the great genius to fill the earthly strokes of art and science with their magnificent ideas. Again, Rizal calls them to break the chains that bind their intellect. â€Å"Poetic genius† here does not necessarily pertain to the talent of writing poetry. Instead, the term â€Å"poetic† is simply an adjective to describe genius, meaning that it is deep and mystifying and heavy with meaning. See that in the ardent zone, The Spaniard, where shadows stand, Doth offer a shining crown, With wise and merciful hand To the son of this Indian land. Rizal challenges the youth, that in their pursuit of knowledge and wisdom they may humble the hand of Spain, whose proud chin did not look kindly upon the people whom they labelled as â€Å"Indios† and whom they treated with contempt. He dreams that in their journey to intellectual greatness they may  humble even the proudest nations that look down on them and rightfully deserve â€Å"a crown that shines, even where shadows stand.† You, who heavenward rise On wings of your rich fantasy, Seek in the Olympian skies The tenderest poesy, More sweet than divine honey; You of heavenly harmony, On a calm unperturbed night, Philomel’s match in melody, That in varied symphony Dissipate man’s sorrow’s blight; In these two stanzas, Rizal calls the youth to seek the beauty of poetry and music, which he himself values greatly as essentials in every manner of life. He claims that poetry is â€Å"more sweet than divine honey,† and that music can â€Å"dissipate man’s sorrow’s blight.† You at th’ impulse of your mind The hard rock animate And your mind with great pow’r consigned Transformed into immortal state The pure mem’ry of genius great; Speaking to the youth, Rizal says that by the very impulse of their mind, they are capable of bringing to life or animating even someting as lifeless and unmoving as a hard rock. He continues to say that the youth is able, to immortalize their thoughts and their words through the help of great genius (as he has done himself. This stanza can be arranged in a more contemporary English structure as follows: â€Å"You can animate the hard rock at the impulse of your mind; and transform, with the great power of your mind, the pure memory of great genius into immortality.† And you, who with magic brush On canvas plain capture The varied charm of Phoebus, Loved by the divine Apelles, And the mantle of Nature; Rizal here addresses the youth, comparing their abilities to a magic brush that can capture even the most majestic views and the most glorious charms on a blank canvas. Run ! For genius’ sacred flame Awaits the artist’s crowning Spreading far and wide the fame Throughout the sphere proclaiming With trumpet the mortal’s name Oh, joyful, joyful day, The Almighty blessed be Who, with loving eagerness Sends you luck and happiness. The last stanza is a charge, urging the youth to run, for a glorious crown awaits them. The â€Å"sphere† here pertains to the world, showing that Rizal believed the Filipino youth is as brilliant as those in any other nation, and is able to contend with even the strongest powers if they only set their mind to making most of what they already have. Sa Aking mga Kababata Kapagka ang baya’y sadyang umiibig Sa langit salitang kaloob ng langit Sanlang kalayaan nasa ring masapi Katulad ng ibong nasa himpapawid This first stanza in Rizal’s poem shows that long before he sprouted the first fruits of his youth, he had already placed distinguished value in the  importance of one’s mother tongue. According to these verses, if a nation’s people wholeheartedly embrace and love their native language, that nation will also surely pursue liberty. He likens this idea to a bird soaring freely in the vast, eternal sky above. Pagka’t ang salita’y isang kahatulan Sa bayan, sa nayo’t mga kaharian At ang isang tao’y katulad, kabagay Ng alin mang likha noong kalayaan. Language here is likened to a people born into freedom. In Rizal’s time, Filipinos were held in slavery by Spain. Rizal, however, believed that if the people treasured and loved and used their mother tongue, it would become a symbol of relative freedom, and of identity. Ang hindi magmahal sa kanyang salita Mahigit sa hayop at malansang isda Kaya ang marapat pagyamanin kusa Na tulad sa inang tunay na nagpala It is here in these lines of verse that we find Rizal’s famous quote: â€Å"He who does not love his own language is worse than an animal and smelly fish.† He further adds that Filipinos must work to make the language richer, and likens this endeavor to a mother feeding her young. The native tongue is now compared to a helpless child that must be nurtured in order to grow and flourish. Ang salita nati’y tulad din sa iba Na may alfabeto at sariling letra, Na kaya nawala’y dinatnan ng sigwa Ang lunday sa lawa noong dakong una. These last lines may very well be referring to the Alibata, or the old Filipino alphabet whose characters are unique in every essence, finding no likeness in any other alphabet. The Tagalog language, according to Rizal, has letters and characters of its very own, similar to the way other â€Å"elite  tongues† do. These letters, however, were overthrown by strong waves and lost, like fragile, fickle boats in the stormy sea, many long years ago.